Managing Director of TVC Entertainment and long-time Your View host Morayo Brown has formally resigned from TVC Communications after 12 years of service.
In a statement released on Monday, TVC Manager, PR, Corporate Communications & Marketing Edward Akintara announced her resignation and stated that her final day of employment will be Thursday, August 29, 2025.
The network revealed that Morayo Brown’s decision to resign is to allow her to work on a long-standing passion project that she has been nurturing over the years.
“We celebrate her for the incredible impact she has made, not only on Your View, but also to millions of viewers across Nigeria and beyond,” the statement partly read.
While acknowledging Morayo Brown’s contributions to Your View’s development and success, the business described her departure as noteworthy and reassured fans of the show’s quality and continuity.
The network wished Morayo luck in her new endeavour and congratulated her for her years of service, calling her an inspiration.
“Morayo will be dearly missed, however, the show remains strong and will continue to deliver the quality and relevance our audience has come to expect,” the statement added.
NNPP Chieftain accuse US embassy over fraudulent visa applications in Nigeria
A 2023 candidate for governor of Ogun State, Ambassador Olufemi Ajadi Oguntoyinbo, has charged that the US Embassy in Nigeria runs a “fraudulent, exploitative, and non-transparent” visa application procedure.
Speaking to reporters on Monday following his denial of a visa at the US Embassy in Abuja, Ajadi expressed his harsh disapproval of the present procedure, accusing the US embassy that it unfairly charges Nigerians full application fees without providing fair treatment or explicit justifications for rejection.
The chieftain of the New Nigeria Peoples Party, NNPP said: “The American Embassy collects full visa application fees from Nigerians without providing any opportunity for appeal.
US embassy in Nigeria
“The US embassy merely issues a piece of paper to deny applicants, a document many people do not understand. We are not lawyers, so a refusal letter filled with legal jargon is not sufficient to explain the reason for the denial. The specific reason for the refusal should be clearly stated, rather than issuing a generic document to all rejected applicants. There should also be an avenue for immediate appeal, as both America and Nigeria are democratic nations, not dictatorships.”
According to Ajadi, the majority of rejection letters from the US embassy substantive feedback for applicants and are rife with ambiguous legalese, which he claimed compromises justice and transparency.
“My name is unique, like every applicant’s is. Each person deserves a letter with specific reasons for denial. This is not transparency. It’s institutional deception. Nigerians deserve better.”
Olufemi Ajadi
According to US law, visa applicants denied visas under Section 214(b) of the Immigration and Nationality Act are considered to have insufficiently demonstrated ties to their home country that would force them to return after visiting the US. This section is one of the most commonly cited reasons for denials by the US embassy, and decisions made under it are not appealable. Those who want to try again must reapply and pay the entire visa price.
“I am asking the consular officer to provide evidence that I do not meet the requirements stated under Section 214(b).
“The questions I was asked during the interview did not even align with the law they claim to apply.”
NNPP Chieftain accuse US embassy over fraudulent visa applications in Nigeria
Ajadi made it clear that he applied for the visa with a valid business reason. According to him, he has meetings planned and intends to invest in US real estate through his real estate firm, which is a division of Bullion Go-Neat Global Limited, a business that also engages in manufacturing, entertainment, hospitality, and sports promotion.
“I did not apply for a visa as a joke. I have business commitments and legitimate reasons for travel,” he said.
He further criticized the process as overly expensive and lacking accountability, pointing out that many Nigerians spend hundreds of dollars on non-refundable fees, only to be denied without proper justification.
“When the United Kingdom denies you a visa, it gives you a clear reason. But the American Embassy gives a generic letter and keeps your money,” he said.
President Trump
Ajadi also drew attention to the increasing difficulties in obtaining visa appointments, asserting that many Nigerians are now compelled to use third-party agents who demand outrageous sums in order to obtain slots.
“Ordinary Nigerians can’t book appointments directly anymore. They have to pay agents who charge extra. It’s become a gambling game. The system is broken.”
Ajadi made a direct appeal to US President Donald Trump, whom he publicly supports, to start implementing policy changes that would shield visa applicants from what he called business exploitation.
“With due respect, sir, President Trump, I’m one of your strong supporters. Please champion a law that mandates all US embassies not to collect full visa fees until a visa is approved. They should only charge a minimal administrative fee, say N50,000,” he proposed.
President Tinubu
Ajadi also urged Nigerian President Bola Ahmed Tinubu to address what he called “dubious practices” by the US embassy and other foreign embassies operating in the country.
“Mr. President, we need a new policy. Only successful applicants should pay the full visa fee. The rest should only pay a minimal processing charge. It’s unfair to make Nigerians spend as much as one million naira on a visa that was never going to be granted,” he said.
He urged civil society organisations and NGOs to take up the issue and push for reforms across foreign missions in Nigeria.
“As the President of All Youths Reoriented Initiative of Nigeria (AYRION), and a non-governmental organisation, I’m calling on NGOs to rise and demand fairness. If America, as the world’s leading democracy, can fix this, other embassies will follow.”
Billonaire business man Otedola makes shocking revelation on how he was seduced, bewitched to take loans
Nigerian billionaire business man and philanthropist, Femi Otedola has disclosed that banks used “bewitching ladies” to entice him to make deposits and take out loans when his company was at its height.
The oil magnate revealed this information in his soon-to-be memoir, Making It Big: Lessons from a Life in Business, which will be released on August 18, 2025, and published by FO Books.
Excerpts obtained by TheCable indicate that the memoir also describes the challenging time in his career when a severe devaluation of the naira and a decline in global crude oil prices caused his companies to become deeply indebted and unsure.
It reads: “All told, I lost more than US$480 million to the plunge in oil prices, US$258 million through the devaluation of the naira, US$320 million because of accruing interest, and another US$160 million when the stocks crashed.
“It was devastating, like a terrible nightmare, but a nightmare would have been better: day would break, and I would wake up. There was no waking up from this.
Femi Otedola
“One moment, I was the darling of the banks, who did everything in the world to court me, do business with me, give me loans, take deposits from me. They would send bewitching ladies to make their offers more convincing, and now I was waking up to the sight of hefty, barrel-chested men standing menacingly in front of my gate, waiting for the moment I’d step out of my compound.”
Recall that the chairman of First HoldCo (Otedola) stated in a July 17 post on his X account that the book reflects the teachings that have influenced his life as an entrepreneur.
Otedola wrote, “I am excited to announce the forthcoming release of my new book, ‘Making it Big’ set to launch on August 18th.
Femi Otedola
“Just a month to go. The lessons, setbacks, and triumphs that shaped my path are almost ready for you.
“In these pages, I’ve shared the real stories – the moments of doubt, the breakthroughs, and the principles that guided me through it all.
“I look forward to opening this conversation with entrepreneurs and visionaries across the world, and to seeing how these experiences might inspire your own journey forward.”
In today’s digital age, coding for kids is no longer a luxury or niche skill—it is becoming a fundamental literacy. Across Nigeria and Africa at large, a quiet revolution is underway. Children as young as five are learning to create apps, program robots, and solve real‑world problems with code. This movement is more than just education—it is empowerment. In this article, we explore how coding education for kids is preparing Africa’s next generation of tech leaders: what’s driving the change, who’s leading this charge, and why it matters.
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Why Early Coding Matters
Coding shapes critical thinking, creativity, and problem‑solving skills in ways that traditional classroom lessons often cannot. Research affirms that early exposure equips children in Nigeria to thrive in a rapidly changing world. They develop adaptability, resilience, and digital fluency—skills employers increasingly seek across industries.
When Nigerian kids build apps to teach basic math, translate environmental messages through websites, or create digital games, they begin to see themselves not just as consumers of technology but as creators. This shift fuels entrepreneurial drive—some young coders go on to pitch startups or mentor peers, planting seeds of innovation very early.
Bridging the digital divide is another critical outcome. By bringing Coding for Kids into underserved communities, we empower children from all backgrounds to participate meaningfully in the digital economy. This can uplift families, open economic opportunities, and support broader socio‑economic transformation.
Grassroots Efforts and EdTech Interventions
Borderless Tek’s Kids Coding Partnership, headed by Wale Atekoja, is a standout example. Focused on underprivileged secondary school students in Lagos communities such as Ikorodu and Yaba, this initiative offers a three‑month, hands‑on syllabus completely free of charge. From basic coding to animation and mobile apps, students who had never touched a laptop are now developing practical tech skills and earning internationally recognised digital certificates.
Hsprojects Technologies, in collaboration with the Kids Technology Empowerment Foundation, runs programmes for children aged 5 to 14. Participants learn Scratch coding, AI, and machine learning while tackling real‑world challenges—like building a lung‑cancer detector, a gesture‑controlled game, or a school bribery detection app. These projects demonstrate that early mentorship and access can unlock extraordinary creativity and impact.
Alpha Blue Foundation’s Kids Code Club Africa, now in its sixth cohort, welcomes children aged 9–17 to summer Coding for Kids boot camps. With both physical and virtual attendance options and a curriculum spanning web development, robotics, animation, game programming, UI/UX and blockchain, the programme nurtures creativity and collaboration. It includes membership benefits like access to conferences, mentorship, and hubs across Nigeria and Africa.
EdTech Platforms & Institutions at Scale
On a broader scale, EdTech champions like Codingal, Afrilearn, and AltSchool Africa are helping to reach thousands of Nigerian learners every month:
AltSchool Africa, founded in 2021, has enrolled more than 20,000 students across Nigeria, Kenya, Ghana, Rwanda and the UK by September 2023. It partners with organisations like Unity Bank and has launched a creative business arm with celebrity and influencer facilitators, further broadening exposure for Coding for Kids.
Codingal now empowers more than 6,000 K–12 Nigerian students monthly through its online platform, making Coding for Kids accessible nationwide and reinforcing the notion that every child deserves quality tech education.
Afrilearn, launched in 2019, offers animated lessons, exam preparation tools and code modules. Its platform became widely embraced during COVID‑19, and its Learn‑and‑Earn service debuted in August 2024, offering rewards for learning progress.
Why It Matters for Africa’s Future
Ultimately, Coding for Kids is more than lesson plans—it’s nation-building. Early coding literacy creates a pipeline of thinkers, builders, and innovators who can develop tech solutions tailored to African contexts—from fintech to health, agriculture to environmental management.
By starting young, we shape mindsets: coding becomes part of self‑identity, career aspiration, and civic engagement. That’s the real promise of the Power of Coding for Kids: Preparing Africa’s Next Tech Leaders.
Nigerian music producer Samuel Oguachuba, popularly known as Samklef, has spoken out regarding his ongoing feud with social media activist Verydarkman, amid the controversy surrounding the late singer Mohbad.
In a recent video, Samklef dismissed claims that Verydarkman paid N20 million to access information about the controversial group chat allegedly involving several celebrities linked to Mohbad’s death.
“Verydarkman did not pay anybody 20million to get information regarding the group chat. He said that the person who leaked the chat was inside the group,” Samklef said.
The music producer also expressed frustration over the lack of appreciation from the music industry and the late singer, Mohbad’s family for his efforts in seeking justice.
“If the father of Mohbad is quiet, why should I be fighting? I don’t have any personal interest in this case. Why should I be crying more than the bereaved.
“How will you feel if you were in my shoes, where people are insulting you for having a genuine reason to fight for justice.
“I con sit down think about this whole thing, like why we Dey fight, even the family sef no appreciate wetin we dey do, the judiciary said Naira Marley and Sam Larry are free, did you see me online ranting or questioning that decision?
“The whole industry ganged up against me,” he said.
Samkelf urged everyone involved in the case to cease fighting, emphasising that revenge would not bring solace to Mohbad’s soul as he is yet to be buried.
“My brothers revenge is not a solution, because it will keep on dragging on, Mohbads’ soul is not at rest, everyone should cease fire and stop fighting,” Samklef added.
In recent years, How Virtual Reality Is Enhancing STEM Education has become a clarion call across education circles in Nigeria and around the world. From the bustling classrooms of Abuja to institutions like AUST-Abuja and Lagos Technical College, young Nigerians are experiencing STEM subjects in ways that defy traditional chalk‑and‑talk methods. Virtual Reality is not just a buzzword – it is rapidly becoming a transformative tool for teaching Science, Technology, Engineering and Mathematics.
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The Emergence of Virtual Reality in STEM Classrooms
Across Nigerian states and many developing countries, educational systems still face challenges: overcrowded classrooms, outdated facilities, and limited hands‑on lab resources. In rural and urban schools alike, many institutions lack up‑to‑date laboratories or funds for field trips. Virtual Reality lets students transcend these constraints. For example, children in Lagos put on headsets to dissect virtual specimens, climb inside a model heart or even tour the solar system, right from their desks. This immersive technology makes abstract concepts tangible and accessible.
Through initiatives such as Imisi 3D—backed by UNICEF Innovation Fund—the technology has already reached Lagos public junior secondary schools. Judith Okonkwo and her team developed VR educational modules in line with Nigeria’s curriculum, used for teaching maths, geography and basic science. Early pilots show increased student enjoyment and retention. A broader study in Abuja and Katsina found secondary pupils in VR‑based physics lessons outperformed those in traditional classes, with girls showing equal understanding to boys.
Benefits of Virtual Reality for STEM Learning
1. Engagement Through Immersive Experience
Students become active participants instead of passive listeners. They walk on Mars in virtual field trips, explore human anatomy in minute detail, and experiment with molecules in chemistry models. The result: improved focus, motivation, and curiosity.
2. Bridging the Resource Gap
By simulating expensive labs or field excursions, virtual Reality brings equity to education. Public and underfunded schools can now offer the same experiential learning as private institutions. Nigerian vocational programmes, like those run by LASTVEB, have introduced AR/VR simulations for automotive and construction training, teaching practical skills to many students who otherwise wouldn’t access such training.
3. Improving STEM Performance
A research study in Sokoto State compared at‑risk secondary students who used VR to those taught by conventional methods. The VR cohort saw engagement rise from 3.5/5 to 4.6/5, mean score gains of some 33 points, and higher interest in lab activities. Similar trends are seen in studies involving programming games like Imikode—showing better comprehension and boosted motivation among first‑year university students.
4. Inclusivity and Equal Access
Students with differing learning styles or disabilities benefit from multisensory VR experiences. With features like text‑to‑speech, haptic feedback and closed captions, virtual Reality fosters inclusive STEM environments. Studies in Nigerian schools also show that female students learn physics as well as male peers when using VR, helping counter gender gaps in STEM.
5. Global Collaboration and Virtual Field Trips
VR enables Nigerian pupils to virtually visit global STEM institutions, museum labs, or meet experts beyond national borders. Students can collaborate with peers internationally, sharing ideas in a shared virtual space. Such virtual field trips and expert interactions expand horizons and inspire career ambitions.
Real‑World Applications in Nigeria
Imisi 3D and Pilot Schools
In Lagos, Imisi 3D has piloted VR modules aligned with curriculum topics like environmental studies, geography and basic science. Both pupils and teachers enjoy the modules, though early feedback shows a learning curve for navigating objects and describing virtual scenes. Imran, a ten‑year‑old, reflects on his first VR lesson: “It’ll be so much easier to learn… you can learn faster and better with it.” Virtual reality is already fulfilling its meaning: inspiration in Yoruba.
Higher Education and Vocational Labs
At the African University of Science and Technology (AUST) in Abuja, students entering engineering discipline use VR design simulations to model and test projects in safety, encouraging practical engineering skills. Lagos State vocational training has also integrated AR/VR for teaching trades, improving enrolment and completion rates.
Challenges of Scaling Virtual Reality in Nigeria
While the promise of virtual Reality is strong, barriers remain:
Infrastructure Issues: Unreliable power supply and poor internet connectivity limit consistent VR use, especially in rural schools.
High Initial Costs: Purchasing VR headsets, software licences and content can be prohibitive without support.
Teacher Training and Support: Educators need training not only in using hardware but in creating and integrating VR content effectively.
Content Localisation: Most VR resources are produced abroad and may not fully align with Nigeria’s curriculum or language needs. Nigerian‑made content like Imisi 3D is rare but essential.
Technical Support: Occasional glitches or hardware downtime can disrupt lessons in settings with limited tech support.
The Way Forward: Strategies for Effective Integration
To scale virtual Reality in Nigerian STEM education, several measures are vital:
Public–Private Partnerships Collaboration between the government, tech startups like Imisi 3D, NGOs (including UNICEF), and corporate sponsors can mitigate costs and support rollout in pilot states and schools.
Teacher Empowerment Programmes Investing in training workshops and continuous mentoring ensures teachers can use VR tools creatively and confidently.
Curriculum‑Aligned Local Content Mobilising local developers and educators to produce VR modules tailored to NERC syllabi and Nigeria’s context bridges relevance and utility.
Infrastructure Improvements Upgrading grid power, stability, and internet access in schools is essential for sustainable VR use. Devices with offline VR content can help rural pilots.
Research and Impact Assessment Continued monitoring—like studies in Abaji LGA and Sokoto State—helps quantify learning gains, student engagement trends, and system readiness, guiding policy.
Voices from the Field
Students The pupils in Lagos trials reported that interactive videos and simulated labs made geography, biology and history more vivid. Many identified video‑based VR lessons as more memorable than image‑only modules.
Teachers Corper Benedict (serving in Calabar) has championed VR integration in public high schools. He organises workshops to train teachers on affordable VR tools like ClassVR or Google Cardboard and encourages VR “excursions” right in the classroom. Teachers report improved student engagement and deeper understanding of STEM concepts.
Researchers The Sokoto study concluded that virtual reality instruction raised engagement, performance and interest in lab activities significantly—especially among at‑risk students. A mean gain of 33.4 points in test scores signals statistically significant learning benefits. In Abaji, early research suggests better retention and problem‑solving outcomes in VR classrooms compared with traditional instruction.
Global Perspectives & Comparatives
Internationally, schools in the U.S., U.K. and India are adopting VR labs to teach subjects like anatomy, neuroscience and biology. Central Michigan University, for example, trained high school teachers using Meta Quest 3 to teach anatomy, letting students explore inside virtual brains and hearts ahead of the 2025–26 academic year. In Texas, Diamondback Energy partnered with syGlass to outfit STEM labs at a girls’ academy, enabling immersive neuroscience courses guided by university professors.
Though Nigeria’s VR journey is just beginning, it stands to gain from these models, particularly around teacher preparation, content integration and funding strategies.
Conclusion
How Virtual Reality Is Enhancing STEM Education is no longer aspirational in Nigeria—it is underway, reshaping the way pupils learn and engage with complex concepts. By fostering immersive, inclusive and engaging learning spaces, virtual Reality holds immense potential to close educational disparities. As technology becomes more affordable and locally relevant content grows, VR can become part of mainstream curriculum across Nigeria.
To make this vision a reality, strategic investment in teacher training, infrastructure, local content development and robust research is essential. With collaboration between government, educators, tech startups and international partners, virtual Reality could become the cornerstone of Nigeria’s STEM education transformation—positioning young learners not just to study science, but to experience, explore and innovate with it.
Mr Eazi shared this insight during an impromptu interview with a Gambian content creator who recently encountered him and his wife, Temi Otedola, on the streets of London.
When asked, “What do you think the principles of success are?” Mr. Eazi emphasized the importance of a supportive partner in one’s journey.
Mr. Eazi replied: “Marrying a good wife.”
He also advised young men to inculcate discipline, patience, and the fear of God to be successful.
On the challenges that have defined his success in the music industry, Mr. Eazi said, “The difficulty of unbelief when you’re being second-guessed, you could turn it into something that drives you as well.”
Mr Eazi explained that “if you’re born in Nigeria, most often than not, you have that drive to go get it and you’ve that self-belief. I don’t know how to explain it. You just see it in a Nigerian, even in the way we walk. The audacity. Maybe, it’s in the eba and soup [laughs].”
Recalls that Mr. Eazi officially confirmed his marriage to Temi in a birthday message to his father-in-law, Femi Otedola, a Nigerian billionaire businessman, in November 2023.
As Nigeria ushers in a new era of educational reform, there is growing recognition that Education for Sustainability must become a central plank of what schools teach. The next generation will face environmental challenges, climate disruptions, and resource scarcity. Without a deliberate shift in how we prepare young minds, we risk leaving them ill‑equipped for the responsibilities and opportunities of the future.
By January 2025, Nigeria is set to roll out its revised basic education curriculum, introducing fifteen new vocational and trade‑related subjects designed to give students hands‑on experience and marketable skills in trades such as solar installation, agriculture and beekeeping, phone and CCTV repairs, and digital literacy. This bold step aligns well with the broader vision of Education for Sustainability, which emphasises environmental stewardship alongside employability.
Crucially, Education for Sustainability: what schools should be teaching in 2025 must go beyond merely adding new trade subjects. It should integrate sustainability concepts directly into lessons—whether theoretical or practical—so that every child graduates not only with a skill but with an understanding of how that skill can support sustainable communities.
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Curriculum and pedagogical overhaul
The new curriculum for basic and secondary levels is not a minor tweak. It is a complete transformation away from rote memorisation toward inquiry‑based, project‑oriented learning, as described under Nigeria’s Project 2025 initiative. Under this model, students might, say, learn mathematics through designing solar‑powered irrigation systems, or science through constructing sustainable gardens. That is the essence of Education for Sustainability in action.
Moreover, the secondary curriculum review underway in early 2025 emphasises linking subjects across disciplines, introducing digital literacy and critical thinking, and forging partnerships with industry to deliver real‑world, sustainable projects. Those reforms help ensure that Education for Sustainability: what schools should be teaching in 2025 becomes lived experience, not abstract theory.
Practical sustainability in schools
International models like the Eco‑Schools programme show how a whole‑school approach can embed sustainability across every aspect of school life. This includes forming sustainability committees with students, conducting environmental audits of energy, waste and water, linking activities into the curriculum, and involving the wider community. Schools in Nigeria should adopt similar seven‑step frameworks to institutionalise Education for Sustainability at every level.
Garden‑based learning and outdoor education are additional tools that offer hands‑on engagement with nature and help students internalise sustainability lessons. Students learn where food comes from, how to care for ecosystems, how to reduce waste, and how biological systems support life and livelihoods. Similarly, arts‑based environmental education helps children emotionally connect with the environment, deepening the personal meaning of sustainability efforts.
Teacher training and capacity building
One major concern identified during Nigeria’s preparations for the new curriculum was the lack of teacher training and instructional materials. Educators in FCT lamented feeling unprepared, lacking resources, and uncertain how to deliver the changes. For Education for Sustainability to succeed, teachers must receive robust professional development, learning new pedagogies, integrate environmental themes into core subjects, and coordinate school‑wide sustainability plans.
Supporting that need, programmes such as India’s Shell NXplorers initiative have trained teachers to guide students in real-world sustainability challenges, merging STEM education with environmental problem solving. Nigeria could benefit greatly from similar partnerships, equipping teachers with tools to bring Education for Sustainability into the classroom meaningfully.
Assessment aligned with sustainability goals
Traditional examinations are limited, but Project 2025 includes plans for assessment through projects, portfolios and formative assessments that emphasise critical thinking and real-world application. In a sustainability‑centred curriculum, students might be assessed on a community garden project, an energy audit of the school, or a business proposal for a waste‑management system. That helps ensure that Education for Sustainability: what schools should be teaching in 2025 is not merely taught, but actually practised.
Student agency and community involvement
Generating real impact means empowering students to lead. Reddit discussions on sustainability in schools highlight the value of student‑led sustainability committees, long‑term planning, and genuine ownership of environmental projects. Schools could involve students in action planning cycles for a 1‑, 3‑ and 5‑year sustainability roadmap, with measurable targets and accountability.
Community involvement also matters greatly. Education models in Maharashtra, India, incorporate local artisans, parents and environment experts into school committees that shape curriculum and infrastructure, linking schooling to local culture and place‑based relevance. Nigerian schools could similarly anchor Education for Sustainability in local ecosystems and community needs, be it coastal erosion mitigation in Lagos or forest conservation projects in South-South states.
Linking vocational skills and green livelihoods
With Nigeria’s new curriculum embedding thirty basic and trade subjects, schools will soon produce graduates adept in skills like solar installation, agriculture, digital literacy and more. The key is to ensure these skills are framed within sustainable livelihoods. For example, teaching solar installer skills should include modules on energy efficiency, environmental impact, business models that serve rural off‑grid communities sustainably, and safe disposal of e‑waste.
This approach captures the dual purpose of Education for Sustainability: fostering economic opportunity and environmental stewardship hand in hand.
Policy, governance and funding support
A strong policy framework is already in motion: Nigeria launched a Safe Schools Policy in 2025, partnered with UNICEF, and is implementing curriculum changes across states. It is also dismantling the traditional JSS/SSS structure in favour of a continuous 12‑year basic education model starting 2025, which aims to eliminate drop‑outs and standardise access to new curricula nationally
For Education for Sustainability to take root, policy must support sustainability coordination at state, school and classroom levels—backed by budgets for infrastructure upgrades (e.g. water harvesting, solar systems), teacher training, curricula development and partnerships with NGOs or Green Schools Alliance‑style networks.
International collaboration and higher education linkage
Universities are also moving to embed sustainability across their programmes. Arizona State University now requires all students to take a sustainability course, linking education at all levels to planetary challenges. In Nigeria, too, universities and secondary schools should collaborate, creating pathways for students interested in sustainability studies, green entrepreneurship, and environment‑focused careers.
By partnering with foreign institutions or global networks, Nigerian schools can bring fresh expertise, curricular models, and exchange opportunities that enrich Education for Sustainability across the system.
Conclusion
What does all this mean for a child in Lagos, Abuja or Ibadan in 2025? It means that from Primary 3 onward, schooling goes beyond reading, writing and arithmetic. Children will plant gardens, monitor energy usage in classrooms, repair phones powered by solar energy, and pitch environmentally friendly business ideas. They will learn that real‑world science can heal communities, cut waste, and even create jobs. That shift—this reorientation towards responsible, capable citizenship—is at the heart of Education for Sustainability.
For teachers, the new curriculum offers both challenge and opportunity. They must now become facilitators of inquiry, guides to young stewards of the planet, and architects of cross‑disciplinary projects. That will demand time, training and support—but also provides deep professional fulfilment.
Parents and communities will need to adjust their expectations, embracing a vision of schooling in which environmental responsibility and employable skills go hand in hand. Schools will need to open their gates to neighbours to host community garden days, sustainability fairs, and inter‑school exchange of ideas. In doing so, Education for Sustainability: what schools should be teaching in 2025 becomes embedded not just in lessons, but in life.
Seventeen‑year‑old Nafisa Abdullah Aminu, a brilliant student of Nigerian Tulip International College (NTIC) in Yobe State, has achieved a world‑beating milestone in English language proficiency—emerging as the top performer at the 2025 TeenEagle Global Finals, held in London, United Kingdom. Representing Nigeria, Nafisa outclassed more than 20,000 contestants from 69 nations, including many from countries where English is the first language, to claim the title of World’s Best in English Language Skills
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A Storied Victory on the Global Stage
The annual TeenEagle Global Finals is a prestigious event that tests young learners across multiple facets of English: grammar, vocabulary, written communication, oral expression, creative thinking, and comprehension. For the 2025 edition, held in early August, the rigorous competition featured multiple elimination rounds, including essay writing, oral presentations, debates, and comprehension tasks.
Despite competing against 20,000 students from 69 countries, Nafisa’s striking level of fluency, poise, and command of English saw her emerge as the overall champion in the English category, awarded on August 3, 2025.
Her feat becomes all the more remarkable given the dominance of participants whose first language is English. Yet Nafisa, educated in northern Nigeria, proved beyond doubt that dedication, discipline, and quality schooling are foundations for global success.
From Yobe Classroom to International Spotlight
Nafisa hails from Yobe State, a region where educational infrastructure has, until recently, lagged behind that of southern states. Her school, the Nigerian Tulip International College (NTIC), has steadily built a reputation for academic excellence through rigorous teaching, dedicated staff, and a suitable learning environment. These factors formed the basis for her journey to international recognition.
According to a statement by Hassan Salifu, head of the Aminu family, the foundations of Nafisa’s success lie in “dedication, discipline and the enabling support of the Yobe State Government.” He explicitly praised Governor Mai Mala Buni for his strategic investment in the state’s educational sector, remarking that such visionary leadership has brought international honour to Yobe and Nigeria at large.
The family also extended heartfelt gratitude to the management and teaching staff at NTIC, saying their commitment to high academic standards prepared Nafisa fully for competition on the global stage.
A Wave of National Pride and Recognition
Nafisa’s triumph has rippled far beyond her home state, stirring messages of celebration across social media and educational circles nationwide. Many Nigerians hailed her as a symbol of the country’s academic potential and youth talent. Commentators referred to her success as proof that Nigerian students—when given the right environment—can compete and succeed with the best in the world.
Former Communications Minister Prof. Isa Ali Pantami took to X (formerly Twitter) to urge that Nafisa receive recognition on par with the D’Tigress and Super Falcons, who were recently rewarded for their sports achievements. Pantami suggested that she deserves a $100,000 prize, a housing gift, and national honours such as the Officer of the Order of the Niger (OON) honourific. He emphasised that Nafisa’s achievement is equally deserving of recognition as those of national sports champions.
Calls have also come for both state and federal governments to formally confer awards on Nafisa, noting that her win should inspire enhanced investments in gifted learners and educational development across Nigeria.
What Her Win Means for Nigerian Education
Evidence of Potential: Nafisa’s victory reinforces that Nigerian youths, especially from under‑represented regions, possess world‑class academic potential when provided with adequate support.
Validation for Educational Reform: Her success underlines the impact of Yobe State’s investment in school infrastructure and teacher quality. Public officials hailed the result as validation of policy direction.
Inspiration for Peers: Young learners across Nigeria now see a powerful example: that originating from a northern state, they can still shine globally. Her story is inspiring a new generation to aim for excellence.
Global Representation: Nafisa became an ambassador for Nigeria on an academic global stage, demonstrating that excellence in language and communication transcends geography. Her win amplifies Nigeria’s reputation for producing bright, articulate, and globally competitive students.
Inside the TeenEagle English Challenge
The TeenEagle competition is designed to assess depth and finesse in English. Each participant faces:
Written essays, testing coherence, grammar, vocabulary, and argument structure.
Oral presentations, judging clarity, fluency, and confidence.
Debates, calling on quick thinking, persuasive speech, and rebuttal skills.
Reading comprehension and creative tasks, measuring analytical and expressive abilities.
Nigeria’s TeenEagle team had advanced through regional qualifiers before the global finals in London. Competing in three elimination stages, Nafisa consistently scored highest in each category, culminating in her being named the overall English champion among thousands of competitors and dozens of countries.
Nafisa’s Ambition and Legacy
While public statements have focused on her victory, Nafisa herself is quoted as saying, “This win is not just mine—it’s for every young Nigerian girl who dreams big.” Her humility and awareness of her journey resonated deeply with many after receiving her award in London.
Her family and school say Nafisa’s routine was centred around hard work, early-morning practice, after-school reading, and extra tutoring in debate and writing skills. These consistent habits shaped her performance across multiple rounds of the contest.
Her legacy now serves as a blueprint for what is possible: combining raw talent with discipline, support from school and state, and exposure to international competitive platforms.
Looking Forward: What’s Next
Immediate plans include formal recognition ceremonies:
Yobe State Government is expected to host an official reception in her honour.
The Federal Government is reportedly weighing proposals to award her a national honour and a cash or housing incentive, much like those given to national sports heroes.
Her school, NTIC, plans to invite her to return as guest speaker at assemblies and regional conferences on academic excellence.
More broadly, education stakeholders are calling for expanded opportunities, such as scholarships, mentorship programmes, and support for high‑potential students from across Nigeria.
With her name now prominent in both national and international academic conversation, Nafisa is setting her sights on further academic achievements—perhaps in journalism, literature, international relations, or education leadership. Her mastery and global poise position her strongly for future roles as an academic ambassador or youth advocate.
Conclusion
Nafisa Abdullah Aminu’s triumph at the 2025 TeenEagle Global Finals is not merely a win for one student—it’s a milestone for Nigeria, a beacon for northern youth, and a call to elevate education across every region.
Her story combines personal dedication, institutional excellence at NTIC, and governmental investment in education. Together, they produced a moment of national pride. As Nigeria celebrates:
Let her win be a motivation for more students to dream globally.
Let it prompt policymakers to support education with seriousness.
Above all, let it remind citizens that when talent meets opportunity, Nigeria’s future is limitless.
The All Progressives Congress (APC) has labeled opposition figures, former Vice President Atiku Abubakar and ex-Kaduna State Governor Nasir El-Rufai, as threats to Nigeria.
According to the APC, the duo’s alleged attempt to hijack the constitution of the African Democratic Congress (ADC) demonstrates their destabilizing intentions.
This was stated by the APC’s National Publicity Secretary, Felix Morka, in response to El-Rufai’s recent remark that Nigeria would be in danger if President Bola Tinubu is re-elected in 2027.
In a statement he signed, Morka said Atiku and former Labour Party’s presidential candidate, Peter Obi resorted to hypocrisy after losing the 2023 election to Tinubu.
Morka said: “El-Rufai and Atiku want to do to Nigeria what Atiku did to PDP.
“El-Rufai, Atiku and hijacked ADC constitute a clear and present threat to the unity, peace and progress of Nigeria.
“After their crushing defeat at the polls, Atiku and Obi, seemingly, recanted their policy reform positions in order to justify sitting shamelessly at the table of hypocrisy and hurling invectives at President Tinubu and APC for implementing reform policies they also promised Nigerians.”
University education is undergoing a profound transformation as institutions embrace Hybrid Learning models to meet modern demands. Combining in‑person and online instruction, this approach is rapidly reshaping how students engage, institutions deliver content and academics design curricula. While the benefits are manifold—flexibility, inclusivity, cost‑efficiency—universities also face serious challenges in infrastructure, staff workload and equitable access.
Table of Contents
Responding to Student Needs with Hybrid Learning
Many institutions have adopted Hybrid Learning in response to growing demand from students juggling part‑time work, caregiving responsibilities or long commutes. UK students in particular report that hybrid formats offer the flexibility to access lectures and assignments asynchronously or live from home, enabling them to tailor learning to their schedules. The model also benefits students with disabilities or chronic health conditions by providing alternative ways to engage without compromising academic access.
Academic and Institutional Advantages
Institutions are attracted to hybrid models not only for flexibility but also for cost‑effectiveness. By shifting part of teaching online, universities can reduce reliance on physical infrastructure and extend their reach beyond geographic limits. Hybrid formats also support pedagogical diversity: combining synchronous and asynchronous techniques enhances engagement through interactive digital tools, quizzes, discussion forums and multimedia content, while preserving in‑class opportunities for active learning and peer collaboration.
Supporting Inclusivity and Personalisation
Hybrid Learning promotes inclusivity by enabling personalised study paces and learning modalities. Learners who feel uncomfortable speaking up in class may prefer typed questions or chat channels during live sessions. Recorded content means quieter students can review at leisure, ensuring no one gets left behind. This adaptability is especially meaningful for neurodivergent students or those with educational access barriers.
Technological Expectations and the Digital Divide
Despite its promise, hybrid delivery places heavy demands on technology. Reliable broadband, updated hardware and learning platforms are essential. Yet many students—particularly those from low‑income or rural backgrounds—lack consistent access, deepening the digital divide. Academics report that navigating platforms, uploading materials and managing online sessions increases workload significantly—96% of staff surveyed at Bristol expressed concern over this added burden.
Faculty Training and Pedagogical Redesign Imperatives
Effective Hybrid Learning demands teaching methods beyond simply streaming lectures. Instructors must be trained in blended instructional design, including how to integrate active and collaborative online tasks with in‑person seminars. Without such training, there is a risk of efficiency overtaking pedagogy, resulting in poorer learning outcomes and disengaged students.
Maintaining Engagement and Community Spirit
One persistent criticism of hybrid formats is their potential to weaken student engagement. Data suggests that fully online learners, or those who view recorded lectures in bulk, may disengage or fall behind academically. Moreover, the sense of belonging and cohort identity generated through in‑person interaction is harder to replicate online. Creating a cohesive learning community requires deliberate efforts: regular feedback loops, synchronous group tasks and inclusive communication strategies.
Employer Perspectives on Graduate Preparedness
Employers appear to prefer graduates from hybrid or face‑to‑face pathways over exclusively online learners. In one UK 2023 employer survey, satisfaction with hybrid and in‑person graduates stood at about 88 percent compared with around 82 percent for online‑only graduates. Comments highlighted concerns over collaborative skills and workplace readiness that may not be fully developed through remote learning alone.
Strategic Approaches to Implementation
To maximise success, institutions should adopt best‑practice strategies. These include: investing in students’ access to devices and connectivity; offering faculty professional development in hybrid pedagogy; aligning online and face‑to‑face elements to learning outcomes; and tracking engagement data to refine course delivery over time. Clear communication with students and staff about the purpose, expectations and limitations of Hybrid Learning is also essential to manage perceptions and participation.
Emerging Innovations on the Horizon
Looking ahead, hybrid learning in higher education is poised to evolve further. AI‑enabled platforms, personalised learning pathways and adaptive assessments could deepen the model’s pedagogical impact. Virtual reality and augmented reality may offer immersive learning experiences that blur the line between online and physical classrooms. Yet institutions must guard against over‑reliance on emerging technologies without a clear pedagogical purpose.
Balancing Benefits Against Limitations
In summary, Hybrid Learning presents a powerful opportunity to enhance flexibility, support diverse learning needs and expand access to higher education—especially for non‑traditional and under‑represented students. At the same time, implementation challenges—such as technological inequality, increased faculty workload, engagement gaps and quality assurance—are non‑trivial and demand sustained investment and planning. Universities must ensure that hybrid delivery is driven by pedagogy rather than expedience.
Future Outlook and Considerations
As institutions integrate hybrid models into long‑term strategy, success will hinge on organisational commitment, continuous training and a student‑centred approach. Universities should not view hybrid as a mere contingency or cost‑saving measure. Instead, they must position it as a thoughtfully designed learning ecosystem. By doing so, they can offer robust academic experiences that honour both the digital and the human elements of higher education.
Conclusion
Hybrid Learning is rapidly becoming a cornerstone of modern higher education. When implemented with clarity, equity and pedagogical rigour, it offers significant benefits: flexibility, inclusion, engagement and scalability. Yet it also places new demands on infrastructure, staff and institutions. The future of higher education lies not in abandoning tradition or embracing tech hype, but in forging a balanced hybrid path that leverages the strengths of both physical and digital learning.
In 2025, Digital Literacy is no longer optional: it is the bedrock of modern education and future success. Across the UK and beyond, educators, policymakers and industry leaders increasingly recognise that every student must master not only tools but critical understanding of the digital realm.
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The Rising Imperative for Digital Literacy
Historically introduced in the 1970s, digital literacy once referred simply to the ability to find and use information online. Today, it encompasses much more: discernment of credible sources, understanding of data privacy and AI ethics, cybersecurity awareness and creative capacity in digital content creation. In an era where AI tools are embedded in everyday learning—over 90 per cent of UK undergraduates now use generative AI for study support—students must be taught what these systems can really do and when they might mislead.
The World Economic Forum and OECD agree: digital skills and cognitive agility are high‑demand competencies that distinguish those who thrive from those left behind. With millions of adults still lacking basic digital capabilities—even in developed countries—the school years are pivotal for building a truly inclusive digital society.
What Every Student Must Know
1. Critical Information Evaluation
Students must learn how to evaluate credibility in a world awash with information. Understanding media bias, recognising misinformation, and verifying online content are essential strands of modern Digital Literacy.
2. Online Safety and Privacy
As education moves online, students need confidence in managing passwords, recognising phishing, and avoiding fraudulent scams—skills especially critical during adolescence. Educators are introducing “digital character” curriculum to address ethical use, privacy, and healthy online habits.
3. AI Literacy and Ethical Use of Tools
The newly introduced AI Literacy Framework by OECD and EU emphasises that knowing how to use AI is insufficient—students must also understand limitations, bias and responsible deployment, according to a report by weforum.org. Teaching AI literacy as part of Digital Literacy ensures students can harness these tools without misapplying them.
4. Computational Thinking and Problem Solving
Modern digital fluency means applying logic and computational approaches to solve real‑world problems. PISA 2025’s assessment tests self‑regulated learning and digital inquiry skills embedded in learning tasks, per oecd.org.
5. Content Creation & Communication
Beyond passive use, students must be able to create blogs, podcasts, videos and infographics, exercising Digital Literacy through purposeful expression and collaboration.
6. Accessibility and Inclusivity
Equitable access to devices and digital instruction remains uneven. Schools must ensure all learners, including those from underserved communities, benefit from Digital Literacy programmes.
Innovations Driving Digital Education in 2025
Personalised Learning Powered by AI
AI‑driven platforms tailor content, automate feedback and illuminate gaps in understanding, freeing educators to support students individually.
Immersive and Multimodal Experiences
Augmented reality, virtual learning scenarios, and hologram guest lecturers enrich engagement and strengthen interactive learning.
Gamification to Boost Engagement
Game‑based learning using points, badges, or leaderboards enhances motivation, smartly aligning with digital literacy goals rather than detracting from learning.
Collaborative Learning Online
Digital platforms support peer feedback, group projects and shared spaces that develop collective critical thinking and communication skills.
A UK Focus: Bridging the Gap
Despite broad access to technology, student confidence remains low: nearly 40 per cent of UK youths feel unsure about necessary digital skills, and over a third worry they don’t have them. Government and industry are stepping up:
A £45 million UK initiative aims to upgrade school infrastructure and close the digital divide.
Scotland’s Digital Literacy Week emphasises cybersecurity and AI ethics in school sessions.
Regional programmes such as Greater Manchester’s combine Digital Literacy with soft‑skill training like empathy and time management.
Meanwhile, partnerships between non‑profits, tech companies and education foundations are delivering targeted training to underserved groups across the UK and globally
How Schools Can Deliver Digital Literacy in Practice
Integrate across the entire curriculum
Digital thinking should not be confined to IT lessons. Whether analysing media in English, presenting science digitally, or exploring bias in PSHE, Digital Literacy must be interwoven through every subject.
Invest in continuous teacher training
Many educators lack confidence in teaching AI, data handling or online wellness. Accessible, personalised CPD programmes help build real classroom confidence.
Establish clear policies
From AI use in assignments to device usage and privacy, school policies must be both enabling and ethically grounded. Students and educators benefit from explicit, shared guidelines .
Engage students as collaborators
Students often adopt new digital behaviours quickly. Involving them in co‑designing digital literacy lessons and policies yields better engagement and mutual understanding.
Prioritise inclusive design
Ensure all young learners, especially those from low‑income or rural communities, receive the same standards of digital instruction and access to tools.
Why It Matters — The Broader Impact
Readiness for the future job market: Digital literacy is now a determinant between employability and obsolescence, given the automation of routine roles.
Active citizenship: In digital-first systems—from voting to health services—understanding online navigation safeguards individual empowerment.
Social and economic inclusion: Those who lack these foundational skills risk exclusion from work, education and civic life.
Conclusion
By 2025, Digital Literacy will have earned its status as a core life skill, on par with reading and numeracy. It equips students to navigate information, create responsibly, use advanced tools ethically and participate fully in society.
When embedded throughout schooling—not as an isolated topic but as a lens through which every subject is taught—Digital Literacy enriches learning, reduces the digital divide and positions youth for agency in an AI‑driven world. The call now is for educators, policymakers and communities to build the frameworks, training and infrastructure that make it happen.
As Nigeria’s education system continues its rapid digital transformation, the Top 10 Educational Apps for Nigerian Students and Teachers in 2025 are reshaping how learners and educators engage with content. From curriculum-aligned platforms to international learning hubs, these apps are empowering users across the country. This article explores them in depth—why they matter, what features they bring, and how they’re already improving academic outcomes.
1. uLesson
Founded by Sim Shagaya in 2019, uLesson has become a flagship of Nigerian digital learning. Designed for primary and secondary students, uLesson delivers animated video lessons, quizzes, and mock exams that align closely with WAEC, JAMB, NECO, and BECE curricula. It supports offline learning, making it accessible even in areas with limited connectivity. Its blend of engaging visuals and curriculum alignment makes it one of the most trusted educational apps for exam preparation in 2025.
2. Afrilearn (formerly ClassNotes.ng)
Afrilearn, established in 2019 by Isaac Oladipupo and Gabriel Olatunji‑Legend, provides a comprehensive e-learning experience for junior and secondary students. Offering animated video tutorials, personalised dashboards, exam practice tools, and even coding modules, this app supports major national exams (WAEC, NECO, JAMB and BECE) and follows the Nigerian curriculum closely. As part of the 2025 top picks, Afrilearn stands out for its versatility and student‑centred design.
3. Kashgain.Net
Topping several local rankings as a CBT practice powerhouse, Kashgain.Net is ideal for preparing for WAEC, JAMB, Post‑UTME and NECO. It offers a robust timer‑based exam simulation engine, offline access, instant scoring, and revision tools—delivering a compelling, gamified learning experience that keeps students engaged and motivated.
4. EduPadi
EduPadi is another exam-focused platform that offers free access to a wide database of past questions and answers. This app is tailored for SSCE and university entrance preparations, and it works even offline. It’s praised for being lightweight and accessible, ideal for students studying without stable internet access.
5. Pass.ng
Established in 2012, Pass.ng has built a strong reputation in Nigeria as a freemium platform offering self‑testing simulation for JAMB, WAEC, NECO and Post‑UTME exams. With endorsement from the Joint Admissions and Matriculation Board and multiple startup awards, Pass.ng continues to provide a trusted CBT engine and tracking tools for performance analysis. It remains one of the most reliable educational apps for serious exam preparation.
6. Tuteria
A pioneer tutoring platform since 2015, Tuteria connects learners with verified tutors for both online and in‑person lessons across academic and vocational subjects. Each tutor undergoes identity and competency checks, assuring high-quality trust and learning outcomes. Tuteria’s personalised one‑on‑one support makes it invaluable for students and teachers seeking targeted help.
7. Schoolgate
Schoolgate offers a playful yet educational environment for primary learners. Through games, audio lessons, and curriculum-aligned content, it strengthens foundational literacy and numeracy skills in young children. It’s a standout among educational apps for primary school engagement with local relevance and adaptable teaching approaches.
8. Learn Africa eLearning
Learn Africa eLearning brings digital textbooks and curriculum content to students at affordable rates. Designed for primary and secondary audiences, it turns traditional printed materials into interactive digital formats, making learning more accessible and cost-effective across Nigeria—including remote regions.
9. ClassNotes.ng (by Afrilearn)
Although merged into the Afrilearn ecosystem, ClassNotes.ngretains a distinct identity for its neatly summarised revision notes and topic outlines for SS1 to SS3 students. Perfect for quick revision, it presents clean layouts, smart summaries, and point-by-point breakdowns that complement other learning methods.
10. KhanaTeach (or SabiTeach)
Rebranded as SabiTeach, this app lets students book one-on-one tutoring sessions with verified teachers tailored to their schedule and learning needs. Ideal for real-time help and corrections, SabiTeach adds the personal touch often missing in large-scale digital platforms. It ranks among the most effective educational apps for supplementary tutoring support in Nigeria.
Why These Apps Matter for 2025
• Curriculum Alignment
Each app caters specifically to Nigerian exams and curriculum standards, ensuring learners stay relevant to their context—from WAEC to university entrance exams.
• Offline Access
Recognising Nigeria’s connectivity gaps, nearly all entries offer offline capabilities, ensuring continuity even in remote or low‑bandwidth settings.
• Personalised Learning
From performance dashboards to tutor matching and adaptive quizzes, these apps support individualised education paths for both students and teachers.
• Exam Preparation Power
With strong CBT engines, past‑question databases, mock exams, and performance tracking, these tools are exceptionally useful for serious exam‑focused studying.
• Broad Accessibility
Whether for primary school play‑based learning or tertiary‑level professional certification (e.g. Coursera), the diversity of options helps all levels of learners.
Schools and Teachers: Tools That Work for You
Teachers in Nigeria can integrate many of these educational apps into their day‑to‑day workflow:
uLesson and Afrilearn provide video lessons and quizzes that teachers can assign alongside classroom instruction.
Tuteria and SabiTeach support one‑on‑one tutoring options—ideal for students needing extra help.
Schoolgate, Learn Africa eLearning, and ClassNotes.ng offer resources that teachers can adapt into lesson planning or classroom activities.
Tools like Pass.ng, Kashgain, and EduPadi help monitor and evaluate class-wide exam readiness.
These platforms elevate the teacher’s role from content delivery to facilitation, leveraging technology to support student progress.
Tips for Getting the Most Out of These Apps
Mix and Match: Use exam-prep apps (like uLesson, Pass.ng, Kashgain) alongside tutoring tools and revision note platforms for comprehensive coverage.
Set Schedules: Allocate daily or weekly time blocks using apps like Schoolgate or Afrilearn, then follow up with quiz-based reinforcement.
Offline Downloads: Whenever the internet is available, download video lessons or question banks for offline study later.
Track Progress: Apps with dashboards (Afrilearn, Pass.ng, Kashgain) help identify weak points and monitor improvement over time.
Engage Teachers: Teachers can assign specific content through Tuteria, assign groups in Schoolgate, or encourage students to use ClassNotes.ng for review.
Conclusion
In 2025, Nigerian education benefits from a growing ecosystem of educational apps that combine local relevance with global learning approaches. From uLesson and Afrilearn to Pass.ng, Kashgain, and Tuteria, these ten platforms are redefining how students study and how teachers teach. As connectivity evolves, adoption expands, and features grow, these apps are central to Nigeria’s academic progress.
Whether you’re a student striving for excellence, a teacher seeking smarter tools, or a parent supporting a child, this curated list of the Top 10 Educational Apps for Nigerian Students and Teachers in 2025 offers reliable, effective, and accessible options tailored for success.
According to the government, the monitored diseases include Lassa Fever, Monkeypox, Cholera, Yellow Fever, and Diphtheria.
The Commissioner for Health, Okey Kanu, who made this known while speaking to journalists about the outcome of this week’s executive council meeting presided over by Governor Alex Otti, reported that there has been an increase in the level of hygienic lifestyles among Abia residents.
“There have been no reported cases in the State during the period under review”, said Kanu.
He disclosed that the 771 medical jobs approved by Governor Alex Otti for medical doctors, pharmacists, nurses and other medical personnel, have received more than 1000 applications so far.
He announced that a wheelchair-accessible bus for the transportation of physically-challenged athletes had been procured by the State government.
The Commissioner for Information added that the victorious Super Falcon players from Abia, who have returned to their clubs in Europe, would be hosted by Governor Otti, later in the year.
Iorhee Saanmoyol Paul, a 100-level student of Taraba State Polytechnic, has been left abandoned at the National Orthopedic Hospital within the State Specialist Hospital in Jalingo, following a double amputation surgery.
It would be recalled that the student lost both hands after being electrocuted while hoisting the flag of the People’s Democratic Party, PDP, near the polytechnic gate in Jalingo.
The incident occurred on May 21, 2025, and Paul underwent surgery on June 19, 2025.
Initially, the state government, through Operation Keep Taraba Clean Coordinator, Iliya Kefas took responsibility for his medical bills.
Speaking on Monday in Jalingo, the state capital, he expressed sadness at the inability of the state government to come to his aide after the surgery, claiming that the government had since abandoned him, leaving him without proper medical care.
He also alleged that doctors have left him unattended to, and he is struggling to receive necessary treatment.
Taraba state governor
“Despite my critical condition, I have been left to fend for myself. The government’s abandonment has left me and my family in distress.
“I am appealing for assistance from the state government to fulfill its commitment to my medical care.
“I need immediate attention to receive necessary treatment and rehabilitation,” he said.
Some of the doctors in Jalingo, who confided in our reporter, pointed accusing fingers at the state government for the neglect, citing the inability of the government to fulfill the promise as regards the medical upkeep of the student.
