Education
COVID-19, Educators, Students and Post-COVID Reflections
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.
By Modupe Gbadeyanka
The examination fees of Senior School Certificate Examinations (SSCE) conducted by the West African Examinations Council (WAEC) and the National Examinations Council (NECO) have been increased by the federal government by about 82 per cent to N50,000 from N27,500.
A circular signed by the Director of Senior Secondary Education in the Federal Ministry of Education, Mr Adeniji Ibrahim, disclosed that the new fees would become effective in 2027.
In the notice, it was disclosed that the government approved the upward review of the fees following a request by WAEC.
It was further disclosed that the decision to jack up the fees was reached after a March 31, 2026, meeting between the Minister of Education and examination bodies, where the need to review examination fees was discussed.
“You may recall that at a meeting of examination bodies held with the Minister of Education on March 31, 2026, where the need for upward review of examination fees was discussed, the Minister directed that WAEC and NECO should adopt a uniform fee for the conduct of WAEC and NECO SSCE,” the statement read.
“Consequently, I am directed to convey the Minister of Education’s approval of the sum of N50,000 only, as the new examination fee per candidate, with effect from NECO SSCE (Internal), 2027,” it added.
**Modibbo Adama University Emerges Grand Prize Winner, Secures N50m
A leading integrated independent exploration and production company with full-cycle upstream delivery capability, FIRST Exploration & Petroleum Development Company (FIRST E&P), has reaffirmed its commitment to developing Nigeria’s next generation of engineers.
This commitment was highlighted during the grand finale of the maiden edition of the Nigerian Engineering Olympiad (NEO), held on Tuesday, June 30, 2026, at Eko Hotel & Suites, Victoria Island, Lagos.
The event recognised outstanding student innovators whose engineering solutions addressed real-world challenges, marking the culmination of months of regional qualifiers, prototype development, mentorship and boot camp sessions that equipped students from universities and polytechnics across Nigeria with practical skills in engineering, innovation and entrepreneurship.
The Olympiad attracted 984 participants across 375 teams from more than 80 tertiary institutions representing all six geopolitical zones of the country.
Delivering the sponsor’s address, the General Manager, Engineering and Capital Projects, FIRST E&P, John Alamu, emphasised that the competition reflects the company’s commitment to equipping students with the practical knowledge and innovative mindset required to excel in engineering and strengthen Nigeria’s future workforce.
Alamu, noting that initiatives such as the Engineering Olympiad provide a structured platform for young talent to transform innovative ideas into practical solutions that contribute to the country’s technological and industrial advancement, stated that, “FIRST E&P believes that developing STEM capacity is an investment in this country’s ability to solve its own problems. The Nigerian Engineering Olympiad has taken young engineers and taught them to think beyond the drawing board, and FIRST E&P is proud to have been a funding partner for this initiative. I commend NCDMB for championing the Olympiad and Enactus Nigeria for successfully delivering a platform that is helping shape the next generation of Nigerian engineers and innovators.”
In his address, the Executive Secretary of the Nigerian Content Development and Monitoring Board (NCDMB), Engr. Felix Omatsola Ogbe, represented by the Acting Director, Planning, Research and Statistics, Silas Ajimijaye, expressed appreciation to FIRST E&P for their unwavering support in successfully delivering the Olympiad.
Ajimijaye added that the initiative aligns with the Federal Government’s Nigeria First Policy, which aims to build indigenous engineering capacity and equip young Nigerians with the knowledge and skills needed to drive industrial competitiveness, technological advancement, and sustainable national development.
The competition concluded in the awarding of prizes, with Team Mavericks of the Modibbo Adama University of Technology, Adamawa State, winning the grand prize of N50 million and a Centre of Excellence building for its Faculty of Engineering.
The team’s winning innovation, Ubuntu Sapphire, is a community-powered rapid alert system that uses affordable devices to instantly notify neighbouring households and emergency responders during emergencies, offering a practical solution aimed at strengthening community security and emergency response infrastructure.
Speaking after receiving the award, Team Lead, Dr David Patrick, expressed gratitude to the organisers and sponsors for providing a platform that fostered innovation and practical learning.
The University of Ibadan emerged as the first runner-up, receiving N30 million and N75 million worth of engineering equipment for its Faculty of Engineering. The University of Nigeria, Nsukka, secured third place and was awarded N20 million and N50 million worth of engineering equipment. The University of Jos finished fourth, receiving N10 million.
By Modupe Gbadeyanka
The Corporate Social Responsibility arm of the United Bank for Africa (UBA) Plc, UBA Foundation, has collaborated with Slum2School Africa to deliver a hands-on financial literacy workshop for underserved children.
At the event designed to equip participants with essential money management skills from an early age, an engaging learning companion, the UBA Money Explorers Book, was presented.
The book introduces the children to the fundamentals of financial literacy through interactive stories, practical money ledgers, games and activities.
The pupils were also introduced to the UBA Red Vault, a savings product created to encourage healthy financial habits from childhood.
This is part of UBA Foundation’s broader financial inclusion and social impact agenda, which promotes education, youth empowerment and community development through innovative learning programmes and grassroots outreach across the group’s 20 African countries of operation.
The Managing Director of UBA Foundation, Ms Bola Atta, underscored the importance of introducing children to financial education early, noting that such interventions help build lifelong habits that foster confidence, responsibility and economic independence.
“Every child deserves the tools to dream bigger and plan better, regardless of where they come from. When we teach a child to understand money, we are giving them confidence, choice and a clearer sense of what is possible.
“Our partnership with Slum2School Africa enables us to reach children who stand to benefit the most, and seeing their enthusiasm as they learn reminds us why this work is so important,” she stated.
Also commenting, UBA’s Segment Executive for Children and Youth Banking, Ozioma Obi, said, “We are creating products and experiences that make banking simple, relatable and enjoyable for children from their very first lesson.
“The Money Explorers Book and the UBA Red Vault are designed to make saving exciting rather than a task. When children begin this journey early, they develop habits that will serve them throughout their lives. That is how we nurture informed, empowered and financially responsible future generations.”
On his part, the Senior Programmes Manager for Slum2School Africa, Mr Adekunle Idowu, said, “Financial literacy is a life skill that every child deserves, regardless of their background.
“Through this partnership with UBA Foundation, we are helping children develop the confidence, knowledge and discipline to make informed financial decisions from an early age. When we empower children with these skills today, we are investing in a more financially responsible and economically resilient future.”
