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Surviving As a Private University in COVID-19 Era- The AIT Experience

The thought of the above adage is illustrated by the case of the private university sector in Ghana. Before the COVID-19 pandemic, the survival of the universities in this sector, which employs thousands of Ghanaians, was heavily dependent on admission numbers and students’ ability to pay fees.

Worse yet, several of these universities were even struggling for students due to the dwindling number of international students coming to study in Ghana. To add insults to injury, they faced a fierce competition from their counterpart public universities who had expanded their respective distance education programmes in a bid to boost up their Internally Generated Funds in order to compensate for the drop in Government subventions to their institutions.
As if that was not enough for the already crippling private university sector, COVID-19 reared its ugly head raking in havoc of global proportions. The sector was hard hit where it actually hurt- right in the middle of the semester- when most students had not even paid their semester school fees.
Sad to say, several of these universities did not have the requisite technological systems in place to ensure the unabated continuance of the academic activities even in the midst of the crises.
The Accra Institute of Technology (AIT), an independent technology-focused research university based in Accra, Ghana employed a model, which has by far proven to be the surest way of survival in this pandemic and beyond.
The operations of AIT have continued uninterrupted despite the pandemic due to their strength in using technology to boost teaching and learning.
The university has a Learning Management System dubbed ‘LEMASS’ which is effectively utilized in the delivery of online teaching and learning modes for their students. One would wonder how AIT came by the exact systems needed to combat the challenges that accompanied the COVID-19 pandemic.
Interestingly, these systems were not developed as a mere survival measure, as it were, for COVID-19 as in the case of several struggling universities. In fact, these technological systems cannot be developed in weeks or months to solve specific problem at a time.
Development of such systems and solutions takes years of dedication, discipline and commitment to arrive at a working system fit for the specific educational purpose.
The AIT success story of implementing technology in education predates COVID-19 back to 2009 when it was the only university in Ghana that had a system, which allowed students to submit assignments, access electronic library, partake in quizzes etc. Lecturers in the university could grade their work online and assess their students in whatever form using the same system.
Therefore, a ban on physical contact with students had zero impact on their operations since they were already using systems. All the university had to do was to deploy these systems with very few modifications due to the pandemic in order to better serve our students.
In an effort to eliminate any physical interaction between students and the faculty of AIT while still realizing the same outcomes of the teaching and learning experience, the institution deployed a clearly stated protocol to better streamline the entire online learning experience.
The AIT Protocol for the Delivery of the Online Teaching and Learning Program stipulates the five (5) different components of the process namely:
- Online (Asynchronous) Teaching and Learning
- Online (Synchronous) Class Sessions (OCS)
- Scheduled Online Interaction Sessions (OIS) with learners on pre-planned topics, issues) and/or general issues during Scheduled Online Office Hours of Instructor
- Scheduled Online Forum Sessions (FSO) with Instructor
- Online Feedback Sessions (OFBS) with Instructor
What would a student of this noble institution expect from this five-component Online Learning Process?
The Asynchronous online learning applies to the case where learners log-into say a learning management system/platform like LEMASS and/or other sources to access learning materials, resources and assignments earlier on posted or made available online on the platform by the instructor/lecturer in preparation for a scheduled Online(synchronous) Class Session(OCS).
This means that for each Online Lecture Topic (OLT) of the syllabus that a Instructor/lecturer intends to teach each week online, students would always expect the Instructor/lecturer to identify and direct them to relevant resources as a pre-reading and/or reference materials/resources to be accessed in preparation of the OCS and to refer to for revision after the OCS.
On the other hand, the Synchronous online learning or Online Synchronous Class Session (OCS) applies to instructor-to-learner and learner-to-learner learning interactions that are happening at the same time, – meaning in real-time via a teaching delivery system/platform (like GOOGLE CLASSROOM, ZOOM etc. depending on what students agree on with their lecturer) at a scheduled time on the university timetable to engage in the teaching (by the instructor) and the learning (by the learners) process.
Students would expect that the Instructor/lecturer would make available to them the lesson presentation (e.g. LSPs, prepared PowerPoint presentation, or other lesson notes) that he would be going through during the OCS at least 24 hours before the OCS so that they can go through before the session.
After every OCS, students would also expect on LEMASS, assignments/quizzes/tests on the OLT to examine their level of understanding of the course materials/notes presented during the OCS.
Each instructor is expected to schedule one Online Forum Session (OFS) per week on the OLT for that week. The OFSs are to be done using the facilities of LEMASS and/or any other prescribed platform by the university. The process is as follows:
- The Instructor post the initial issue/subject/statement relating to the OLT in question to be discussed on the forum and learners are to contribute to the forum following laid down guidelines.
- Participation in the forum is compulsory and would be graded as per the clearly stated guidelines in the Online Forum Grading Template developed by the university.
- Participation in the OFSs will take the place of attendance and participation as in face-to-face teaching accounting for 10% of the final grade of students.
Instructors delivering online courses at AIT are also expected to interact with learners online in between the scheduled Online (synchronous) Class Sessions (OCS) to check on how learners are coping with the course materials assigned to them in preparation for the next Online (synchronous) Class Session (OCS) and also to discuss specific topics or aspects of the course materials that learners find challenging.
This means for each registered course, students would expect Instructors to have at least 3 OISs per course per week with learners, and spend at least a ½ hour (30 minutes) per each session.
In addition to the Online Interaction Sessions (OIS) for the asynchronous and the synchronous delivery of the course (OLT-by-OLT), Instructors are also expected to engage in an Online Feedback Session (OFBS) with learners. This will include facilitating:
- Unscheduled one-on-one feedback session with students (if and when a student request for feedback on any aspect of the online learning process of the course in question or a particular OLT)
- General feedback to students on a given course you are teaching on assignments/test/exams, course-learning materials, lessons among others.
All these components combine to give the students the needed guidance that is unmatched by even a face-to-face interaction with their lecturers. Yes, when technology is used in education, risks are reduced, cost is managed, learning convenience is maximized and the risk physical contacts with its accompanying challenges are contained, if not eliminated.
However, it is rather sad that a university like Accra Institute of Technology, which has been preaching the use of technology for the past ten years has not received maximum support to train, educate and help other institutions to reach their optimum level.
It would be a big shame, if after surpassing this pandemic and surmounting its accompanying challenges, we resort to the old ways of doing things. All roads must now lead to AIT to learn how they have used technology to defeat the educational challenges emanating from the pandemic.
It is COVID-19 today, but we don’t know what will come tomorrow. There is, therefore, the need to relook at our educational delivery in this technological era. A good start would be to go the AIT way.
News
Payaza Secures ‘A’ Credit Ratings from Moody’s, Agusto, DataPro, Intelligence Africa

Payaza Africa, a payments infrastructure company, has earned strong credit ratings from four major rating agencies, reinforcing its growing reputation as a resilient and credible player in Africa’s financial services ecosystem.

The payment company recorded upgrades across the board, with DataPro raising its rating from A to AA-, Intelligence Africa assigning it an A- investment-grade rating, Agusto upgrading it from BBB to A-, and GCR, an affiliate of Moody’s, also moving it from BBB to A-.
A credit rating reflects a company’s financial strength and its ability to meet debt obligations, indicating how safe it is for lenders and investors to extend credit.
In a statement on Monday, the company described the achievement as a validation of its disciplined growth trajectory and operational resilience in a dynamic fintech landscape. It added that the upgrades position Payaza as a future-ready brand with increasing relevance not only within Africa but also in the global fintech space.
Commenting on the development, Seyi Ebenezer, the Chief Executive Officer of Payaza Africa, said the ratings reflect years of deliberate effort to build a sustainable and globally competitive institution.
“This milestone is a strong affirmation of the work we have done to build Payaza on a foundation of discipline, trust, and long-term value creation. Receiving these upgraded ratings sends a clear message that Payaza is not only growing, but growing with strength, structure, and sustainability,” he said.
Ebenezer noted that the recognition goes beyond financial performance, highlighting the company’s ability to execute strategically while maintaining strong risk management practices.
“For us, this is bigger than recognition. It reflects our commitment to building a world-class institution that can compete globally while continuing to serve businesses and consumers across the continent with excellence.
“Over time, our ratings journey has reflected more than strong financial performance. It speaks to a business built on disciplined execution, prudent management, and the ability to scale responsibly in a dynamic market. This has helped us stand out not only as an innovator in digital payments, but as a maturing financial institution with the operational depth to compete globally.
“These new ratings are expected to further strengthen Payaza’s standing with investors, regulators, partners, enterprise clients, and the wider financial community. In a sector where trust, resilience, and compliance are increasingly central to long-term success, independent ratings remain a powerful endorsement of a company’s ability to manage risk, meet obligations, and sustain growth,” Ebenezer said.
Payaza Africa provides payment infrastructure solutions focused on collections, payouts, embedded finance, and digital commerce enablement for businesses across Africa.
The company has also continued to expand its product ecosystem with solutions such as Payaza Checkout for payment collections and payouts, Chat and Pay by Payaza for WhatsApp-based transactions, Payaza Give for donations and digital contributions, and Shopaza, its e-commerce platform designed to help businesses sell and receive payments more efficiently.
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London Strengthens Global Investment Ties with Africa @ First Ever London-Africa Business Summit

The Mayor of London, Sadiq Khan, has today hosted City Hall’s first ever London-Africa business summit, bringing together 200 business and political leaders from across the continent to strengthen trade and investment ties between London and Africa.

Held in the heart of the City of London, the summit included the Minister of Trade for Agribusiness and Industry in Ghana and representatives from SOAS, the Nigerian Exchange Group, Ventures 54 and London Africa Network to showcase London as the global city of choice for African companies looking to expand internationally and attract investment.
The Mayor announced the summit during his 2025 trade mission to Nigeria, Ghana and South Africa, where he led a delegation to promote London as a global destination for investment. Since the visit, African businesses have invested more than £30 million into London through foreign direct investment.
117 African organisations are listed on the London Stock Exchange, spanning sectors from telecoms and finance to energy and technology. Companies include telecoms giant Airtel Africa and energy supplier Seplat Energy. By comparison, fewer than 20 African organizations are listed on the New York Stock Exchange, underlining London’s deep economic and cultural links with the continent.
The summit builds on growing economic momentum between the UK and Africa. Total UK-Africa trade reached approximately £52 billion in 2025 despite continued global economic uncertainty, while UK exports to Africa increased to nearly £26.2 billion, reflecting rising demand for UK goods and services across African markets.
Africa is increasingly recognised as one of the world’s most important long-term growth regions, driven by rapid urbanisation, infrastructure investment, population growth and expanding consumer markets.
The UK remains among Africa’s top 10 supplying markets and continues to strengthen trade relationships through agreements covering 18 African countries. There are also huge community links between the UK and Africa. The UK has the second largest Nigerian diaspora population, second only to the US, with an estimated 215,000 Nigerians living here.
The Mayor’s London Growth Plan identified the need to attract more foreign direct investment to help grow London’s economy by £107 billion by 2035 and support the creation of 150,000 good jobs by 2028. London continues to lead as the top destination for African foreign direct investment in Europe and the US, ranking second globally outside Africa behind only Dubai.
The summit also highlighted major opportunities for collaboration across sectors, including financial services, digital technology, education, healthcare, energy transition, infrastructure and the creative industries, with London well positioned to deepen its role as a strategic trade and investment partner for African markets.
The Mayor of London, Sadiq Khan, said: “I am proud to host City Hall’s first ever London-Africa business Summit, bringing together investors, entrepreneurs and businesses to showcase London as the best city in the world for African companies to expand internationally and attract investment.
“With more African companies listed on the London Stock Exchange than any other exchange, it is one of the most globally important growth regions. I am delighted that my African trade mission last year has encouraged both inward investment and outward expansion, creating jobs and further strengthening the links between us. I look forward to more opportunities developing from this Summit as we continue to build a better, more prosperous London for everyone.”
Mr. Mark Smithson, Country Director, UK Department for Business and Trade, Nigeria, and Anglo West Africa said: “The London-Africa Business Forum has brought together ambition, capital and creativity, reinforcing London’s role as a global gateway for African enterprise.
“As we look to the next chapter, we are deepening partnerships that drive sustainable growth, shared prosperity and long-term opportunity across both regions. In Nigeria, we are working closely with key partners, businesses and investors to unlock investment, create jobs and deliver tangible economic outcomes.”
Soren Nikolajsen, Managing Director, Industry Engagement Defence and Trade at Natwest said: “London remains one of the world’s leading destinations for international investment, underpinned by its deep financial expertise and global connectivity. Bringing together investors from across Africa in this way is a valuable opportunity to strengthen relationships, showcase the breadth of opportunity here, and support long-term, mutually beneficial growth.”
Olukorede (K.O.) Adenowo, Chief Executive Officer, FirstBank UK, said: “FirstBank UK is proud to support the strengthening of the Africa–UK corridor, where growing demand for capital and expertise continues to drive cross-border opportunity. London remains a powerful gateway for African businesses seeking to scale internationally, while Africa offers compelling long-term investment potential.
“At FirstBank UK, we are focused on supporting cross-border trade and facilitating capital flows by connecting clients to global markets and structuring bankable opportunities. Through stronger collaboration, we can unlock greater investment and deliver sustainable growth across both regions.”
Dylan Martin, Chief Executive Officer of Teybridge Capital said: “Our expansion in London marks an important milestone for Teybridge Capital Europe and reflects the strength of our growth in the UK market. With over 60 per cent of our client base in the UK, this was a natural step in deepening our presence on the ground and investing in a high-performance, locally based team to support our next phase of growth.”
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Japan, UNESCO Boost Digital Learning in 15 CoEs with Donation of ICT Equipment

The Federal Government has received a major boost in its drive to strengthen teacher education and digital learning, as the Government of Japan, through the UNESCO International Institute for Capacity Building in Africa (IICBA), donated ICT equipment and learning materials to 15 teacher training institutions across Nigeria.

Speaking at the official handover ceremony held at the Federal Ministry of Education in Abuja, the Minister of State for Education, Prof. Suwaiba Said Ahmad, described the intervention as a significant contribution to the country’s efforts to improve teacher quality, digital literacy and inclusive education.
She said the donation forms part of a regional initiative launched in 2024 by UNESCO-IICBA, the Government of Japan and the African Union to strengthen teacher training and promote continuous access to safe, quality education for girls in West Africa.
According to the minister, the project, which covers Nigeria, Burkina Faso, Cameroon, Chad, Mali and Mauritania, aligns with the Federal Ministry of Education’s priorities under the Renewed Hope Agenda, particularly in the areas of equity, quality education, digital transformation and inclusion.
“Teachers remain the backbone of every education system. No education reform can succeed without well-trained, motivated and digitally empowered teachers,” Ahmad said, noting that the equipment would modernise teacher training institutions and improve access to digital learning resources.
The beneficiaries comprise 15 federal and state colleges of education spread across Nigeria’s six geo-political zones, including the Federal College of Education, Kontagora; Federal College of Education, Zaria; Federal College of Education (Technical), Gombe; Federal College of Education, Yola; Federal College of Education (Technical), Asaba; Federal College of Education (Special), Oyo.
Others are Federal College of Education (Technical), Umunze; College of Education, Zuba, FCT; Isaac Jasper Boro College of Education; Enugu State College of Education (Technical); Sa’adatu Rimi College of Education, Kano; Adamu Augie College of Education, Argungu; Shehu Shagari College of Education, Sokoto; Adamawa State College of Education, Hong and Taraba State College of Education, Zing.
The donated items include 65 laptop computers, 71 tablets, four desktop computers, five interactive smart boards, 19 all-in-one desktop computers, 14 projectors, 15 printers and 15 backup hard drives.
Ahmad said the facilities would enhance both pre-service and in-service teacher training by promoting innovation, digital competence and learner-centred teaching approaches, while preparing educators for the demands of a technology-driven world.
The event also featured a national consultation on school safety and infrastructure security, with participants discussing strategies for creating safer and more inclusive learning environments.
The minister stressed that safe schools remain critical to achieving quality education, particularly for girls and other vulnerable learners, adding that the ministry would continue to prioritise policies and programmes aimed at strengthening school security.
She further highlighted the ministry’s focus on Technical and Vocational Education and Training (TVET), Science, Technology, Engineering and Mathematics (STEM), girl-child education, quality assurance, data management and digital transformation as key pillars for improving educational outcomes nationwide.
Ahmad also disclosed plans to implement new interventions aimed at empowering female teachers and school leaders in crisis situations through mobile-based learning platforms, as well as programmes designed to integrate out-of-school children into formal education.
She commended UNESCO-IICBA, the Government of Japan, the African Union and other development partners for supporting teacher education in Nigeria and urged beneficiary institutions to utilise the equipment responsibly to improve learning outcomes and build a more resilient education system.
“The equipment will enhance digital literacy among our pre-service teachers and boost the attainment of education goals in Nigeria,” she said.
In their separate remarks, the Director of the UNESCO International Institute for Capacity Building in Africa (IICBA), Dr. Quentin Wodon, and the Chargé d’Affaires of the Embassy of Japan in Nigeria, Hitoshi Kozaki, reaffirmed their commitment to supporting efforts aimed at improving teacher education and expanding access to quality learning opportunities across Nigeria and the West African region.
They noted that the donation of ICT equipment to the beneficiary colleges of education reflects the shared commitment of UNESCO, the Government of Japan and their partners to strengthening the capacity of teacher training institutions, particularly in the area of digital learning.
According to them, equipping teachers with modern technological skills is critical to improving learning outcomes and ensuring that education systems are responsive to the demands of the 21st century.
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