NELFUND Boss Dismisses Misappropriation Claims, Insists All Payments Traceable Electronically

NELFUND MD says all transactions are electronically traceable from CBN to beneficiaries, defends transparency and fairness of student loan scheme

The Managing Director of the Nigerian Education Loan Fund (NELFUND) , Akintunde Sawyerr, has firmly dismissed allegations of financial misappropriation within the agency, insisting that every payment made under the student loan scheme leaves a digital trail and is fully traceable. Speaking on ARISE NEWS on Monday, Sawyerr rejected claims that the scheme operates without transparency, explaining that all disbursements are made electronically from the Central Bank of Nigeria (CBN) directly to tertiary institutions for tuition fees or to students’ bank accounts for upkeep allowances. He described allegations that NELFUND’s financial operations were opaque as potentially misleading, adding that such claims sounded “a little bit like mischief” to him.

Citing a recent example, Sawyerr said NELFUND transferred over N1 billion to the University of Ibadan to cover tuition for beneficiaries, while upkeep allowances were paid straight into students’ personal bank accounts. According to reports, the University of Ibadan received N1.655 billion to cover institutional levies for 8,110 students for the 2025/2026 academic session. Sawyerr explained, “The transfers of money are done electronically. It’s entirely traceable. The money leaves the Central Bank of Nigeria and goes either to the institution, the University of Ibadan, or in the case of upkeep, goes directly to the students in their bank accounts.” He questioned claims of opacity, asking: “So, where is the opacity in that? We transferred the funds directly to the institution and asked the institution to give the students access to classes. We’ve also paid upkeep to the students directly.”

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Addressing concerns over fairness in beneficiary selection, Sawyerr said NELFUND’s application process is fully electronic and designed to eliminate favouritism, ethnic considerations, and the influence of personal connections. He stated, “We receive applications electronically. The system doesn’t recognise whether you’re male, female, whether you’re Igbo, Hausa, Yoruba, Fulani, Ibibio, or Ogoja.” He explained that eligibility is determined by basic requirements including a National Identification Number (NIN) , JAMB registration number, admission details, and a bank account, adding: “The system doesn’t care whether you’re friends with the Managing Director or in-laws with the Executive Director. It doesn’t care.”

Sawyerr also disclosed that NELFUND currently faces a monthly upkeep bill of about N16 billion, even as loan recoveries from beneficiaries have yet to commence. He confirmed the Federal Government was exploring alternative ways of funding the scheme, including the use of forfeited proceeds of corruption and unclaimed dividends, to ensure that more students can access education. He said, “I think the President, in his magnanimity, is looking for ingenious ways to be able to continue to fund education. It’s a loan scheme. It’s two years plus old. We’re not getting any recoveries of the loans as of today. But how do you keep it going? We have a bill every month, as of today, of about 16 billion in upkeep alone.”

NELFUND has disbursed N154.37 billion to support 788,947 students across 262 public tertiary institutions nationwide as of December 2025. The disbursement included over N82 billion paid directly to institutions for tuition and compulsory fees, and more than N72 billion released as monthly upkeep allowances, with beneficiaries receiving a N20,000 monthly allowance. The fund had received over 1.26 million applications, with 62.3 per cent successfully processed and disbursed. Sawyerr noted that all payments are made through a fully digitised platform to guarantee transparency, tracking, verification and accountability. The fund publishes its figures daily and maintains a complete electronic trail of all payments.

Sawyerr acknowledged that some students have experienced challenges with applications, approvals and payments but described such cases as rare, adding that the agency addresses them when they arise. On the sustainability of the scheme, he said NELFUND could not depend indefinitely on recovered proceeds of crime, stressing that its enabling law permits the fund to attract private investment, charitable donations and generate income through investments. The loans are interest-free, and repayment commences two years after completion of the National Youth Service Corps (NYSC) and upon securing employment, with only 10 per cent of monthly income deducted. Sawyerr linked the creation of NELFUND to President Bola Tinubu’s removal of fuel subsidy, saying the government was redirecting money previously spent on a few into welfare programmes for Nigerians. He reiterated, “There is no evidence of any financial misappropriation by NELFUND. The reality of it is that in order for people to take a loan, there has to be some capital they can draw on.”

NELFUND Boss Dismisses Misappropriation Claims, Insists All Payments Traceable Electronically

FG Opens N10 Billion TETFund Research Grant Applications — How Lecturers Can Apply

TETFund increases research funding by 64.2% over 2025 cycle, invites concept notes from public tertiary institution lecturers across Nigeria

The Federal Government has approved N10 billion for the 2026 National Research Fund (NRF) Grant Cycle of the Tertiary Education Trust Fund (TETFund) , representing a significant 64.2 per cent increase over the N6.09 billion committed to 174 research projects in the 2025 cycle. The announcement was made in a call for concept notes signed by the TETFund Executive Secretary, Arc. Sonny S. T. Echono, who emphasised that the increased funding is aimed at strengthening research activities and boosting the capacity of Nigerian researchers across public tertiary institutions. The initiative is expected to provide researchers with greater support to carry out studies focused on national development and pressing societal challenges, reinforcing the Federal Government’s commitment to investing in homegrown solutions to Nigeria’s most pressing problems. The 2026 NRF grant cycle is designed to support research that addresses critical national challenges and contributes to Nigeria’s socioeconomic development. According to Echono, the fund will support multidisciplinary and interdisciplinary research projects that have the potential to generate knowledge and innovations that can be translated into policies, products and services for the benefit of Nigerian society. The latest approval comes as part of ongoing efforts by TETFund and the Federal Government to increase investment in research and ensure that Nigerian institutions have the resources needed to produce impactful research that can compete globally.

According to TETFund, lecturers in public tertiary institutions in Nigeria are eligible to apply for the 2026 NRF grant. This includes academics from federal and state universities, polytechnics and colleges of education who are interested in conducting research across the 30 priority thematic areas identified for the grant cycle. The fund encourages multidisciplinary and interdisciplinary research involving scholars from different fields, as well as collaborations across institutions to foster knowledge sharing and innovation. Each application must have a Principal Investigator (PI) who will lead the research team and take responsibility for the conduct of the project. The PI must be institution-based, with the PI’s institution serving as the coordinating institution and guarantor of the proper application of funds for the project. Researchers are encouraged to form teams that bring together diverse expertise to address complex research questions.

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The application process is conducted entirely online through the TETFund National Research Fund portal at nrf.tetfund.gov.ng. Eligible researchers are required to visit the NRF portal to prepare and submit their concept notes, study the Research Brief and Application Guidelines carefully before submission, and await evaluation by the National Research Fund Screening and Monitoring Committee (NRFS&MC) . The Fund has emphasised that only Principal Investigators whose concept notes are evaluated and considered fundable will be invited to submit full research proposals. The PI and at least one member of the research team behind a successful proposal will subsequently be invited to defend the project before the committee, after which successful proposals will be presented to the TETFund Board of Trustees for final approval and disbursement of funds.

TETFund has announced that the portal will open for concept-note submissions on August 31, 2026, with the deadline set for October 15, 2026. The Fund has stressed that “There will be no extension” , urging applicants to submit their concept notes well ahead of the deadline to avoid last-minute technical issues.

The N10 billion fund will support research across 30 priority thematic areas, grouped into three broad categories. The Humanities and Social Sciences category includes Citizenship and National Integration, Conflict, Defence and Security, Economic Development and Globalisation, Education and Human Capital, Gender, Equity and Social Inclusion, Governance, Politics, Law and Ethics, History, Culture and Identities, Humanities, Social Sciences, Technology and Business Interface, Languages, Literatures and Media, Population and Migration, Social Development and Welfare, and Tourism, Sports and Recreation. The Science, Engineering, Technology and Innovation category covers Agriculture and Food Security, Geosciences, Health and Social Welfare, Industry and Innovation, Information Technology, Computing and Telecommunications, Power and Energy, Science and Engineering, Space Science and Technology, Sustainable Use of Natural Resources and Terrestrial Ecosystems, Transport and Infrastructure, and Water and Sanitation. The Cross-Cutting category includes Blue Economy, Clean and Affordable Energy, Entrepreneurship and Wealth Creation, Environment, Housing, Urban and Regional Development, Innovation and Technology in National Defence Capabilities, Resource Governance, and National System of Innovation.

For enquiries, applicants can contact the TETFund NRF Secretariat through the following emails: zanginas@tetfund.gov.ng, odoju@tetfund.gov.ng, ukimci@tetfund.gov.ng, and ugwubs@tetfund.gov.ng. The Fund has encouraged researchers to reach out with any questions regarding the application process, eligibility requirements, or priority thematic areas.

FG Opens N10 Billion TETFund Research Grant Applications — How Lecturers Can Apply

Why Students Need More Than Exam Success to Thrive in University, Workplace — Cambridge

By Juan Visser

The transition from secondary school to tertiary education is becoming an increasingly important test of whether education systems are preparing young people not only for university admission, but for independent learning, critical thinking and the changing world of work.
For many students, moving from the structured environment of school into higher education represents a fundamental shift.

At university, learners are expected to take greater responsibility for their studies, conduct research, interrogate evidence, manage their time and participate confidently in academic discussions.

This means that the challenge for schools extends beyond helping students secure admission. They must also ensure that learners possess the academic habits, intellectual confidence and transferable skills required to succeed after gaining entry.
The demand for tertiary education has grown substantially worldwide. UNESCO data indicates that approximately 264 million students are currently enrolled in higher education globally, more than twice the number recorded at the beginning of the century.
The expansion reflects the growing recognition of higher education as a pathway to economic mobility, wider opportunity and the development of skills required to support national economies.

However, increasing access has also exposed a significant challenge: the gap between university admission and preparedness for higher-level learning.
Research by the Council for Aid to Education and the Organisation for Economic Co-operation and Development (OECD) found that approximately 57 per cent of students entering tertiary education were not proficient in critical thinking and written communication.
The implication is significant for education policymakers, schools, teachers and parents. Preparation for higher education cannot begin when a student arrives on a university campus. It must start much earlier, particularly during the secondary-school years when academic behaviours and intellectual capabilities are being formed.
According to education experts, traditional approaches that place heavy emphasis on memorisation and examination performance are increasingly insufficient for the demands of universities and modern workplaces.

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Students need to learn how to analyse information, challenge assumptions, assess evidence, solve unfamiliar problems and develop independent conclusions.
International curricula such as Cambridge IGCSE and Cambridge International AS & A Levels provide one model of how secondary education can develop these capabilities.
The programmes emphasise enquiry-based learning, encouraging students to engage with concepts, test ideas and formulate their own perspectives rather than simply recall information.
At the IGCSE level, students are introduced to structured enquiry through analytical reading, evidence-based argument and problem-solving across a broad range of subjects.
These foundations are subsequently developed at AS and A Level, where students are expected to evaluate competing viewpoints, synthesise information from different sources and communicate their arguments with clarity and precision.
Such competencies closely reflect the demands of tertiary education, where students are increasingly expected to navigate large amounts of information, distinguish credible evidence from weak sources and formulate independent positions.
The emphasis, therefore, is not simply on what students learn but also on how they learn.
Critical thinking and problem-solving are treated as transferable capabilities that can be applied across academic disciplines and real-life situations. Students are encouraged to make reasoned judgements, construct coherent arguments and approach unfamiliar challenges with greater confidence.
Independent learning is equally important.
University students are expected to manage their time, organise academic workloads, locate and evaluate resources and take responsibility for their own progress. Where these habits have already been developed in secondary school, students are better positioned to cope with the autonomy and complexity of tertiary education.
Research by the International Education group at Cambridge University Press & Assessment, titled Preparing Learners to Thrive in a Changing World, reinforces the importance of these capabilities.
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The study found that students and teachers regard self-management skills as critical to future success, while also identifying them among the most difficult skills to teach and learn.
From managing time and maintaining focus to adapting to change and working independently, such capabilities are increasingly essential not only for university but also for employment and adult life.
The changing labour market has further increased the importance of transferable skills.
The World Economic Forum’s Future of Jobs Report 2025 identified analytical thinking and flexibility among the most critical skills required by employers.
This suggests that education systems must increasingly focus on producing learners who can adapt, think critically, solve problems and apply knowledge in unfamiliar environments.
The objective, therefore, should be to develop curious and resilient learners capable of continuing to learn long after they have completed formal education.
Evidence of the potential of this approach can also be seen in the Outstanding Cambridge Learner Awards, which recognise exceptional performance in Cambridge assessments across more than 40 countries.
Students in South Africa are among those who receive the prestigious awards annually, demonstrating not only strong examination performance but also extensive subject knowledge, critical-thinking abilities and the capacity to perform under demanding, internationally benchmarked conditions.
Internationally recognised qualifications can also provide students with greater flexibility.
In countries including Nigeria, Ghana and South Africa, Cambridge International AS & A Levels are recognised by local universities through established admission processes. This enables students to pursue higher education within their home countries while benefiting from internationally benchmarked secondary qualifications.
The combination gives learners greater choice, allowing them to balance local educational opportunities with international aspirations.
Ultimately, however, the purpose of secondary education should extend beyond university admission.
Whether students proceed to university, professional qualifications, entrepreneurship or vocational careers, they require confidence, adaptability and the ability to continue learning.
The transition from classroom to campus should therefore be understood as more than a change of location. It is a transition from guided learning to greater intellectual independence.
By cultivating the ability to learn, think critically, manage responsibilities and adapt to change, schools can better prepare young people for the demands of tertiary education and the wider economy.
By the completion of their secondary education, students should possess more than examination certificates and subject knowledge. They should have developed the habits of mind required to navigate uncertainty, assess competing ideas, solve problems and continue acquiring knowledge throughout their lives.
For education systems confronting rapidly changing economic and technological realities, the priority is increasingly clear: prepare learners not merely to pass examinations or enter university, but to succeed wherever their education takes them.
Cambridge University Press & Assessment, part of the University of Cambridge, said its International Education group works with schools globally to build education around knowledge, understanding and skills.
Through the Cambridge Pathway, which provides a framework from ages three to 19, the organisation offers qualifications including Cambridge IGCSE, International AS & A Levels and the AICE Diploma, alongside learning resources, support and research-based insights.
The broader objective, it said, is to equip learners with the confidence and capabilities to meet the opportunities and challenges of a rapidly changing world.
Juan Visser, Regional Director, Sub-Saharan Africa, International Education, Cambridge University Press & Assessment