Queen Amina of Zaria, also known as the warrior queen, was the first woman who ruled an African kingdom for over 30 years in the sixteenth century. She was the first Sarauniya (queen) in the area.
Amina was born around 1533 in Zazzau, now called Zaria in the northern of Nigeria. She was the daughter of the 22nd ruler and founder of the Zazzau Kingdom in 1536, Bakwa Turunku.
She was the oldest of three kids. Her younger sister was called Zaria and her younger brother was Karama. The Zazzau Kingdom was a peaceful one and her family obtained their wealth through trade of leather goods, cloth, kola, salt, different metals and horses.
At a very young age her grandfather discovered her talent and skills for leadership. He allowed her to attend state meetings and gave her all the necessary knowledge she needs to have in order to become a great leader.
A few years later, at the age of sixteen, she became the heir apparent to her mother. After the death of her parents in 1566 her brother Karama became the ruling king.
At that time Amina had excellent military skills that allowed her to be the leading warrior of Zazzau cavalry.
She accumulated several military accolades and managed to assure respect from the Zazzau military. So, it was no surprise that she became the queen of Zazzau after her brother died 10 years after he became the king.
Three months after becoming the queen of Zazzau she set off on her first military expedition. She continued to expand the domain of Zazzau to its largest size ever.
This way she could remove all obstacles that hindered the direct access to the Atlantic Coast which was an important element for the local trade. She ensured safe passage for the Hausa traders throughout the Sahara region.
It is also believed that she introduced the metal armour and helmet to the Zazzau military. Amina was also the one who build these walls around the city. These walls were not only a political statement of wealth and power but a military strategic.
It was her idea to build military encampments behind the 15-kilometre wall, now known as ganuwar Amina, Amina’s wall.
Ever since then more walls have been built and have been used as a protective shield for small villages and cities. They all are called Amina’s walls even though some of them were established after she passed away.
Queen Amina of Zaria died 34 years later and became the first woman to rule an African Kingdom. She is still remembered as the brave, smart and talented leader.
In honour of her accomplishments a statue of her was built and placed in the National Arts Theatre in Nigeria and many educational institutions bear her name.
The pandemic has changed everything about the stressful admissions process, adding even more strain on students.
*Lea Caldwell, a senior at Mercy High School in suburban Detroit. She has applied to three colleges near home while working part time.Credit…Elaine Cromie for The New York Times
As a new season for college applications begins, the coronavirus has upended the process, forcing millions of students to learn remotely, canceling college tours and standardized testing dates, and preventing legions of students from participating in sports and other extracurricular activities.
High school seniors and those who guide them through the admissions process say the level of uncertainty and disruption is off the charts as the virus surges across the country, forcing many schools to shut down classrooms once again, putting more families in financial crisis and making weighty decisions about the future more fraught than ever.
“It’s all a balance, and I’m not really balanced right now,” said Lea Caldwell, 17, a Detroit student who is working part time as she wrestles with her senior year course load and her college applications. Holly M. Markiecki-Bennetts, a guidance counselor at Ms. Caldwell’s school, Mercy High, in Farmington Hills, Mich., said, “We’ve had to hold hands a lot more.”
It is unclear if all the tumult will make it easier or more challenging for students to get into the Class of 2025, especially at competitive universities. Will holdovers from this year, when freshman enrollment was down, increase competition for spots next fall? Or will fewer people ultimately apply, giving more students a shot at their dream schools?
Final application deadlines are still to come, but the data on early-decision applications this month showed a slightly smaller number of students applying to college, especially from low-income families, although those that did were trying their luck at more schools than usual.
That data comes from the Common Application, which is used by more than 900 U.S. colleges and universities to screen prospective students. This year, the application added an optional 250-word essay about the virus’s impact, to give students a chance to explain their circumstances without it having to take over the rest of their application.
“I think it’s going to help us provide context, how the crisis has impacted their schools and their families and their communities,” said Jeremiah Quinlan, Yale’s dean of undergraduate admissions.
The coronavirus has left Chad Hicks, 17, a senior at the Urban Assembly Maker Academy in New York, wishing he could get more in-person attention as he makes his college decisions and fills out applications. “It would be so simple if my teacher could actually show me what to do,” he said.
His mother, a security guard, earned a high school equivalency diploma and took some community college classes, so she does not have the personal experience to give him the advice and guidance he needs, Mr. Hicks said. He visited Temple University while in middle school, and it is his top choice. He is still working on the application.
Although there is plenty of time — the regular application deadline at most colleges is Jan. 1 — admissions officers say they are hearing from many prospective students that they plan to wait as long as possible this year. The uncertainty concerns schools that hope a strong crop of applicants will help overcome falling undergraduate enrollment, down 4.4 percent this semester, and financial difficulties exacerbated by the pandemic.ImageChad Hicks, a student in New York, plans to apply to Temple University in Philadelphia.Credit…Brittainy Newman for The New York Times
“It is a severe disruption to our business.” said David Burge, vice president for enrollment management at George Mason University in Fairfax, Va.
Low-income students and those who would be the first in their families to attend college appear to be particularly hesitant, experts said, reflecting the personal and economic impact of the virus. The number of high school seniors who have filled out a free application for federal student aid is down 16 percent from this time last year, and early applications from poor and first-generation students are down 10 percent.
Jenny Rickard, chief executive of the Common App, called the numbers, particularly for first-generation students, “bleak” and said the trend would be hard to reverse by January’s regular admissions deadline.
Other early indicators, though, showed that while some students might be slower than usual to apply, others are taking a chance with more schools — perhaps because they were unable to narrow their choices without campus visits and college fairs.
Through mid-November, the number of students who had submitted applications to colleges remained 4 percent below the same time last year, according to Common App data. But the overall number of applications had risen 3 percent over last year because the smaller pool of students applied to more schools.
Colleges that went test-optional — some 1,600, at last count — were, not surprisingly, the biggest beneficiaries of the higher volume.
Thousands of students who would usually take the SAT or ACT this year have been frustrated as local testing sites have closed because of virus outbreaks; 30 percent of the 312,000 students registered to take the SAT in November were unable to, a number that was similar to test dates earlier in the fall.
Cole Strachan, 18, a student at academically selective Boston Latin, studied to take the SAT this spring, only to have test dates canceled in March and April. He was finally able to take the exam in September but did not receive his scores by Nov. 1, the early decision deadline. So he sent his application materials in without exam results — to seven colleges.
“I think if I were able to visit the schools, it might have changed my list,” he said.ImageCole Strachan, a senior at Boston Latin, applied to seven colleges.Credit…Adam Glanzman for The New York TimesSchools During Coronavirus ›
Back to School
Updated Nov. 27, 2020
The latest on how the pandemic is reshaping education.
U.S. students are racking up failures as schools return to pre-pandemic grading standards.
Fewer students are enrolled in kindergarten this year, which means money problems for public schools and learning concerns for children.
New Jersey’s governor wants schools open, but local officials don’t want to buck powerful teachers’ unions.
Institutions that usually take test scores into account will have to find other ways to evaluate test-free applications like Mr. Strachan’s. At Yale, admissions officers will take a closer look at elements like teacher recommendations, high school transcripts and student writing, including the personal essay, said Mr. Quinlan, the admissions dean.
That aspect also gave Mr. Strachan difficulties: What to write about, and how to stand out? With his soccer and lacrosse seasons canceled, along with other extracurricular activities, he filled the time by starting a group called A Helping Elbow with friends and classmates, to deliver groceries to older people or those with compromised immune systems.
As the organization grew, the students started sewing hundreds of face masks. The experience became a dominant part of his college application.
Just as students have struggled with this strange admissions season, so have colleges. The databases they buy from testing companies have fewer names, test scores and demographic information this year, adding to the challenge of recruiting. Virtual college tours and other forms of online outreach make it more difficult to form personal connections.
“Everything’s on Zoom, which is hard,” said Peter Hagan, head of admissions at Syracuse University.
But others said virtual outreach removed the logistical difficulties of reaching possible applicants.
“We’ve connected with an incredible number of students,” said Mr. Quinlan, the admissions dean at Yale. “The barriers to information sessions — not getting to Topeka, Kan., or getting to New Haven — are gone.”
For Ms. Caldwell, who attends an all-girls Catholic school in the Detroit suburb of Farmington Hills, the last few months have been rocky. Her father, an autoworker, got Covid-19 early on but has since recovered. Neither of her parents finished college.Image“I want to be a news anchor or a radio personality,” Ms. Caldwell said.Credit…Elaine Cromie for The New York Times
Her SAT was canceled the week that school shut down in March, she said. Instead, she took the ACT, which she had hardly prepared for. She did not do as well as she had hoped.
Her 20-hour-a-week job in a clothing store, on top of school and her personal life, is “a lot to juggle,” she said. She has applied to three colleges close to home but until this week was procrastinating about applying to others that she really wants to attend.
“Because of the pandemic, I feel like I’m knocked off my square,” she said. “I can’t really ask anyone in my family, so I’m taking it one step at a time. I’m going to get there.”
The School Academic Team is shouldered with the Responsibility of organising Teaching Learning Activities on a Yearly, Termly, Weekly and Daily basis, in the following manner:
Continuity-Activities must be repeated over time for the desired change in behaviour to occur
Sequence-Students should be taught to learn from Simple to Complex materials.
Integration-Subjects should not be taught in Isolation. ORGANISE TEACHING/LEARNING ACTIVITIES
The School Academic Team is shouldered with the Responsibility of organising Teaching Learning Activities on a Yearly, Termly, Weekly and Daily basis, in the following manner:
Learning across the Curriculum, should be encouraged. There is always a Correlation between one subject and another.
Teachers should guide Students to find out. It makes TEACHING and Learning more meaningful and interesting.
This was an open letter to the Minister of Education in Nigeria, Prof. Adamu Adamu, in 2016, calling on him, to ensure history is included in the Nigerian Curriculum.
*The Urhobo cultural display, one of Nigeria’s pride.
We at Afro-Global Education Deliveries (afgedconsult), will want to draw the attention of the Minister for Education to a missing Link in our lives as a People. A nation without a past can hardly design a Future.
The Exclusion of History as a compulsory subject from the Nigerian Curriculum is a misnomer. Curriculum Design and Development, is not within the jurisdiction of the Senate. Therefore, the Senate has acted ultra vires by deliberating on the issue of making History a compulsory subject in Nigerian schools.
We therefore call on the Minister for Education, Alh. Adamu Adamu to rub minds with the Nigerian Education Research and Development Council (NERDC), to make the Teaching and Learning of History compulsory in Nigerian schools.
REASON: a. Our youths know nothing about the Labours of our Heroes past b. They do not understand how or why a People so diverse in Culture and Religion ever came together in the first place to found a nation
The Yoruba youth thinks that OPC is Oduduwa. He refers to the Edo youth as omo Ibo. Unknown to him, the Historic ties between Edo and Yoruba is the same Oduduwa. Even Onitsha has ties with Oduduwa
History taught African-Americans that they have a proud root. The civilisation of Egypt and its contributions to Science, Medicine, Engineering, and, of course, the Arts can never be overemphasised. With time the negative effects of the Slave trade, brought out the Princes and Princesses in them. Martin Luther King [jnr], “had a dream.” Barak Obama is that dream. Afro-Global Education Deliveries has a dream that one day, Nigeria will be the New Egypt. History will take us there.
Farida Mustafa graduated with a perfect score of 5.0 CGPA from the Department of Petroleum Engineering, Kuban State University of Technology, Russia in the 2016/2017 academic session. She tells TUNDE AJAJA about her educational journey, stay in Russia and plans for the future
How best would you capture your excitement when you eventually graduated with the perfect score?
I would say more than anything else, I felt so relieved that it ended. My only aim was to graduate with a first-class degree, so I was very pleased with the score I eventually graduated with; my hard work and dedication paid off.
Was there anything about your growing up or previous experiences that informed your decision to work towards graduating with a first-class degree?
Yes, my father is an academic and he would take nothing less than excellence in our studies; that’s one thing you can’t handle with levity (laughs). In my secondary school, if I came first but scored 95, he would say I could do better and score 98 or even more. He used to say that subsequently we would be competing with people from different parts of the world and that is true. He’s a man of excellence and he always encouraged me to do better. It was a lot of pressure then but eventually it paid off and that consciousness to always do better is there till today.
How easy was it to graduate with a first-class degree?
It wasn’t easy but I tried to understand what worked best for me and I stuck to it. It wasn’t easy, especially coming from a medical background.
How do you mean?
My mum is a nurse, and she made the medical profession admirable. Sometimes, I followed her to work. So, right from when I was in secondary school, I really wanted to be a doctor. When I got to senior secondary school, I didn’t bother taking further mathematics because I felt it wasn’t necessary. So, I got admission to study medicine at Ahmadu Bello University, Zaria and I was in my second year when I won a scholarship to study petroleum engineering in Russia. That was in 2012.
How easy was it for you to leave, especially having put in some years?
It was a tough decision. Let me tell you the background. One day I saw a post about the scholarship opportunity in the hostel and felt I should give a try. I told one of my friends about it in case she would love to apply too. So, I applied. The plan was for me to get my transcripts so I wouldn’t have to start afresh but I was given oil and gas engineering. I didn’t have a say on the country I was going to. The scholarship body basically matched you to a school/country they believed was best for you. They also chose the course for us and it would seem they assigned courses based on our country’s needs, being a Federal Government scholarship. When I got the result, I didn’t know whether to be happy or sad, because I didn’t see it coming. I was bewildered. When my father saw the offer and realised that it was engineering, he said point blank that I wouldn’t take it, because medicine was what we all wanted for me. My elder brother felt the same way because they felt there was no point abandoning two years of work to go and start something different afresh. It was really a trying time for me. I was 17 then, so I needed all the advice from my family members.
She said I would go and she insisted (laughs). She’s a formidable woman and she gets what she wants. She felt it was important I took the offer because it was a scholarship, and she felt it was a reward for hard work and I shouldn’t let it go. That was her view; that you don’t get something like this and then leave it. Interestingly, I asked people if it was possible to go and then change my course when I got there and someone told me I could. So, I was happy and I told my dad I could change my course and he agreed. When I got to Russia, we were told we had to do about eight months to one year of language course before we would start the programme. It was after the language course that I was told that I couldn’t change my course because the Federal Government had its areas of interest for the scholarship. I felt stuck and honestly, if I had deferred my admission at ABU, I probably would have gone back to continue studying medicine. So, since I was stuck, I decided to give it my best. I was 18 at the time.
When you told your dad you couldn’t change from engineering to medicine, what was his response?
He simply said he believed it was fate, especially with the way everything worked out. He believed it was destiny. He accepted it and supported me all the way.
Since you didn’t do further mathematics or have an engineering background, how did you cope?
It wasn’t easy but I asked questions a lot. I had senior colleagues who helped me out; I would explain my academic background to them and what I needed to do to catch up. So, I had help. People advised me on what to concentrate on and all those helped. And then I read as much as I could.
You had eight months; how long did it take before you learnt the language?
Officially, I spent eight months learning the language at a preparatory school and the eight months were enough to learn how to read and write, both of which were crucial for academic work because we studied in Russian. But like every new language, learning is continuous and speaking is ever evolving; the more you speak, the more you learn.
At the time you left Russia after your programme, how would you rate your grasp of the language?
I would say I was fluent; let’s say 70 to 80 per cent. Living in a place where not many people speak English would compel you to learn their language.
You got the Certificate of Advanced Qualification to teach Russian as a foreign language, did you plan to teach the language or you just wanted the qualification?
I planned to use the qualification to do some freelancing in language translation and further develop myself.
How easy was it learning the Russian language?
It’s tough (laughs). Russians actually pride themselves in having a rich language, and that is true because they have so many words and the grammar is elaborate. You could have as many as 10 to 11 different forms of one word. So, it’s an intense language to learn. However, like any other language, you have to speak it with the native speakers and that is the only way to get better. So, it wasn’t easy but it wasn’t impossible to learn either. Some people even say the language sounds violent (laughs). It was not easy at all but because you had very few people who spoke English in the region, you either learned fast or you got stuck.
You made 5.00 CGPA perfect score in a course you weren’t prepared for, what would you say made that feat easier?
I was determined and I worked as hard as I could. I attended lectures regularly, listened attentively and sometimes recorded the lectures so I could go over them again. This helped to reduce my workload during the examination periods. But in spite of these, I had good sleep and saw movies. I did not study every day and I dedicated at least eight hours to sleep. One thing I’m grateful for is that I work well, maybe better, under pressure. That was a form of strength for me and it was like the perfect ingredient. However, I studied really hard.
With a perfect score, were you the overall best student?
I was the overall best foreign student.
Do they have separate overall best students for home and international students?
Yes, they did. For example, the way you have the Faculty of Medicine, Department of Physiology, we had a department for Foreign Students as well as Oil and Gas Engineering. So, the Department of Foreign Students would have their best student and have their graduation while the home students would have theirs too.
Did you find it strange?
Yes, I did because we studied in the same class.
What did you find most interesting about Russia?
I found the culture intriguing and they had some unspoken rules. For example, you could not give someone an even number of flowers, it had to be an odd number. When I asked what would happen if anyone did, the person I asked laughed and said ‘you don’t do that’. And in Russia, you give men flowers, including red roses. Also, if someone invites you to their house, you can’t go empty-handed; it’s rude to do that. You have to go with something, which I think is normal. Also, when you enter a class with a coat, maybe because of the weather, it’s rude to keep it on once you enter the class, no matter how cold it is. There are warmers in class but there are times it’s still cold, especially for people who are allergic to cold but it’s rude to keep it on.
Would you describe them as friendly?
I wouldn’t say they are friendly people, but they won’t go out of their way to hurt you unless you meet the racists among them. They are intense and they don’t smile unnecessarily. I’m in the United Kingdom now, I walk on the streets and people look at me and smile randomly, but it never happened when I was in Russia. There was no reason why anyone would just smile at me.
If not that you had to leave for the United Kingdom for your master’s degree, would you have considered staying back?
I thought about it but there were too many reasons why I felt it wasn’t the best option for me. I wasn’t overly comfortable; I didn’t totally feel at home, so it wasn’t somewhere I thought I would stay. In fact, I felt immediately after our graduation I would leave but we had to spend about a month because we had to notarise our certificate and translate them, otherwise I would have been out of there the following day. Also, getting a job would have been difficult because they were not really employing black people as much as other people would. So, it would have been difficult to even get a job in my field.
Are there things you find interesting about their teaching style?
The average class size was small and examinations were mainly oral. The way examinations were conducted was that you would sit in front of the lecturer and explain what you understood about the questions he would be asking you. You would have enough time to understand the question. In my opinion, it’s better than the written form of examination.
That could take time and make students anxious because they would have to take turns.
No, it didn’t. We had a small class; we were about 21, so it didn’t take forever. When it’s your turn, you get the question, you go through them and you explain to your lecturer. They make it like a raffle draw and they have all the questions they want to ask in the examination; maybe 100. Each question paper could have five or six questions randomly selected. You pick and then you go and sit in front of your lecturer. If you covered your course, you would not have a problem and you would get the grade you deserve.
What were your most memorable moments in Russia?
Moscow is beautiful. My trip to the Red Square at Moscow was very interesting and memorable. The structures are beautiful and I’m told St Petersburg is even more beautiful. The structures are really exceptional and you wonder how they were built.
What do you like most about the country and its people?
I appreciate their discipline and their time-consciousness.
Did you have any unpleasant experiences there?
Yes, there was a day we were going out and we heard a child asking the mother why we were so dark, and that could it be because we didn’t bathe. I was bewildered that don’t these people see black people on TV at least or was it that their parents didn’t tell them there are people in this world who didn’t look like them. I don’t think they educate their children as they should and those children grow up and start acting weird towards black people. And I don’t remember that mother giving the child a good response or educating the child properly.
What would you say your experience in Russia taught you about life and diversity?
There is no place like home and there is always something to learn anywhere we find ourselves.
How did you get the scholarship that took you to the UK?
It is a Nigeria Liquefied Natural Gas scholarship. They advertise it every year. After my graduation, I went back home in August 2017 for the National Youth Service Corps programme and immediately I finished, I applied because by then they had just advertised. Thankfully, I got it.
What are your plans and aspirations after your master’s degree programme?
I would like the opportunity to practise in the industry.
Were you sociable or you only focused on your studies?
I was not sociable because there were not many activities that I was interested in.
What do you think students who want to also graduate with a first-class degree should do?
Popular Nigerian rapper, Illbliss, on Saturday called out those responsible for the eight months strike by the Academic Staff Union of Universities, ASUU.
Illbliss said Karma would visit all those in the position of power who allowed ASUU strike to linger for eight months.
The rapper was reacting to reports that ASUU may call off the ongoing strike, after the union’s latest meeting with the federal government.
Nigerian government had on Friday proposed N70bn to lecturers as earned allowances and revitalization of universities.
Amid this promise, reports emerged that the prolonged industrial action may be called off soon.
Reacting, Illbliss lamented that Nigeria was in ruins for paying less attention to its educational sector.
In a tweet, the rapper wrote: ”A country in ruins. A country with zero regards for education, took the Federal Government and ASUU eight months to call off a strike.
“Do you realise how many productive months you condemned for these undergraduates? Shame on this country. May karma visit those in positions of power who let this happen.”
*Ulan Sylvia Andrew (in school uniform) and others, after the honours ceremony.
A 17-YEAR-OLD NNPC/SNEPCO scholar, Miss Ulan Sylvia Andrew, has been celebrated for scoring A1, in all subjects, in the 2020 West African Examinations Council (WAEC) Senior School Certificate Examination.
The management of an Abuja-based private secondary school, Premiere Academy, Lugbe, said Miss Ulan broke the academic record in the school with her outstanding performance.
Ulan was a deputy head girl of the Academy and one of the first set of 30 products of the Cradle To Career Scholarship programme sponsored by NNPC/SNEPCO, which started in 2014.
While Ulan obtained A1 grades in all the nine subjects offered, other members of the top 10 got between eight and six A1 with only B2 and B3 to complement.
The school said in its 15 years of existence, Ulan’s academic feat was unprecedented and commendable.
At a brief virtual ceremony, encomiums were poured on the young girl, who hails from Plateau State, and other nine students in the top 10 group, who performed exceptionally in this year’s edition of the examination.
The school said out of a total 135 finalists that sat for the 2020 WAEC it recorded 82 per cent distinctions.
It noted that in 2015, a commercial student obtained A1 grades in all eight subjects offered, while in 2017, about seven students obtained eight A1 grades at the same time.
“We are here celebrating all of them that excelled in the 2020 exams. Ulan here is representing all of them. We must make sure that we sustain the feat in the 2021 edition and even make it better,” said the Head of the Academy, Mr. Chris Akinsowon.
Akinsowon later presented Ulan with a Laptop computer and cash gift on behalf of the Academy to appreciate her performance.
Ulan, who aspires to become a Chemical Engineer, thanked NNPC/SNEPCO for the sponsorship and the management and staff of Premiere Academy for imparting her with life-long education.
Representative of NNPC/SNEPCO, Mr. Nuka Hope, who spoke through Zoom, said the partnership was proud of the finalists.
He lauded the Academy, adding that “SNEPCO is excited and I am sure NNPC is happier.”
The United Kingdom (UK) has disclosed that over 9,000 students from Nigeria were granted a UK student visa in 2019, making it a 27 per cent increase on the previous year.
Senior press and Public Affairs officer, British High Commission, Abuja, Christopher Olaolu Ogunmode in a statement said 93 per cent of Nigerian students were successful in their visa application.
The Minister for Future Borders and Immigration, Kevin Foster, has encouraged more Nigerian students to choose the UK as a place to study.
Foster used the annual celebration of international students to make it clear that the UK is open to students; highlighting visa flexibility around COVID-19, as well as the new student route, as reasons to continue choosing the UK for study.
“The UK’s new student route promises to make it even more streamlined and convenient for Nigerian students, with benefits such as applying up to six months in advance, and additional opportunities to extend student visas from within the UK.
“In response to the COVID-19 pandemic, the UK was among the first countries to introduce visa flexibility for students, including permitting remote study for the whole 2020/21 academic year, and replacing thousands of expired visas free of charge so Nigerian students could still travel.”
He added that by Summer 2021, the UK will be introducing the Graduate Route, a new post-study work visa that will allow eligible students two years (or three years for PhD students) to stay back after they graduate, to work, or look for work in the UK.
The minister said: “Nigerian students have always been a huge part of our community – and we’re looking forward to welcoming them to our world-leading universities. We want the best and brightest to study in the UK, which is why we have made it easier to apply.
“The UK will always value and welcome international students, and whether now or in the future, we want Nigerian students to choose the UK as the place to fulfill their potential.”
British High Commissioner to Nigeria, Catriona Laing said the fact that 93 per cent of Nigerian students who applied were successfully granted a visa is a testament to the strengthening of the links between the UK and Nigeria.
“But more than that, each successful visa means another student heading to the UK, to build his or her career, expand horizons and find out more about all that the UK has to offer.
“We hope that this continues and that many more students from Nigeria follow their fellow citizens on this journey.” Lang explained that the Student and Graduate Routes are part of the UK’s new points-based system, the new system of visas and immigration that the country is opening in January 2021.
“This will create a fairer, clearer system, where what matters is the skills an individual has rather than the nationality.”
Afro-Global Education Deliveries 