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Choose from over 20 subject areas, including life skills, diction, financial management, and more. Our facilitators are experienced subject matter experts ready to share their knowledge and expertise with you.

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You can attend all of our workshops during the week, evening or day time schedule and the weekend morning programs in our training center, located at our main office at M M Alkali Street, off 442 Crescent, Citec Villas Gwarinpa, Abuja, Nigeria.

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Five Nigerian teenagers recently won first place in the junior division of the Technovation World Pitch Summit held in San Jose, California with an app that has the potential to save thousands of lives. The euphoria of such great feat has kept the Nigerian government dancing and gloating about their commitment to education, but the real questions to ask would be, what happens next? How do we put this invention to work? What steps can we take to horn these amazing talents, while encouraging others to follow the path of creativity.

I really admire what these young girls have achieved, also taking into consideration where they are coming from and the reputation of Technovation.

Iridescent’s 2018 Technovation World Pitch Summit is the world’s largest tech entrepreneurship program for girls. The program invites girls from ages ten to eighteen from all over the world to identify a problem in their community and then challenges the girls to solve it.

Team Save-a-Soul was selected from 2,000 mobile app developers to represent Africa at the pitch competition. Their winning mobile app, FD Detector (Fake Drug Detector), tackles the problem of counterfeit pharmaceutical products in Nigeria. This team won ahead of rivals from the US, Spain, Turkey, Uzbekistan and China.

We need to understand that Nigeria’s National Agency for Food and Drug Administration and Control (NAFDAC), has struggled for years to close in on a rampant fake drug market. Though the exact number of counterfeit drugs is contested, many malaria deaths in Nigeria are have been linked to the use fake medicines. African countries are the dumping ground for 40% of the world’s recorded counterfeit drugs, so it would not be out of place to say that Team Save-a-Soul’ app addresses a real life and death issue in Nigeria.

Report has it that the girls plan to partner with NAFDAC to create a database of certified pharmaceutical products. Once authorized by the agency, a pharmaceutical company can upload its drugs onto the platform and be admitted to the database. Consequently, anyone with a smartphone camera, both health professionals and consumers, can scan the barcode of a drug and the app will let then them know if the drug is real or fake and display its expiration date. The app also allows users to report cases of fake drugs directly to NAFDAC.

We will keep celebrating this team of five girls from Regina Pacies Secondary School Onitsha, Anambra State: Promise Nnalue, Jessica Osita, Nwabuka Ossai, Adaeze Onuigbo and Vivian Okoye and their Mentor Uchenna Onwuamaegbu Ugwu a 2017 Mandela Washington Fellow and founder of Edufun Technik STEM Center for making Africa proud and representing what the future holds for Edu-Tech.


Iraq’s biggest university has entered the Times Higher Education World University Rankings for the first time.

The University of Baghdad, emerging from Iraq’s conflicts, has appeared in the rankings of the top 1,250 research universities around the world.
It was praised for building up international academic partnerships.

Oxford University is in first place for a third consecutive year – but the UK’s overall standing is described as in “modest decline”.

Loss of reputation

Oxford and Cambridge take the top two places, but the rankings’ publishers say that such “individual stars” are against a background of UK universities slipping back.

For the first time, there are more Japanese than UK universities in the rankings.

Phil Baty, editorial director of the rankings, said UK universities had “taken a hit” in terms of their international reputation.

Oxford vice chancellor, Professor Louise Richardson, said the university was “gratified” by the result.

But she warned that as UK universities “face the great unknown that is Brexit we look forward to ever deeper cooperation with colleagues abroad. It has never been more important that we engage internationally”.

US universities continue to take the most places, with Stanford the highest ranked, alongside Massachusetts Institute of Technology, California Institute of Technology and Harvard University.

Oxford and Cambridge’s retention of the top places is despite a growing wealth gap.

Harvard this month announced that a fundraising drive had brought in $9.6bn (£7.3bn), believed to be the biggest ever such amount raised by a university from donations.

Alistair Jarvis, of Universities UK, said: “We know that other countries are seeing the benefits of higher education and are investing heavily in developing their universities.

“If the UK is to maintain its leading position, we must match this investment and ensure that the UK projects a more open and welcoming message for talented international staff and students.

“This is more important than ever as Brexit negotiations near their end.”

Academic reconstruction

The University of Baghdad has appeared in other international rankings but makes a first appearance in the Times Higher tables, in the 801 to 1,000 band.
Mr Baty said the Iraqi university had been “very strong in international co-operation” and this reflected the importance being placed on universities in post-war reconstruction.

Iraq’s Mosul University had been taken over by the so-called Islamic State group in 2014 and its academics had faced intense violence and terror, along with the destruction of its library.

The University of the West Indies is Jamaica’s first entrant in the rankings, also praised for its international outlook and rated in the 501 to 600 banding.
The vice chancellor, Professor Sir Hilary Beckles, said the university’s excellence “has been a well-kept secret for far too long”.

“Now, with these very impressive global ranking results we can begin to share with the world the story of this academic enterprise in the West Indies that highlights the intellectual achievement and scholastic contributions of the Caribbean community.”

Tsinghua University, in China, is the highest ranked Asian university, in 22nd place, one of 72 Chinese universities in the league table.

After the US, Japan and the UK, China now has the fourth biggest contingent of institutions in this global ranking of research universities.

Japan’s universities were rising after years of being “too insular and lacking investment”, said rankings director, Mr Baty.

Rise of Asia

After recognising that they were being overtaken by China and South Korea, he said, Japan’s universities had been making efforts to return to “the world stage” for research.

“Stiff competition from Asia will put European universities under a great deal of pressure over the coming 12 months,” said Ellie Bothwell, of the THE rankings.
She said European universities could also lose out if there was pressure on “academic freedom in countries such as Hungary”.

Russia has had a public strategy of wanting more of its universities in such international rankings – and this year the number has risen to 35 institutions, with Lomonosov Moscow State University in 199th place.
Kazakhstan, Nepal and Tanzania have also joined the table for the first time this year.

The annual global rankings are based on factors such as:
• Research output and impact
• Academic reputation
• Teaching
• Income from industry
• International links
Top 20 Times Higher Education World University Rankings
1. University of Oxford
2. University of Cambridge
3. Stanford University
4. Massachusetts Institute of Technology
5. California Institute of Technology
6. Harvard University
7. Princeton University
8. Yale University
9. Imperial College London
10. University of Chicago
11. ETH Zurich
12. Johns Hopkins University
13. University of Pennsylvania
14. University College London
15. University of California, Berkeley
16. Columbia University
17. University of California, Los Angeles
18. Duke University
19. Cornell University
20. University of Michigan

Source: BBC News education and family correspondent; written by Sean Coughlan


Mr. Odirile Gabasiane is recognized as one of the most outstanding edupreneur in Botswana, who has continued to impact lives across the region, with his passion for quality education and consistent drive for Africa’s advancement and development.

Mr. Odirile Gabasiane attended the University of Botswana, where he graduated in 1986.

After teaching history at Moeng College, his alma mater where him and his wife, Ruth Tsetsane were both departmental heads, he joined the diplomatic service as Education Attache at the Botswana High Commission in London in 1990.

“My role at the High Commission was to place and look after Batswana students in institutions of higher learning in the UK, Ireland, Europe, Australia, and New Zealand who were pursuing various programmes ranging from diplomas, first degrees up to postgraduate studies,” he says.

Gabasiane did make quite a mark. During the seven years he was in London, student enrolment rose from over 300 to 3000. In 1997, he was transferred to Pretoria, South Africa to establish the office of an Education Attache following the dawn of a new political dispensation in that country, which had seen Nelson Mandela ascend to the reigns as the first democratically elected president in 1994. Again, the numbers rose exponentially. In the space of only two years, student enrolment grew tenfold from 300 to over 3000. Whilst in Pretoria, Gabasiane was not only was placing students sponsored by Government, but also assisted privately sponsored students.

In 1999, Government terminated the Tirelo Sechaba Programme (TSP), whereby high school leavers did one year of compulsory community service to gain out-of- school experience in the many sectors of the public service before proceeding to tertiary level education. A perspicacious Gabasiane promptly began to weigh options to exploit this highly tantalising opportunity.

“When Government announced that TSP would end, my wife and I saw a business opportunity to provide service to Government. We knew the capacity for placing students would be a massive challenge for Government and with our background as educators in the diplomatic service and our own passion to develop young people, we decided to go for it hammer and tongs. That’s how BA ISAGO Institute was born.”

Gabasiane indeed calculated correctly. At the end of 1999, there was a deluge of a backlog of students who needed placement. They numbered upwards of 6000. BA ISAGO offered student placement services, career guidance and counseling to high school leavers, and tuition services for A-Levels, IGCSE, and BGCSE students. It also held Education Career Fairs for institutions of higher learning from across the SADC region which “created a platform for students to connect with institutions and get exposed to the scope of possibilities for career prospects”. The BA ISAGO initiative was noted far and wide. At one point, 57 institutions from within the region converged at Boipuso Hall to showcase their credentials before thousands of prospective students.

Then suddenly, Government pulled the plug. It stopped using external placing agents anywhere, opting instead to deploy its own personnel both locally and at its missions abroad to fulfill the same role BA ISAGO had been playing. The goose that laid the golden eggs had been strangled. Regrets Gabasiane: “This decision was made abruptly without due consideration for the survival of our business as well as our interests. We had no prior warning and no fall-back position. It was a huge setback which left us crippled and with huge liabilities as the lion’s share of our revenues went up in smoke.” But BA ISAGO wasn’t giving up the ghost yet. Gabasiane thought long and hard and decided to reinvent himself.

“We decided to turn our new business challenges into opportunities. We knew that even though so many of our students were going to South Africa, the long-term sustainability of exporting students was still questionable. We noted the need for more institutions of higher learning in Botswana. That’s when BA ISAGO University College was born in 2002 – out of extreme challenges and possibilities.”

Gabasiane salutes three parties for helping him make BA ISAGO the reputable and viable institution it is today. They are his wife Ruth, the BA ISAGO Board Chairperson, for “being a pillar through the years and for not being one to stand on the sides but who is willing to get her hands dirty and make things happen”; other shareholders “who happen to be family and who have been supportive through all these trials and tribulations and stayed on when others abandoned us”; and other stakeholders such as BQA, HRDC, sponsors such as Government, parents, and employers across the board, and students themselves “for supporting and believing in our project which has now become a national vehicle in the promotion and enhancement of human capital development in Botswana and beyond”.


Budgetary allocation for interest-free education loans to be hiked: Prakash Javdekar

The Union government in India has decided to increase their annual allocation for interest-free loans to students and digitalize over 15 lakh classrooms as part of their resolve to ensure quality education in the country.

The Union Minister Prakash Javdekar while addressing the 2nd Higher Education Human Resource Conclave made this known. The annual budget which provided interest-free loans to 10 lakh students would be increased to Rs 2,200 crore in next three years.

Over 15 lakh classrooms from standard 9 to post-graduate levels would be digitalized under ‘Operation Digital Board’, he told the conclave, organized with an aim “to promote an environment of innovations, employability and entrepreneurship across the country”.

Talking of the government’s plan to further hike the budgetary allocation for the interest-free loans to students, he said over four to five lakh youths used to get interest-free loans amounting to Rs 800 crore in 2014.

Under the present BJP-led government at the Centre, it has been increased to Rs 1,800 crore to benefit over 8 lakh students, said the minister, addressing the conclave, being attended by education ministers of various states, including those from Rajasthan, Manipur and Uttarakhand.

The conclave was also attended by representatives from various universities and colleges along with the HR managers, corporate leaders and employers, start-ups, CSR agencies and venture capitalists from across the country, besides educationists and senior government officials.

AICTE Chairman Anil Sahastrabuddhe attended the conclave as a special guest.

Demonstrating the government’s resolve to metamorphosize education in the country, Javdekar said when Prime Minister Narendra Modi-led BJP government assumed charges, the country’s education was pegged at a mere Rs 63,000 crore, which has now gone up to Rs 1.10 lakh crore.

He said the HRD ministry has allocated Rs 4,000 crore each for the first and second phase of Rashtriya Uchchatar Shiksha Abhiyan (RUSA) while the phase-three scheme was in pipeline.

The Centre has provided over Rs 6,000 crore to Jammu and Kashmir, Himachal Pradesh, Uttrakhand, Sikkim, Arunachal Pradesh, Andaman, Rajasthana and Bihar under Technical Education Quality Improvement Program for providing quality education, he said.

The ‘digital classes’ would improve the quality of education and bring about a radical change, said the minister.

The Centre aims at launching ‘Operation Digital Board’ in all schools in five years, said an official release earlier, adding the venture would “ensure quality, equity, accessibility and accountability in education by pro-active action and plan”.

The novel venture aims at empowering students “with 360 degree information with interesting learning experience and increased teachers’ accountability. Interacting with college students in various districts of the state via video conferencing, Javdekar said “the digital technology has changed our lives.”

“I am happy that Hindi and other Indian languages are being used more than English on Google,” he said. The minister also lauded the improvement of educational standard in Rajasthan, saying the state has entered a new era on educational front.

Speaking on the occasion, Rajasthan Education Minister Kiran Maheshwari listed the state’s various innovations and reforms in higher education in the last four and a half years. She said 81 new colleges were set up in the state and 75 others were provided funds to add to their infrastructure.

Manipur Higher Education Minister T Radheshyam Singh urged educationists participating in the conclave “to connect, engage and participate” in his state for upgrading its education system. He said “people believe the Northeast is limited to Assam and Guwahati, but it is much more beyond that.”
He urged people to visit Manipur and participate in its development, and said the state has one Central University, besides a ‘cluster university’ and 40 colleges under RUSA.

A cluster university is an initiative of the centrally-sponsored RUSA to create new universities by upgrading existing colleges and converting them into a cluster.

Cluster universities have also been set up in Jammu and Srinagar. This helps colleges to introduce new courses and engage in more research work.

Uttarakhand Higher Education Minister Dhan Singh Rawat said his state would organsie ‘gyankhumb,’ an important, two-day conclave on education, in Haridwar from November 3 to 5. The event will be inaugurated by the President Ram Nath Kovind.

Source: The Economic Times

Nigerian Communications Commission to fund more researches & innovations

Prof. Umar Danbatta, the Executive Vice Chairman, Nigerian Communications Commission (NCC), during the just concluded Second Stakeholders’ Forum tasked telecommunications companies on the need to fund researches and innovations as a means of improving the industry.

The Forum with the theme “Academia Acceleration for Innovation, Industry Growth and Sustainability’’. was organized to foster a better working relationship between the telecommunications companies and the Academia.

He urged telecom companies to embark on Corporate Social Responsibility (CSR) initiatives to drive local content development. and this they can achieve through establishing research and innovation centres in Nigerian universities, taking a cue from what NCC is doing to transform research and development.

He further noted that the telecommunications industry should encourage the funding of academia and while the academia must understand that research sponsors have a stake in the outcomes, even as their input is necessary for curriculum development. While stressing the hike in research proposals, which has also increased the budgetary allocation in order to achieve success within the sector.

Danbatta noted that NCC also recently approved a Collaborative Academia Stakeholders Meetings to discuss more on how to improve on Research and Development (R&D).

He said that apart from the involvement of the university heads, such meetings would meaningfully engage lecturers currently teaching in Nigerian tertiary institutions.

Among other notable speakers was Prof. Eghosa Osaghae, former Vice-Chancellor, Igbinedion University, Okada, who said that the country lacked what it took to embrace research and development seriously. He expressed concern that industries in the countries invest so little on R&D and the academia.

Noting “Our best brains prefer developed countries where they have immensely contributed, doing extraordinary things in science, technology and medicine, to further develop their developing receiving countries.

“The industrial sector in Nigeria has to critically re-examine itself. It must de-colonise its import-substitution orientation to be able to make use of the academia in any meaningful way,’’

NCC Executive Commissioner, Technical Services, Mr Ubale Maska while addressing the forum, stated the importance of meeting, which would help the academia play a vital role in the growth of the industry.

Maska said that the academia could produce research-oriented results that would create opportunities and add value to the industry.

Noting “This forum is one of the many initiatives of the commission that supports one the EVC’s 8-point agenda, which is “Facilitates Strategic Collaboration and partnership’’.

“With the advancement of technology and development of new ICT applications, we expect more researches in telecom and ICT related fields.

“I am very positive that discussions here will immeasurably help in improving our collaborative efforts and actions aimed at accelerating innovation, industrial growth and sustainable development of the telecommunications sector,’’.


Has it ever crossed your mind what education will look like ten years from now, with technology already sweeping through our classrooms; while educators and developers create more and more products designed to enhance education. One is left with an itching desire of the what the future holds for this system, with new technologies like AI, machine learning, and educational software changing the field for students, and shaking up the role of educators, creating philosophical shifts in approaches to teaching, and remodeling the classroom.

Adaptive learning software are quickly replacing the role of textbooks in the classrooms and students are tackling subjects with the aid of tailor-made computer programs that assist their needs. We would not be wrong to say that with an influx of new learning models available, traditional educational methods are bound to evolve in the next decade.

But the beauty of all these is that education is evolving at almost the same speed with technology.

It is almost certain that the way we best learn won’t change, but the tools we use and what we focus on most definitely will. Learning will still be through direct engagement with great educators, who will have to rethink how and what they teach.

Five ways technology has impacted education

Learning is more interactive: Education is interactive, and so is technology. Students learn by doing, researching, and receiving feedback. The invent of technology has helped students become more passionate about what they are learning. For example, A software such as Google Maps or Google Earth, would make studying geography more interactive and interesting.

Learning with simulation and modeling: Before the invent of technology learning about the evolution of the earth and animals use to be theoretical with vague illustrations, but with simulation software available, this has helped to bring to the classroom real activities that would be impossible to see without technology. By using specific simulation tools, students can see planetary movements, how a tornado develops, or how dinosaurs lived. Modeling software offers similar features. Instead of the static models used in previous decades, these tools allow students to see the dynamic characteristics of models.

Learning through online discussion; debate boards and forums: Students can now create online groups, Web pages, and virtual communities that connect them in real time with fellow students and teachers anywhere around the world through use of the Internet or software tools. They can receive instant feedback from their teachers and share questions and concerns about their lessons. By listening to and reading about others’ opinions and feedback, students refine their thinking, reaching higher levels of comprehension and deeper understanding. Online communities also present the opportunity for students to interact with others around the world.

Flexible working groups & Coaching: The roles of teachers have moved a bit further to more of a coaching role. As they aren’t just instructors who deliver a lesson. Rather, they support and guide student activities as coaches do. They provide feedback and coaching to the class so that students receive the appropriate information and academic training. While interactions don’t involve a class of students learning by themselves, but workings group strengthen by group activities, discussions, and debates, which encourages the establishment of democratic group dynamics.

Accessibly & Quality Education: The availability of technology has created an opportunity for citizens of low-income countries with poor education standard to gain from a global educational community. For example, A student in Africa can study any where in the world using the same educational curriculum through an online program, with the benefits of interacting with other students across the world in real time.

Technology is set to mirror how we learn outside of the classroom; therefore, it will be important to balance building technical skills with more general critical thinking and communication skills as this will help people as they adapt to a changing workforce.

Learning will be a lifelong endeavor and teaching is all about introducing students to a whole world of concepts that they didn’t know about yet. With technology in the classroom, it is like a foray into modern invention and the teacher is the expedition leader. We need to view digital devices and Internet spaces as a continuous incentive to our learning process, while guiding the young minds trusting us to show them what’s out there. Technology will remain and integral part of education.

Simon Ugwu Jr.


Schools play a pivotal role in the career development of students. We influence their values, attitudes and career choices. We work collaboratively with parents, community members and employers to prepare them for the multiple roles that they will have throughout their lives.

Regardless of the purpose of schooling that one embraces – from Plato’s lofty view of creating a more just and harmonious society to the more instrumentalist view of preparing students for work, one has to recognize that all those views converge on the notion that we all want our students to become engaged and productive citizens capable of replicating our democracy. All these purposes include the need to assist students with decision-making and other skills necessary to plan and select from the array of options available to them. Schools must also help remove the barriers that truncate the life chances of students and develop a culture of high expectations for learning and achievement. They must promote equitable outcomes, ensuring that factors such as poverty do not determine a child’s destiny. Providing equity of outcomes is an imperative that schools must uphold.

It is important for all those who work with students and their parents to understand the theories of career development and the strategies that work in assisting students navigate a rich array of information that students today have at their disposal. These theories of career development, are often categorized under broad headings of “trait and factor,” “needs,” “cognitive-developmental,” “social learning,” “sociological” and “developmental” approaches. Those involved in career guidance often subscribe to one of more of these theories. Others adopt an eclectic approach, borrowing from these theories to suit individual needs and circumstances.

Career development must become an educational imperative.

The developmental approach offers a practical approach for career counselling. One of these theories (Kennedy, 1974) divides career education into five phases:

  1. The awareness phase is emphasized primarily in Kindergarten to Grade 6 and helps children become aware of the values of a work-oriented society.
  2. The orientation phase provides educational experiences which helps students to become familiar with the economic system. This is emphasized in Grades 7 and 8.
  3. The exploration phase enables students to explore various occupational clusters, obtain initial work experience and integrate work values into their personal value systems. This is applicable in the Grade 7-10 range.
  4. 4. The preparation phase focusses on a narrower choice of careers and prepares students to either enter the labour force or continue their education (Grade 10 post-secondary or post-graduate phase).
  5. 5. The adult and continuing education phase enables individual advancement and aids in the discovery, analysis and preparation for new careers.

All of these phases have accompanying developmental tasks to assist students with career decision-making in an age-appropriate manner.

When working with students, there are other issues that one must consider:

  1. The issues related to the career decision making of young women. Although we have come a far way in terms of sex role ideology and the sex typing of occupations, one has to be aware that, in some cases, we have fallen behind. These issues must be kept at the forefront as both boys and girls can still be influenced negatively. In my own research, I found that some of the factors that can influence girls’ career decisions include:
    – Sex-role ideology
    – Role models
    – Socio-economic status
    – Family characteristics such as parental education
    – Personal characteristics such as ethnicity, place of birth and number of years in Canada, position in the family, religion, self-knowledge and exposure to women’s studies courses.
  2. Boys also need systematic programs in career development to ensure that they choose occupations consistent with their needs and aspirations.
  3. Special attention must be given to young people from diverse backgrounds and children in special education programs. I am often pleased to see many young people with special education needs working in supermarkets and other organizations. Employers deserve special commendations for the support they have provided to schools to assist in the career development of students.

Career education is an equity issue. We don’t want students’ career aspirations or expectations to be limited by socio-economic or other socio-cultural factors. Career education has the potential to enhance the roles and life chances of students and to improve educational outcomes for students in general, and particularly for those at risk of dropping out of school.

Teachers, parents and the community-at-large have a pivotal role to play in helping students discover their interests, aptitudes and dispositions and to provide role models.

Teachers are in a good position to relate what they teach to the world of work and occupational choices. In this regard, every teacher could be described as a career educator. The focus in the early grades is on career awareness and exploration – not career choice. In the later grades, when teachers relate the content of the curriculum to occupations, it also helps students see the relationship between learning and earning.

Much is being said today about 21st century skills, social and emotional learning, the development of the “soft skills,” grit, resilience and character. All of these skills that are essential for career development. Teaching these skills require a cross-curricular, interdisciplinary approach – one that encourages all teachers, regardless of area of specialization, to help students develop and see the relevance of these skills in their career and life roles. Teachers, parents and the community-at-large have a pivotal role to play in helping students discover their interests, aptitudes and dispositions and to provide role models. They must also work with the business community to find opportunities for students to “try out” their career interests. Cooperative education, apprenticeship and other work experience programs have been very helpful in this regard.
Throughout our lives, we play many roles. We are students, employees, consumers, citizens and parents, to name a few. The fulfillment of these life roles is dependent on education generally and career education specifically. Career education can help shape our prospects of leading productive, self-sustaining and satisfying lives. It has motivated some students to dream and visualize their role and place in society. Through increased self-awareness, students can also recognize that they have the potential to develop the skills necessary to realize their full potential. Ultimately, everyone benefits – the individuals and society as a whole. Career development must become an educational imperative.


Kennedy, K. (1974). Career preparation: Suggestion for teachers. Lexington, Kentucky Curriculum Development Center, University of Kentucky.
Wagner, T. (2008). The global achievement gap. Why even our best schools don’t teach the new survival skills our children need – and what we can do about it. New York: Basic Books

Source: Learning exchange and written by Avis Glaze