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The Importance of Encouraging STEM Amongst Young Women

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Juan Visser

By Juan Visser

With the unabating advancement in technology and science globally today, it has become increasingly important to encourage young learners to study Science, Technology, Engineering, and Mathematics (STEM) subjects.

In recent times, STEM has received considerable attention in Nigeria, primarily owing to the employment gap in this field and the need to expedite and meet the technological developments of the modern time. However, despite so much emphasis being placed on its importance, the adoption of STEM education does face some challenges, including a gap between the number of girls and boys studying these subjects in secondary school.

Data recently released by Cambridge Assessment International Education, suggests that sixteen is the crucial age to encourage young women to pursue STEM. According to the data, while male and female students perform equally during Cambridge IGCSEs, there is a disconnect between what they choose to study after the age of 16.

In Nigeria today, girls are taking more IGCSEs, with many showing an interest in taking up STEM careers.  The data indicates that since 2009 more than 15,700 girls have taken STEM IGCSEs/O Levels in the country with 56,800 exam entries from girls in STEM IGCSEs. This could suggest that on average, each female student takes 3-4 STEM courses at IGCSE.

Since 2008, the number of IGCSE entries for STEM courses from female students has risen from 46% to 48% of the total entries. This increase can also be attributed to the government and educators recognising the relevance and importance of STEM education in the development of society. More than ever, education organisations and individuals have reiterated the need for educators to make learning not only fun but also impactful for students, as well as prepare them for the rigours of higher education.

Women are currently a little underrepresented in industry sectors in Nigeria that require employees to have strong knowledge and skills in the fields of mathematics, physics, chemistry and technology. This is perhaps in part due to social and cultural factors, including cultural beliefs, tradition, the educational background of parents, and religious beliefs.

However, with the increasing need to provide students with the skills and knowledge they need in a technologically advancing world, more schools have integrated STEM education into their curricula.

Encouraging and inspiring young women to take up STEM

Women have worked on some of the world’s most important scientific discoveries and advances like chemist Rosalind Franklin, whose work on molecular structures was fundamental to the understanding of DNA. In Nigeria, scientific innovations are often male-dominated, however, a number of women have made remarkable contributions and are great role models for young aspiring female scientists and mathematicians. They include Professor Alele-Williams who made her indelible mark in history after becoming the first Nigerian female to earn a PhD in Mathematics, the first female professor of Mathematics and the first female Vice-Chancellor of a university in Nigeria.

Encouraging more young women to study STEM courses and take up careers in STEM is vital if we want to see more pioneers like Alele-Williams and help to address the current imbalance between the number of girls and boys pursuing STEM subjects post 16 in Nigeria.

The Move to Further Education

At Cambridge, the newly released data reinforces that the run-up to post-16 education is the crucial moment to encourage new generations of female scientists, engineers, programmers, and mathematicians.

For example, while studying Cambridge IGCSE Computer Science, male and female students have historically achieved equal success on both the programming task – similar to coursework – and the exam. Any stereotypes formed about the type of student who succeeds at these courses are quickly broken when considering the equality of the results students achieve in their exams. The challenge is encouraging young women to overcome the stereotypes about science and mathematics and choose these courses in the first place.

Globally, nearly two-thirds of male and female students take STEM courses at Cambridge IGCSE. Yet, at Cambridge International A Level, when many have the choice of which three or four subjects they want to focus their studies on, we see quite a drop in the number of STEM subject entries by female students. Currently, only 27% of female students taking STEM subjects at IGCSE go on to study a STEM course at A-Level.

Many female students choose to focus on other Cambridge International A Level subjects, while the proportion of male students studying STEM remains steady. The situation does vary from country to country, but the international outlook shows there is still a way to go before young women pursue STEM Cambridge International A Levels in equal numbers to young men.

Ensuring STEM Syllabuses are Interesting and Balanced

We recognise that the content of our syllabuses plays an important part in whether young people choose to continue studying particular subjects beyond IGCSE. Designing interesting maths and science syllabuses, which incorporate a range of topics that can be explored in depth at A-Level and help students to develop core skills, is really important if we want to encourage more young people, across both genders, to study STEM courses beyond 16, and attract them into STEM careers.

Making choices about what to study post 16, is often the first point at which young women feel empowered to choose a STEM pathway, as the right courses offer a rewarding mix of challenge and satisfaction. Since 2009, there have been more than two million entries from young women across the world for Cambridge IGCSE STEM courses, and they represent about 30% of total entries across all subjects. Rigorous IGCSE and A Level courses and globally recognised assessments help prepare students for bright careers in science and mathematics.

It is also important that we ensure assessments for our qualifications provide equal opportunities to achieve for all students – regardless of background or gender. When we develop exam papers for international students, we ensure the content is fair, can be understood universally, and that it avoids bias and cultural differences. Making sure we use neutral context settings within papers is really important so that any scenarios and questions are as relatable and appropriate for all students.

Success for All

For us all to continue to advance and develop new global technologies and innovations in every industry sector, we need to continue to educate and encourage the best scientists and mathematicians. It is therefore essential that we continue to encourage young people, both male and female, to study STEM courses beyond 16 and attract them to pursue STEM careers in the future.

At Cambridge International, we recognise there is still a gap between the number of female students taking STEM courses post 16 and their male peers. It is therefore vital that we continue to do everything we can to break down any long-standing stereotypes associated with STEM subjects at Cambridge International A Level and encourage more young women to choose these subjects.

We can do this in many ways, from recognising and rewarding young scientists; promoting the work of successful women scientists and mathematicians; and ensuring STEM qualifications remain interesting, relevant and an attractive choice for all students regardless of their gender.

Juan Visser is the Regional Director, Sub-Saharan Africa, Cambridge Assessment International Education

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Education

Appeal Court Orders CBN, ABU Zaria to Pay N2.5bn to 110 Illegally Sacked Workers

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abu zaria

By Adedapo Adesanya

The Court of Appeal in Abuja has dismissed the fresh bids by the Central Bank of Nigeria (CBN) and the Ahmadu Bello University (ABU) Zaria to stop the implementation of N2.5 billion judgment debt against the school and in favour of the 110 workers of the University unlawfully sacked in 1996.

In two separate unanimous judgements by a three-member panel of justices, the appellate court ordered the CBN to immediately release N2.5 billion to the former workers of the higher institution of learning without further delay.

In the lead judgments delivered by Justice Okon Abang, the appellate court threatened to impose heavy sanctions on the prime movers of CBN should the apex bank further refuse to release the money kept in its custody since 2018 by ABU, for onward payment to the aggrieved workers.

Justice Abang dismissed the CBN’s claim that the 110 workers unlawfully sacked by ABU in 1996 but ordered reinstated by the National Industrial Court in Abuja, cannot use garnishee proceedings against it to collect the money.

The claims of the apex bank that consent of the Attorney General of the Federation and Minister of Justice (AGF) must first be obtained by the workers before payments can be effected were also dismissed by the Court of Appeal.

The CBN and ABU had, in separate appeals, challenged the implementation of the judgment of the Industrial Court, which ordered ABU to pay the entitlement of the 110 workers, having found that they were unlawfully laid off by the Sole Administrator of the University, General Mamman Kontagora, in 1996.

The two appellants also faulted the use of garnishee proceedings against them by the workers to effect payments.

The two appeals were dismissed for being unmeritorious.

Justice Rakiya Haastrup of the Industrial Court had on January 27, 2022, issued a “garnishee order absolute,” directing the CBN to pay the judgment sum to the workers from ABU’s funds.

Justice Abang held that the workers were right in filing garnishee proceedings against CBN to enforce payments of their entitlement as required by law.

The Court of Appeal admonished the apex bank for wasting public funds to engage lawyers to file a suit to frustrate the payments of the entitlement to the aggrieved workers.

According to the appellate court, the conduct of the CBN in opposing payments of the money was reckless and reprehensible to the workers since the ABU had deposited the money with it for the settlement of the judgment debt.

“In this matter, it is not the duty of the CBN to play the role of the advocate but to implement the court judgment that awarded the money to the workers in the absence of any contrary court order.

“It is also unethical for the lawyer to the CBN to have supported the bank in frustrating the judgment of the Industrial Court. The unfortunate action of the CBN had prolonged the sufferings and hardships of the workers.

“The lawyer ought to have advised the CBN not to play the role of the advocate, no matter how juicy the CBN brief. The action of CBN is cowardice. It took the matter personal against the workers who have been suffering since 2013.

“There is no lawful reason for the CBN to have filed this appeal against the judgment of the Industrial Court since the workers made no claims against the bank.

“The lawyer owes a duty to the court, to the country, and to the 110 workers to see that they are not unjustly punished or denied the fruits of their court victory. He ought to have withdrawn his services if CBN went against his advice. They ended up wasting the valuable judicial time of this Court.

“How can CBN be asking that the order of the court not made against it be vacated when it has been holding the workers’ money since 2018? The situation must not continue. There must be an end to it. The workers deserve the fruit of their labour,” he said.

The Court of Appeal awarded N5 million against CBN and another N5 million against ABU to be paid to the workers as costs of litigation in addition to the N2.5 billion.

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British High Commission Lauds 99 Chevening, Commonwealth Scholarship Beneficiaries

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Nigeria 99 Chevening

By Adedapo Adesanya

The British High Commission has celebrated 99 Nigerians who have recently completed their studies in the United Kingdom through the prestigious Chevening and Commonwealth scholarships, pursuing a wide range of master’s degree, PhD, and fellowship programmes.

In Abuja and Lagos, the commission held Welcome Home ceremonies for the 30 Chevening scholars who have completed their studies, as well as the 69 beneficiaries who make up the Commonwealth scholars and fellows.

Chevening Scholarships are the UK Government’s global scholarship programme, funded by the Foreign, Commonwealth and Development Office (FCDO), partner organisations, and partner universities, while Commonwealth Scholarships are managed by the Commonwealth Scholarship Commission (CSC) in the UK.

At both events, the scholars and fellows shared their academic journeys and experiences, and their preparedness to use the skills and knowledge developed during their studies to contribute to Nigeria’s development. Additionally, they were celebrated for their exceptional academic achievements, received their completion certificates, and were officially inducted into the Chevening and Commonwealth alumni community in Nigeria.

Speaking at the reception, the British Deputy High Commissioner, Mrs Gill Lever (OBE), said, “We take great pride in welcoming back our Commonwealth and Chevening Scholars. Congratulations to every one of them for completing their studies, many with distinctions. I’m so happy that talented Nigerians have had the opportunity to study in the UK, returning with additional knowledge and skills to make a positive difference in their home country. I encourage them to aim for excellence in their future endeavours. I know they will be great ambassadors for the UK in Nigeria and make the most of the networking and knowledge sharing that being a Commonwealth or Chevening scholar presents. Keep in touch, everyone!”

British Council was represented at the welcome event by Mr Chikodi Onyemerela, Director of Programmes, British Council Nigeria. During his remarks, Chikodi congratulated the scholars for completing their master’s and PhD programmes in the UK.

He urged the scholars to be good Ambassadors of their institutions in Nigeria and urged them to apply the knowledge, skills and network that they have acquired in the UK to address challenges facing Nigeria in various sectors while maintaining ties with their UK institutions.

A Chevening Scholar, Nankur Pontip Ramdur, who studied Terrorism, International Crime and Global Security at Coventry University, UK, said, “I understand that peace and security are at the heart of every nation’s development and success; hence, I look forward to contributing to a safer Nigeria. I plan to continue outreach to schools and communities with my team, teaching responses and safe practices regarding sexual and gender-based violence. I am also currently writing a book to broaden the impact of this initiative in Nigeria and subsequently across the globe. I have so much more to meaningfully contribute to my country, and I am glad Chevening has propelled me towards achieving my dreams!”

A Commonwealth Scholar, Chimdi Ekwueme, who studied Health Policy, Planning and Finance at the London School of Hygiene and Tropical Medicine, UK, said, “Studying in the UK has deepened my Nigerian perspective by allowing me to situate my local experience within wider international conversations and gaining practical insights I can apply at home.”

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Education

Edtech Platform Aahbibi Rebrands as Hallos, Unveils New Self-Paced Courses

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EdTech Platform Aahbibi Hallos

By Adedapo Adesanya

An education technology-based platform known as Aahbibi has officially rebranded as Hallos, also launching more than 5,000 self-paced courses aimed at strengthening knowledge transfer, accelerating skill acquisition, and improving literacy among everyday learners across Africa and beyond.

According to a statement on Thursday, the new identity signals a renewed commitment to building an inclusive, creator-driven learning ecosystem that equips individuals with practical, relevant skills for today’s economy.

Positioned as a creator-economy engine, Hallos brings together education, entertainment, and commerce within a single digital platform. It integrates live classes hosted by creators, social commerce and merchandising, podcast-driven learning, and quiz-based gamification. This blended approach is designed to deepen understanding, boost engagement, and promote fast, practical learning experiences for users at every level.

With creators already active on the platform from Kenya, Ghana, Côte d’Ivoire, Lagos, the United States, and Dubai, Hallos is cultivating a truly global community rooted in African creativity and innovation. Its expanding international network offers diverse perspectives, practical insights, and culturally relevant content that resonates with learners across regions.

Beyond online learning, Hallos is also emerging as a creative economy powerhouse, driving engagement through physical and hybrid experiences.

Upcoming initiatives include the Learning247 Creator Summit at the University of Nigeria, Enugu Campus (UNEC), and a major exhibition at the Enugu Technology Festival. These events are designed to connect creators, learners, and industry stakeholders, fostering collaboration, showcasing innovation, and expanding opportunities in the creative and digital sectors.

At the heart of Hallos’ mission is a four-pillar strategy focused on long-term social and economic impact. The platform is dedicated to supporting women in technology, advancing massive open connected education, and positioning Africa as a global production hub through market-ready skills development. By empowering individuals with practical knowledge, Hallos aims to strengthen the labour market and unlock new economic opportunities across the continent.

Hallos is also introducing a social impact course that encourages collective participation in Africa’s transformation. The initiative invites individuals, creators, and organisations to help reshape narratives, broaden opportunities, and drive the continent toward greater prosperity.

With its new brand identity and expanded course catalogue, Hallos says it is charting a bold future for learning — one where creators lead, communities thrive, and practical knowledge is accessible to all.

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