Education
The Importance of Encouraging STEM Amongst Young Women
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
By Adedapo Adesanya
The Nigeria Prize for Literature has unveiled an 11-title longlist for its 2026 edition, selecting the outstanding poetry collections from a record 223 submissions received for the competition.
This was contained in a press statement signed by General Manager, External Relations & Sustainable Development, Mrs Sophia Horsfall.
The announcement, by the chairman of the Advisory Board for the Prize, Professor Akachi Adimora-Ezeigbo, marks a significant milestone in this year’s competition and reflects the exceptional quality, creativity and diversity of contemporary poetry.
The longlisted titles, arranged alphabetically, are:
1. Adult Love by Tanure Ojaide
2. Bakandimiya by Saddiq Dzukogi
3. Black Passport by Paul Akpomuje
4. 2000 Blacks by Ajibola Tolase
5. Ceremony for The Nameless by Theresa Lola
6. Corpus: Animistic Verses by Ayo Oyeku
1. Floral’s Love Colony by Tares Oburumu
2. The Origin of Wounds by Malik Gbolahan
3. The Years of Blood by Adebayo Agarau
4. Unbind Me Now by James Ugwu Eze
5. Why Does God Need a Gun by Ogaga Ifowodo
Professor Adimora-Ezeigbo described the announcement as an important stage in the 2026 edition of arguably Africa’s biggest and most prestigious literary Prize.
She noted that the collections demonstrate the remarkable capacity of poetry to illuminate human experience through thoughtful reflection, cultural memory and artistic expression.
The academic added that the works revisit history while interrogating dominant historical narratives and exposing the forces that shape collective identities and social relations.
She stated that despite their varied emphases, the books share a commitment to exploring the endurance of individuals and communities in the face of violence, oppression, and social fragmentation.
Commenting on style and language, she said the books display an impressive diversity of poetic techniques marked by lyrical intensity, symbolic depth, and artistic innovation.
“Many employ densely poetic, allegorical, and elegiac modes that invite multiple layers of interpretation, while others draw extensively on folklore, oral traditions, and contemporary realities to create a compelling fusion of past and present. Their language is generally fluid, evocative, and aesthetically refined, relying on vivid imagery, emotional resonance, and intellectual sophistication to communicate complex ideas. These works demonstrate how poetic language can illuminate social realities, challenge established perspectives, and give voice to both individual and collective experiences.
“The next stage will demand a closer reading of each work, with attention to language, form, originality and lasting literary value,” she stated.
She also commended the judges for their work and reaffirmed the Advisory Board’s commitment to a credible process, literary excellence and the promotion of a strong reading culture.
The announcement of the 11-title longlist formally opens the next phase of the shortlist of three in August and the possible announcement of the winner in October.
The Nigeria Prize for Literature, sponsored by NLNG, carries a cash award of $100,000 for the author of the winning book. In its 22nd year, the prize rotates annually across four genres – prose fiction, poetry, drama and children’s literature – with the 2026 edition devoted to poetry.
By Adedapo Adesanya
The federal government has slashed the fees for the assessment and ranking of textbooks ahead of the implementation of the National Textbook Ranking Policy scheduled to commence in September 2026.
The reduction, approved through the Nigerian Educational Research and Development Council (NERDC), was aimed at easing the financial burden on publishers and authors while facilitating compliance with the new national textbook quality assurance framework.
The decision comes ahead of the implementation of the National Textbook Ranking Policy introduced by the Minister of Education, Mr Tunji Alausa, to improve the quality and standardisation of instructional materials used in schools across the country.
Announcing the development in a statement on Wednesday, the Executive Secretary of NERDC, Mr Salisu Shehu, said the assessment fee had been reduced from N2,000 to N1,500 per page, while the ranking fee for each textbook title had been cut from N1 million to N750,000.
He said the revised fees take immediate effect and apply to all publishers and authors submitting textbooks for assessment and ranking.
Mr Shehu also disclosed that publishers who had already paid the previous assessment fee of N2,000 per page would receive refunds of the excess payments, adding that details of the refund process would be announced in due course.
He urged all stakeholders in the publishing industry to comply with the new fee regime.
“Under the policy, only textbooks that have been assessed, approved and ranked by NERDC will be approved for use in Nigerian classrooms from September 2026, while unranked textbooks will no longer be permitted,” he said.
Meanwhile, the minister explained that the initiative was designed to tackle the proliferation of textbooks in schools and ensure that teachers and learners have access to high-quality, curriculum-compliant instructional materials.
The minister restated that NERDC will continue to exercise its statutory responsibility of approving textbooks for use in schools, but that approval alone would no longer be sufficient under the new policy.
“Instead, every approved textbook will undergo a structured national evaluation and ranking process by expert committees to determine the most suitable and highest-quality books for each subject and level of education,” he said.
The minister was optimistic that the National Textbook Ranking Policy will strengthen quality assurance in education by providing schools, teachers and parents with reliable guidance on the best instructional materials for teaching and learning.
By Aduragbemi Omiyale
A free educational initiative to equip children with practical Science, Technology, Engineering and Mathematics (STEM) skills needed to grow, thrive and prosper in a rapidly evolving world has been put together in Lagos.
The programme, Young Innovators Camp, commenced on Monday in the Lekki area of Lagos State. It is organised by MONAT, with Fidelity Bank as the sponsor.
Participating children, who must be between 4 and 10 years, will have a hands-on learning experience focused on creativity, innovation, problem-solving and critical thinking. They will be introduced to age-appropriate STEM concepts, guided build sessions and other engaging activities designed to stimulate curiosity and encourage practical learning.
The camp will also feature small group learning with facilitators, financial literacy sessions, creative activities, and other interactive experiences that support confidence-building among participants.
Every participant will also receive a specially curated gift pack filled with educational resources and STEM learning materials to encourage continued exploration and learning at home, making the camp both a memorable and transformative experience.
The Young Innovators Camp reinforces Fidelity Bank’s ongoing investment in initiatives that prepare children and young people for the future. It builds on the bank’s education-focused interventions, including initiatives such as SWEETA, which supports children, and the lender’s broader CSR agenda, which prioritises youth empowerment, education, skills development and access to opportunities that can improve long-term outcomes for individuals and communities.
“The future will be shaped by those who can solve problems, think creatively, and harness technology to improve lives.
“At Fidelity Bank, we believe these abilities should be nurtured from an early age.
“Through the Young Innovators Camp, we are giving children the opportunity to explore science, technology, engineering and mathematics in a fun, practical and engaging way that inspires curiosity, builds confidence, and encourages innovation.
“We want every child who participates to leave believing that they have the potential not just to succeed in the future, but to help create it,” the Divisional Head of Brand and Communications at Fidelity Bank, Mr Meksley Nwagboh, said.
“As a bank committed to helping people grow, thrive and prosper, we see education, particularly STEM education, as a strategic investment in Nigeria’s future.
“Today’s young innovators will become tomorrow’s engineers, scientists, entrepreneurs, inventors and technology leaders.
“By partnering with Monat, we are investing in a generation equipped with the skills, mindset and confidence to solve real-world challenges, create opportunities, and contribute meaningfully to national development.
“This is more than a summer camp; it is about unlocking potential and inspiring the next generation of innovators,” he added.
