UNESCO REF Media Centre

Strategic Intervention Programme X1: Digital Technology Capacity Building for 120,000 Young Nigerians a Year

The DispatchUNESCO REF Media Centre · EISSN 3156-55573 min read

UNESCO REF Media Centre | Digital Skills

Through Category 2.9 of The August Project, UNESCO REF and global partners deliver training that equips young Nigerians to seize digital opportunity and manage digital risk.

UNESCO REF Media Centre | Abuja, Nigeria

ABUJA, Nigeria. The Read and Earn Federation for UNESCO (UNESCO REF), through Category 2.9 of The August Project (TAP), is working with global partners to deliver joint training for young people in the digital sector. Under the Strategic Intervention Programme X1 (SIP-X1) on the digital revolution, more than 120,000 young Nigerians will benefit each year.

Global alignmentAlignement mondialThe global commitments this story advances. Open to see how.

SDG4
SDG 4, Quality Education (primary)
ProvisionTarget 4.4: youth and adults with ICT skills for employment
How SIP-X1 respondsDigital skills for 120,000 young Nigerians a year
SDG8
SDG 8, Decent Work
ProvisionTarget 8.6: youth employment and training; Target 8.10: access to financial services
How SIP-X1 respondsPrepares youth for the digital and financial economy
SDG9
SDG 9, Industry, Innovation and Infrastructure
ProvisionTarget 9.c: access to information and communications technology
How SIP-X1 respondsResponsible adoption of digital technology
SDG17
SDG 17, Partnerships
ProvisionTarget 17.8: enabling technology; Target 17.17: partnerships
How SIP-X1 respondsJoint training with global partners
AU
African Union Digital Transformation Strategy for Africa, 2020 to 2030
ProvisionDigital skills and a trusted digital environment
How SIP-X1 respondsBuilds digital capacity among young Africans
AU
African Union Agenda 2063
ProvisionAspiration 6: development driven by African youth
How SIP-X1 respondsYouth at the centre of the digital economy

Digital technologies are reshaping every sphere of economic and social life, from finance and commerce to education, health and public administration. For a country with one of the youngest populations in the world, the capacity of young people to participate in that transformation, safely and productively, will shape national prosperity for a generation.

Why digital capacity, why now

Pourquoi les compétences numériques, et pourquoi maintenant

Three developments make investment in digital capacity urgent in Nigeria:

The pace of digitisation across public and private services.
The expansion of mobile access, bringing millions of new users online.
Proactive policy initiatives by the Central Bank of Nigeria to deepen digital financial services.

Each brings opportunity, and each brings risk. Without matching skills, user protection and good practice lag behind adoption, leaving new users exposed to fraud, misinformation and exclusion.

The programme

Le programme

SIP-X1 equips participants with the knowledge and skills to seize digital opportunities and to reduce digital risks, so that young people can adopt and adapt to the digital revolution responsibly. It is delivered through the Digital Technology Capacity Building (DTCB) programme, a core component of the TAP Project, which provides structured training and guidance for sustainable participation in the global digital economy.

UNESCO REF holds that early investment in training is essential, so that stakeholders and beneficiaries alike are prepared for fast-changing technologies rather than overtaken by them.

Significance

Portée

At a scale of 120,000 young people a year, SIP-X1 is designed not as a pilot but as a national contribution to digital inclusion. It complements UNESCO REF’s wider digital portfolio, including the GET EDUCATED pathway with the Global Learning Exchange and the ARDAI TIER I programme in artificial intelligence.

ENDS

Notes to editorsNotes aux rédactions

About TAP. The August Project is a UNESCO REF youth capacity-building initiative implemented across categories of education, enterprise and digital skills.

About UNESCO REF. The Read and Earn Federation for UNESCO (UNESCO REF) works to strengthen human and institutional capacity across Nigeria and Africa through education, research and professional development, in alignment with the 2030 Agenda for Sustainable Development.

Media enquiries. UNESCO REF Media Centre, [email protected]

SourcesSources

TAP Project, UNESCO REF

Sonic Foundry, GLX and UNESCO REF: $100M SDGs Scheme

Sonic Foundry and GLX University Partners Join UNESCO REF in a USD 100 Million SDGs Global Mission Scheme for Nigeria

The DispatchUNESCO REF Media Centre · EISSN 3156-55575 min read

UNESCO REF Media Centre | Institutional Archives | Strategic Partnership

A three-year pilot led by the United States-based Sonic Foundry Inc. with GLX university partners in Australia, the United Kingdom and the United States sets out to widen access to accredited higher education, strengthen youth employability and build lasting learning infrastructure in Nigeria, with at least 55 per cent of scholarship resources directed to girls and young women.

UNESCO REF Media Centre | Abuja, Nigeria | 8 November 2022

ABUJA, Nigeria, 8 November 2022. The Read and Earn Federation for UNESCO (UNESCO REF) has joined Sonic Foundry Inc. and its GLX university partners in Australia, the United Kingdom and the United States in the SDGs Global Mission Scheme (SGMS), a three-year, USD 100 million pilot programme in Nigeria. The Scheme is designed to expand equitable access to higher education, strengthen youth employability and build resilient educational infrastructure, in a model intended to be replicated across emerging economies.

Global alignmentAlignement mondialThe global commitments this story advances. Open to see how.

SDG4
SDG 4, Quality Education (primary)
ProvisionTarget 4.3: equal access to affordable tertiary education; Target 4.b: expand scholarships for developing countries; Target 4.5: eliminate gender disparities
How the Scheme respondsUSD 40 million in scholarships, with at least 55 per cent for girls and young women
SDG8
SDG 8, Decent Work (primary)
ProvisionTarget 8.6: reduce youth not in employment, education or training
How the Scheme respondsAt least 60 per cent of graduates in employment or internships within 12 months
SDG5
SDG 5, Gender Equality
ProvisionTarget 5.3: eliminate child, early and forced marriage
How the Scheme respondsOutreach to out-of-school girls at risk of early marriage and exploitation
SDG9
SDG 9, Industry, Innovation and Infrastructure
ProvisionTarget 9.c: increase access to information and communications technology
How the Scheme respondsGLX Hubs with digital access and learning technology
SDG17
SDG 17, Partnerships
ProvisionTarget 17.17: public, private and civil society partnerships
How the Scheme respondsAn international steering committee of private, public and civil society partners
UNESCO
UNESCO Education 2030 Framework for Action
ProvisionInclusive and equitable quality education and lifelong learning
How the Scheme respondsDegrees and professional certifications through flexible pathways
AU
African Union Agenda 2063
ProvisionAspiration 6: development driven by the potential of African youth
How the Scheme respondsHigher education and employment for young Nigerians

The partnership brings together international higher education, private investment and a Nigerian institution with deep roots in youth development. It rests on a simple premise: that talent is evenly distributed across Nigeria, but opportunity is not, and that a well-governed scheme can close the distance between the two at scale.

The Scheme at a glance

Le programme en bref

Element	Detail
Name	SDGs Global Mission Scheme (SGMS)
Lead partner	Sonic Foundry Inc., with GLX university partners in Australia, the United Kingdom and the United States
Nigerian partner	UNESCO REF
Duration and value	Three years, USD 100 million
Pilot country	Nigeria, as a model for emerging economies
Primary goals	SDG 4, Quality Education, and SDG 8, Decent Work, with contributions to SDG 9 and SDG 17

Four objectives

Quatre objectifs

Scholarships for accredited study. Funding for Bachelor’s and Master’s degrees and professional certifications through accredited GLX partner institutions.
GLX Hubs. Physical learning centres offering study space, digital access, academic advising, mental health services and career planning.
Reaching those most at risk. Targeted resources for out-of-school girls and recent secondary school graduates, to reduce barriers such as early marriage and exploitation.
From learning to livelihood. Stronger retention, skills alignment, internships and international job placement for the most accomplished graduates.

Where the money goes

La répartition des fonds

Component	Allocation (USD)	Share
Scholarships and tuition	40 million	40%
GLX Hub capital and technology	25 million	25%
Operations and staffing	15 million	15%
Employability and placement	10 million	10%
Monitoring, evaluation and research	5 million	5%
Contingency and partnerships	5 million	5%
Total	100 million	100%

Scholarships account for the largest single share, but the design is deliberate in investing equally in what surrounds them: the hubs in which students learn, the services that keep them enrolled, and the placement support that turns a qualification into a career.

Why it matters

Les enjeux

Nigeria has one of the youngest populations in the world, and an estimated 20 million children and young people out of school. For those who complete secondary education, access to accredited tertiary study remains constrained by cost, capacity and distance. A scheme that combines funded places at international institutions with local hubs and career support addresses all three constraints at once.

The emphasis on girls is equally deliberate. By committing at least 55 per cent of scholarship resources to girls and young women, and by reaching out-of-school girls directly, the Scheme recognises that the barriers facing young women, including early marriage and exploitation, are among the most decisive obstacles to their education and economic independence.

How it will be delivered

Modalités de mise en œuvre

Scholarships awarded on the basis of merit and need.
GLX Hubs operated through public-private partnerships with national ministries, UNESCO REF, the Nigeria Police Force Education Unit, local universities and employers.
Performance-based disbursement, with funds released against results.
Phased rollout, so that each stage is tested before the next begins.

Governance and safeguards

Gouvernance et garanties

An International Steering Committee, bringing together Sonic Foundry, GLX representatives, UNESCO REF, Nigerian government officials, civil society and independent auditors, will provide oversight. A National Programme Office will manage day-to-day operations.

The Scheme is bound by child protection and gender-sensitive policies, a grievance redress mechanism and data protection standards. Independent midline and endline evaluations will be conducted, and results will be reported publicly each year.

Measuring success

Mesurer la réussite

Indicator	Three-year target
Enrolment	10,000 students
Graduation rate, degree programmes	At least 70 per cent
Formal employment or internship within 12 months	At least 60 per cent of graduates
Scholarship resources for girls and young women	At least 55 per cent
Hub utilisation	Tracked through quarterly dashboards

Progress will be tracked through quarterly dashboards, independent evaluations aligned with the SDG indicator framework, and public reporting.

An invitation to partners

Une invitation aux partenaires

The Scheme is conceived as a platform for collective action. United Nations agencies, bilateral donors, foundations, academic institutions and private employers are invited to co-finance, co-design and help scale the model, in Nigeria and beyond. Partnership enquiries may be directed to UNESCO REF through the Institutional Partnership Process.

ENDS

Notes to editorsNotes aux rédactions

About the SGMS. The SDGs Global Mission Scheme is a three-year, USD 100 million pilot led by Sonic Foundry Inc. with GLX university partners in Australia, the United Kingdom and the United States, implemented in Nigeria with UNESCO REF and national partners.

Media enquiries. UNESCO REF Media Centre, [email protected]

SourcesSources

UNESCO Opens Global Course on AI and the Rule of Law

Outside SourceUNESCO REF Media Centre · EISSN 3156-55574 min read

UNESCO REF Media Centre | Outside Source

UNESCO Opens Global Online Course on Artificial Intelligence and the Rule of Law

Developed with The Future Society and leading judicial and technical partners, the course equips judges, lawyers and judicial operators worldwide to navigate the opportunities and the risks of artificial intelligence in justice systems.

UNESCO REF Media Centre | Paris, France | 17 September 2021

PARIS, France. Judicial systems worldwide are increasingly adopting artificial intelligence (AI) to support legal practitioners in identifying precedents, to streamline judicial processes, and to assist judges in decisions related to sentencing and recidivism. While these applications hold promise for efficiency and innovation, they also raise profound implications for human rights, particularly where the opacity of AI systems may challenge the principles of open justice, due process and the rule of law.

Global alignmentAlignement mondialThe global commitments this story advances. Open to see how.

The course responds to international commitments on justice, human rights and the ethical governance of technology.

SDG16
SDG 16, Peace, Justice and Strong Institutions (primary)
ProvisionTarget 16.3: the rule of law and equal access to justice for all
How the course respondsPrepares judicial operators to use AI without weakening due process
SDG4
SDG 4, Quality Education
ProvisionTarget 4.4: relevant skills for decent work
How the course respondsFree, multilingual professional learning
SDG9
SDG 9, Industry, Innovation and Infrastructure
ProvisionResponsible innovation
How the course respondsResponsible adoption of AI in public institutions
UDHR
Universal Declaration of Human Rights
ProvisionArticle 10: a fair and public hearing by an independent and impartial tribunal
How the course respondsPlaces open justice at the centre of AI adoption

A global training initiative

Une initiative mondiale de formation

To strengthen capacity in this critical area, UNESCO, in partnership with The Future Society (TFS), has launched a joint online training programme on Artificial Intelligence and the Rule of Law. The course was formally introduced on 6 December 2021 at The Athens Roundtable, the premier international multi-stakeholder forum on AI, legal systems, regulatory compliance and governance.

Voices of the partners

La parole aux partenaires

Marielza Oliveira, Director in the Communication and Information Sector of UNESCO, emphasised that the societal and human rights impacts of AI demand collective action.

“The online course on AI and the Rule of Law is an effort in this direction, with 21 speakers from 14 countries sharing their unique knowledge and experience.”

Marielza Oliveira, Director, Communication and Information Sector, UNESCO

Nicolas Miailhe, President and Founder of The Future Society, highlighted the strategic importance of the programme.

“The course aims to build capacity across judicial stakeholders worldwide so they can be better equipped to navigate AI’s opportunities as well as manage the risks. This is crucial for the responsible adoption of AI.”

Nicolas Miailhe, President and Founder, The Future Society

Benes Aldana, President of the National Judicial College of the United States, underlined the urgency of early engagement.

“The legitimacy of judicial decisions in democratic societies depends on public acceptance of their fairness. It is important for the judiciary to begin early on to build capacity to deal with these rapidly evolving technologies. The Massive Open Online Course (MOOC) is a valuable resource in training judicial operators globally.”

Benes Aldana, President, National Judicial College, United States

Structure of the course

Structure du cours

Developed in collaboration with Cetic.br and NIC.br, the National Judicial College (NJC) and IEEE SA, the course engages participants in a timely global dialogue on the application of AI in justice systems. Structured around six introductory modules, it explores:

Why AI matters for justice.
How AI can be responsibly adopted within judicial systems worldwide.
What AI means for human rights.
The evolving role of judicial operators in the age of AI.

Access and certification

Accès et certification

The programme is offered in English, French, Spanish, Russian, Chinese, Arabic and Portuguese, ensuring broad accessibility. Hosted by the National Judicial College, the course commenced on 14 March 2022 and runs for six weeks, after which it remains available online for self-directed learning. Participants who complete all six modules receive a Certificate of Course Completion.

The initiative is supported by the Open Society Foundations and the UNESCO Multi-Donor Programme on Freedom of Expression and Safety of Journalists (MDP), underscoring a shared commitment to advancing judicial capacity, safeguarding human rights and ensuring the responsible integration of AI into justice systems worldwide.

ENDS

Notes to editorsNotes aux rédactions

About this story. This story reports an announcement made by UNESCO. The UNESCO REF Media Centre carries it in its Outside Source section for the information of its readers. It reflects the position of its original publisher and does not represent the position of UNESCO REF.

About UNESCO REF. The Read and Earn Federation for UNESCO (UNESCO REF) is a multidimensional and multisectoral development institution, established in 2009 under the UNESCO Provisions Framework in Nigeria. It works to strengthen human and institutional capacity across Nigeria and Africa through education, research and professional development, in alignment with the 2030 Agenda for Sustainable Development.

Media enquiries. UNESCO REF Media Centre, [email protected]

SourcesSources

UNESCO Designates Eight New Global Geoparks

Outside SourceUNESCO REF Media Centre · EISSN 3156-55572 min read

UNESCO REF Media Centre | Outside Source

UNESCO Expands the Global Geoparks Network with Eight New Designations

The UNESCO Executive Board has designated eight new UNESCO Global Geoparks, bringing the Network to 177 sites in 46 countries, with Luxembourg and Sweden joining for the first time.

UNESCO REF Media Centre | Paris, France | 8 September 2021

PARIS, France, 8 September 2021. The UNESCO Executive Board has approved the designation of eight new UNESCO Global Geoparks, bringing the total number of sites in the Global Geoparks Network to 177 across 46 countries. With this expansion, Luxembourg and Sweden join the Network for the first time, entering the global community of geoparks.

Global alignmentAlignement mondialThe global commitments this story advances. Open to see how.

UNESCO Global Geoparks join the conservation of the Earth’s heritage to education and local sustainable development.

SDG15
SDG 15, Life on Land (primary)
ProvisionConservation of terrestrial ecosystems and natural heritage
How geoparks respondProtect geological heritage of international significance
SDG11
SDG 11, Sustainable Cities and Communities
ProvisionTarget 11.4: protect the world’s cultural and natural heritage
How geoparks respondJoin heritage to the life of local communities
SDG4
SDG 4, Quality Education
ProvisionEducation for sustainable development
How geoparks respondPublic education in the Earth sciences
SDG8
SDG 8, Decent Work
ProvisionSustainable tourism that creates jobs
How geoparks respondLocal empowerment through sustainable tourism

A label of international significance

Un label d’importance internationale

The UNESCO Global Geopark label, unanimously ratified by Member States in 2015, recognises geological heritage of international significance. These sites display an extraordinary geological diversity that underpins the biological and cultural richness of their regions.

By combining the conservation of unique geological heritage with public education and sustainable development, geoparks serve as catalysts for the empowerment of local communities and for global knowledge exchange.

A network the size of a nation

Un réseau à l’échelle d’une nation

With the latest designations, the Network now covers a surface area of 370,662 square kilometres, comparable to the size of Japan, reinforcing its role as a truly global initiative.

The new designations

Les nouvelles désignations

This year’s designations include two geoparks in Latin America and six in Europe. While COVID-19 restrictions prevented the evaluation of new applications from Asia, Africa and the Arab region, several projects are under way to extend the Network into these regions in the near future.

ENDS

Notes to editorsNotes aux rédactions

Media enquiries. UNESCO REF Media Centre, [email protected]

SourcesSources

UNESCO Report: Boys at Risk of Not Completing School

Boys Face a Significant Risk of Not Completing Their Education, Warns UNESCO Report

The DispatchUNESCO REF Media Centre · EISSN 3156-55573 min read

UNESCO REF Media Centre | Outside Source

UNESCO’s global report on boys’ disengagement from education finds that while girls face greater barriers to entry, boys are increasingly falling behind in secondary and tertiary education in most regions of the world.

UNESCO REF Media Centre | September 2022

September 2022. A global report by UNESCO, Leave no child behind: global report on boys’ disengagement from education, warns that boys in many parts of the world face a significant risk of not completing their education. While girls continue to face greater barriers to entering school and make up the majority of out-of-school children at primary level, the report finds that boys face mounting challenges at later stages of education.

Global alignmentAlignement mondialThe global commitments this story advances. Open to see how.

SDG4
SDG 4, Quality Education (primary)
ProvisionTarget 4.1: complete primary and secondary education; Target 4.5: eliminate gender disparities
RelevanceBoys’ completion of secondary and tertiary education
SDG8
SDG 8, Decent Work
ProvisionTarget 8.7: end child labour in all its forms
RelevanceChild labour drives boys’ dropout
SDG5
SDG 5, Gender Equality
ProvisionGender equality for all learners
RelevanceAddresses disadvantage wherever it falls
ILO
ILO Convention 138
ProvisionMinimum age for admission to employment
RelevanceAlign working age with compulsory schooling

The report challenges a narrow reading of gender equality in education. Its message is that equity requires attention to disadvantage wherever it falls: to the girls still denied entry to the classroom, and to the boys who enter it but leave too soon. It draws on data from across the world to show where, and why, boys are falling behind.

Key findings

Principales conclusions

Indicator	Finding
Tertiary enrolment worldwide	88 men enrolled for every 100 women
Upper-secondary enrolment	Fewer boys than girls enrolled in 73 countries; the reverse in 48
Child labour, 2020	160 million children, of whom 97 million were boys
Reading at age 10	Boys read less well than girls in 57 countries with data
Minimum working age	In 31 per cent of 146 countries, below 15 or not clearly defined

Young men are under-represented in higher education in every region except sub-Saharan Africa. The report identifies East Asia and the Pacific, Latin America and the Caribbean, and the Arab States as regions where boys face some of the highest risks of dropping out.

Why boys disengage

Pourquoi les garçons décrochent

The report traces boys’ disengagement to poverty, child labour and other pressures that pull them away from learning. Child labour is a decisive factor: where boys are expected to work, school becomes secondary, grade repetition rises and dropout follows. Warning signs often appear as early as the end of primary school.

Recommendations

Recommandations

Prevent boys from dropping out, acting on early warning signs at the end of primary school.
Make learning environments safe and inclusive.
Invest in better data and evidence on disengagement.
Build and finance equitable education systems.
Promote integrated, coordinated approaches that improve education for all learners.
Align the minimum working age with the end of compulsory education.

Why it matters for Nigeria

Les enjeux pour le Nigéria

For Nigeria, the report’s findings resonate strongly. The country has an estimated 20 million out-of-school children and youth, and according to the National Bureau of Statistics, 24.7 million children aged 5 to 17 were in child labour in 2022. The report’s call to align the minimum working age with compulsory schooling speaks directly to the link between child labour and school dropout that UNESCO REF has highlighted in its own advocacy.

ENDS

Notes to editorsNotes aux rédactions

About this article. This article summarises a report published by UNESCO. The findings are UNESCO’s own.

Media enquiries. UNESCO REF Media Centre, [email protected]

SourcesSources

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UNESCO REF Media Centre

Strategic Intervention Programme X1: Digital Technology Capacity Building for 120,000 Young Nigerians a Year

Why digital capacity, why now

The programme

Significance

Sonic Foundry, GLX and UNESCO REF: $100M SDGs Scheme

Sonic Foundry and GLX University Partners Join UNESCO REF in a USD 100 Million SDGs Global Mission Scheme for Nigeria

The Scheme at a glance

Four objectives

Where the money goes

Why it matters

How it will be delivered

Governance and safeguards

Measuring success

An invitation to partners

UNESCO Opens Global Course on AI and the Rule of Law

UNESCO Opens Global Online Course on Artificial Intelligence and the Rule of Law

A global training initiative

Voices of the partners

Structure of the course

Access and certification

UNESCO Designates Eight New Global Geoparks

UNESCO Expands the Global Geoparks Network with Eight New Designations

A label of international significance

A network the size of a nation

The new designations

UNESCO Report: Boys at Risk of Not Completing School

Boys Face a Significant Risk of Not Completing Their Education, Warns UNESCO Report

Key findings

Why boys disengage

Recommendations

Why it matters for Nigeria

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