Airtel Nigeria has expanded its School Adoption Programme from seven to 10 schools, strengthening its investment in education through classroom rehabilitation, digital learning facilities and improved school infrastructure.
The telecommunications company said the initiative is designed to ensure that connectivity translates into meaningful opportunities for young Nigerians by creating learning environments where pupils can access technology and develop skills for the future.
Dinesh Balsingh, Chief Executive Officer of Airtel Nigeria, spoke at the final project handover ceremony at St George’s UNA School in Ipaja, Lagos, one of the institutions recently adopted under the programme.
“At Airtel Nigeria, we believe that connectivity must translate into opportunity, particularly for young people,” Balsingh said.
He explained that the company’s investment went beyond physical improvements to create environments where pupils could learn, explore technology and acquire skills relevant to the future.
Omari Issa, Chairman of the Airtel Africa Foundation, said education remained a critical pathway to expanding opportunities, adding that the Foundation was combining infrastructure improvements with access to digital tools for pupils and teachers.
“Education remains one of the most powerful pathways to unlocking opportunity, and our responsibility is to help create learning environments where children can thrive,” Issa said.
He added that the intervention was not only improving school infrastructure but also bringing digital resources closer to teachers and learners.
Airtel said the latest phase of the programme includes renovated classrooms, furniture, water and sanitation facilities, learning materials and digital equipment.
At St George’s UNA School, the intervention featured 24 laptops, an 85-inch smart screen, workstation furniture and a solar power system to support technology-enabled learning.
Similar projects were completed at Gwange III Primary School in Maiduguri, Borno State, and Presbyterian Primary School in Ediba, Cross River State.
The expansion reflects growing recognition of the role digital infrastructure can play in improving access to educational resources, particularly in underserved communities.
However, the long-term value of these investments will depend on whether schools can keep the equipment operational, provide teachers with the necessary skills and integrate digital tools into everyday classroom activities.
Nigeria’s National Education Technology Strategy for 2025–2030 recognises these requirements, linking digital infrastructure and connectivity with teacher capacity, curriculum development, sustainable financing and effective governance.
The Federal Government has also pursued school-improvement and teacher-development initiatives through the Universal Basic Education Commission (UBEC) and the Federal Ministry of Education, reflecting the importance of combining infrastructure with better teaching and school management.
Beyond providing infrastructure, Airtel is introducing an incentive to encourage participating schools to maintain the facilities and equipment after project handovers.
The company said the three best-maintained schools would receive awards and cash prizes at the end of the school session.
The initiative seeks to address a persistent challenge in public education: ensuring that facilities provided through corporate social responsibility programmes remain functional long after the initial investment.
By recognising schools that demonstrate effective maintenance, Airtel hopes to strengthen institutional ownership and encourage greater responsibility for the facilities.
The impact of the incentive will depend on how schools respond, the resources available for repairs and the support provided by education authorities.
Public education agencies have indicated their willingness to support the sustainability of the interventions.
In Borno State, Dr Bulama Kagu, the Executive Chairman of the State Universal Basic Education Board (SUBEB), welcomed the intervention at Gwange III Primary School and said the board would deploy coordinators to monitor the facilities.
He also urged school management to maintain the infrastructure and ICT equipment, while calling for similar interventions in other schools.
In Cross River State, SUBEB Executive Chairman Fidelia Opko Ene said the intervention at Presbyterian Primary School, Ediba, would improve teaching and learning.
In an appreciation letter, she affirmed the state government’s and education board’s commitment to the proper maintenance and effective use of the facilities for the long-term benefit of pupils and teachers.
Airtel’s expansion provides an opportunity to assess how private-sector investment can support public education beyond the delivery of buildings, furniture and digital devices.
The number of schools adopted, classrooms renovated and computers supplied provides a measurable account of the programme’s immediate outputs. Determining whether the intervention improves educational outcomes, however, requires sustained monitoring.
Indicators such as pupil attendance, literacy and numeracy performance, digital competence, examination results and the frequency of ICT laboratory use could help establish whether the facilities are improving learning.
Teacher training and periodic assessments would also help identify gaps and determine where additional support is needed.
For corporate Nigeria, the broader lesson is that investment in education must extend beyond project delivery. Effective partnerships with government agencies, school administrators and local communities are essential to ensuring that facilities remain functional and contribute to learning.
Airtel’s expansion from seven to 10 schools offers a platform to test how infrastructure, digital access and maintenance incentives can work together to improve educational opportunities.
Ultimately, the success of the programme will depend not simply on the facilities delivered but on their sustained use and their contribution to better learning outcomes.
As the company emphasises, connectivity must translate into opportunity. The enduring measure of that commitment will be whether pupils acquire the knowledge and skills they need to participate meaningfully in Nigeria’s digital economy.
