Moyo Orekoya, who is co-founder of an AI-powered teaching platform known as Shepherd, makes a case for the adoption of the recently launched platform in Nigeria’s teaching and learning environment, in this interview with WALE AKINSELURE What informed your decision to launch Shepherd? Every student deserves personalised support. Unfortunately, most classrooms, especially in countries like Nigeria, are overcrowded, under-resourced, and overstretched. Growing up, I was lucky to have extra lessons, and it changed the trajectory of my life. But that kind of one-on-one support isn’t scalable. Hence, Shepherd exists to fix that. My cofounder, Kehinde Williams and I developed Shepherd to make personalised learning available to every child. This, through the teachers they already have, and using tools that feel like magic but work with real pedagogy. How is Shepherd helping to solve real challenges faced by teachers and students today? Teachers have two big concerns today. First, they’re drowning in admin: spending hours on grading, lesson prep, and exam creation. Second, they struggle to personalise learning in overcrowded classrooms with 30 to 50 students. Educators are overwhelmed. Students, on the other hand, are anxious and unsupported. Many are afraid to ask questions in class. Some turn to AI tools that give quick answers without teaching them how to think. Shepherd steps in to solve both problems. For teachers, it acts as a co-pilot. Shepherd automatically generates lesson materials, grades essays, and handles repetitive tasks. But more importantly, it empowers them to design and assign personalised AI tutors to students, auto-generate quizzes with instant feedback, build flashcards and study plans, and track student progress in no more than 5 minutes. This also translates to personalised 24/7 academic support for students to stay on track, and teachers get time back to do what only they can: teach, coach, and care. How do you address the AI potential for overreliance and dependence, and the reduction of critical thinking and human interaction in the learning environment? We built Shepherd to prevent mindless AI use. Instead of handing students answers, it asks questions, nudges thinking, and scaffolds learning. It’s built on the Socratic method, so students must try, explain, and reflect. But more importantly, teachers stay in control. They can monitor learning, spot gaps, and intervene. For every user, we have gone to great lengths to make AI the co-pilot, not the driver. Can you explain how Shepherd uses AI to support teachers without replacing them? Shepherd isn’t a replacement. It’s an amplifier. Think of it as a 24/7 teaching assistant that helps plan lessons, assess students, and generate learning resources instantly. But the teacher is always in charge. Shepherd is designed to free the teacher to focus on higher-impact teaching, mentoring, and motivation. A World Bank Study done in Nigeria showed that Teacher and AI collaboration drove more impact in driving learning gains than either one alone. We believe that is the future of AI in education, not self-serve bots, but teacher-guided journeys grounded in pedagogy. Many Edtech tools promise improved learning outcomes, but what makes Shepherd’s approach different? Our approach is evidence-backed. There is this paper – From Chalkboards to Chatbots – by the World Bank, where they did a Randomised Control Trial and showed that a Teacher and AI approach drove learning outcomes more than any other learning intervention. By centring the educator and enabling them to quickly design the AI experience and then monitor it, we drive unprecedented impact. Unlike other ed-tech tools, which are content-first. Shepherd is pedagogy-first. Instead of just delivering static material, we take the best of learning science. For example, spaced repetition for recall, quick feedback, scaffolding, then layer it with the best reasoning AI model, and put teachers in the loop to monitor and provide the right guardrails. What are the measurable impacts of Shepherd in classrooms where it’s currently being used? In classrooms, teachers tell us that Shepherd saves about 75 per cent of the time they spend grading essays. So, they can assign three times more writing assignments because Shepherd helps them grade in minutes. Imagine a student being coached daily, and a teacher doing more than half the admin. That’s the real impact. On the student side, over 150,000 students have used Shepherd personally, and we have received phenomenal feedback on how it improved their study habits and grades.  Shepherd is backed by Y Combinator. What does that support mean for your growth plans? Being backed by Y Combinator means we are building at global standards, with the mentorship, network, and credibility to scale fast. But it also means something deeper: the world’s top investors believe that African schools can leapfrog the classroom bottlenecks using AI, and Shepherd is their bet to make that happen. What markets are you currently active in, and how are you scaling the platform? We’re active across the globe with students using our student-only platform (shepherd.study). But our teacher-in-the-loop product (teacher.shepherd.study) is now being piloted in the US and Nigeria, with partnerships expanding rapidly. We’re scaling through direct school partnerships, teacher ambassador programs, and collaboration with ministries and governmental organisations. The goal is to make Shepherd the default AI co-teacher in every school. Are there plans to introduce Shepherd to African schools? Absolutely, and this is personal. For too long, African education systems have been playing catch-up. We missed the industrial age revolution. We missed the internet revolution in our classrooms. But we do not have to miss the AI revolution. We can leapfrog. Shepherd is already working with a growing number of forward-thinking Nigerian schools that are not just adopting AI, they’re using it to empower their teachers, personalise learning, and better prepare students for the world ahead. We’re aligning Shepherd with local curricula like WAEC and JAMB, and we’re training teachers to use it, not as a replacement, but as an extension of their ability to teach and care. Parents and government leaders should pay close attention to what’s happening globally. In China, AI education is now mandatory in schools, with students as young as six getting familiar with the tools that will shape their future. It’s not just about coding. It’s about thinking, reasoning, and working alongside intelligent systems. That’s what Shepherd enables. Even if a student doesn’t go on to build AI, they’ll grow up knowing how to work with it, and that familiarity will be a key advantage in the global labour market. So yes, we’re coming to Nigerian and African schools, but it’s not just up to us. This is a conversation every parent should be having with their school today. Ask them: “What are you doing to prepare my child for a world shaped by AI?” If the answer isn’t clear, Shepherd is here to help. Do you plan to organise training and sensitisation programmes for educators on the effective use of Shepherd? Absolutely. We’re rolling out “train-the-trainer” models, on-site workshops, and mobile onboarding flows in local languages. We’re not just giving teachers a tool; we’re helping them build 21st-century teaching capacity. It’s part of the product, part professional development. And the feedback so far has been electric. What specific challenges do you see in applying AI tools like Shepherd in the Nigerian education system? We are tackling three challenges head-on: Digital literacy caps, low device access, and scepticism and awareness. To address digital literacy gaps, we offer mobile-ready, language-inclusive training. On low-end device access, we want to ensure Shepherd works great on low-end Android phones. To address scepticism and awareness, our focus is to lead with the teacher, not the tech. When they see Shepherd save hours and improve engagement and confidence in the students, the scepticism melts away. Teachers and schools are already burdened by economic realities. What is the cost of adopting Shepherd? We are sensitive to the economic realities in the country. So we try to ensure pricing structure flexibility. We can offer school-wide licenses, parent-funded bundles, and even NGO/government-sponsored access for public schools. We are, however, confident in the Return on Investment we deliver – more learning, less stress, better results. Would you consider partnering with state or federal education agencies in Nigeria for the sake of accessibility? Yes, we’re excited to have those conversations. To reach every student, we need the public sector. We’re gearing up to speak with ministries, governors’ forums, and donor-backed agencies to bring Shepherd into public schools, from primary to university, and even teacher colleges. How will Shepherd improve UTME/SSCE results? Shepherd is built to help students excel at exams. Upload a WAEC or JAMB syllabus, and Shepherd creates a full plan, notes, flashcards, quizzes, past questions, and reminders. It’s like a personalised prep coach that never sleeps. And teachers can track readiness, spot weak points, and give targeted support. We’ve seen students jump two to three grade levels in a matter of weeks. But also, we are working on building a vast library of UTME/SSCE and international exams – IB, AP, SAT, etc, resources that are AI-enabled, with 24/7 interactive explanations on questions, and ready to help students excel.

The challenges of child upbringing in today’s digital age took centre stage at the 27th valedictory service and graduation ceremony of Jextoban Secondary School, Ibafo, Ogun State. Speaking at the event, the Chairman of the school’s Board of Governors, Emmanuel Ojo, stressed the need for stronger collaboration between parents and schools in raising responsible children amid growing societal complexities. “Child upbringing in this digital age calls for cooperation between parents and the school. Both parties must share the same core values to avoid working at cross purposes,” Ojo said. He emphasised that families play the most crucial role in shaping children’s behaviour, with schools serving as support systems. “We believe that if our nation is going to be upright, the process must start from homes, then the schools and the various religious organisations to which the children are exposed, because charity begins from home. “I am happy to inform this congregation that we have been exceptionally lucky to have a crop of well-behaved, disciplined, hardworking students in this school, and this reflects their home upbringing. “We have also enjoyed tremendous cooperation and support from most of the parents of our graduating students. This sort of constructive collaboration has created a conducive learning environment for our students.” Addressing the graduating class, Ojo urged them to remain focused and resilient in the face of life’s inevitable trials. “My parting words of admonition to you are that you should remain focused, resolute and dare to be a Daniel. Whereas the society into which you are going is fraught with many challenges and temptations, I can assure you that you are sure to succeed if you hold on to and build upon the values and virtues you have imbibed while in Jextoban. “Try to identify your God-given talents and develop them to the fullest. No one should write himself or herself off. I want to assure you that even in this climate, you can make it. “Believe in yourself, see every trial or test as a stepping stone rather than an obstacle. The people who try to solve societal problems will always make it big because there is no gain where there is no pain,” he added. He also warned the students against negative peer influence and urged them to be agents of positive change. “In your equation of success, do not omit the God factor. Try to brighten up the world around you. Watch the company you keep and do not follow the multitude to do evil. You have a name to protect and always remember the son or daughter of whom you are, and the school that you have attended.” The Proprietress, Adunola Ojo, also charged the graduating students to uphold the core virtues in which they had been groomed. She said, “You have been nurtured in the values of integrity, self-discipline, tolerance, fairness, and impartiality in moral judgement. Uphold these virtues wherever life takes you.” Abegunde Elizabeth was named the best graduating student and valedictorian. In her address, she thanked the school for building students morally and spiritually. “I won valedictorian, but throughout my years here, I’ve always excelled in science subjects and external competitions like the Wisdom House Competition and Mass Olympiad. Jextoban is more than an academic institution; it is a God-fearing community that builds us morally and spiritually,” she said. Keynote speaker at the ceremony and former Managing Director of Ecobank Nigeria, Patrick Akinwuntan, called on parents to reclaim their vital role in raising well-rounded children for the good of both family and society. “Our children belong not only to their families but to the country and humanity. What they do affects us all,” he said. Akinwuntan challenged the traditional definition of education as solely academic, insisting that schools must also serve as centres for character formation. “Schools are more than physics and chemistry classrooms. They are crucibles where character is forged—integrity, ethics, compassion, loyalty. This is the foundation upon which all knowledge must be built.” He also shared what he described as a blueprint for true success, centred around relationships, humility, and service. “Success is not about wealth or titles. It’s about impact—your ability to contribute to others and illuminate the path ahead. Remember, lighting someone else’s candle never dims your light. “Humility is crucial. Nothing we have comes from us alone. Be grateful to your parents, teachers, and all who have walked this journey with you. Above all, praise God for making this moment possible.” He concluded by urging the students to trust in God’s purpose for their lives. “God has crafted a unique plan for each of you even before you were born. Move forward with relentless courage and big dreams. Never give up. Shine boldly, serve humbly, and carry your values proudly—it is the legacy of true success,” Akinwuntan added.

The Executive Secretary of the Universal Basic Education Commission, Dr. Aisha Garba, has declared that Nigeria’s education sector is facing a “crisis of great magnitude,” requiring the concerted efforts of all stakeholders to ensure quality basic education for children. Speaking at a stakeholders’ meeting co-hosted by the Nigeria Governors’ Forum and UBEC in Abuja, Garba highlighted the dual challenges of the country’s massive out-of-school population—recently estimated by UNESCO at 20 million—and the growing learning crisis, where children enrolled in schools fail to acquire basic literacy and numeracy skills. According to a statement on Friday, the meeting brought together top education policymakers from all 36 states alongside technical experts and development partners from the World Bank, European Union, and UNICEF. In her opening address, Garba warned that the future of millions of children and the nation’s overall development were at risk, emphasising the urgent need for synergy among stakeholders. As part of efforts to address the crisis, she unveiled the HOPE-EDU programme, a major government initiative developed in partnership with international donors. “Through the HOPE-EDU programme, a $552 million partnership between the Federal Government of Nigeria, the World Bank, and the Global Partnership for Education, we are responding with the urgency this crisis demands. “This bold, strategic, and multisectoral initiative is designed to address foundational learning gaps and reduce the number of out-of-school children through coordinated, state-led action”, she announced. Speaking further, she said, “Our country is facing an education crisis of great magnitude. Millions of Nigerian children remain out of school, while many of those enrolled are not acquiring the foundational literacy and numeracy skills essential for lifelong success. “These gaps are not just academic—they represent lost opportunities, widened inequality, and weakened national development. The time has come to change this narrative.” Garba noted that the aim of the meeting was to move beyond dialogue and develop concrete, evidence-based strategies to rescue a generation of learners. The workshop served as a platform for state officials to review existing policies and explore the potential for scaling up successful interventions, including the use of educational technology. The Minister of State for Education, Prof. Suwaiba Ahmed, reaffirmed the Federal Government’s commitment to transforming the education sector. She emphasised that President Bola Tinubu’s Renewed Hope Agenda is already guiding policy actions across relevant ministries and agencies. Roundtable sessions at the dialogue featured robust discussions, with state commissioners and SUBEB chairpersons directly engaging with development partners to identify persistent challenges and explore new solutions. Organisers expressed hope that the meeting would spark the creation of a permanent support hub, giving education officials continuous access to data-driven strategies and successful models to drive and sustain reform. Stakeholders at the event agreed that the dialogue marked more than just another meeting—it was a crucial turning point in efforts to reclaim the promise of education in Nigeria.

Identical twins Karen and Sara Holmgaard combined for the Everton goal as they held hosts Manchester City to a 1-1 draw in the Women's Super League at Joie Stadium. Kerstin Casparij opened the scoring for City in the 13th minute, bundling in Lily Murphy's header after getting to the ball ahead of Everton keeper Emily Ramsey. The Dutch full-back celebrated by holding up a City shirt with Mary Fowler's name on the back following her team-mate's recent ACL injury. But Everton entered the break on level terms thanks to a link-up between the 26-year-old Holmgaard twins. Karen, who started a WSL game for the first time this season season, leapt highest at the back post to head home Sara's lofted delivery and the pair ran straight to each other and celebrated together joyfully. The Danish sisters nearly replicated their goal in the second half, but Karen could not keep her header down. Champions League football already looked out of reach for City before Sunday's fixture, but their draw means Manchester United need just three points from their remaining three games to guarantee a top-three finish. Everton, meanwhile, remain eighth - level on points with West Ham in seventh. Fowler was the latest player to join City's extensive injury list, with her fellow forwards Vivianne Miedema, Lauren Hemp, Aoba Fujino and Khadija Shaw all currently ruled out. In their absence, Kerolin Nicoli was deployed as a lone striker and the Brazilian constantly threatened Everton's goal with her pace and tricky feet in the first half. After providing the cross in the build-up to City's opener, she had a tame effort saved by Ramsey before blazing over the bar from close range. But Everton, who were without key striker Kelly Gago, slowly grew into the game and Karen Holmgaard pounced on her sister's cross to head into an empty net after keeper Khiara Keating had left her goalline and failed to collect. Kerolin's presence dwindled in the second half and City, although they dominated possession, could not find a way through a resilient Everton backline. Casparij looped a header on to the roof of the net, while Ramsey parried away an effort from Kerolin and caught a fierce strike from Jess Park. It has been a disappointing return to City for interim boss Nick Cushing, who has won just two his seven games in charge and been knocked out of both domestic cup competitions, and the Champions League, since replacing the Gareth Taylor last month.