BusinessDay
REGIS ANUKWUOJI
June 9, 2025
The Founder and Chancellor of Maduka University, Samuel Maduka Onyishi, has called on Nigerian universities to adopt a more targeted approach to entrepreneurship education in order to produce job creators rather than job seekers.
Onyishi made the call while delivering the second Academic Lecture of the Faculty of Health Sciences and Technology at the University of Nigeria, Enugu Campus. His presentation was titled ‘Entrepreneurship for Human Development and Economic Progression: A Call on Nigerian Universities.’
He observed that the complexities of modern times and the rapidly evolving business environment have rendered the traditional “ivory tower” model of universities increasingly obsolete, stressing that in today’s expanding knowledge economy, universities no longer hold a monopoly on intellectual output.

“Rising global competition means our universities are under increasing pressure to contribute directly to economic development — hence the need for an entrepreneurial shift,” he stated.
According to him, the goal is to equip universities with the capacity to identify and create opportunities, foster innovation, encourage teamwork, embrace calculated risk-taking, and effectively respond to emerging challenges — hallmarks of the entrepreneurial mindset.

He argued that strategic entrepreneurship education is crucial to reducing widespread unemployment and poverty in Nigeria. According to him, Nigerian universities must go beyond theory and adopt a more practical and structured approach to entrepreneurship training.
Describing this as “targeted entrepreneurial education,” Onyishi proposed a comprehensive model that includes: entrepreneurship education, financial literacy, vocational and skill acquisition training, leadership development, time management, legal education, ICT literacy, life skills and healthy living, business intelligence, family planning, cooperative education.
He emphasized the need for universities to encourage students to form cooperative societies, investment clubs, and partnerships, adding that holiday internships are highly beneficial to students’ development.

“There is a need to set up incubation centres to hone business skills. School farms and agricultural business training programmes would go a long way in ensuring food security. We must all produce what we eat. This is the foundation of self-sufficiency, which is a key index of economic progression,” Onyishi stated.
He further stressed the importance of university-industry collaboration, especially in light of emerging technological disruptions.

“Artificial intelligence is already displacing workers. Our universities must begin to align with new work patterns to produce graduates who are relevant in a rapidly changing, AI-driven world,” he warned.
While expressing optimism about the growing potential of medical entrepreneurship in Nigeria, Onyishi decried the paradox of a nation with over 48 universities offering medical education, more than 400 nursing schools, and various medical technology institutions, yet still spending over $2.39 billion on medical tourism in 2024 alone.
“Even more is spent on importing medical supplies and consumables. These figures underscore the untapped potential in the medical entrepreneurship space,” he noted.
Onyishi identified the critical elements needed to unlock this potential which include professionals with integrity, long-term investors, various equity models (including sweat equity and consultancy royalties), and strong corporate governance.
Challenging academics and professionals in the audience, he remarked, “Nigeria has 63 federal, 63 state, and 149 private universities. Our number of professors grows daily, yet our institutions have not catalysed rapid national development. Perhaps, we are still trapped in the tradition of the ivory tower. It’s time to reimagine and reconstruct the university of the future — and the way forward is entrepreneurial. We must begin by integrating local initiatives, especially in the medical and allied sectors.”

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Written by: Andrew B. Raupp / @stemceo
Author’s Note: This article serves as an addendum to my Forbes 2017 analysis, “A Decentralized Internet Will Preserve Innovation In STEM Education”.
Web3 presents novel opportunities for brands to engage with their audiences and establish a unique online identity within a decentralized ecosystem. In the context of science, technology, engineering and mathematics (STEM) education, Web3 technology can serve as a vital link between educational institutions, learners, and decentralized resources. This analysis delves into the concept of Web3, its functionality, and how STEM stakeholders can potentially benefit from it.
As the internet has evolved, we have witnessed three distinct phases that have shaped our digital experiences. Each phase has brought unique advancements and challenges, transforming the way we interact online and redefining the possibilities of the digital realm.
Web 1.0: The Static Web
Web 1.0 marked the dawn of the internet age. In this initial phase, the primary focus was on sharing information through static web pages. Content was largely one-directional, with users consuming information without much ability to interact or contribute. Websites served as digital brochures, displaying text and images with limited functionality.
Web 2.0: The Interactive Web
The emergence of Web 2.0, revolutionized the online landscape by fostering collaboration and user-generated content. In this phase, the internet became more dynamic, enabling users to actively engage with websites, create and share content, and participate in online communities. Social media platforms, blogs, wikis, web apps and other interactive services flourished during this era, allowing users to connect, communicate, and collaborate on a global scale.
Web 3.0: The Semantic Web
As we transition to Web 3.0, we are witnessing a new wave of innovation that seeks to empower users and enable greater control over their online experiences. Web 3.0 aims to create a more intelligent and interconnected digital ecosystem, leveraging advanced technologies such as the metaverse (AR & VR), artificial intelligence, machine learning, and blockchain to enable semantic understanding and interoperable networks.
Web3: The Decentralized Web
The fundamental concept of Web3, introduced by Gavin Wood, co-founder of Ethereum, in 2014, is to challenge the centralization and supremacy of a few Web2 titans such as Facebook, Amazon, or Google, by establishing a decentralized iteration of the internet. By leveraging blockchain technologies, decentralized storage, and self-sovereign identity in a communal environment, Web3 intends to reclaim data ownership from the Web2 behemoths and return it to the users. This empowers individuals to control who has access to their data and their identity.
Web 3.0 & Web3: Controversy
In an era marked by the rise of both the decentralized web, or Web3, and the semantic web, or Web 3.0, a paradigm shift in the digital world is imminent. Both of these models aim to rectify the perceived flaws of the existing internet structure. However, their approaches and focal points are decidedly distinct.
Web 3.0 or the semantic web is principally concerned with efficiency and intelligence. It seeks to revolutionize the web by linking and reutilizing data across various websites, thereby enhancing the internet’s utility and accessibility. On the other hand, Web3 places a premium on empowerment and security, striving to return control over data and identity to individual users.
Interestingly, these differing emphases are reflected in the divergent technologies each employs. Web3 harnesses the power of blockchain technology, which is renowned for its decentralized and immutable nature. This makes data stored on Web3 difficult to alter, as it is distributed across numerous locations. Conversely, Web 3.0 utilizes data interchange technologies, such as RDF, SPARQL, OWL, and SKOS. This allows data within Web 3.0 to be more flexible and easy to modify.
Despite their differing focal points and technologies, both Web3 and Web 3.0 share a common ideal: the desire to place user data under the control of the user. The semantic web achieves this by storing data in a Solid pod, a centralized location. Web3, however, takes a decentralized approach. Users’ crypto wallets do not store data, but rather hold keys to assets located across the blockchain.
For those seeking a concise comparison of these two web models, one could distill it down to this: Web3 is decentralized, while Web 3.0 is semantic or linked. This statement encapsulates the key distinctions, with Web3’s decentralization offering empowerment and security, and Web 3.0’s semantic structure providing efficiency and interconnectedness. However, the nuances and complexities of these two models deserve more than a passing glance or a quick departure to avoid follow-up questions. The future of the web may very well rest on understanding and harnessing these differences to create a more secure, efficient, and user-centric internet.
Subsequently, there is a growing demand and sense of urgency to break free from the constraints of centralized authorities to promote user autonomy. The introduction of Web3 domains, decentralized applications (dApps), and blockchain-based platforms exemplifies this shift, providing users with unparalleled control, security, and privacy.
The evolution from Web 1.0 to Web3 has brought significant advancements to the digital world. From static web pages to interactive platforms and, finally, to intelligent and decentralized networks, the internet continues to reshape our lives and redefine the possibilities of online experiences. As we embrace the era of Web3, we can anticipate further transformations that will empower users, foster innovation, and create a more equitable and interconnected digital landscape.
To better understand the decentralized web, it is crucial to first examine the concept of decentralization. In the current digital landscape, the infrastructure supporting popular websites and online platforms is predominantly owned by corporations and, to a certain extent, regulated by governmental policies. This centralized model emerged as the most straightforward method of constructing network infrastructure — entities invest in server installation and software development to create online platforms that users can access, either through paid subscriptions or for free, provided they adhere to the platform’s rules.
The decentralized web, however, presents a radical departure from this centralized paradigm. In this new model, network infrastructure is not owned or controlled by a single entity, but rather distributed across multiple nodes, ensuring that no single authority has absolute control over the system. This decentralization fosters a more democratic digital environment, where users have greater autonomy and influence over the platforms they engage with.
By embracing the decentralized web, we are moving towards a more transparent digital ecosystem, in which the power dynamics shift from the hands of a few corporations and governments to the hands of individual users. The decentralized web holds the potential to reshape not only the way we interact online but also the way we approach various fields, including STEM education, by fostering innovation, collaboration, and accessibility on a global scale.
Web3 domains, or NFT domains, are a groundbreaking type of internet domain that function similarly to domain name systems (DNS) but are constructed using smart contracts and blockchain technology. Governed by decentralized domain registrars, Web3 domain names can be owned and controlled by individuals or organizations rather than centralized entities.
These domains are poised to play a pivotal role in Web3, the decentralized web, providing the foundation for decentralized apps (dApps), decentralized autonomous organizations (DAOs), non-fungible tokens (NFTs), and decentralized finance (DeFi) projects. With regards to STEM education, Web3 domains can facilitate the creation of human-readable names for decentralized websites and services, streamlining user navigation within the decentralized web.
Though Web3 domains and traditional domains both function as digital identities for websites and online content, they exhibit several key differences:
Web3 domains are not just digital addresses for websites; they represent a revolutionary shift in how interactions occur within the digital world. They offer a range of practical applications that can transform the methods of conducting transactions, communicating, developing content, and navigating the web. Here are some examples:
Web3 domains can help bridge the gap between learners, educators, and decentralized platforms, fostering a more interactive and engaging learning experience. By embracing this innovative technology, educational institutions can future-proof their digital presence and position themselves at the forefront of the Web3 revolution.
As the world increasingly embraces Web3 technology, the importance of Web3 domains in STEM education is set to grow. By investing in Web3 domains, educational institutions can not only ensure a strong digital presence but also pave the way for a new generation of STEM leaders equipped to navigate an interconnected, decentralized world.
Empowering STEM Educators with Web3 Domains
Web3 domains can empower educators by providing them with new avenues for professional development and collaboration. Decentralized platforms can facilitate the exchange of best practices, lesson plans, and teaching strategies among educators worldwide. This can lead to a more informed and skilled educator workforce, which can, in turn, have a positive impact on student outcomes in STEM subjects.
Moreover, Web3 domains can support the growth of education-themed decentralized applications (dApps) designed to enhance teaching and learning in STEM education. By embracing these decentralized tools, educators can streamline their work, improve student engagement, and promote a deeper understanding of complex STEM concepts.
Enhancing Access to Quality STEM Resources
One of the significant challenges in STEM education is providing equal access to quality resources for learners worldwide. Web3 domains can address this issue by enabling the seamless sharing of educational materials and tools on decentralized platforms. Educational institutions can use Web3 domains to store and distribute educational content, ensuring that students can access high-quality resources irrespective of their location or socioeconomic background.
In addition, Web3 domains can help promote the development and adoption of open educational resources (OERs) in the STEM fields. By hosting OERs on decentralized platforms, institutions can reduce the costs associated with traditional resources and promote the collaborative creation and updating of educational materials.
Incorporating Web3 Domains into the Curriculum
Educational institutions should consider integrating Web3 domains into their curricula, exploring innovative ways to utilize this technology in the learning process. For instance, institutions could create decentralized learning platforms using Web3 domains, facilitating a more personalized and immersive learning experience for students.
Furthermore, educators could develop Web3 domain-based projects and assignments that encourage students to interact with decentralized resources, providing them with valuable hands-on experience. By incorporating Web3 domains into STEM education, institutions can not only prepare students for a rapidly changing world but also equip them with the skills and knowledge needed to excel in the STEM fields.
Building a Global STEM Community with Web3 Domains
Web3 domains have the potential to connect students, educators, and researchers worldwide, creating a global community of STEM learners. This global network can foster cross-cultural collaboration and drive innovation in STEM education by enabling the exchange of ideas, resources, and expertise.
Educational institutions can leverage Web3 domains to create decentralized platforms that facilitate global communication and collaboration, providing students with opportunities to work on international projects and gain exposure to diverse perspectives. By embracing the power of Web3 domains, institutions can break down barriers and forge a more inclusive and interconnected STEM community.
Ensuring Data Privacy and Security in STEM Education
Data privacy and security are crucial concerns in the digital age, especially in the context of education. Web3 domains can offer an additional layer of security and data privacy for educational institutions, ensuring that sensitive information is not compromised. Decentralized platforms can store data securely using blockchain technology, which provides an immutable record of transactions, preventing unauthorized access or tampering.
By adopting Web3 domains, educational institutions can demonstrate their commitment to protecting students’ and educators’ data, thereby fostering trust and confidence among stakeholders.
Web3 and its corresponding technologies represent a significant shift in the digital landscape, offering unparalleled opportunities to revolutionize STEM education. By integrating Web3 domains into their curricula and fostering a culture of innovation, educational institutions can prepare the next generation of STEM leaders for a decentralized, interconnected world.
The Web3 revolution offers an opportunity to empower all pedagogical and andragogical stakeholders redefining STEM education for generations to come. As society stands on the cusp of this transformative moment, the question remains: are we ready to seize the opportunity and chart a new course for the future of STEM education?
Andrew B. Raupp is the Founder / Executive Director @stemdotorg. “Democratizing science, technology, engineering and math (STEM) education through sound policy & practice…Applying STEM to better understand it”
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empowerment through data, knowledge, and expertise. Join DDI community at https://join.datadriveninvestor.com
Founder STEM.org Educational Research | @ForbesWeb3 | @FastCoBoard | #IFJ | Top Writer STEM Education | #STEM #STEMEducation
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By : Guardian Nigeria
Date: 10 Jun 2025
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Russia has announced plans to significantly scale up its educational engagement with Nigeria and other African countries, with a long-term target of hosting 500,000 international students in Russian universities. This was disclosed by the Russian Ambassador to Nigeria, Andrey Podelyshev, during a press briefing held in Abuja on Monday evening.
Ambassador Podelyshev revealed that Russian President Vladimir Putin has set a clear objective to boost the number of foreign students in Russia’s higher education system as part of a broader diplomatic and developmental initiative. Currently, Russia hosts around 32,000 students from Africa, including approximately 2,000 from Nigeria — a figure the Russian government aims to substantially increase.
“In line with the president’s objective, the quota will grow every year,” Podelyshev stated. “For 2025, 220 Nigerian students have already been awarded scholarships to study in Russia.”
The ambassador confirmed that these scholarships, approved in 2024, are set to cover the 2025 academic session, with preparations already in motion for the students’ arrival by September.
Addressing recent changes in Nigerian policy, which suspended government-funded transport and accommodation for students on foreign scholarships, Podelyshev explained that Russia has introduced a new grant structure. The revised package is designed to provide full support — including tuition, living expenses, and travel costs — for qualified students selected under the scholarship scheme.

However, Podelyshev was clear that Russia’s vision extends beyond scholarships. He described education as a strategic instrument in fostering long-term partnerships with Nigeria, particularly in key areas like energy, metallurgy, and industrial development.
“For example, if Russia is involved in rebuilding a metallurgical plant in Ajaokuta or establishing nuclear plants, we will need Nigerian professionals trained in Russia to implement these projects,” he said.
To ensure such education leads to tangible benefits for both countries, Podelyshev emphasized the importance of integrating academic training with bilateral economic projects. He pointed to the role of the Intergovernmental Commission on Economic, Scientific, and Technical Cooperation as a mechanism for aligning education with joint development goals.
In response to concerns about brain drain — the loss of skilled professionals who study abroad and do not return — Podelyshev advocated for project-based training models. These, he said, would give Nigerian students a clear reason to return home.
“If students know they are being trained for specific national projects that require their expertise upon return, they will have stronger incentives to come back,” he argued.

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