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COVID-19, Educators, Students and Post-COVID Reflections

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Ibironke Olurotimi

By Ibironke Olurotimi

When the news of Nigeria’s first confirmed COVID-19 case dropped that morning in Late February, none of us was prepared for what lay ahead. We all thought we’d beat this just like we did with Ebola.

Faith-filled Nigerians continued to post things like “this too shall pass” on their WhatsApp statuses and other platforms. Here we are 60 days after and we can only hope we get out of this as fast as we can so we can gather the ruins of our broken economy and systems and begin building our “new normal” as a lot of thought leaders have postulated.

The government closed all schools in a bid to contain the spread of the COVID-19 pandemic and keep our children and all schools staff safe. This nationwide closure has affected our education system in no small measure and we have to deal with the effects of these on teaching and learning. The government has put in a lot of effort in responding to this sudden transition because children have had to learn from their homes.

Some of the interventions put in place by the government is the education and TV radio which has a wide reach and helps to close the inequality gap that has been suddenly created by the school closures. There is also digital content made available on portals hosted by the government to serve children who have access to the internet. Private organisations are also providing solutions at almost rock bottom prices and some absolutely free just to ensure that the learning of our children does not stop because education cannot wait. Some are partnering with the government to make content available online with no attendant data charges.

Sadly, some children will fall back because their learning was placed on hold, due to several factors ranging from loss of parents, poor and illiterate parents etc. Some will not be able to come back to school thereby increasing the number of out-of-school children which stands at 13.5 million nationally, a menace we all are collectively working to reduce and ultimately eradicate. All of these being said, the pandemic will come to an end at some point and we would be left with the after effects to deal with, how will we respond as education practitioners???

Post COVID-19, teachers will have little time to get their students up to speed and the might live with the pressure to ensure their children are open to learning again, putting into consideration that no child must be left behind.

Now more than ever before, teachers must begin to look at strategies, skills and practices that will help deal with the effects of COVID-19 and successfully get themselves prepared for times like these. I would outline a few things that education practitioners can begin to reflect on:

Flexibility in teaching: We cannot afford to go back to business as usual. Teachers will have to develop the ability to use:

  • Data to inform teaching methods and strategies: Relying on using data generated from the classroom to inform the teaching strategy that would be employed. Simple assessments can be used to ascertain the levels of the children and then tailor their teaching to meet their needs. Teachers must always assess the impact of their learning strategies and be adept in not just gathering but cleaning and interpreting data.

  • Digitised learning materials and digital skills: The internet houses a lot of innovations that can help teachers improve their teaching methods and strategies. We cannot shy away from the fact that the future is tech and a lot of learning in the days to come will be driven by technology. Teachers can also begin to introduce technology to drive learning in their classrooms, going from simple to complex. (Thisis very critical for those who are just easing into the digital world)

  • Teach 21st century skills within their class: Using different teaching methods that embed this skill and measure the impact of these methods with relevant assessments. (Public education practitioners get in here!)

Differentiation: It would be important to note that we can’t return to business as usual. Children must now be taught at their levels. The one size fits all approach that might have been used in the past will not work ( It has actually never worked). Teachers must develop the ability to develop differentiated instruction. To create instructions that would meet each child at their level, teachers must:

  • Develop empathy
  • Understand that differentiated instruction is a blend of whole-class, group, and individual instruction,
  • Plan : Be proactive in planning for their classes and putting all learners into consideration,
  • Manage their classroom more effectively now more than ever before so that no one is lost in the cracks.
  • The government and education planning bodies (MoE) must also support the teachers with resources and the required support for teaching and learning that would enable them carry out their activities effectively.

Planning“He who fails to plan, plans to fail”

To remain ahead and relevant in times like these teachers can stay ahead by being:

  • Informed: staying ahead by reading and studying about teaching and learning around the continent and in the global scene. Those who are able to think ahead and plan are those who will stay relevant.
  • Critical thinkers: Those who are open-minded are quick to learn, unlearn and relearn
  • Need peer support in communities for example teacher communities like The executive teacher, TTNF, school linkers etc.
  • Prepared for eventualities like COVID-19 or worst-case scenarios; by producing resources e.g. Key points and study packs for emergencies especially those preparing for transition examinations like WAEC, UTME

Educators should also develop good relationships with parents so that collaboration with the parents can help learning continue at home. This is particularly important as a lot of parents are clamouring for support on how they can keep engaging the children this period.

Ibironke Olurotimi is an Amani Fellow and a 2018 New York Academy of Science STEM Mentor. She is a social innovator who works at the intersection of Social development and Education. She is based in Lagos, Nigeria.

Dipo Olowookere is a journalist based in Nigeria that has passion for reporting business news stories. At his leisure time, he watches football and supports 3SC of Ibadan. Mr Olowookere can be reached via [email protected]

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Education

Hallos Launches Learning247 Summit

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Hallos

By Adedapo Adesanya

Live-learning and creator-economy platform, Hallos, as part of its expansion drive, has unveiled plans to equip millions of youths and women with digital skills and monetisation opportunities through the Learning247 Hallos Summit, aimed at integrating Nigeria’s South-East into the rapidly expanding global creator economy.

At a sensitisation and stakeholder engagement forum in Enugu, the organisation also called for stronger strategic partnerships with government agencies, educational institutions, development organisations, media houses and private-sector stakeholders to advance the creator economy as a credible engine for mass employment, youth prosperity and inclusive economic growth.

The chief executive of Hallos, Mr Alexander Oseji Uzoma, renewed the call for increased investment in internet penetration, reliable power supply, digital infrastructure, creative studios and youth-focused innovation hubs across Nigeria, especially the South-East.

Describing the creator economy as one of the most accessible and scalable employment frontiers globally, he noted that with basic tools such as a smartphone, internet access and creative skills, young people can build audiences, monetise knowledge and generate sustainable income without heavy capital investment or long career pathways.

According to Mr Uzoma, the creator economy offers low-barrier entry into diverse professions, including content creation, social media influencing, live tutoring and digital coaching, video production, podcasting, graphic design, music and performance arts, digital marketing, merchandise design, e-commerce and community management. These activities support a broader value chain spanning production, distribution, technology and management.

The Hallos co-founder also explained that global projections place the creator economy in the hundreds of billions of dollars, with millions of creators worldwide earning sustainable incomes, stressing that Hallos is focused on localising these opportunities to ensure African youths can participate meaningfully and compete globally.

He further noted that Hallos operates a live-learning and creator-focused platform that integrates education, gamified quizzes, merchandising and voluntary fan donations into a single ecosystem. Through the platform, creators can host live learning sessions and masterclasses, earn from quizzes and challenges, sell branded merchandise, receive voluntary donations, build communities around their expertise and organise monetisable podcasts.

Mr Uzoma said the creator economy, driven by social media platforms, streaming services, digital commerce and content monetisation tools, has evolved into a major global industry capable of generating wealth, creating jobs and expanding export earnings.

He stressed that social media should no longer be viewed as a recreational space but as a viable business environment for wealth creation.

“The focus should not just be on content creation alone but on building businesses around content. It is about value creation and structured digital entrepreneurship,” he said.

He disclosed that Hallos intends to reach about 10 million youths nationwide, with over 5,000 already engaged across its programmes, while placing strong emphasis on bridging the gender gap by empowering women and girls through targeted digital training, mentorship and access to monetisation platforms.

As the digital economy continues to expand, Hallos said the creator economy stands out as a practical and scalable solution to youth unemployment, offering low entry barriers and global earning potential.

The company reaffirmed its commitment to bridging the gap between talent and income, enabling young Africans to earn well above minimum wage through creativity, knowledge and structured participation in the global digital economy.

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Education

Bayero University PG Students to Enjoy Dangote’s N1.5bn Scholarship

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Dangote Foundation Bayero University

By Modupe Gbadeyanka

Post-graduate students of Bayero University Kano (BUK) will benefit from a scholarship worth about N1.5 billion from the Aliko Dangote Foundation (ADF).

The businessman put down the funds to support eligible MBA, entrepreneurship, and management postgraduate students of the institution under an initiative known as MHF Dangote Graduate Business Scholarship.

At a ceremony on Tuesday, the foundation and the school signed a Memorandum of Understanding (MoU) at the auditorium of the Dangote Business School, Kano.

The deal is to provide N300 million annually over five years as scholarship awards to the beneficiaries, who will receive N150,000 each per session, beginning with the 2024/25 academic session. This is equivalent to 50 per cent of the current N300,000 fee paid by the post-graduate students. There are 1,225 students in the Business School (696 fresh and 529 returning students).

One of the beneficiaries, Mr Khalid Bababubu, who is into manufacturing and specialises in MBA, Finance and Investment, thanked the organisation for the gesture.

“We are happy to be beneficiaries of this initiative. Education is the bedrock of national development, and we will not take this scholarship for granted,” he said.

A representative of ADF, Ms Mariya Aliko Dangote, said, “Our vision at the Foundation is to build human capital that translates into economic opportunity.

“Strengthening business and entrepreneurship education is critical to turning knowledge into enterprise, innovation, and jobs. This scholarship deepens our commitment to Dangote Business School by investing directly in the next generation of business leaders and change-makers.”

On his part, the Vice Chancellor of Bayero University Kano, Prof. Haruna Musa, said, “This support comes at a critical time for many families. Beyond financial relief, it strengthens the Business School’s role as a centre for developing entrepreneurial and management talent, particularly for women who are increasingly taking leadership roles in enterprise.”

It was explained that newly admitted students will receive automatic tuition reductions during registration, and returning students who have already paid in full will receive rebates. The N300 million allocation is structured to cover all eligible postgraduate students based on current enrolment capacity.

Any unutilised balance in the first year will be retained within the Dangote Business School development envelope to strengthen learning infrastructure and digital academic capacity, ensuring continued enhancement of the academic environment.

The MHF Dangote Graduate Business Scholarship is distinct from ADF’s recently announced nationwide STEM education interventions.

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Education

Entries for InterswitchSPAK 8.0 Begin, Over N40m up for Grabs

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Entries for InterswitchSPAK 8.0

By Aduragbemi Omiyale

Senior secondary school students across Nigeria have been invited to apply and demonstrate their academic excellence on a national stage in the eighth edition of the prestigious national science competition known as InterswitchSPAK.

The contest is organised by Interswitch, Africa’s leading technology company focused on creating solutions that enable individuals and communities prosper.

Registration for InterswitchSPAK 8.0 via www.interswitchspak.com has opened and will close on Friday, May 24, 2026. For the first time, in addition to group registrations through schools, parents can also register their individual children for the competition.

This year’s edition features a scholarship pool exceeding N40 million, with Interswitch expanding the prize structure to ensure broader impact.

The overall winner will receive a N15 million tertiary scholarship, including monthly stipends. The first runner-up will be awarded a N10 million scholarship, including monthly stipends; while the second runner-up will receive a N5 million scholarship, also including monthly stipends. All scholarships are payable over 5 years. Also, the top 9 finalists will all receive brand new laptops and other exciting prizes.

In addition to the top prizes, Season 8 introduces enhanced rewards for student finalists ranked 4th to 9th, as well as increased recognition for teachers supporting qualifying students from 1st to 9th place. This expanded structure reinforces Interswitch’s commitment to rewarding academic excellence and recognising the critical role educators play in shaping student success.

“At Interswitch, we strongly believe that Nigeria’s future will be shaped by how well we nurture today’s young minds. InterswitchSPAK goes beyond competition; it is a long-term commitment to empowering students and supporting teachers who are laying the foundation for innovation, problem-solving, and national development.

“As we launch Season 8, we remain focused on creating opportunity, rewarding merit, and inspiring excellence across Nigeria,” the Executive Vice President for Group Marketing and Communications at Interswitch, Ms Cherry Eromosele, said.

Designed to empower young minds in the Science, Technology, Engineering, and Mathematics (STEM) areas, InterswitchSPAK identifies, nurtures, and rewards students while equipping them with the skills and knowledge required to excel in STEM fields and drive innovation.

Over the past seven seasons, InterswitchSPAK has positively impacted thousands of students across the country, offering full university scholarships, mentorship opportunities, and national recognition for outstanding academic performance.

Beyond these rewards, the programme has consistently reinforced the importance of STEM education as a critical driver of innovation, problem-solving, and sustainable national development.

Through a transparent, technology-enabled selection process, InterswitchSPAK has also promoted educational equity by providing students from diverse socio-economic backgrounds with equal access to opportunity, ensuring that performance and merit remain central to success.

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