Education stakeholders have called for greater investment in teacher training, resilient learning systems and stronger partnerships to improve access to quality education for children living in Nigeria’s informal settlements.
The call was made at the Lagos Informal Settlement Education Improvement Programme (LISEIP) 2026, organised by Youth Advocate for Change (YAFC) with the theme: “Future-Ready Teachers and Resilient Schools: Advancing Quality Education in Informal Settlements.”
The programme attracted teachers from public and private schools, school proprietors, government officials, development partners, non-governmental organisations, financial institutions and education advocates who examined practical strategies for improving learning outcomes through keynote presentations, panel discussions and interactive sessions.
Delivering the keynote address titled “Reimagining Education for Every Child: Building Inclusive, Resilient and Future-Ready Learning Systems in Underserved Communities,” education management consultant and Executive Director, Meadowbrook Educonsult Ltd, Dr. Stephanie Nwabuikwu, challenged governments, educators, businesses and civil society organisations to rethink education for children in disadvantaged communities.
“We gather not just to discuss education, but to reimagine it,” she said. “How do we build learning systems that are inclusive, resilient and future-ready? How do we ensure that every child, regardless of circumstance, has access to learning that unlocks their full potential?”
She identified poverty, inadequate infrastructure, shortage of qualified teachers and social exclusion as major barriers to quality education, stressing that schools have enormous potential to change children’s life trajectories through effective teaching and inclusive learning environments.
According to her, future-ready teachers must evolve beyond being transmitters of knowledge to becoming facilitators of learning, mentors and technology integrators capable of nurturing creativity, critical thinking, collaboration and resilience.
“The future-ready teacher prepares students not simply to pass examinations but to thrive in a rapidly changing world,” she said.
Nwabuikwu urged governments and development partners to invest deliberately in teacher development, educational technology, infrastructure and mentorship programmes, noting that examples such as solar-powered classrooms, mobile libraries and digital learning initiatives have demonstrated that innovation is possible even in underserved communities.
Former Director of Basic Education Services at the Lagos State Ministry of Education, Dr. Adeyemi Adebayo, said teachers should be measured by their impact rather than their titles.
“A teacher is not measured by name. A teacher is measured by impact,” he said.
Adebayo urged teachers working in low-cost schools to embrace innovation, child-centred learning and instructional creativity, stressing that effective teaching depends more on sound pedagogy than expensive facilities.
He encouraged teachers to engage learners through practical activities, collaboration and locally improvised teaching materials, noting that children retain knowledge better when actively involved in the learning process.
During the plenary session, Mrs. Yonodu Okeugo, Group Head, Education Finance, Partnerships and Ecosystem Growth at Sterling Bank, emphasised the need for investment in teacher training and sustained private sector investment in education.
She said education financing should go beyond corporate social responsibility to long-term partnerships that strengthen learning systems, reward excellence and improve educational opportunities.
Founder of SEED Care and Support Foundation, Mrs. Olanrewaju Oniyitan, described teachers as society’s unsung heroes and called for stronger collaboration between schools, government and development organisations.
She urged schools to take advantage of available social protection initiatives and education interventions, stressing that accurate learner data remains critical to effective planning and service delivery.
“Resilient schools are not built by accident. They are built intentionally,” she said, urging teachers, policymakers and development partners to pursue educational transformation with purpose and commitment.
Also speaking, Ms. Olamide Oduola, Programme Officer at Cedars STEM Entrepreneur Hub, challenged teachers to reposition entrepreneurship education around innovation and problem-solving..
She explained that entrepreneurship is fundamentally about creating solutions rather than simply starting businesses, urging schools to cultivate creativity, critical thinking and design thinking from an early age.
“Those who create solutions become valuable,” she said, encouraging educators to nurture children’s natural curiosity and innovative abilities through STEM education and experiential learning.
She further stated that the biggest misconception is that AI is coming to replace teachers. It isn’t. If anything, AI makes great teachers even more effective. AI cannot comfort a child who is struggling. It cannot notice when a quiet learner is losing confidence. It cannot inspire a student to dream bigger.
“Technology will continue to change. Artificial Intelligence will continue to evolve. Jobs will change. The world will change. But one thing remains constant: a teacher who believes in a child can change the direction of that child’s life forever”, she said.
Earlier, in his opening address, YAFC, Convener and Founder, Adeola Ogunlade, described the programme as a call to action rather than another education conference.
He said children in informal settlements continue to pursue their dreams despite overcrowded classrooms, inadequate infrastructure and limited teaching resources, while teachers and school owners remain committed against all odds.
“No education system can rise above the quality of its teachers,” he said.
Ogunlade called for stronger collaboration among government, schools, development partners, civil society and the private sector, insisting that education is a shared responsibility.
“Government cannot do it alone. Private schools cannot do it alone. The private sector cannot do it alone. Civil society cannot do it alone. But together, we can create an education ecosystem where every child has access to quality learning opportunities,” he said.
He reaffirmed YAFC’s commitment to reducing educational inequality through advocacy, innovation and partnerships, while urging participants to leave the programme with practical commitments capable of transforming education in underserved communities.
The programme ended with an interactive question-and-answer session during which participants exchanged ideas on teacher development, school financing, STEM education, digital learning, innovation and inclusive education.
Participants agreed that improving education in informal settlements requires sustained investment in teacher training, resilient schools and collaborative partnerships to prepare children for the demands of the 21st century.
