The Universal Basic Education Commission (UBEC) inaugurated the National Basic Education staff audit steering committees in Kaduna state on Friday.
Speaking at the launch, Education Commissioner Hajia Hakima Lawal said the committees were for the 23 Local Government Areas (LGAs) of the state.
Lawal said the audit exercise would help address some issues related to the implementation of basic education programs in the state.
He said that the national staff audit was a holistic enumeration of all public and private basic education institutions in Nigeria.
”This exercise is carried out every four years in collaboration with state and local governments to obtain reliable data on basic education.
”Data is important for planning.
We will work with the state Universal Basic Education Board to implement this exercise,” she said.
The commissioner said that during the audit exercise public and private schools, students, teaching and non-teaching staff, school facilities will be listed.
Lawal urged stakeholders to support UBEC committees and staff to ensure a successful exercise.
He urged committee members to see their appointments as a call to duty, saying, "See it as your own contribution to educational development in the state."
Acting Chairman of the Kaduna State Universal Basic Education Board, Mr. Mohamed Mubarak, said the state government had shown a serious commitment to transforming basic education.
Mubarak emphasized the need for reliable and accurate data to ensure effective planning and informed decisions towards the delivery of quality basic education.
Also speaking, UBEC North West Zonal Director, Mr. Mustapha Abubakar, said that the audit would last for a period of 28 days.
”The commission has concluded the exercise in 17 states in the south of the country.
”The necessary materials for the exercise have been provided.
Registrars must be of good conduct.
They should do a thorough job,” she said.
In his speech, Mr. Ja'afaru Riyoji, Chairman of the National Association of Private School Owners, Kaduna State Chapter, pledged the association's support to ensure a successful exercise.
Mr. Abdu Usman, Acting Education Secretary of the Kaduna South Local Government Education Authority, also pledged the support of all education secretaries in the 23 LGAs.
Prof. Olugbemiro Jegede, the foundation Vice-Chancellor of the National Open University of Nigeria (NOUN) and other stakeholders have called for the implementation of a national policy to promote digital learning in the country.
They made the call in Abuja on Tuesday at a two-day workshop on policy initiative for digital learning in Nigerian Universities being attended by 19 vice chancellors and 13 directors of Africa Centres of Excellence from different locations in the country.
The workshop is organised by the Regional Training and Research Institute for Distance and Open Learning (RETRIDO), NOUN, in collaboration with Commonwealth of Learning in Vancouver, Canada, and the African Centre of Excellence on Technology Enhanced Learning (ACETEL).
Jegede while delivering his lecture said no country would achieve proficient digital economy without digital skills.
“All over the world people have embraced technology much more than we think; there is nothing you can do now without technology. Technology has taken over all parts of our system.
“It has become imperative to appreciate the role of technology in teaching and learning so that the next generation will be better placed in appreciating the world and of being trained for the workforce and better entrepreneurs.
“The world is now depending on digital economy, so this is what the policy is advocating, that the universities should appreciate the use of digital learning in today’s world.
“The professors, lecturers can use digital learning for teaching, assessment, exams, interact with students and send their messages across and bring students together for them to have their group discussions.
“Digital literacy is actually saying we should understand how to use all these technologies, how to use them to access information and how to produce information through them.
“Nobody in the developing world now is being given a job unless you show your level of digital literacy education and I’m glad the Nigeria has said that in 2030 all our schools must establish digital literacy,” Jegede said.
According to him, what is needed now is policy implementation and that once it has been implemented all our children from primary to tertiary institutions will be digitally literate.
Earlier, the director of RETRIDO, NOUN, Prof. Christie Ofulue, said the objectives of the workshop was to address issues that would drive distance learning in Nigerian universities.
Ofulue said, “As you know, since the outbreak of COVID-19 there has been an increase in the use of technology for education.
“And we feel that distance learning has a lot to do with technologies because these are students that are not in the class; they may be on campus or they may be out of the campus but they are not in front of the teacher.
“So, technology is usually used to bridge that gap. But more importantly is the experience that came from COVID-19 where many institutions that were not prepared technologically.
“So there is a need for institutions to look at how they can develop their content, how they can train their teachers, how they can even teach their students as well on how to learn online.
“For the lecturers, it develops them how to teach online. And one of the things that needed to be done is to have a policy guideline.”
The Director of Information and Communication Technology (ICT), Federal Ministry of Education, Mr Abubakar Isah, said efforts were on top gear for implementation of digital literacy policy framework.
Isah said the present government would soon come out with digital framework on digital literacy having provided a learning website for the entire country that had over 15,000 videos.
He said the videos covered both primary and senior secondary schools and were made available for free online.
“We have another website for teachers to help them in lesson planning and so on and they are all online for free.
“We are working with the UBEC in opening of digital learning centres ‘smart schools’ for the use of the digital tools.
“We have trained over 45,000 teachers across the country on digital literacy and the use of digital tools in the classroom. So, the Federal Government is doing quite a lot to bridge the use of ICT equipment in schools,” he said.
The Kaduna State Universal Basic Education Board (KADSUBEB), on Tuesday began the disbursement of N430 million to 2,380 primary schools under the World Bank-supported Better Education Delivery for All (BESDA) programme.
The Executive Chairman of the Board, Alhaji Tijjani Abdullahi, during the handing over of the cheques to benefiting schools in Kaduna, said the amount was for the schools to carry out minor repairs.
Abdullahi explained that each of the schools is expected to get over N183,000 through their School-Based Management Committees (SBMCs).
He said that out of the 2,380 benefiting schools, he had signed cheques to 2,121 schools with functional SBMCs and account numbers, amounting to over N388 million.
He added that the remaining 259 schools would receive their funds when they submit their account details.
According to him, the funds were distributed under BESDA, a World Bank-supported Programme for Result (P for R), initiated by the Universal Basic Education Commission (UBEC) with support from the Federal Ministry of Education.
Abdullahi stressed that the goal of the programme is to tackle the menace of out-of-school children in the country.
He said that the programme, which began in 2019, was a US$ 611 million loan from the World Bank, which the Federal Government was giving to 17 participating states as grant.
He said that Kaduna State had so far received US$ 20 million (about N9 billion) based on its performance so far.
He explained that the N 430 million was part of what the state had earned from UBEC in delivering key results areas of the BESDA programme for the schools with functional SBMCs to undertake minor repairs.
“Apart from this, we will also be providing school uniforms, school shoes, school bags, exercise books and tablet computers for teachers to register attendance,” he said.
The News Agency of Nigeria reports that the 17 participating states were selected for accounting for the highest number of out-of-school children in the country.
The states include Adamawa, Bauchi, Borno, Gombe, Taraba, Yobe, Jigawa, Kaduna, Kano, Katsina, Kebbi, Sokoto, Zamfara, Niger, Ebonyi, Rivers, and Oyo.
The BESDA programme essentially focuses on increasing access for out-of-school children and ensuring that children who attend school could read, write, and manipulate figures.
Out of the US$ 611 million, US$ 578 million is being spent on P for R and US$ 33 million on Technical Assistance.
Under P for R, states would be rewarded for results achieved within a given period based on the number of out-of-school children they were able to return or enrolled in school by gender.
On technical assistance, US$ 33 million is being spent on various activities to strengthen the capacity of Federal and State government officials to improve monitoring and evaluation as well as data evaluation,” Abdullahi said. (
By Millicent IfeanyichukwuLagos, June 17, 2022 (NAN) NewGlobe Nigeria, an education expert, and leader in learning, says there is a need for those aspiring for leadership positions in the 2023 General Elections too, as a priority, have achievable plans to tackle learning poverty.According to it, learning poverty, defined by the World Bank as the share of children who cannot read a simple story by age 10, is an urgent challenge in the present generation.Mrs. Omowale David-Ashiru, Group Managing Director of NewGlobe Nigeria, made the remark at a news conference on Thursday organized to showcase a Nobel Prize-Winning Prof. Michael Kremer’s glowing report on education methodology.The News Agency of Nigeria (NAN) reports that the Study by the Nobel Prize laureate finds and confirms that NewGlobe’s holistic methodology delivers among the largest ever measured in Africa, including Nigeria.The findings were announced in a speech by Kremer to African Heads of State and Education Ministers, including UBEC and SUBEB leaders, at the Education World Forum, an annual event hosted in London by UK Government.The event which was attended by no fewer than 100 countries had its theme for the 2022 edition: “Education building forward together, stronger, bolder, better”.“As we approach the election season in Nigeria, those aspiring leadership positions should know that innovative education solutions that are proven to be effective at scale will define the key areas.“These are prosperity, growth, and security of our global future, which is most important for them to make it part of their plans and policies when they assume office.“The groundbreaking study led by the Prize-Winning economist suggests that children living in underserved African communities can receive 53 percent more learning in schools supported by Nigeria Government partnered by NewGlobe through the early childhood and primary schooling, through Grade 8.“We are delighted that an independent study of this size has found such unequivocal evidence of the unrivaled learning gains NewGlobe’s holistic approach to teaching and learning delivery,” she said.David-Ashiru noted that the data-driven scientific learning techniques that characterised the methodology were the blueprint for those used in all schools NewGlobe support in the states of Edo, Lagos and Kwara.According to her, it shows that it is possible to deliver radical and immediate change for the generation of children and that poverty isn’t destined for individuals or nations.Students that started with the lowest learning levels gained the most, with girls making the same leap in learning as boys.“It contrasts with research which shows girls in Sub-Saharan Africa are consistently disadvantaged in learning.“The results are a resounding affirmation of NewGlobe’s integrated learning system across Africa, including Nigeria, and South Asia supporting more than a million children in schools and increasing every year.“This study shows that attending schools delivering highly standardized education has the potential to produce dramatic learning gains at scale.“This suggests that policymakers may wish to explore the incorporation of standardization, including standardized lesson plans and teacher feedback and monitoring, in their own systems,” David-Ashiru added.“NewGlobe is positioned to support the government to achieve improved learning in the national education system and employ new techniques and methodologies proven to yield better results for their children.“Already the program is being used in Nigeria – Edo Basic Education Sector Transformation (EdoBEST), Lagos State – Excellence in Child Education and Learning (EKOEXCEL), and Learning Education Achievement and Reform Now (KwaraLEARN).“EdoBEST, which started April 2018, is covering public primary and junior secondary including progressive schools in riverine areas, EKOEXCEL kicked off in January 2020, capturing all public primary schools, and KwaraLEARN flagged off in November 2021 plans to cover 16 LGA’s of the state.“For early childhood students, two years of teaching using NewGlobe’s methods put them a year-and-a-half of additional learning ahead of students in other schools with learning levels increased by a remarkable 1.35 standard deviations.“In NewGlobe-supported schools, 82 percent of Grade 1 students, typically six to seven-year-olds, can read a sentence, compared with 27 percent of those in other schools.”She said that the results were by far, the most authoritative on the use of the model pioneered by NewGlobe.It included individual and ongoing training and coaching for teachers on the use of a digital learning platform with real-time data analysis; teaching guides grounded in scientifically-based pedagogy; and a 360 support system.NAN also reports that NewGlobe supports visionary governments to transform public education systems, and deliver improvements in learning outcomes with a comprehensive system transformation platform and data-driven educational services.The World Bank calls on the global community to cut by at least half the global rate of Learning Poverty, which is defined as the percentage of 10-year-old children who cannot read and understand a simple story, by 2030.(NAN)
The Federal Government has reiterated its commitment to address the plight of out-of-school children and other vulnerable young people in Nigeria, using the platform of the At-Risk-Children Programme (ARC-P).
Special Adviser to the President on Social Investments, Mrs Maryam Uwais, reiterated the commitment while speaking at the closing ceremony of a three-week capacity building programme for 649 ARC-P youth facilitators in Kaduna State.
Uwais, in a statement issued on Friday and made available to the News Agency of Nigeria , said that the 649 facilitators were drawn from the 23 Local Government Areas of Kaduna State.
She said the programme was critical for a secured and sustainable future for the underserved children and vulnerable youth in Nigeria.
Uwais, who is the facilitator of ARC-P, a Federal Government’s initiative under the auspices of the Office of the Vice President, said that the just-concluded training was in line with ARC-P’s implementation strategy.
The implementation strategy, according to her, was designed to empower the youth facilitators with the necessary knowledge, skills and the wherewithal that they need to effectively engage, empower and nurture the primary beneficiaries of the scheme.
“Each of the youth facilitators would be assigned a minimum of 50 vulnerable children whom they are expected to groom and mentor using the knowledge gained during the capacity building programme.
“The facilitators are expected to conduct basic monitoring and evaluation of activities with the assigned wards and give periodic reports to the implementation team,” Uwais said.
She reminded the facilitators that they were expected to obtain parental and guardian consent for each of the primary beneficiaries, before proceeding with the training, mentoring and nurturing which they had been prepared for.
The Presidential aide tasked the graduands to stay focused on the objectives of ARC-P as they proceed to the field to carry out their primary assignments.
“With the conclusion of the three-week exercise for Youth Facilitators, Kaduna has become the second State, after Gombe, to commence the implementation of the At-Risk Children Programme.
“The past couple of weeks saw the youth facilitators trained and equipped by resource persons from various Federal and State Government, as well as developmental partners.
“These include UNICEF, UNODC, UBEC, Legal Aid Council, National Primary Healthcare Development Agency, National Eye Centre, Rural Electrification Agency (REA), Office of the SDGs, Resource and Support Hub, and more.
“The development partners conducted numerous training sessions, including: ICT, Renewable Energy, Photography & Videography, Health and Nutrition, Leatherworks, Catering, and Building.
“Others are how to manufacture Plaster of Paris (POP), tiling and interlocks, welding and fabrication, agriculture, as well as automobile maintenance training facilitated by Peugeot Automobiles Nigeria (PAN) Limited,” Uwais said.
The statement also quoted the Deputy Governor of Kaduna State, Dr Hadiza Balarabe, as commending the Federal Government for embracing the ARC-P.
Balarabe said that the initiative was in line with the poverty reduction strategy of the Gov. Nasir El-Rufai administration in Kaduna State.
“Kaduna State under El-Rufai believes that only vibrant, skilled and knowledgeable cooperation can move Kaduna and, indeed, Nigeria forward.
“This is why this government has paid a lot of attention to human capital development.
“We are pursuing policies and programmes that will make Kaduna State residents physically and mentally healthier and focused on providing free and compulsory basic education to all children.
“We are providing skills through technical and vocational education especially to our young ones” she added.
The Kano state government on Wednesday said its free and compulsory education policy was geared towards tackling the high number of out-of-school children and other related issues.
Gov. Abdullahi Ganduje of Kano State said this at the opening of the quarterly meeting organised by the Universal Basic Education Commission (UBEC) with Executive Chairmen of States Basic Education Boards in Kano.
The governor, who was represented by his deputy, Dr Nasiru Yusuf-Gawuna, said that to implement the education policy, huge financial commitment was required, which had necessitated establishment of the state education trust fund.
A statement by Mr Hassan Musa-Fagge, Chief Press Secretary to the Deputy Governor, further quotes Ganduje as acknowledging contributions of the Federal Ministry of Education, UBEC and other stakeholders towards achieving qualitative education in the state
The governor also assured that the state government would continue to fulfill the obligation of payment of counterpart funds to access matching grants for schools’ infrastructure and ensure quality education for the children.
In his remarks, the Minister of Education Malam Adamu Adamu, represented by the Executive Secretary of UBEC, Dr Hamid Bobboyi, said that the Federal Government places high premium on the education of the Nigerian child.
He assured that the government would continue to critically consider all issues related to education in the country.
Adamu said that the Federal Government would also support states in tackling the issue of out-of-school students through the Better Education Service for All (BESDA) initiative, supported by the World Bank.
The Executive Secretary, UBEC, represented by Prof. Bala Zakari, said that the quarterly meetings have helped UBEC and the SUBEBs to remain focused in their primary assignment of providing access to quality basic education for school-aged children in the country.
He further said that the meeting had provided the platform for regular discussion of issues around basic education implementation in the country. (
By Carl UmegboroThe profound role of the Foreign, Commonwealth, and Development Office (FCDO) of the United Kingdom on girls’ education in Nigeria cannot be overemphasized. As a big brother to Nigeria, the United Kingdom has continued to show exemplary leadership by funding the Girls’ Education Project (GEP) considering that poverty in any society cannot be utterly eradicated without paying critical attention to child education, particularly girls.Understandably, the concern is borne out of the commitment that education is a fundamental human right that every child should enjoy, and no child should be left behind. The attention to girls’ education is premium and synchronizes an adage; when you educate a girl, you educate a nation!Unfortunately, common gender norms continue to put girls at a disadvantage, lead them to drop out of school at higher rates as well as engage in harmful practices such as child marriage. Every day, girls face barriers to education caused by poverty, cultural norms and practices, poor infrastructure, violence and fragility, and many others. In developing nations including Nigeria, tradition pushes parents to prioritize the education of their sons over their daughters and reduce them to mere child-bearing and housekeeping.These are misnomers. Educated girls are emphatical, healthier citizens who raise healthier families to contribute to the economic growth of the countries. Globally, women play critical roles in the economic growth of nations when properly educated. Examples are Ms. Amina Mohammed and Dr. Ngozi Okonjo-Iweala; the Deputy UN Secretary-General and the Director-General of the World Trade Organization (WTO) respectively, among other high-profile women in key positions around the world.From records, there are 18.5 million out-of-school children currently in Nigeria, 60 percent of these out-of-school children are girls – that is over 10 million girls are out of school. It is also held that 1 in 5 of the world’s out-of-school children is in Nigeria.Data also shows complex and multidimensional constraints in accessing and completing secondary education for adolescent girls in northern Nigeria. Meanwhile, education remains the most impactful way to empower girls and eradicate inequality. It must be noted that educating a girl changes many things - her destiny, as well as those of her future children, and ensures that she can contribute meaningfully to the economic life of her community.According to a World Bank report in 2012, “Girls’ education, especially at the secondary level, is consistently found to not only positively influence girls’ lives, but also drive other positive development outcomes, including a reduction in child and maternal mortality rates, improvements in educational outcomes of offspring, and reducing poverty and promoting equitable growth”. Malala Yousafzai, a renowned Girls’ Education Rights activist and Nobel laureate underscored this position.“Girls have the power to boost economies, create jobs, make communities safer, and drive change… If leaders are serious about building a better world, they need to start with serious investments in girls' secondary education. When 130 million girls are unable to become engineers or journalists or CEOs because education is out of their reach, our world misses out on trillions of money that could strengthen the global economy, public health, and stability”, Yousafzai stated. However, through the FCDO-funded interventions, access to education for girls is gradually being expanded, resulting in no fewer than 1.4 million girls currently having access to education in northern Nigeria. The interventions on girls’ education in Nigeria termed GEP (Girls’ Education Project) which is present in the third phase is comparatively yielding positive results.In Kano State, for example, through GEP-3 funded by FCDO, 300 SBMC members have been trained, and selected schools have developed School Emergency Preparedness and Response Plans to mitigate the impact of potential and actual threats on schools.At Ja’en Special Primary School in Gwale LGA precisely, the school which used to record low school attendance in classrooms is now in dire demand of more teachers and classrooms to cope with the upsurge as a classroom and teacher now cater for as many as 180 pupils and even leading to morning and afternoon class sections. The PDM (professional development meeting) for upgrading and retraining teachers is pertinent. The encounters from a field trip recently are reassuring.Nonetheless, a lot still needs to be done to ensure that every girl in Nigeria is enrolled, attends school, and completes her education. The female enrolment ratio according to NPA/UBEC Survey by grades (2017/18) shows that girls' enrolment and sustenance in schools are gradually picking up through the interventions.UNICEF, with funding from FCDO, collaborates with the government in building the capacity of School-Based Management Committees (SBMCs) and Community-Based Management Committees (CBMCs) on enrollment drives, school safety, and security, and to make communities more resilient. Also, the unique integrated approaches - involving mothers as well as girls-for-girls are creditable.Now, the unpleasant part is that the GEP-3 which started in 2012 will round off on September 22, 2022. The project currently covers the five states in northern Nigeria viz. Bauchi, Niger, Katsina, Sokoto, and Zamfara, (and later Kano from 2018) have the highest proportion of out-of-school girls. It is therefore dangerous, and ill-timed for FCDO to pull out at this point. By the said figures of out-of-school children mainly girls, a lot still needs to be done for a desirable future.Instructively, education is a powerful agent of change which improves health and livelihoods, contributes to social stability alongside drives long-term economic growth. On the other hand, the costs of not educating children, particularly girls, are titanic. Let’s not go there. It literally affects the entire society in the long run. The uneducated populace often manifests through public nuisances, banditry, kidnapping, religious extremism, and other social vices as prevalent in Nigeria presently.Thus, FCDO and other stakeholders should considerably do a review towards sustaining the momentum. It should be seen further than ‘Nigeria’s internal affair’ considering that the beneficiaries could migrate to other countries including the UK, the USA, and others when they grow up. Thus, the investments in children will certainly produce good harvests wherever they may find themselves as adults. So, teamwork remains the way forward.
Umegboro is an Associate of The Chartered Institute of Arbitrators (United Kingdom), public affairs analyst and social advocate.
The Christian Association of Nigeria (CAN) and Jama’atu Nasir Islam (JNI) have pledged support as the Universal Basic Education Commission(UBEC) starts headcount of teachers and school children across Nigeria.
The religious groups pledged their support at a meeting of the 2022 Personnel Audit of all Basic Education Institutions in Abuja on Thursday
The CAN General Secretary, Joseph Daramola, commended UBEC for embarking on the exercise, saying it was critical in view of the need to reposition the education sector in Nigeria.
He said CAN would sensitise the various religious groups under it at all levels to ensure the success of the exercise.
He thanked the Federal Government for considering faith-based schools to be part of the headcount as against the 2018 headcount, which did not include faith-based institutions at basic levels.
“We are ready to team up with UBEC to further develop education in Nigeria,” he said.
Daramola called for the return of Religious Studies and History to schools to instill morals and values, as well as educate students on the country’s history.
He further called on the Federal Government and the Academic Staff Union of Universities (ASUU) to resolve the impasse regarding the ongoing strike.
Dr Khalil Aliyu, the General Secretary, JNI, said the headcount was crucial as it would help with comprehensive data for proper planning and budgeting for the education sector.
While assuring that JNI would carry out the needed mobilisation and orientation at the local, state and federal levels, Aliyu said education was the bedrock of every nation.
“The result of the national audit will help improve budgeting for education because education is the bedrock for socio-political develop of countries.
“We commend UBEC for the effort to improve education in Nigeria and we will be willing to support the commission to move basic education in Nigeria forward,” he said.
The Executive Secretary of UBEC, Dr Hamid Bobboyi, commended the religious leaders for honouring the commission’s call to be part of the exercise.
He said the exercise was aimed at collecting data on school enrolment, personnel, and facilities, among others from public, private and faith based schools across Nigeria.
“Data forms the basis for making informed decisions and the absence of current and reliable data often leads to faulty plans whose objectives are difficult to achieve,” he said.
The Chairman of the 2022 National Personnel Audit of all Basic Education Institutions, Prof. Bala Zakari said the headcount would commence in June.
The News Agency of Nigeria reports that UBEC, in line with its mandate has conducted three national personnel audits in the past namely, 2006, 2010 and 2018.
Gov. Kayode of Ekiti has assured that the on-going projects embarked upon by his administration will be handed over before the expiration of his tenure in October.
Fayemi gave the assurance during an inspection of the projects in Ado-Ekiti, the state capital, on Thursday.
The governor, who inspected the terminal buildings, runway and other sections of the state airport project, expressed delight at the pace and quality of work done.
He also expressed confidence in the ability of the company handling the projects to deliver within the stipulated time.
According to him, the company has all the necessary materials, equipment, experience and expertise required for the timely completion of the job.
”It has no reason not to deliver within the expected time frame.
“The terminal and the run way are almost completed; its major section is already asphalted; the rest is just concrete stone base and it will be asphalted.
“I believe they will complete that within the time we have agreed,” he said.
Fayemi further said that the company had started the terminal building and the access road connecting the main Ado Ekiti-Ijan road through the airport.
“I think they are on course; I have every confidence that they will finish before I leave office.
“We have tried them before; we knew they would do it; they did Ado-Iyin road and they are doing this.
“They will soon start the Omisanjana road. So they have the experience, knowledge and the expertise to accomplish the task given to them and we are impressed,” the governor said.
He disclosed that over 720 workers are currently working round the clock at the project site.
The News Agency of Nigeria reports that the governor also visited the ultra modern council of traditional rulers’ chamber, Harding Model College, a bus terminal and the Universal Basic Education Commission (UBEC) Model School.
He said that Harding Memory College was a mega school designed to accommodate 36 classrooms with laboratories, sick bay, an ICT centre, a library and staff quarters.
Fayemi noted that the intervention would provide parents with the opportunity to put their children and wards in public schools equipped with modern facilities and well-trained teachers.
According to him, the school, when completed, will accommodate large number of pupils who would have gained admission to some of the missionary schools which had been returned by government to their original owners.
He said that the UBEC Model School at Ekiti Knowledge Zone area would provide space for students at Ago Aduloju and Ago Ayegunle.
This, the governor said, was to address the challenge of attending school in far away Ijan-Ekiti by pupils.
He stressed the need for continuity to bring about more massive developments in the state.
Fayemi also said that the people of the state would have cause to smile, as his efforts at ensuring that the projects were delivered on time was going on as planned.
>Prof. Femi Akinwumi, Executive Chairman, Ekiti State Universal Basic Education Board (SUBEB), says the state government has restored History Studies to its public primary schools.
Akinwumi made this knownon Wednesday in Ado-Ekiti, while monitoring the resumption of public schools for the Third Term of the 20212022 academic session.
He said that restoration of the subject was to promote core principles of hardwork, patriotism, honesty and other national values.
According to him, teaching of the subject in schools would promote the cultures and traditions of people of Nigeria and also aid pupils’ understanding of the nation’s history.
The SUBEB executive chairman said that reintroduction of the subject in schools’ curriculum was in line with the national policy on education.
He said that Gov. Kayode Fayemi-led administration was interested in promoting core Ekiti and Nigerian values through a well-knitted values orientation programme in schools and the larger society.
Akinwumi said that the state government had instituted prizes for the Best Overall pupil and best teacher as part of the efforts to promote teaching of the newly reintroduced subject.
He thanked the Universal Basic Education Commission (UBEC) for providing the state government with over 4,800 History textbooks for Primary Three to Six classes.
Akinwumi assured UBEC that the History books would be put to good use.
He said that primary schools in the state had been directed to henceforth, devote at least one of the three periods allocated weekly for Social Studies, to teach History Studies.
Akinwumi advised both teachers and pupils to be committed to the teaching and learning of the subject, adding that the subject would be instrumental in achieving the national rebirth.
The state SUBEB chairman thanked the Old Students Association of Eleyo High School, Ikere-Ekiti, on the renovation of the rainstorm affected school buildings.
He said that the importance of the School Based Management Committees, Parents Teachers Associations and other stakeholders in complementing the state government’s efforts in the maintenance of school infrastructure.