Category: Education

  • EU exposes students in Lagos, Kano to study opportunities in Europe

    EU exposes students in Lagos, Kano to study opportunities in Europe

    The European Union, EU, through its ‘Study in Europe Fair,’ has provided Nigerian students with direct access to information about studying in Europe, offering opportunities to explore a diverse range of academic programs and disciplines.

    The ‘2025 EU Study in Europe Fair’ is a collaborative initiative led by the EU Delegation in Nigeria, with active participation from EU Member States, held simultaneously in Lagos and Kano states.

    The event aimed to promote European higher education opportunities, showcase academic programs, including research and scholarship opportunities in Europe, and connect prospective Nigerian students with representatives of European universities and higher education institutions.

    Speaking during the events, the EU Ambassador to Nigeria and ECOWAS, Gautier Mignot, disclosed that the EU, by showcasing European universities and their offerings, broadens the educational horizon for students, helping them make informed decisions about pursuing higher education abroad.

    Noting that the study fair encourages cultural exchange by bringing Nigerian students in contact with representatives from various European countries, he said, “This fosters mutual understanding, empathy, and respect for different cultures, benefitting both Nigerian students and European institutions. This cultural exposure plays a critical role in preparing Nigerian students for a globalized workforce.

    “It also supports collaboration between academic institutions by encouraging partnerships, joint research projects, and students’ exchange programs. It can lead to increased mobility of students and faculties which enhances academic networks and knowledge-sharing.”

    Highlighting the knowledge gap that exists among Nigerian students concerning accessing academic opportunities available to them across Europe, Amb. Mignot said, “The fair helps to provide up-to-date information about scholarships, funding options, and the application process, ensuring that students are well informed when making decisions about their studies.”

    While explaining that the fair provides an opportunity for students to meet and exchange with professors and representatives of renowned universities and Business schools from across Europe, including Belgium, Czech Republic, France, Germany, Hungary, Ireland, the Netherlands, Spain, etc., he added, “They will explain to the students available educational and research opportunities, visa processes, and practical aspects of life in Europe.

    “In addition, other scholarship and grant opportunities exist for facilitating internationalization, mobility, and structural capacity enhancements of higher and vocational education and skills acquisition through the Erasmus + programs of 2021 to 2027: they include: Erasmus Mundus Joint Masters; Erasmus Mundus design measures; Jean Monnet activities; International Credit Mobility; Capacity building for higher education; and virtual exchanges.

    “I encourage students, alumni, and educators to make the most of opportunities presented by the study fair, so that together, we can build an education system that connects Africa and Europe, strengthens our economies, and builds a brighter future for all.”Other education programs that the EU supports, according to Amb. Mignot, includes: European Union Basic Education in Nigeria, Technical Assistance for the Reform of the TVET Sector in Nigeria, Higher Education and Scientific Research, Horizon Europe Nigeria, and EU-ECOWAS Scholarship Programme on Sustainable Energy.

  • NANS condemns incessant kidnapping of students, urges FG to rescue abducted Benue varsity students

    NANS condemns incessant kidnapping of students, urges FG to rescue abducted Benue varsity students

    The National Association of Nigerian Students (NANS) has raised concerns over the increasing rate of student kidnappings across tertiary institutions in the country, calling on the Federal Government to urgently address the menace that has made campuses unsafe.

    The student body specifically appealed to the government and security agencies to intensify efforts in rescuing the three female students of Joseph Sarwuan Tarka University, Makurdi, Benue State, who were abducted on February 25 while returning from a night study session within the university premises.

    Eyewitnesses reported that the kidnappers emerged from a nearby bush and forcefully took the students away.

    In a statement issued on Sunday in Abeokuta, NANS National Vice President, Inter-Campus Affairs, Akinbodunse Sileola Felicia, described the abduction of students on and off campus as an alarming trend that must be tackled immediately.

    She expressed concern that campuses, once considered safe, have now become porous, making them easy targets for criminal elements.

    “Apart from the psychological and physical trauma inflicted on the kidnapped students, their parents and guardians are also in distress. If students living within campus premises can be kidnapped, those residing off campus are at even greater risk,” Akinbodunse stated.

    She urged the university management to go beyond merely suspending academic activities and reinforce security, especially at night when students engage in study sessions.

    NANS also criticized the slow response of security agencies in rescuing the students, warning that failure to act swiftly would embolden criminals to continue such nefarious activities.

    “NANS is alarmed at the rate students are being kidnapped on campuses. This disturbing trend must be stopped before it spirals out of control.”

    “We commend the management of Joseph Sarwuan Tarka University for suspending academic activities, but they must also strengthen campus security to prevent a recurrence.”

    “If urgent action is not taken, NANS will not hesitate to mobilize students for nationwide protests until the abducted students are rescued,” Akinbodunse declared.

    The association urged the Federal Government, Benue State Government, and security agencies to prioritize the safety of students and secure the immediate release of the abducted students unharmed.

  • Oyo, UNICEF launch health insurance for primary school pupils

    Oyo, UNICEF launch health insurance for primary school pupils

    The Oyo State government, in collaboration with the United Nations Children’s Fund (UNICEF), has launched a health insurance scheme aimed at enrolling 10,000 primary school pupils across 18 local government areas (LGAs) in the state.

    The initiative was unveiled on Thursday at the Ibadan Civic Center, Idi-Ape, where the Deputy Governor, Bayo Lawal, presented Insurance scheme ID cards to students from 90 schools.

    The deputy governor emphasised that the enrollment reflected the government’s commitment to ensuring the health and well-being of its children, enabling them to learn in supportive environments.

    “This scheme will ensure that our children have sound minds while they learn, praising the partnership between the Oyo State Health Insurance Agency (OYSHIA) and the Oyo State Universal Basic Education Board (OYOSUBEB) for their efforts in providing healthcare opportunities for public school children.

    “This event represents a collective effort in securing a brighter future for Oyo State pupils,” Lawal added, urging OYSHIA to extend the scheme to all schools within the state and encouraging parents to participate.

    In her goodwill message, Ms. Celine Lafoucriere, Chief of UNICEF Lagos Field Office, highlighted the fundamental right of every child to access affordable, quality healthcare.

    “This initiative reinforces our collective commitment to universal health coverage, ensuring that no child faces financial obstacles to accessing healthcare,” she remarked.

    Lafoucriere stressed that universal health coverage is a healthcare goal and a social and economic necessity.

    “When children have access to healthcare, they can focus on education, grow into productive adults, break the cycle of poverty, and contribute to the success of Oyo State and Nigeria,” she added.

    She highlighted the scheme, which particularly aimed to support public primary school children, especially those in hard-to-reach areas. With the current enrollment covering 90 schools across 18 LGAs, UNICEF’s goal is to ensure that all 33 LGAs in the state are included, leaving no child behind.

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    In her remark, the Commissioner for Health, Dr. Oluwaserimi Ajetunmobi, praised OYSHIA and OYOSUBEB for their dedication to improving the health of basic school pupils and assured them of her Ministry’s unwavering commitment to the scheme.

    In the same vein, the executive chairman of OYOSUBEB, Dr. Nureni Aderemi Adeniran, expressed support for OYSHIA and pledged his board’s commitment to the successful implementation and sustainability of the program.

    “At OYOSUBEB, we operate on the principle of taking care of the pupils under our care as though they are ours,” he stated, highlighting that the scheme will allow beneficiaries to access quality healthcare without exorbitant costs.

    Earlier in his address, Executive Secretary of OYSHIA, Dr. Olusola Akande, noted that the initiative initially aimed to provide healthcare access to 10,000 public primary school pupils, with plans to enroll an additional 5,500 pupils starting next week.

    He acknowledged UNICEF’s support, which has enhanced awareness campaigns and doubled the communities covered under the Community-based Health Insurance scheme.

    Various stakeholders in the health and education sectors, including the pupils themselves, attended the event, affirming a collective commitment to improving healthcare access for children in the state.

    TodayPriceNG News:

  • Ramadan: Parents groan as Bauchi shut schools for one month

    Ramadan: Parents groan as Bauchi shut schools for one month

    Parents are confused in Bauchi, as schools will be shut down for one month following a directive from the Ministry of Education to keep children at home during the month of Ramadan.

    TodayPriceNG investigations reveal that all pupils will be tasked with writing their exams immediately after returning from the break.

    Several parents who spoke with TodayPriceNG said that they are worried for their children’s education while noting that most children will forget all they have been taught when they are faced with their exams after the break.

    A parent, Ali Ayuba, whose child schools in the Rafin-Zurfi area of Bauchi metropolis, appealed to the state government to consider making it optional for schools to adopt the policy or make all schools close early every day to make it all inclusive.

    “I am really confused, seriously. I had hoped that before this kind of policy goes mainstream, parents’ would be carried along, because after all, we are the most affected by such policies.

    “I thought that they would at least make it optional for schools to adopt the policy because it’s not in all parts of Bauchi that people are fasting. If they must make it a state-wide policy, why not reduce the hours spent in school so that the children can close early?” he queried.

    Another parent who requested anonymity lamented that children will forget all they have learnt when they return to write their exams.

    “Honestly, this will be counterproductive. How can you reconcile teaching children for 2 months and sending them on a one-month break, then asking them to write exams immediately after they return from the break? I can’t understand it.

    “The state governor, who, in my opinion, has done very well in many other things, should look into this policy so that the system he has fought so hard to build will not collapse,” she appealed.

  • Hensard University Gets NUC Approval For Medicine, Engineering, Nursing, Law, Pharmacy, Others

    Hensard University Gets NUC Approval For Medicine, Engineering, Nursing, Law, Pharmacy, Others

    Hensard University, first private university in Bayelsa State, is set to expand its academic programmes significantly with the approval of 16 new undergraduate programmes by the National Universities Commission, NUC.

    The approved programmes are:

    1. MBBS. Medicine and Surgery
      2 B.NSc. Nursing Science
      3 B.Eng. Mechanical Engineering
    2. B.Eng. Mechatronics Engineering
    3. B.Eng. Civil Engineering
    4. B.Eng. Electrical and Electronics Engineering
    5. B.Eng. Petroleum and Gas Engineering
    6. B.Eng. Marine Engineering
      9 .B.Sc Anatomy
    7. B.Sc. Physiology
    8. B.Sc. Complementary and Alternative Medicine
    9. B.HIM. Health Information Management
    10. B.MLS. Medical Laboratory Science
      I 4. B.Sc. Physiotherapy
      1.5. B.Sc. Public Health
    11. B.Sc. Radiography
      A letter signed by Abubakar M. Girei, Acting Director of Academic Planning at the NUC, confirmed the approvals.
      The NUC in an earlier letter dated January 22, 2025, had approved 14 programmes, all to be offered full-time at the university starting in the 2024/2025.
      The programmes are:
      Doctor of Pharmacy (Pharm.D.)
      LL.B. (Law)
      B.Sc. Ed. Biology Education
      B.Sc. Ed. Mathematics Education
      B.Sc. Ed. Chemistry Education
      B.Sc. Ed. Integrated Science
      B.Ed. Educational Management
      B.Ed. Primary Education
      B.Ed. Guidance and Counselling
      B.Ed. Entrepreneurship Education
      B.Sc. Ed. Business Education
      B.Sc. Ed. Agricultural Education
      B.Ed. Education Technology

      Vice-Chancellor Professor Dileep Kumar M. expressed his delight at approval and lauded the commitment of the university’s Chancellor, Senator Seriake Dickson, to expanding access to quality education with Hensard global linkages.

      Professor Kumar assured prospective students and their parents of Hensard University’s dedication to providing a world-class educational experience.
      Hensard University is an institution dedicated to providing high-quality education across a wide range of disciplines. With a commitment to academic excellence, practical skills, entrepreneurship, innovation, and holistic development.

      The University strives to prepare students for successful careers and lifelong learning through its dual certification and partnership with different universities and institutions across the world offering a diverse range of programmes.
      Hensard University further aims to empower students to make a positive impact in their chosen fields and society as a whole.

      With the latest approvals, Hensard is running 59 programmes across 12 faculties in Agriculture, Business, Education, Engineering, Medicine, and Sciences.
      Parents and prospective students who are interested in these and other Hensard programmes for 2024/25 should call Hensard. Places are also available for students who want to change their choice of university to Hensard.

      For further information, please visit our Official website: https:// HensardUniversity.edu.ng
      Or call Phone:
      Registrar’s Office – +234 916 998 5155
      Admissions Office –
      +2349169985150
      +2349169985160
      +2349169985153
      +2349169985157

      Email:
      Enquiries – info@hensarduniversity.edu.ng
      Admissions Office – Admissions@hensarduniversity.edu.ng
      Social Media:
      Twitter – @HensardUni
      Facebook / Instagram / LinkedIn / YouTube – @HensardUniversity

    TodayPriceNG:

  • How technology can mitigate global teaching crisis — Report

    How technology can mitigate global teaching crisis — Report

    A report by the Global Partnership for Education, GPE, under the auspices of the World Bank, has noted that well-designed technology initiatives, managed and implemented by qualified and caring educators, can significantly enhance educational opportunities for both teachers and students and help tackle the ongoing global teaching crisis.

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    The report was titled “Bridging the gap: How technology can mitigate the global teaching crisis.” While the report enumerated a number of measures to take to curb the global teaching crisis, it, however, said such measures require long-term planning and funding, and their benefits may take years to accrue.

    “In the meantime, there’s another tool we can leverage to help address quantity and quality issues at the heart of the global teaching crisis: technology. While it is no substitute for a sustained commitment to recruit, develop and retain excellent teachers, well-designed technology initiatives—managed and implemented by qualified and caring educators—can significantly enhance educational opportunities for both teachers and students.”

    It gave three such examples:

    Technology can expand access to quality education

    Every region across the globe faces teacher shortages, especially in sub-Saharan Africa and Southern Asia where there is rapid population growth. Technology can connect students who lack teachers so that they can continue their education.

    Where robust internet access exists, virtual classes can provide instruction to students lacking qualified teachers, especially in STEM (science, technology, engineering, and math) subjects.

    Online learning platforms, such as the National Education Equity Lab, offer underserved students access to a greater pool of educators and diversity in subject choices.

    Online human tutors and, increasingly, artificial intelligence (AI) tutors can bridge gaps in subject expertise, providing flexible and personalized learning opportunities to students.

    Where internet infrastructure is less prevalent or reliable, instructional television (ITV) is often the delivery mechanism of choice. Brazil’s Amazonas region (an area the size of France), Egypt, Ghana, México, Pakistan and Turkey currently use ITV to provide access to schooling.

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    With ITV, a trained teacher delivers a lesson via satellite TV from a television studio, either live or pre-recorded, to a group of students in a school or community center. Lessons are aligned to the curriculum, shared in small increments (15–30 minutes) throughout the school day and are typically followed by in-class small-group and individual work, questions and answers or discussion.

    Technology can compensate for variable teaching quality

    Many teachers struggle with basic content knowledge, communicating in the language of instruction and using effective instructional techniques. Well-designed technology initiatives can link students to high-quality instruction, driving improvements in literacy, numeracy and foundational skills.

    Experimental studies in Ghana, México, Pakistan, and Zanzibar have highlighted technology’s ability to reduce the ill effects of low-quality teaching. Computer-aided instruction and educational apps have counterbalanced inferior quality instruction, standardized quality instruction and ensured students’ educational attainment in foundational skills.

    Educational tools that make use of artificial intelligence can assist untrained teachers, volunteer teachers or teachers teaching outside their content area with planning lessons, designing assessments and developing learning materials.

    Technologies don’t need to be advanced or cutting edge to be effective. Even the simplest ones can improve instructional quality.

    Capitalizing on a technology educators already own and know—such as their phones—is an effective strategy. Rocket Learning, a 2023 WISE Award winner, sends daily text- and image-based messages to over 120,000 early childhood educators across 5 states in India. These messages offer practical, research-based strategies on promoting literacy, numeracy, child development, socio-emotional learning and classroom management.

    Interactive audio instruction (IAI)—a distance learning technology that makes use of radio and audio devices for teaching—has been particularly effective in delivering high-quality instruction to classrooms headed by untrained or poorly qualified teachers.

    Programmes like the Education Development Center’s IAI program in the Democratic Republic of Congo show that students participating in IAI spend more time engaged with educational content, which leads to improved learning outcomes in turn, compared to students attending non-IAI schools.

    Technology can provide professional learning to teachers

    Two of the biggest barriers to teacher access to professional learning are geography and scheduling. Technology can mitigate both.In areas with weak or no pre-service systems, IAI can guide and support community volunteers, paraprofessionals and even secondary-level students who serve as teachers. Studies have shown that IAI can compensate for the learning curves required of novice teachers with little degradation in the quality of instruction, maintaining instructional quality as teachers and students respond to audio prompts and exercises.

    Different technologies can target various aspects of a teacher’s development. Teachers may use computer-aided instruction programs to learn a new concept, coteach it in real time via Zoom with a master teacher, participate in WhatsApp professional learning communities for feedback or engage in self-paced and self-directed online learning through YouTube and Facebook groups.

    Online pre-service teacher preparation programs, like the University of South Africa’s online B.A. in education and similar pre-service programs offered by many open universities, can democratize access to education, enabling prospective teachers to gain certification remotely.

    For example, from the late 1980s to the 1990s, China’s Television Teachers’ College prepared hundreds of thousands of teachers through instructional television.Technology also offers teachers continuous learning opportunities. Online professional development platforms like the African Virtual University and Spain’s Escuela21 provide extensive teacher education across sub-Saharan Africa, Europe and Latin America, reducing the logistical and financial barriers associated with traveling for in-person professional learning.

    Well-designed online learning can also standardize the quality of instruction teachers receive and model engaging, interactive teaching methods.From virtual schools to mobile phones, to instructional TV and interactive audio instruction, technology can play an important role in the multifaceted approach to addressing the global teaching crisis by providing access to quality education, compensating for variable teaching standards and providing professional development to teachers.But technology is not a silver bullet. It cannot replace the hard work of better preparing and rewarding the world’s teachers. It still requires access to infrastructure—whether electricity, internet, cellular connectivity or broadcast signals. And it also demands highly skilled course designers, content developers and teachers.

    Courses must also be designed with access, equity and quality in mind.However, when technology initiatives are carefully designed and thoughtfully implemented by well-trained, committed and qualified educators and implementing agencies, they can significantly address challenges tied to the absence of teachers and improve educational outcomes by providing consistent, high-quality content and learning to the students and teachers who need them most.

    TodayPriceNG News

  • Denmark to ban smartphones in schools

    Smartphones will be banned at schools under new legislation proposed in Denmark, the education minister announced Tuesday.

    “We have decided to give the government’s support to this idea and that’s why we are starting to prepare a change in the law,” Mattias Tesfaye told the Danish daily newspaper Politiken.

    The details of the law have not yet been signed off but Tesfaye said “mobile phones and personal tablets will not be allowed at school, neither during break times nor during lessons”.

    “I believe screens are robbing many of our children of their childhood,” culture minister Jakob Engel-Schmidt said at a press conference.

    The plan follows recommendations from a youth wellbeing commission, which also recommended restricting the use of smartphones to those aged 13 and older.

    Rasmus Meyer, president of the commission, said the age restriction was “clearly not something that should be decided by law”.

    “As soon as a phone enters a child’s bedroom, it takes up all the space,” Meyer said. “It risks destroying their self-esteem. As soon as they have a gadget in their hands, their wellbeing suffers.”

  • IBB’s book: It only re-opened old wounds, says LASU Professor

    IBB’s book: It only re-opened old wounds, says LASU Professor

    A Professor of History and International Studies at Lagos State University, Adewunmi Falode, has criticised the recent book “A Journey in Service”, authored by former Military President, Gen. Ibrahim Badamosi Babangida, stating that the book is only a self-appraisal that seeks to distance the former military head of state from his foibles when he was in power.

    In an interview with TodayPriceNG, Professor Falode told our correspondent that in the book, IBB portrayed himself as a helpless individual who was caught in the web of a tempest, but he only succeeded in re-opening old wounds, especially as the former head of state knew the major actors are no longer around to dispute his narratives.

    His words; “I find it interesting that the man enjoys buck-passing. He blamed everyone except himself. He portrayed himself as a helpless individual caught in a tempest. It was as if there were principalities above him, and there was nothing he could do. Of course, we know that to be a fallacy. A president has enormous powers.

    “I am not talking about just any president, but a military president, a dictator! For him to now say it was Sani Abacha or one judge who was responsible for the annulment of the June 12 election, is to shift the blame. “Moshood Kashimawo Abiola is long gone. Most of the major actors in this event are no longer alive. All the living people, who played different roles at the time were at his book launch, smiling with him; he’s blaming people, who are no longer here. 70% of Nigeria’s population wasn’t even around when these events took place. It’s for us, the older generation, to ask the right questions, ‘Why is this man not telling the truth?’

    “Because we were living witnesses to these events. We knew the part this man played in the annulment of the June 12 election. He took no responsibility for what happened and now he’s blaming the dead people, who can’t counter whatever he’s saying.

    “The dead can’t refute anything he says about them. Sani Abacha isn’t here to tell us what he’s saying isn’t true. Most of the major actors aren’t alive either, so there’s no accountability. How can he call Abiola his dear friend, his best friend, and yet not allow him to become president? He pushed everything onto Abacha.

    “And of course, he justified the killing of Mamman Vatsa, who was his best friend. Vatsa was the best man at his wedding if I remember correctly. He even said they wore the same shirt. He tried to justify the killing by saying that in the military, death is the consequence of coups, so that’s why he had to kill Vatsa. That’s the man. He justified everything. He justified everything that happened. It’s like he’s trying to tell everyone that his hands are clean and that he didn’t do anything wrong.”

    On the 30-year delay before the writing of the book, Professor Falode said, “It is not important. We need more of this in Nigeria. You see when we do research or write dissertations, we talk about primary and secondary sources. You use one to fact-check the other. I mean, it’s an autobiography. You don’t expect him to call himself a sinner or tell you that he’s going to hell. He has the right to write whatever he wants in that book. It’s his own God-given right. It’s his book. We historians have the right to fact-check him. Despite the fact that he’s trying to lionize his administration during that period, there are some nuggets, some bits of historical facts that we can still distil from the autobiography. That’s why this work is welcome.

    “In fact, we would be happy if every former Nigerian president could account for their stewardship, even if belatedly. We could use that to build a comprehensive history of events in Nigeria. That’s the job of a historian, not a storyteller. Once we analyse and synthesise all this, we’ll be able to get to the truth. So, if former President Muhammadu Buhari writes his own book, former President Olusegun Obasanjo, who is a prolific writer, writes his, and former President Goodluck Jonathan writes him, we can start from there.

    “Then, from these books, historians can sit down and do their job. We can reconstruct or construct the events that happened in Nigeria in that era. It’s an autobiography, so you expect some level of bias, which isn’t a big deal for historians.” On whether the book will end the long-standing controversies around the former military president’s legacy, he noted, “Even 90% of Nigerians are already lambasting the man, calling him a liar, using his favourite nickname, ‘Maradona’ or ‘Dribbler.’ The man is never straightforward. There is no closure.

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    “In fact, he opened more cans of worms. The interesting thing is that he mentioned other important actors in Nigeria’s political drama, and we can use their accounts to corroborate or refute some of the assumptions. “I think the man is opening more wounds than trying to heal them. Again, as historians, we’re not interested in what’s right or wrong. We’re not being judgmental. That’s his version of events. Our job is to reconstruct or extract the truth from multiple sources, including those that are still alive. The problem with Nigerian history, as I always say, is that you never get the full truth until the principal actors are dead. It’s only when people like Obasanjo, Danjuma, and others die—maybe even after Buhari’s death—that those who are afraid to speak will finally tell the truth.

    “The book is all about the blame game. He blames everybody but exonerates himself. He tries to claim that he’s a child of circumstance. How can a soldier, someone who kills people—not just in general—be faint-hearted? Your job is to have a heart of steel. It wasn’t his fault. There was nothing he could do. In fact, he even tried to intercede on behalf of Abiola. It was Abacha who stabbed Abiola in the back. This man simply crafted a fantastic story.”

  • Defying Age: 94-Year-Old Adedapo Idowu Registers for 2025 UTME, Pursues University Dream

    Defying Age: 94-Year-Old Adedapo Idowu Registers for 2025 UTME, Pursues University Dream

    In an inspiring turn of events, 94-year-old Adedapo Idowu has registered for the 2025 Unified Tertiary Matriculation Examination (UTME), aiming to fulfill his lifelong ambition of studying Political Science at the University of Ibadan.

    This remarkable development marks the first instance in the over 40-year history of the Joint Admissions and Matriculation Board (JAMB) where a nonagenarian has enrolled for the examination.

    Idowu’s journey to this milestone was highlighted in JAMB’s latest bulletin, where he expressed that his previous apprehensions about pursuing higher education at his age have been alleviated.

    “I can now attain my dream at an advanced age,” he stated, reflecting his renewed confidence in achieving academic success.

    The nonagenarian attributed his decision to register for the UTME to his enduring desire to study Political Science at Nigeria’s premier university.

    He described the registration process as seamless and commended JAMB for integrating the National Identity Number (NIN) into the procedure.

    This integration, according to Idowu, has streamlined data collection and eliminated potential discrimination against the elderly, underprivileged, and individuals with disabilities.

    “The registration staff gave me a sense of belonging through the warm reception at the registration venue,” Idowu noted, emphasizing the inclusive atmosphere he experienced.

    He encouraged JAMB to maintain this positive trajectory to ensure continued access to education for all demographics, particularly the marginalized sectors of society.

    Idowu’s determination serves as a testament to the adage that learning is a lifelong endeavor. His story has garnered widespread attention, inspiring many and challenging societal perceptions about age and education.

    In a recent interview, he advised fellow candidates to uphold professionalism and contentment in their academic pursuits, underscoring the importance of dedication and a positive mindset.

  • How to check 2024 WASSCE results for private candidates

    How to check 2024 WASSCE results for private candidates

    The West African Examinations Council, WAEC, has released the 2024 West African Senior School Certificate Examinations, WASSCE, results for Private Candidates Second Series.

    The Acting Head of Public Affairs, Moyosola Adesina, made this known in a statement on Sunday.

    Notably, a total of 43,923 candidates, representing 67.55% of those who sat for the examination, scored credit and above in a minimum of five subjects.

    Adesina stated that out of the 65,023 candidates who participated in the exam, the results indicate a promising performance, especially with 34,878 candidates (53.64%) achieving credit and above in five subjects, including English Language and Mathematics.

    For the students who will be checking results, here are steps to follow:

    Visit the WAEC official results checker website: WAEC result checker. (www.waecdirect.org)

    Enter your 10-digit WAEC Examination Number in the designated field.

    Enter the 4 digits of your Examination Year eg. 2024

    Select the Type of Examination [Private Candidate Results]

    Enter the e-PIN Voucher Number

    Enter the Personal Identification Number (PIN) on your e-PIN