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Affordable Qualitative Education; Pursuit of Excellence
Ogun Standard Education: A Way Forward
Olufemi AWOYEMI, FCA, FIIM, Fiapm
CEO …………
Abeokuta, Tuesday, May 23, 2017
Dedicated To Dipo FAMAKINWA (1967-2017)
Former Director General of the Development Agenda for Western Nigeria (DAWN) Commission
“Education is an enlightening
experience..”
Four things I hope to achieve
Tell a story of our journey as a people to show the difference between “progress by design” vs. “progress by co-incidence” which was a draw back to our development agenda.
Avoid too much data and details in showing how “education inequality is the direct cause of wealth/income inequality” with examples to boot.
Encourage you all to “deploy your imagination rather than memory” to appreciate what is possible and how we can stop the bleeding and re-build the future; and
Offer some closing thoughts on how to take the first steps and provide the “signaling effect” for stakeholders to get on board. (If time permits)
Words Do Matter….
So does Action!
….permit a short digress
Obafemi AWOLOWO: The “Benchmark” on Education !
AWOLOWO: On Free Education and Free Health
Services
“In order to attain to the goals of
economic freedom and prosperity,
Nigeria must do certain things as a
matter of urgency and priority. It must
provide free education (at all levels)
and free health facilities for the
masses of its citizens."
- The People's Republic. 1968
Words Do Matter….
We must learn to interrogate History - Plans/Action(s)
and understand Context
1. Education & Government:
Progress by Design vs. Progress by Coincidence
In the second beginning….
….The CONTEXT By the time Awolowo decided on free Education… beyond ideological
disposition, he was responding to the need to fast track development. Hitherto, the brightest and the best got scholarships to travel, mostly to
UK for further studies and came back as a key component of the evolving civil service/bureaucracy and private sector…mostly professional practice – lawyers, doctors, accountants, engineers, military, specialists of all kinds needed to build the new country …
The SW embraced this model which was driven by merit to encourage the
best of the best, with alternates for others – vocational training, City & Guild, RRC etc…
They got funding (not loans) from government to “be educated”…
Free Education as a development trigger….
The reality dawned and AWOLOWO must have reasoned that we could not continue the quest for knowledge transfer on a scale large enough to rapidly build an economically viable society; post-independence….
To him, it was thus necessary to execute a scheme that would guarantee
mass literacy but more importantly “unleash” the population to deliver on the economic potentials inherent; in a manner where the state could pay for same whilst recovering the cost of investments via:
Future Taxes – personal income tax & corporate tax for entrepreneurs Increased productivity and utilization of resources Labour mobility across country, region, continent and globe Reduce social dev. cost & dependence on state by vulnerable members Reduce incidence of deviancy /social conflicts /cost of safety nets; and Enhance ability to fund new ideas, innovation and infrastructure.
Funding “Free Education” was thus an “Investment” in effect and practice.
Using the trigger as an aspirational goal to unleash Potential
.Recalibrating the CONTEXT The underpinning philosophy was not a narrow application of “core
competence” or “ideology”; but an economic development pragmatism that understood the extent of the education value chain very early on…
This thinking was implicit in Awolowo’s “My Early Years” book where
he showed an understanding that his “ticket out of a cycle of poverty” was to get a “best-in-class” education – not a certificate per se.
The nexus was equally evident - To break the normalisation of poverty, he
knew that “knowledge was key”. Education was the empowerment needed. The acquisition of knowledge became the key to POWER (development &
governance) and he sought to unbundle this – knowing not everyone would get to the UK. It became the most significant trigger for SW development...
It made a lot of Sense to include in the Constitution….
With education as the anchor for shaping progress; regional
competitiveness was unleashed across homes and communities with an unprecedented fervour which guaranteed the manpower needed to build an economic power house….. The evidence remains till today….
The unspoken masterstroke however was how education at all levels
became the vanguard of the SW cultural orientation and the values the people held dear beyond the economic and monetary advancements that ensued. That was then.
It was not therefore a surprise (discounting politics) for Nigeria to later on
adopt “Free Education” in the CONSTITUTION OF THE FEDERAL REPUBLIC OF NIGERIA (1999) Chapter II – Section 18 .
..and later in the National Policy on Education; adopted and signposted by
the Ogun State Education Law Cap 35.
Somewhere along the way, we forgot about the NATURAL INTENT
..Beyond losing CONTEXT, we lost the value chain and social anchor!
Whilst it was a right as stipulated in the Constitution under the
referred to chapter II of the CFRN 1999 in sections 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23 and 24 under the Fundamental Objectives and Directive Principles of the State Policy of the economic, social and cultural rights, otherwise referred to as Policy Directives Rights.
It is however non-justiciable by virtue of section 6 (6) (c) of the same
constitution ….. Stated that the government (c) Shall not, except as otherwise provided by this Constitution, extend to any issue or question as to whether any act or omission by any authority or person or as to whether any law or any judicial decision is in conformity with the fundamental Objectives and Directive Principles of State Policy set out in chapter II of this Constitution.
Somewhere Along the Line we forgot about the NATURAL INTENT
..The CONTEXT was lost and the design became a coincidence!
Citizens unfortunately cannot obtain redress from the courts if denied
the socio-economic, developmental and other rights provided for in Chapter II of the same constitution.
Current thinking challenges this however as opined by the former Chief
Judge of India (Blagnati 1988) at an all-judges colloquium held in Bangalore …human rights depend fundamentally on right to life and personal liberty
which is a core human right. The right to life is not confined merely to physical existence but it includes also the right to live with basic
human dignity, with the basic necessities of life such as food, health, education, shelter etc…
The Nigerian Constitution (as is) however remains a formidable
impediment to education as a tool for socio-economic development. How?
Purpose, Value and Intent is sacrificed on the alter of “Politics”
..Someone forgot the CONTEXT and it soon became a political game!
Ours is a federal constitution with power sharing arrangements among the
three (3) tiers of government. Education happens to be on the concurrent list with both the federal &
state governments sharing responsibility for regulation, policy formulation and implementation. Innovation thus became a matter of consensus!!!
Further, arising from the S18 provisions in the constitution; the state
government is enjoined to provide free education at all levels with a caveat to wit:
“Government shall as and when practicable provide free, compulsory and universal primary education; free secondary education; free university
education; and free adult literacy programme”.
Fast Forward…
The STATE of EDUCATION in today’s Context
“Ogun State Institutions at every level; that used
to be the pride of all have been reduced to
centres where ignorance rather than knowledge
is being dished out. Institutions named after
illustrious sons of the state have become an
embarrassment to their memory rather than a
tribute. Most programmes of the state’s higher
institutions have lost accreditation in the last few
years, putting the future of the students at
jeopardy. Worse still, even the semblance of
knowledge being imparted at the institutions is
being corroded by lack of values and character”
- Ogun State Govt website
“Teachers that are pivots and central to teaching
and learning process are being neglected, and
relegated due to poor welfare schemes and lack
of coordinated programme of training and
retraining. Incessant strikes have become the
defining feature of our education sector.
Dilapidated schools dot the landscape even as
various fees and levies have been introduced in
public schools putting education beyond the
reach of the vast majority of our citizens. About
9,500 students withdrew from secondary schools
between 2006 and 2009 due to financial in-
capabilities.”
- Ogun State Govt website
“The Schools have not received running costs in
the last 3 academic years.
In 2010, West African Examination Council
(WAEC) withheld the results of SS3 students due
to the failure of the state government to pay their
registration fees to the Examination body.
Teachers’ salaries were later deducted in July
and August, 2010 to pay for students’ WAEC
fees.”
- Ogun State Govt website
“Our administration will reverse this ugly trend
and re-energize the education sector. We shall
increase budgetary allocation to this sector to at
least 20% of the State Budget.
In addition, there will be massive refurbishment
of existing structures and construction of new
classroom blocks with adequate equipment in the
laboratories. At least 50 schools per Senatorial
Zone will be refurbished within the first year of
our administration.”
- Ogun State Govt website (as at today)
“Teachers are the cornerstone of the education
system. More teachers will be recruited to meet
acceptable standards of teacher – student ratio
while a comprehensive staff welfare and
development programme will be embarked on.
The glory and pride of our institutions will be
restored through ensuring streamlining and
accreditation of their programmes. Most
importantly, the administration will ensure that
relevant knowledge and skills are imparted in our
schools through strengthened interface between
the institutions and the industry.”
- Ogun State Govt website
Apologies…
It was deliberate… I hope I touched a raw nerve ; albeit
your political nerve…
The Dawn Commission Assessment of The Ogun Standard
S/N Criteria
Score Com m ents Score Com m ents Score Com m ents
1 Policy /
Regulation
0 Lack of defined State policy on early
education
5 Basic education is largely managed
jointly by the State and Local
Government with substantial
funding from the Federal
Government (SUPEB & UBEC)
3 State Governments are
constitutionally responsible for
Secondary Education, while the
Federal overnment through a special
intervention established & is
responsible for Unity schools - 3
2 Structure/Govera
nce
1 Largely private sector driven. Schools
have become elitist in nature & lack
governmental regulation
3 Combined public and private sector
participation. There are 1 ,565 public pre-
basic/basic education schools vs. 3,426
private pre-basic/basic education
schools. Enrolment in public is 469,831
while in private enrolment is 481,056.
3 Ogun state has a total of 1440
secondary schools – 47 5 public and
965 private with total enrolment f
399,364 and 237 ,698 respectively for
the current academic y ear
3 Phy sical
Infastructure
As many as the number of primarty
schools in the state are
1 Inadequate classrooms and basic
infrastructure such as furniture and
fittings are still lacking.
1
Classrooms are currently inadequate.
4 Deploy ment of
Technology
1 Non available data gathering sy stem
for effective deploy ment of strategy
1 Lack of adequate deploy ment across
board.
1 Lack of adequate deploy ment across
board.
5 Academic
Achievement
1 Undefined parameters 1 Low academic achievement. Not
consistent with Basic Education policy
requirements on numeracy & literacy .
1 This ranges between poor and average
as majority of the student population
that sat for WASSCE could not meet the
number of credits (5) including English
and Mathematics required to enrol
into Tertiary Institution.
6 Monitoring and
Inspection
0 Inadequate & ineffective - 0 1 Inadequate & ineffective. The outcome of
this is a lack of standards & quality
assurance.
2 The State Inspectorate are responsible
for the monitoring of secondary
schools. The frequency and depth of
inspection is just about average.
Early Childhood Basic Education Seconday Education
The Dawn Commission Assessment of The Ogun Standard (2)
S/N Criteria
7 Quality of
Cirriculum
1 Due to lack of governmental
regulation, quality of curriculum is not
standardized across a board
5 Curriculum has been updated. Quality is
high.
1 Quality of curriculum is average. This
has resulted in declining academic
standards. With many of the basic
secondary school graduates unable to
fit in into the vocational and technical
school that require proficiency in
Basic Science, Commercial and
Technical Subjects.
8 Teacher Quality
and Supply
Inadequate number of qualified &
adequately trained teachers
1 There are currently not enough teachers
especially Science and Technical
Education. Teachers to make basic
education worth its while. Teacher:
Student Ratio is too high in the absence of
technology . There is lack of training
especially in-serv ice training that would
have kept them on their toes.
1 Inadequate number of teachers.
Quality of available teachers is low.
Motivation is also very low.
9 Funding 1 Totally private sector based 1 Low. Funding is largely from states with
special intervention from the Federal
Government (under the UBEC
programme) as well as private sector
investments. Quality of public sector
investment is generally an issue,
therefore, transparency & level of
investments need to be tackled.
3 Medium Funding is largely from State
Government & private sector
investments. Federal government is
however responsible for funding the
Unity Schools in the state. Deploy ment
has not been very effective. And
transparency is an issue.
10 Equity Issues 0 No policy framework – LOW 1 Low. Funding is largely from states with
special intervention from the Federal
Government (under the UBEC
programme) as well as private sector
investments. Quality of public sector
investment is generally an issue,
therefore, transparency & level of
investments need to be tackled.
3 Medium
Source: DAWN Commision Assessment of Ogun State
Early Childhood Basic Education Seconday Education
“We can learn from this
therefore that to solve a
problem, the
DIAGNOSIS must not be
tunneled vision?”
..we must recognise that this is current state is NOT another crisis…it is a disruptor in models… RE-IMAGINE!!!
This 2017 Summit must thus be a Decision/Consensus on The State
GOVERNMENT’s Standard (Master Plan) on Education and not a political
manifesto
#AddressingReal&PresentDanger
“The function of
education is to teach one
to think intensively and to
think critically.
Intelligence plus
character - that is the goal
of true education.”
.. Martin Luther King, Jr
2. Education is an Economic
Development Issue; Not a Political or Social Service
Our Traditional Educational System became Obsolete long ago..
…“If you think education is expensive, try ignorance”
Year Plan
Public School
Programme
Private School
Programme
Private Sector
Needs
0 - 1+ Home
2 - 4 Pre-School 2
5 - 10 Primary 6 6
10 -13 Jnr - Sec 3 3
13 - 16 Snr - Sec 3 3
16 -20 University 4 4 Basic Entry
20 - 21 NYSC 1 1
21 - 23 Masters 2 Manager Trainee
23 - 26 PhD 3 Manager Grade
17 24
Cost through School 1,853,000 9,816,000 -81%
Employment Earnings in Yr 1
A Theoretical Education Road Map
Cost here relates to direct tuition cost and does not cover stuff like Uniforms, sportswear, medical,
books and stationery, extra-curricula, trips, etc including subsidising NYSC
The Nexus : The Education Cycle – The Drop Out Conudrum
S/N
Data /
Absorbtion
Rate
Drop Out
factor
Pre -
School PRY SEC UNI Post Uni
Birth - 4 360,000
2 - 4 1% 25,000 3,600
5 - 10 60% 140,400 216,000
10 -16 80% 43,200 172,800
16 - 20 80% 34,560 138,240
21 -23 40% 82,944 55,296
326,104 3,600 216,000 172,800 138,240 55,296
Drop Out Factor: 90.58% at point of university
Limited by Spaces Available (Ignore Data for now) 165,400
Limited by Availability of Teachers 160,704
Limited by Availability of Quality Teaching Aids/Tools
Discounting for any current levels and addition after year 4 to simplify analysis …. Subject to capacityA Theoretical birth Rate Absorption @20% Growth Rate in the Public Education Road Map
The Nexus : The Education Cycle – The Pre-School Crisis
S/N
Data /
Absorbtion
Rate
Drop Out
factor
Pre -
School PRY SEC UNI Post Uni
Birth - 4 360,000
2 - 4 70% 108,000 252,000
5 - 10 60% 43,200 151,200
10 -16 80% 30,240 120,960
16 - 20 80% 24,192 96,768
21 -23 40% 58,061 38,707
263,693 252,000 151,200 120,960 96,768 38,707
Drop Out Factor: 73.25% at point of university
Limited by Spaces Available (Ignore Data for now)
Limited by Availability of Teachers
Limited by Availability of Quality Teaching Aids/Tools
A Theoretical birth Rate Absorption @20% Growth Rate in the Public Education Road MapDiscounting for any current levels and addition after year 4 to simplify analysis …. Subject to capacity
AWOLOWO: On Full Development & Employment
Of All Talents
“When all the talents in society are not fully
developed, it is not the individuals that are adversely
affected alone who suffer; the society as a whole suffers as well. Now, granting that every Nigerian is
given an opportunity to develop his talents, it is imperative that he should also be given an
opportunity to employ these developed talents. Full
development of man and his full employment are not only social imperatives, but also inseparably inter-
connected and complementary.”
- Address delivered to Ondo State House of Assembly (1980): In Voice of Wisdom (1981)
Linking Education Cycle To Employment – Matching Needs (eg)
Top vocational and trade jobs by 2025
1. Aged & Disabled Carers
2. Child Carers / HHs
3. Plantation/ Farm workers
4. Nursing Support & Personal Care Workers
5. Construction Managers / workers
6. Real Estate Sales Agents
7. Electrical Support Workers
8. Metal Fitters & Machinists
9. Plumbers
10. Education Aides
Top tertiary qualified jobs in 2025
1. Registered nurses
2. Advertising and sales managers
3. Software and applications programmers
4. Analysts & Thought led professionals
5. CEO/MD’s + COO’s + Snr Mgrs
6. Pry/Secondary school teachers
7. Private tutors and teachers
8. Contract program and project administrators
9. Product / Services managers
10. Architects & Engineers
“Today, Children in
developed nations; aged
between 8 and 10 are
already learning coding,
learning to handle
algorithms and seeking to
deliver solutions .”
.. Research Report, 2017
Largest Number of Universities / Sq Km in a State - OGUN
S/N Institution Ownership Location
1 Federal Polytechnic, Ilaro Federal Government Ilaro
2 Bells University of Technology Private Ota
3 Crawford University Private Igbesa
4 Covenant University Private - Church Ota
S/N Institution Ownership Location
5 Olabisi Onabanjo University State Government Ago - Iwoye
6 Tai Solarin University Of Education State Government Ijebu - Ode
7 Moshood Abiola Polytechnic State Governement Ojere, Abeokuta
8 Abraham Adesanya Polytechnic State Government Ijebu - Igbo
9 Hallmark University Private Ijebu - Itele
10 McPherson University Private Seriki-Sotayo
11 Adetokunbo University Private Sagamu
12 Redeemers University Private - Church Km 46 Lag-Iba E/way
13 Mountain Top University Private - Church Lagos-Ibadan E/way
S/N Institution Ownership Location
14 Federal University Of Agriculture Federal Government Abeokuta
15 Federal College Of Education Federal Government Osiele
16
Ogun State Institute of Technology
(Gateway ICT Polytechnic)
State Government Saapade
17 Chrisland University Private Abeokuta
18 DSAdegbenro I.C.T Polytechnic Private Itori
19 Cresent University Private - Muslim Abeokuta
Ogun West
Ogun East
Ogun Central
Source: Proshare Research
There are a total of 54 institutions of higher education in metropolitan Boston, all are within the 128/95/1 loop <450,000 students - including 4 junior colleges, 15 colleges that primarily grant baccalaureate and master's degrees, 8 research universities, and 24 special-focus institutions. Of these, 51 are non-profit organizations while 3 are for-profit businesses, and 49 are private ventures while 5 are public institutions (4 are run by the state of Massachusetts and 1 is operated by the city of Quincy). Figure unknown but represents highest income group for state…. London has one of the largest concentrations of universities and higher education institutions in the world. It has 40 higher education institutions (not counting foreign Universities with London branches) and has a student population of more than 400,000. International students alone now worth £25 billion to UK economy…
OGUN State Compared to – Boston and London
Further research required…
Funding down globally, but tuition fees up and enrolment up.. Funding model for schools have shifted from state governments to Alumni association, research grants from private sector, sports and technological activities (with debates around paying students for work) – town meets gown again… Locally, taxes (as an aggregate) has not gone up… relative to growth and use of non-profit status… Religion vs. Revenue in public policy.. This raises the question around the role of Govt – manager of the sq mtrs in the state – targetted at revenue for development…
The FA Model on Role of Govs - Mgt of Sq Km
Most in-Demand Job – Global in 2025
Ogun State by 2025
1. .
2. .
3. .
4. .
5. .
6. .
7. .
8. .
9. .
10. .
Global by 2025
1. Registered nurses
2. Motor manufacturing technicians
3. Energy service technicians
4. Tourism and hospitality professionals
5. General and operations managers
6. Computer programmers
7. AI and robotics specialists
8. Flexible app developers
9. Cloud computing specialists
10. Educationists
Our Reality… Our Responsibility, Our Role…
It's always important to plan ahead, especially when it comes to the manpower needs of a sub-national – relative to development goals and opportunities. You don’t want your citizens to invest time and money in a profession that will be redundant in five – ten years' time! You want to be ahead of the curve – which means you need to RETHINK the education curriculum and ensure it will meet the needs of tomorrow. Yet, while we understand the concepts; we have never done the right thing for a number of reasons; viz: deficiencies in legal frameworks, political influence, self-interest and tenure issues leading to a “kick & start” governance approach to education.
3. PROSPECTS: Deploying
Imagination rather than Memory in Ogun State’s
Educational Sector
…Edison's electric
light did not come
about from the
continuous
improvement of the
candle...
Deploying Education as a Facilitator of Economic Development
Ogun State, and indeed Nigeria has made enormous progress in increasing access to education. While school is theoretically free, families must often spend substantial sums in order for their children to succeed in school. The question I raised is whether students can succeed in Nigeria/ Ogun State’s basic education system, regardless of their family circumstances, and without additional spending. Having examined the inequality in completing basic education and showing the benefit of pre-school & quality curiculum; evidently outcomes appear pre-determined by socio-economic status, making basic public education a contributor to unequal opportunities for young citizens; and eventual unequal social status in life.
Thinking of going from inefficient to innovation?
Nigeria is at the “factor-driven” stage of development, according to Michael Porter’s stages of national competitive development. Developing countries at this stage tend to rely mainly on things such as natural resources and unskilled labor, while seeking to move to the “investment-driven” stage, where the transfer of technology and investment in human and physical capital allows them to prepare the ground for the “innovation” stage—the knowledge-driven economy (Porter 1991). This can be achieved in a climate in which risk is embraced and good ideas are given a chance to grow. This is one area where the role of government and private sector are intertwined – TOWN meets GOWN!
INNOVATIONS IN EDUCATION / GOVERNANCE: Some Challenging Examples
Innovative governance is NOT school building repairs, painting school buildings, provision of water projects, building of classrooms, drainage and free transportation during school trips etc…
It is a new way of thinking …of models & templates for driving excellence and solving a problem. Innovative governance is catalytic in mobilizing change and exploring a range of new partnerships with business and civil society Innovative governance in education shifts focus from rule-driven government engagement to Mission-Driven Government (Transforming of schools that approximates the ORIGINAL CONTEXT – social and people development which removes bottlenecks to learning and application in everyday life Innovative governance injects competitive into public service deliver (it is not about how much IGR Ogun State has but what does Ogun State has on Offer that others need)
Separating the usual from the needed…..Not Replicating Awo
But leveraging his concepts about Education as an Investment…
Decentralization: It is evident that the state cannot on its own fund education in the state and no matter the promises made; it will fall short – throwing reputations in the dustbin of life. We can do better by tapping into our imagination than our memory. We can and must bridge the gap between the need for funding education and the need to fund quality/value oriented education by changing the paradigm and articulating our own precepts…..
Schools beyond Buildings…..
There are thousands of Buildings in Ogun State where thousands of
people using them have no telephones, no cable television, no e-
library, no electricity or alternative power supply, no access to a global
society and no reasonable prospects of broadband/4G services …
And they are called Schools!! That is not the education institution Ogun State deserves in 2017 and beyond.
…Its not about the sum
of money you throw at
the problem but how
you are able to rethink
the problem and
execute a paradigm
shift...
Why this is essential…beyond politics….
Everyone wants their children’s generation to enjoy a better quality of life than their own. However, leaders are often too focused on short-term planning horizons to take seriously the long-term issues that will determine what kind of world future generations will inherit. The increasingly rapid pace of change makes it especially difficult to address challenges and opportunities that will play out over several decades. YET, we can and must try….. One way to encourage decision-makers towards longer-term thinking would be to enable them to benchmark how well prepared their societies currently are for the uncertainties of the future. Until now, no such tool has existed. In January 2017, a Future Preparedness Framework was developed to fill the gap..
The 9 categories of the Future Preparedness Framework
Building on existing work as well as quantitative and qualitative data at the country level, the proposed WEF framework will enable policy-makers and the public to compare their own future preparedness with that of peer countries across four dimensions comprising nine categories
The Four Dimensions
• Fourth Industrial Revolution readiness The rapid development and convergence of emerging technologies will create unprecedented challenges and opportunities in the coming years. The Future Preparedness Framework will include two categories: a country’s digital readiness and its capacity to stimulate innovation.
•
• Economic readiness Countries at all levels of development can lay the foundations for improved economic performance in the future by investing smartly in two categories: infrastructure and human capital, including education and health. A third category in this dimension is economic agility, which will measure whether the business environment is forward-looking and responsive.
•
• Security The two categories here are physical security, as countries which minimize wars, conflict and interpersonal violence are better prepared to prosper in the future; and environmental security, measuring whether countries are using their natural resources sustainably, maintaining their natural environment and putting in place measures to cope with the expected impacts of climate change.
•
• Social cohesion Most countries are facing some form of demographic risk which they need to address to ensure equality of opportunity for the younger generation – topics considered under the heading of intergenerational balance. The second category, social fabric, covers social capital – which influences resilience to shocks – and whether there is a shared long-term vision to facilitate political decision-making.
Look at another way…. How do we make it work for us in OGUN?
Future-Ready Ogun State - A revision of Ogun State Standard based on a veritable benchmark and clear P-PPP;
Skills Future: A comprehensive framework to converts all teachers to lifelong
technology competent tutors in courses relevant to the state & Nigeria’s future.
The Smart Ogun State – Investment in digital technology infrastructure to create and
enable new opportunities that the private sector / homes can tap into.
Ogun Technology Hub leveraging on our close identity with Boston and London
has a hub of educational institutions; it can create a hub where all entities can use per class session without them incurring individual cost yet offer the state a digital
community of sort.
Future Preparedness: A new generation of students growing up around digital
technology as early as from primary school through partnerships with Google, Oracle, Samsung, GE, Telsa, Microsoft etc.
Bringing it all together – position to be the technology solutions hub for SSA where
students from all over come to learn….
“Pain is Inevitable but
Suffering is Optional?”
..for the birds of hope are everywhere, listen to them sing..
4. PRECEPTS: The Signaling
Effect to deliver on the Way Forward
The Principle Guiding the Innovation we Need
Signaling is the idea that one party credibly conveys some information about
itself to another party to encourage a pre-determined action.
This is the singular most important job of the State Government.
When you signal you are ready, help will show up!
Obafemi AWOLOWO: On The Cardinal Aim of Education
“Any system of education which does
not help a man to have a healthy and
sound body and alert brain, and
balanced and disciplined instinctive
urges, is both misconceived and
dangerous."
- The People's Republic. 1968
“There are no secrets
to success. It is the
result of preparation,
hard work, and learning
from failure.”
- Collin Powell ..
