Empowering Africa’s Future through Quality Education
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On September 6th, the Nigerian University of Technology and Management hosted its inaugural TEDx event (TEDxNUTM), a significant milestone for the institution. As the Founding President, I was filled with immense pride. The event's success was thanks to our brilliant alumni, who were led by Stanley Udeh. Empowered, they executed this momentous event, demonstrating the power of vision, excellence, and collaboration.
I delivered a talk titled Unleashing Africa's Youth: The Power of Quality Education at the event.
You see, by 2050, Africa’s youth population is projected to reach a staggering 850 million. To put this in perspective, this will represent 40% of the world’s youth population. This demographic boom is not just an African phenomenon but a global opportunity. Imagine 850 million young, vibrant minds capable of reshaping economies, industries, and societies. But whether these young Africans become trailblazers like Ngozi Okonjo-Iweala, the current Director-General of the World Trade Organization, or Adebayo Ogunlesi, a business magnate with significant investments in three UK airports in London and Edinburgh, or do they instead fall into lives of hardship and become economic migrants. This is a pressing question that we must answer. Will they lead the continent to new heights, or will they join the dangerous migrant trails across the Sahara, seeking unskilled jobs in foreign lands? The answer lies in two crucial factors: access to education and its quality.
Currently, over 70 million African children are out of school. At the tertiary level, the situation is equally alarming. In Nigeria alone, where there are 25 million youths between the ages of 15 and 24, fewer than 2 million are enrolled in higher education. That’s less than 30% of those who should be at university. This gap is not just a statistic—it’s a crisis of access that threatens the future of an entire generation. Even for those fortunate enough to make it into universities, many experience subpar educational environments. I was recently struck by the story of Sarah, a postgraduate student at one of Nigeria’s new-generation universities. She shared with me that until she arrived at this institution, she never realized that students were allowed to think critically. Her entire undergraduate experience had been centered on rote memorization and regurgitation—an approach that does little to foster innovation or prepare students for the challenges of the modern world.
Having taught 2-years at a college in Ilorin, during which I completed MBA in early 90s, the ‘meager’ salary as a teacher, meant I had only ‘survived’ because I was living with my parents. As a result, I took the decision to seek greener pastures. I dreamt of breaking through in the private sector and living a more comfortable life. I decided to relocate to Lagos (300km away) the nation's then capital and a bubbling commercial center, to search for work. This would require me to squat with friends and family, and struggle to feed, but I was prepared to put in the toil, sweat, and blood. I frantically searched for a job and applied to hundreds of vacancies that I saw in newspapers, those sent to me by family and friends, as well as any vacancy that I saw posted on buildings and fences, as I walked the streets of Lagos. Several months later, without yet securing a job, I decided to visit Ilorin, to spend Christmas with my parents and siblings, as a short cool off, and to replenish
Abel walks into my cubicle on a Monday morning, looking dejected and telling me, ‘There has been a break-in and theft.’ I ask him, ‘What is missing?’ ‘The stainless-steel valves we received into stock last week”, he replied. I am sad. This follows a pattern of break-ins at the weekends when staffs are away. I wince as I think of having to report on theft again at the supervisors’ meeting later in the day. This is not what I expect to be grappling with, in this role. ‘Abel, let us go and have a look,’ I say. I do not want to look demoralized to my team as I am just getting familiar with the job’s responsibilities of receipt, storage, and issuance of materials; maintaining inventory; keeping record and reconciling, and ensuring the effectiveness of the warehousing activities and staff performance. But these repeated thefts were making things difficult and it feels like a heavy, weight on my shoulders. ‘This cannot continue and we must bring it to a stop,’ I say to my team members w
Convocation Lecture by Babs Omotowa Igbinedion University Okada, Edo State, Nigeria Friday 26th November 2021 at 1100hrs ———————- Salutations Good morning distinguished ladies and gentlemen. Please permit me to stand on the existing protocols already established. Today is a momentous and joyous day, and one full of gratitude to almighty God. I rejoice with the Chancellor, Chief Gabriel Igbinedion, an exemplary man, who from a humble beginning established Nigeria’s premier private university in 1999. His nickname in primary school of “Exemption”, should have been called “Exceptional” - Domo Épa. I rejoice with the Vice Chancellor, Professor Ezemonye, who has taken the University to great height, and is fulfilling his pledge to engage students in academic revolution as an antidote to unemployment. I rejoice with the parents of today’s graduands. You should feel proud and fulfilled. And to the proud heroes and heroines of today – the graduating class of 2021 – congratulations on your ac
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