Education
‘Access To Tech’ll Boost Opportunities For Children With Disabilities’
Education stakeholders, including teachers, have been urged to use technology to improve access to learning among disadvantaged children, including the physically challenged.
Speaking at the July edition of EdTech Mondays, an initiative of Mastercard Foundation in partnership with Co-Creation Hub, participants held that the use of technology for teaching and learning would ensure equity among learners.
At the session titled: “Technology as an enabler for equity and inclusion in education,” held recently, the Assistant Education Officer, United Nations High Commission for Refugees (UNHCR), Helen Akintemi, said the organisation sees technology as a tool to drive inclusion among refugees.
Akintemi noted that UNHCR, as a non-governmental organisation, has been at the forefront of safeguarding the rights and well-being of refugees and internally displaced persons in Nigeria through technology deployment.
While appreciating the role of partnership in delivering education to physically challenged children, Akintemi noted that government support, alongside other partners, was instrumental to the successful implementation of digital projects among refugees.
Founder, Keeping it Real Foundation, Bitebo Gogo, explained that the organisation’s decision to deploy technology for this group of children was to guarantee their access to learning.
Gogo noted that the donation of books by the organisation has inspired change and confidence among children in low-income communities and the physically challenged.
He said the foundation is already making a significant impact in the lives of children with disabilities by offering technology-driven learning platforms that would aid their learning.
Highlighting some of the challenges faced in deploying technology to this group of children, Gogo urged stakeholders to work towards improving advocacy against stereotypes, while also solving the problem of internet connectivity and power plaguing the country.
On his part, the founder of Kayode Alabi Leadership and Career Initiative, Kayode Alabi, said the organisation has been leveraging technology to enhance learning among children with disabilities and their teachers.
Alabi disclosed that the foundation has so far impacted over 6,500 children in underserved communities in Nigeria by helping them acquire 21st-century skills and other life skills.
Co-founder, Projects Enabled Africa, Ngozi Ukpai-Okoro, a visually impaired person, noted that the impact of technology cannot be over-emphasised given how much it has assisted her to access good education.
The Acting Vice Chancellor of Ignatius Ajuru University of Education, Port Harcourt, Prof. Okechuku Onuchuku, emphasised the need for students to go beyond academic achievements during the university’s 43rd Convocation ceremony.
The theme, “The University Culture In Practice, The IAUE Experience,” highlights the importance of embracing cherished traditions and intellectual values that define great universities.
Prof. Onuchuku encouraged the new graduates to work hard and persevere, noting that their convocation marks a new beginning in their careers and personal lives. He emphasised that they must prove themselves worthy of the certificates and prizes they have received.
According to him, out of 2,887 first-degree graduands, four made First Class, 403 secured Second Class Upper, 2,030 got Second Class Lower, and 450 graduated with Third Class. Additionally, 1,492 postgraduate students graduated, including 306 PhD holders.
The Sole Administrator of Rivers State, Vice Admiral Ibok-Ete Ekwe Ibas (Rtd), praised the university’s commitment to academic excellence and institutional maturity. He commended the Acting Vice Chancellor for achieving full accreditation for 47 academic programmes and implementing the NUC’s Core Curriculum Minimum Academic Standards.
The administrator urged the new graduates to uphold the positive values instilled in them by the university and strive for continuous knowledge and improvement.
By: King Onunwor
The Niger Delta Students Union Government, Rivers State Chapter (NIDSUG), has suspended its planned protest against the Niger Delta Development Commission (NDDC) state office in Port Harcourt. The suspension followed an intervention by the state Commissioner of Police, CP Olugbenga Adepoju.
The students had planned to protest on Thursday, citing alleged neglect by the NDDC, particularly in welfare and capacity-building programmes for students from the state. However, after the police intervention, the students agreed to participate in a roundtable discussion with the commission to address their concerns.
NIDSUG leader, Comrade Loveday Njoku, expressed dissatisfaction with the commission’s alleged exclusion of students from benefiting from its programmes. He presented a seven-point demand, including the reintroduction of scholarships for undergraduate and postgraduate students. Njoku emphasised that education is crucial for community development and urged the commission to invest in the future leaders of the state.
The students warned that if their demands are not met, they will resume the protest and occupy the state commission office until their demands are addressed. Despite previous attempts to reach out to the commission’s management team, the students claimed their efforts were unsuccessful.
By: Akujobi Amadi
As part of efforts to improve the welfare and overall quality of education for students in Obio/Akpor Local Government Area, the Sole Administrator, Sir (Dr.) Clifford Ndu Walter DSSRS, FCAI, JP, paid an unscheduled visit to Universal Primary School, Rumukwurusi.
During the visit, Sir Walter expressed deep concern over the deplorable state of the school and its surrounding environment. He reaffirmed his administration’s commitment to the development of the education sector, stressing its critical role in nation-building.
“I have visited the primary school in Ogbogoro, and now I’m here at the Universal Primary School, Rumukwurusi. I am not satisfied with what I’ve seen,” he stated, indicating that more surprise visits to schools would follow.
To address the issues, the Sole Administrator directed the Council Engineer to commence process for rehabilitation of the school.
The visit was part of a broader initiative aimed at conducting on-the-spot assessments of educational facilities to determine the level of intervention required by the local government council.
Dr. Walter also assured the teachers of his unwavering commitment to revamp the school and improve the learning environment for both staff and students.