The Ajoke Ayisat Afolabi Foundation, which serves as the corporate social responsibility arm of the SIFAX Group, recently delivered focused technology training to a cohort of more than 90 secondary school students in Lagos State, Nigeria. The programme was implemented in partnership with the World Bank and took place at the State Senior Secondary School, Oyewole, in the Orile Agege local government area of Lagos State.
Designed with clear strategic intent, the initiative aimed to equip young learners with relevant digital competencies that extend beyond basic literacy. Emphasis was placed on core elements of contemporary technology, including computer literacy, machine learning fundamentals, and practical applications of artificial intelligence. Course organisers articulated the need for students to engage with these subjects early, not merely as academic exercises, but as foundational skills for future professional opportunities.
Participants were drawn from multiple class levels within the school, ensuring broad representation. The selection approach was deliberate: organisers expect that each student who completed the training will introduce these new capabilities to peers, thereby amplifying the impact of the programme across the broader student body.
The Executive Coordinator of the foundation, Mrs Foluke Ademokun, framed the initiative as part of a broader effort to mitigate persistent challenges confronting Nigeria’s youth. She noted that the programme is intended to help narrow the gap between current workforce demands and the skills many young people currently possess. In her words, “this initiative is part of a series of efforts to address the issue of youth unemployment and skills gap in the country and it’s expected to benefit not only the students but also the community at large, as the students would be able to apply the skills acquired to improve their lives and contribute to the economic development of their communities.”
Mrs Ademokun’s statement underscores two key strategic outcomes: first, that vocational skills acquisition is integral to future economic participation; and second, that the benefits of such training should extend beyond individual participants to the wider local economy. This framing aligns with broader developmental priorities in Nigeria, where efforts to foster employability and reduce youth unemployment remain central to education and economic policy discussions.
In response to the training, school leadership expressed strong approval. The Vice Principal of the school, Mrs Sherifat Ajala, highlighted the value of the opportunity, affirming the quality of facilitation and the direct interaction students had with knowledgeable facilitators. Her reaction reflects an institutional acknowledgement of the gap between traditional school curricula and the rapidly evolving demands of the digital economy.
In summary, the programme represents a purposeful investment in human capital. It prioritises practical, future-oriented skills that help bridge the divide between schooling and employability. By positioning students to gain direct experience with artificial intelligence and digital tools, the initiative contributes to a larger effort to build a workforce capable of navigating and contributing to a technology-driven future.
