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Editor
Kemi Ogunniyi
Publishing Editor
Olushola Lawal
Features Writers
Kate Hill
Bukola Omotoso
Vera Acquah
Wilson
Kemi Ogunniyi
Josemaría Siota
Emmanuel Utomi
Advertising & Sales
Ann
Director, Media and Marketing
info@kedgeconsultingltd.com
+234 8088996167 &
+234-09-2913355
www.kedgeconsultingltd.com
Editorial Team
Beyond Education magazine is published by Kedge Consulting Limited (KCL), a distinct consulting
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Postmaster: Send address changes to Kedge Consulting Limited, 103B, First Floor
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3www.kedgeconsultingltd.com January/March | 2013

4. OlusholaLawal
CEO Kedge Consulting
International Students’
Interaction on Campuses
International Students’
Interaction on Campuses
UniTeDKingDOm
BaCHeLOR’SDegRee3
yeaRS(OR4yeaRSfOR
THOSeOpTingfORa1
yeaRpLaCemenT)
Requirements: If English is not
your first language, you will
need a recognised English Lan-
guage qualification to be admit-
ted onto any of the Universities’
degree programmes.
Acceptable minimum qualifi-
cations include:
IELTS (International English
Language Testing System) an
overall band of 6.0 with no less
than 5.5 in each component skill
TOEFL (Test of English as a
Foreign Language) of 87 (with no
less than 21 in listening, 22 in
reading, 23 in speaking and 21
in writing)
Also, international students
must also check that their
qualifications meet their chosen
school’s entry requirements.
International Foundation Cer-
tificate courses are available
for students that have not met
required qualifications.
maSTeR’S DegRee
(Taught, research-based, or
both)Taught master’s qualifi-
cations: Master of Arts (MA),
Master of Science (MSc) and
Master of Business Administra-
tion (MBA)
Research master’s qualifi-
cations: Master of Research
(MRes), Master of Philosophy
(MPhil)
ReqUiRemenTS
Acceptable minimum qualifica-
tions include:
First degree from a recog-
nised university (grades required
depend on the university applied
to)
IELTS (International English
Language Testing System) an
overall band of 6.5 with no less
than 6.0 in each component skill
TOEFL (Test of English as a
Foreign Language) of 94 with no
less than 21 in listening, 23 in
reading, 23 in speaking and 24
in writing
DOCTORaTe
Doctor of Philosophy (PhD or
DPhil) Students undertake an
original piece of research for
a minimum of three years at a
university. Requirements: Mas-
ter’s degree
For more info:
http://www.ucas.ac.uk/
USaBaCHeLOR’S
DegRee(BaCHeLOROf
aRTSOfBaCHeLOROf
SCienCe)DURaTiOnOf
fOURyeaRS
The degree is awarded after a
certain number of credits (one
course is usually three or four
credits) and major requirements
are completed.
For undergraduate admissions,
required standardized tests usu-
ally include:
Scholastic Assessment Test (SAT)
Test of English as a Foreign
Language (TOEFL)
Master’s Degree (usually
referred to as ‘graduate study’ in
the USA)
Types of graduate degrees:
Master of Arts (MA), Master of
Science (MS), Master of Business
Administration (MBA), Master of
Education (MeD), Master of Social
Work (MSW), etc.
Usually lasts two years.
For graduate and professional
admissions, depending on the
course, required tests usually
include:
Test of English as a Foreign
Language (TOEFL)
Test of Spoken English (TSE)
Graduate Record Examinations
(GRE) – for liberal arts, science,
math
Graduate Management Admis-
sion Test (GMAT) – for business
schools/study for MBA (Master’s
in Business Administration)
programs Pharmacy College
Admission Test (PCAT) Optometry
Admission Testing Program (OAT)
Law School Admission Testing
Program (LSAT) – for law schools
Medical College Admission
Test (MCAT) – for medical schools
Dental Admission Testing Pro-
gram (DAT) – for dental schools
Please contact individual colleges
for specific requirements.
DOCTORaLDegRee
The minimum length for the pro-
gram is three years.
A Graduate Record Examination
(GRE) test may be required
For more information:
http://www.ed.gov/
CanaDa
BaCHeLOR’SDegRee
Depending on the course and
the province/area, the degree
duration is usually three to four-
years
maSTeR’SDegRee
Lasts two years.
Requirements:
• Bachelor’s degree
• GMAT (for MBA)
• GRE (for most science sub-
jects)
• Demonstration of proficiency
in the language of instruc-
tion (either English or French,
depending on the province).
You should confirm the details
of the language requirement
with the office of admissions
of the university or college to
which you are applying.
DOCTORaLDegRee
• Minimum length of three years
at a university or university
college.
• Typically requires the success-
ful completion of a Master’s
degree.
• TOEFL or IELTS as proof of
English competency for entry.
For more info:
http://www.cmec.ca/
http://www.studycanada.ca/
iReLanD BaCHeLOR’S
DegRee 3-4 yeaRS
The following tests are re-
quired, depending on the
university:
• International English
Language Testing System
(IELTS)
• Cambridge English for
Speaker of Other Languag-
es (ESOL)
• Test of English as a Foreign
Language (TOEFL)
maSTeR’S DegRee
(ReSeaRCH-BaSeD,
COURSewORK OR
COmBinaTiOn Of BOTH)
• 1-3 years
• Requires successful com-
pletion of a Bachelor’s de-
gree or Graduate Diploma
DOCTORaL DegRee
• Minimum of three years at a
university.
a Comparison of the higher
Education systems in the uK,
usa, Canada and ireland
educational Systems
By KatE hill
magazineEducationBeyond
8
9
www.kedgeconsultingl
td.com
2013 | January/March
January/March | 2013
S
ince institutions are
better meeting points
that bring together stu-
dents from countries all
around the world, a lot of insti-
tutions have seen this to be an
opportunity for students to learn
more about different cultures
and respect them.
Congregating students from
different cultures doesn’t neces-
sarily mean they’ll interact, so
some institutions are starting to
step in, by working on increasing
the nationality mix on campus
and making it a plus to schools’
learning dynamics and method-
ology.
In a new environment, it’s
often the easiest to gravitate to
what you know. For international
students, in particular, language
and cultural barriers can mud-
dle attempts to have interac-
tion in a new school. But in the
past few years, universities and
colleges across the world have
debuted initiatives, orientations,
and programmes to encourage
cross-cultural interaction.
For instance, at Hult Interna-
tional Business School, incom-
ing students from any country
must complete an online test,
which is the “Cultural Profile
Course” before the start of
the programme, which gives
the student an idea of cultural
profiles and reflection on them-
selves. There is also a portal
called “MY HULT” which unites
all of the students and their fac-
ulty professors even before they
get to campus.
By bonding online over com-
mon interests - such as outdoor
sports or community service-
students discover they imme-
diately share a passion, despite
not sharing a culture. There’s a
lot of time to get to know each
other in ways that wouldn’t
happen if they were just thrust
into the classroom without the
online test or the online discus-
sion forum.
Minnesota’s Macalester
College is also using the days
before college to encourage
cross-cultural interaction. U.S.
students can choose to partake
in the school’s international
student orientation, which starts
a few days earlier than the
welcome for domestic students
and covers topics including
immigration, visas, and even
shopping.
“Students really do want to be
friends with people from other
cultures when they arrive, but
the idea of it is a lot easier than
the practice,” says Aaron Col-
happ, director of international
student programs at Macalester
College.
Looking to make the most of
her college experience, Ma-
calester student Amy Janett
volunteered for both the orienta-
tion and the subsequent Amet-
rica program, a weekly meeting
of international and domestic
students to discuss common
obstacles that get in the way of
friendships.
“I didn’t realize how different it
was for international students to
come to school in the U.S. than
it was for American students to
do so,” says Jannett, who now
serves as an international stu-
dent program assistant. “I didn’t
international students’
interaction on
realize all the other obstacles
they have to overcome, like
getting a visa [and] figuring out
finances.”
Though she is now friends
with students who come from
countries all around the world,
Janett says a cross-cultural
friendship can require time and
patience to build. “I think you
have to really want to do it in
order for it to happen,” she says.
Today’s learning mostly
rewards people who can go
beyond borders, understand
cultures, and operate in in-
ternational contexts. A lot of
institutions now encourage
more of international students’
interactions, given the world is
also becoming a global village.
Schools like Hult International
Business School keep increas-
ing their nationality mix over the
years - Hult IBS had around 90
nationalities on campus 3 years
ago and last year had 120 na-
tionalities on campus and cur-
rently for the 2012/2013 intake
had 138 nationalities across all
programmes.
Hult IBS, HEC, INSEAD,
LBS and many other schools
encourage personal growth,
intellectual integrity, global
sensitivity, local engagement,
and civic values so that students
are able to succeed in the global
economy and are empowered to
contribute meaningfully to their
business and community.
Universities and colleges around the world want
more interaction among international students on
their campuses, as it enhances learning.
schools rsM insEad iE hult ibs
International
Student (%)
94% 90% 89% 95%
Campus Locations:
Rotterdam
(Netherland)
France, Singapore,
Abu Dhabi (U.A.E)
Madrid
(Spain)
Boston (U.S.)
San Francisco (U.S.) New York (U.S.)
London (U.K.)
Dubai (U.A.E.)
Shanghai (China) Sao-Paulo (Brazil)
The table above: shows 4 of
the top 100 business schools in
the world and how diverse the
student body looks.
Campus location has also
been added in the table above
because it signifies the impor-
tance of the diversity within
the schools’ campus locations
- these locations have their
own different contribution to
learning as students acquire
knowledge in the classrooms
and relate this to their day to
day activities.
educational Systems
Campuses
magazineEducationBeyond
10
11
www.kedgeconsultingl
td.com
JANUARY/MARCH
| 2013
2013 | JANUARY/MARCH
UndergraduateandPostgraduateScholarship
By buKola oMotoso
Scholarships
sCholarshiP Details eliGibilitY Criteria
leDien universitY exCellenCe
sCholarshiPs
for master’s degree at Leiden university,
Netherlands
candidate must have a Non-eu-eeA passport and
must have excellent academic records
raDbouD universitY sCholarshiP Any master’s degree at radboud univer-
sity, Netherlands. scholarship in form of
partial tuition waiver. Deadline is march
15, 2013
candidate must have a non-eeA passport. Dead-
line is march 15, 2013
korean Government sCholarshiPs bachelor’s/master’s/PhD in Korea. Dead-
line is January 15, 2013
top-performing students from more than 60
countries in Africa, Asia Pacific, the Americas and
Europe
ameriCan universities sCholarshiP bachelor’s Degree at the American uni-
versity. Deadline is January 15, 2013
3.8GPA required
Ghent master’s sCholarshiP master’s degree at the university of
Ghent, belgium
Nationals of:
Nationals of developing countries
Angola, bangladesh, benin, burkina faso,
burundi, cambodia, Dr congo, ethiopia, Gambia,
Guinea, Haiti, Laos, madagascar, malawi, mali,
mozambique, myanmar, Nepal, Niger, rwanda,
senegal, tanzania, togo , uganda, Zambia,
côte d’Ivoire, Ghana, Kenya, Nigeria, Pakistan,
Vietnam, Zimbabwe , Algeria, bolivia, cameroon,
china, columbia, Dominican republic, ecuador,
Guatemala, Guyana , Honduras, India, Indonesia,
Jordan, morocco, Namibia, Nicaragua, Palestinian
Administered Areas, Paraguay, Peru, Philippines,
sri Lanka, thailand, tunisia
la trobe aCaDemiC exCellenCe
sCholarshiP
bachelor’s/master’s Degree in La trobe
university, Australia. scholarship is non-
renewable
candidate must be a citizen of a country other
than Australia or New Zealand
australian DeveloPment
sCholarshiP
bAcHeLOr’s/master’s/PhD in Australia.
student must return to home country 2
years after completion of studies. Dead-
line is march 2013
Nationals of developing countries
eiffel sCholarshiP master’s/PhD in france. Areas of study:
engineering sciences, exact sciences,
economics and management, law and
political sciences. Deadline is January
9, 2013
Applicant must be no more than 30 years old
eriC bleumink sCholarshiP master’s/PhD at university of Groningen.
Deadline is february 2013
Nationals of developing countries
ClarenDon sCholarshiP Deadline is January 16, 2013. master’s/
PhD at Oxford university
High first class Honours is required
uCb international bachelor’s’ degree at university of
british columbia, canada. Deadline is
January 31, 2013
candidates must be nominated by their current
school
lunD universitY bachelor’s/master’s Degree at Lund
university, sweden. Deadline is January
2013
A selective, merit based scholarship for top aca-
demic students
Westminster international Deadline is 1 November/31 may. master’s
degree at the University of Westminster
Nationals of developing countries
universitY of tWente sCholarshiP Deadline is 15 December/15 march. mas-
ter’s degree at the university of twente,
Netherlands
top students of non-eeA countries
universitY of bern sCholarshiP master’s degree at the university of
bern, switzerland. Deadline is December
2012
High-performing foreign students
finDers’ universitY master’s/PhD degree at finders univer-
sity, Australia. Deadline is August 2012
(annual)
candidate must not be a citizen of Australia or
New Zealand
Common Wealth master’s/PhD in uK. Deadline is Decem-
ber 7, 2012
Students are nominated – based on academic
merits and other criteria
Gates CambriDGe sCholarshiP master’s/PhD at the university of Oxford,
uK. Deadline is December 4, 2012 (an-
nual)
candidate must not be a citizen of the uK
sWiss exCellenCe sCholarshiPs PhD in switzerland. Deadline is around
Oct-Nov
First class degree required
sYDneY aChievers international bachelor’s/master’s Degree at the uni-
versity of sydney, Australia. Deadline is
January 15/June 30
selected high achieving, academically meritori-
ous, international students
universitY of aDelaiDe sCholarshiPs Deadline is August 31 (annual). master’s/
PhD at the university of Adelaide,
Australia
First class degree required
Quota sCholarshiPs Deadline is December 1 (annual). mas-
ter’s/PhD degree in Norway
Nationals of developing countries
universitY of Western australia master’s/PhD at the university of West-
ern Australia. Deadline is August 31, 2012
(annual)
First class degree is required
melbourne universitY sCholarshiPs master’s/PhD degree at the melbourne
university, Australia. Deadline is October
31 (annual)
Outstanding international students
Opportunities
AroundtheWorld
sCholarshiP Details eliGibilitY Criteria
magazine
Education
Beyond
www.kedgeconsultingltd.com2013 | January/March January/March | 2013 1514
I
t was on the 19th day of May
2012, myself and over hundred
other young, impact driven
volunteers gathered with senior
officials from over 15 different
governmental and non-govern-
mental organizations, commu-
nity elders and many guests to
enrol 118 children into 3 Schools.
These kids, although they looked
malnourished and some aban-
doned, were filled with so much
intelligence. We never knew the
impact of what we were doing
until that Saturday morning when
from those more privileged than
we are.
Few days later, we began the
monitoring and evaluation stage
of the project and then decided
to go back into the slum, forfeit
our jobs, sacrifice our weekdays,
train community youths, organize
series of outreaches, advocacy
visits and after rigorous screening
and verification exercise we finally
have 200 more children who are
willing and desperately waiting to
join their mates in school.
It has been a journey worth-
while, a journey of hope and
fulfilment, a road filled with
challenges and setbacks yet we
stayed steadfast and strong. It
really feels inspiring seeing the
number of volunteers increase
every day. Volunteers, who are
willing to take a stand for change
and act, rather seat indoors and
complain. Young ladies and gents,
who will take off their jackets, roll
up their jeans and jump into the
slum just to secure the future of
disadvantaged children.
However we have now gotten
to another juncture where we
quickly need to go across the
hurdles. We have been through
this before and we believe it
wouldn’t be difficult this time
around. Can we please give
these kids the hope they desire?
Yes! We can play our own role
and talk to others to play theirs.
It costs N30,000 (Thirty thousand
Naira only) to sponsor a child
for a year and 6Million Naira for
200 Children. Yes, we can do this
and just like always, we remain
absolutely accountable to every
sponsor, donor or partner and
we believe that together we can
make a difference in their lives.
All donations are made into
the account of our respected
professional partner, Bethesda
Child Support Agency.
school Project
slum2
roam the streets of the slum sell-
ing fish. She was 13years old and
for 8years, she had never seen
the walls of a classroom. I held
her and tried to get her back to
the others children but she held
me tight with tears rolling down
her cheeks. Although she looked
small and couldn’t express her-
self, I could see gratitude written
all over her face.
As we distributed their school
kits according to the names
on the enrolment list, we were
caught up in another dilemma.
Other groups of children who
were friends and siblings of
our beneficiaries stood looking
sad, depressed and rejected.
They also needed the same
opportunity. They needed to be
given a chance to have a bright
future. They looked desperate,
yet helpless. I could do nothing
at this point but watch in pain.
Rather than feeling fulfilled
after the successful enrolment
ceremony, I went back home sad
and broken. The thoughts kept
running through my mind and
their voices couldn’t just cease
to echo in my ears.
“Uncle you did not give me
bag.”
“Aunty I also want to go to
school.”
“Aunty me, Aunty me,
Uncle me.”
Those were the words they
spoke in their local language,
which was translated by our
community volunteers.
Sometimes, we complain of not
having enough, but are blessed
beyond our imagination to give
a million folds. We should count
ourselves really opportune if we
can read this message. Several
times, we try not to care about
those less privileged than we are,
but we will always need that help
Written By: Otto Orondaam
(Project Manager and Initiator)
we watched tears drop down the
eyes of their parents/caregivers
and saw how the atmosphere was
filled with pouring emotions.
I sat down and watched these
kids from afar as they presented
a cultural dance in appreciation
of what had been done for them. I
could barely identify them, as they
had been totally transformed.
They looked so different from the
kids we had been with in the slum
for months. I couldn’t believe they
were the same children we saw
playing without clothes and swim-
ming in the brackish water.
They were well dressed in
their new school uniforms with
backpacks and had smiles all
over their faces. Sotiana, one of
my very favourite beneficiaries
spotted me and ran towards me;
she grabbed me and wouldn’t let
go. Her mum was late and she
was abandoned by her dad to
education Charities
ACCoUnt DetAiLs:
Bethesda Child Support/Slum 2
School project
account number; 1012994165
any branch of zenith Bank
follow us on twitter @slum-
2school and @otto_orondaam
for more information, please
send an SmS to +234 -
8063477974 or email to
slumtoschool@gmail.com
Slum2School project has won
two awards in 2012 so far: The
nigerian CSR awards (The
SeRas) and The future awards
(nigeria).
Uncleyoudid
notgivemebag.
aunty i also
want to go to
school.
Aunty me,
Aunty me,
Uncle me.
magazine
Education
Beyond
38 39www.kedgeconsultingltd.com2013 | JANUARY/MARCH JANUARY/MARCH | 2013
education Charities
Path to
Possibilities
P
ath to Possibilities is
a UK-based charity
working to support the
education of talented
but disadvantaged children in
Nigeria. We offer scholarships
to bright young children,
enabling them to continue in
their education and assisting in
opening doors, thus creating
opportunities for them. Our
scholarships assist with fees,
accommodation costs for
boarding school and gen-
eral living expenses for these
children.
Our process for finding our
children to support is based
entirely on merit and we work
very hard to overcome the bar-
riers of inequality.
In addition to helping individ-
ual children, our work focuses
on sharing teaching skills, ma-
terials and best practices with
state-funded primary schools
in Nigeria.
oUr Vision
path to possibilities works to impact on every
aspect the lives of our children and the society
as a whole through lobbying and campaigning for
change in the nigerian educational system.
oUr VALUes
at path to possibilities
we believe in equality,
merit, opportunity and
a good education for
all.
oUr initiAtiVes
Our fundraising initia-
tives include “Race for
Change” a 5K& 10K
sponsored run and a
gala event with the
aim of raising as much
as we can to enable us
achieve our goals for
these children.
wAYs to GiVe
gift Donations
Legacy Donations
One-off Donations
monthly Donations
ContACt Us
website:
www.pathtopossibilities.co.uk
facebook:
path-to-possibilities
Twitter: p2p_nigeria
email:
info@pathtopossibilities.co.uk
press:
modemaisonpr@gmail.com
FAQ
Q: What is Path to Possibili-
ties?
A: Path to Possibilities is a UK
based charity that focuses on
providing education for disad-
vantaged children in Nigeria.
Q: How do you select your
children to help?
A: Our selection process is
based entirely on merit.
Q: What do you spend the
donated funds on?
A: Donations received are spent
on school fees, school books,
accommodation and living
expenses for the children.
Q: How can the public get
involved in the charity?
A: We very much welcome
individuals or groups rallying
together to fundraise for us.
We suggest www.pathtopos-
sibilities.co.ukevents such as
community events – crafts
fair, food & drink – bake sales,
performance &entertainment
– comedy nights or sponsor-
ship for a race or sport by using
justgiving.com.
Q: What about donation meth-
ods?
A: We also welcome one off do-
nations, monthly contributions,
gift donations or legacies
Q: How can the public take
part in the upcoming Race for
Change?
A: To secure your place for the
upcoming Race for Change,
complete the registration form
on our website www.pathtopos-
sibilities.co.uk & send together
with a fee of £10 cheque (per
person) to: 1 Warwick Avenue,
Cuffley, Hertfordshire EN6 4RU.
Alternatively, email us the form
and pay the £10 fee through our
justgiving account. For more
info, please check our website.
magazine
Education
Beyond
34 35www.kedgeconsultingltd.com2013 | JANUARY/MARCH JANUARY/MARCH | 2013
RAISING THE VILLAGE
IT’S EASY TO BUILD A SUSTAINABLE WORLD.
IT’S EASY TO CHANGE LIVES.
RAISING THE VILLAGE
IT’S EASY TO BUILD A SUSTAINABLE WORLD.
IT’S EASY TO CHANGE LIVES.
r
aising the Village is an
organization that provides
critical infrastructure,
tools and guidance to
recovering villages in Uganda. By
working with the villages them-
selves, we support community-
driven self-sustainable projects
that introduce opportunity to es-
cape the cycle of extreme poverty.
Although there are many tools
we use when working with the vil-
lages, one of our most important
and successful tools is access to
education. In fact, education is
at the top of our priority list and
we always aim to incorporate an
educational component into all of
our projects.
Educational infrastructure can
include classrooms, latrines,
living quarters for teachers and
staff, as well as kitchens. Spe-
cific educational tools
that we put in place
include desks, black-
boards, books, and any
other essentials needed
to provide an effective
education experience for
the villages.
But even with the infrastruc-
ture and the tools, what’s most
important is that we train the
people who work with those tools,
and work within the infrastruc-
ture. That’s why we provide
training to those who will sus-
tain the projects once we leave.
This may include training school
administrators on how to oper-
ate self-sustainable school meal
programs through community ag-
ricultural plots, or how to provide
self-sustainable tuition subsidies.
How do we know when we’re
successful?
When we have met our goals.
For each educational project we
partner with a village to under-
take, we have set targets to meet.
And these targets are what let us
know we are doing things right.
For every project we aim to
increase in student enroll-
ment for both boys and girls,
provide all students with the
opportunity to complete Pri-
mary 7, build a strong school
self-governance and admin-
istration team, provide school
meals for the students, and
improve student’s academic
performance over time.
All of these things together
– the partnership developed
with the villages, the educa-
tion infrastructure we build
together, the tools we put in
place, and the people them-
selves who work to provide
the students with an educa-
tion, are what make us a
success.
And what will help make
each recovery village in
Uganda a success as well.
To join us in partnering
with the villages, or learn
more about our work,
please visit:
www.raisingthevillage.org.
1
TRADING pLACES
Place of birth. Three words. Countless implications.
It can mean the difference between turning on the tap
to get a glass of clean water to drink and spending
five hours of every day to collect water from the near-
est swamp so that your family has enough to survive.
It can mean the difference between universal access
to quality education and never learning to read and
write because your family simply cannot afford the
annual tuition of six dollars.
It can mean the difference between having access to
medical care at any time of day and watching your
child die of a curable illness.
We don’t have a say in where we are born. But, we
can restore the balance. The elimination of extreme
poverty is within our reach. Let us show you what
you can do.
There’s a place between relief and development
which is rarely mentioned. It’s called recovery.
Right now, numerous communities are emerging
from a variety of catastrophic events and circum-
stances such as violent conflict, the AIDS epidemic
and devastating drought. Trying to move forward,
these communities frequently find themselves con-
fronted with new, often insurmountable challenges.
They are at a standstill.
But through a recovery project with Raising The Village,
they have the opportunity to achieve their goals.
Recovery is about putting the key pieces in place
which allow a struggling village to get beyond mere
survival and grow into a vibrant, thriving community.
It’s about simple things: having clean drinking water,
access to education and the opportunity to earn a
living. It’s a springboard into a brighter future.
It does not take very much to forever change the
lives of an entire village. But it starts with you.
education Charitiesmagazine
Education
Beyond
3130 JANUARY/MARCH | 20132013 | JANUARY/MARCH www.kedgeconsultingltd.com
some 20:1. This reality impacts
not just on examinations outputs,
but on general quest for knowl-
edge and self-advancement. It
is a popular fact that a majority
non-literate nation is a nation
heading for a nose-dive, causing
great concern over socio-eco-
nomic growth and future national
development.
Therefore, 1Child1Book has the
following objectives:
· Give every primary school
child an age-appropriate book
· To encourage creative thinking
and inspire young minds
· To build an early foundation for
the enjoyment of reading
· Establish a sustainable book
exchange programme
We rely on organisations and
individuals to raise the 445,044
books we require to ensure ev-
ery child in Lagos State receives
a book. Our friends at Books for
Africa have generously donated
numerous books and indepen-
dent authors have pledged a
selection of their own titles.
Rather than spending our fi-
nances inefficiently by collecting
and transporting small numbers
of books from individuals, we
would like individuals to donate
money to fund the transporta-
tion of the large number (tens of
thousands) of books that organ-
isations have already pledged
to us.
Many schools do not have
libraries, or where there is a
library, they hardly have any
books. This is where the project
provides books which would
go into an existing libary, or a
‘Reading Corner’ in designated
classrooms, allowing easy ac-
cess to the books for pupils of
the school. These books are also
used during government allo-
cated reading periods.
reading by exchanging their
books with the options avail-
able in the Reading Corner.
This gives each child greater
access to a variety of books
provided and helps teach them
the values of sharing and com-
munication, by discussing their
books with others.
2012 ProJeCts so far
We visited UPE Primary School,
Festac Town on 1 March 2012,
with follow up until June. We
gave free books to all the chil-
dren there, from Primary 1 - 6.
We marked the UNESCO
World Literacy Day on 8 Sep-
1Child
tember 2012, by launching
a reading workshop. These
workshops were held at three
locations across Lagos on the
following dates.
- 8 September 2012 (Literacy
Lounge)
- 13 September 2012 at Fair
Life Africa Foundation, Lekki
- we spent time supporting
their work rehabilitating chil-
dren who live on the streets
in Lagos. On Thursday
majority of the boys pres-
ent were from the streets of
Oshodi, Lagos, between the
ages of 12- 15. We spent time
with them in a reading and
book summary session, and
a talk about importance of
care. We plan to return there
soon.
- 15 September 2012 at Lots
Charity Foundation, Dustbin
Estate, Agejunle - we spent
time with 112 children of
LOTS Charity Foundation, in
Dustbin Estate of Ajegunle,
Lagos. We designed cards
which they took home, talked
about their future aspirations
and had an interactive read-
ing session.
We strongly believe that when
children are exposed to books
from a young age, they will be
able to Develop an enduring
culture of reading.
Building early interest in
reading from the foundation of
Primary Education. Encouraging
children’s creative minds as they
travel through the stories. Form
creative writing skills in their
book review. How can you help?
Join us by donating to a child’s
future today!
Visit 1Child1Book.org
When free books have been
delivered to a school, pupils are
presented with the books and
given a presentation on the im-
portance of reading. This usually
includes information about our
‘Reading Corner’ and book ex-
change programme. The details
are discussed with the relevant
Local Government Authority and
the Head Teacher in advance.
A highlight of the book distri-
bution event is spending time
with the children while they read
age-appropriate books. We give
them opportunities to ask for
help, in recognising new words,
pronouncing words and giving
the meaning of words. We feel
this initial reading session is a
crucial part of the introduction
of books to the pupils during the
distribution event.
Once students have fin-
ished reading their books, we
encourage them to continue
1
child1book is an initiative that
aims to put a book in the hand
of every primary school child
in Nigeria, beginning with one
of Africa’s most populous cities,
Lagos. The project is linked to
UNESCO’s World Literacy Day,
held on 8 September every year.
It is spearheaded by a Non-
Governmental Organisation called
TJF (Tosin Jegede Foundation),
a brainchild of Nigerian former
child singer, Tosin Jegede.
Here are some statistics that
spurred 1child1book volunteers
into action:
· Nigeria, the most populous
country in Africa, is ranked
142 of 169 countries for adult
literacy (UNESCO Institute for
Statistics 2010a).
· Lagos is the most populous
conurbation in Nigeria, with
a population of over 7 million,
and estimated to be the 2nd
fastest growing city in Af-
rica and the 7th fastest in the
world.
· There are 502,000 primary
school children in Lagos state.
(Lagos State Ministry of Edu-
cation 2009/2010 data)
· 20 children to 1 book ratio cur-
rently (observed data)
tosin JeGeDe on
1ChilD1book:
The illiteracy rate is high in Nige-
ria today. A child being bought or
given a book, that is not a neces-
sary school text, is a luxury in
Nigeria. The Lagos State govern-
ment has put in place free basic
education for children and has
followed on from that by passing
the law to ensure all children go
to school.
Research shows the average
ratio of students to books in most
local schools stands at a worri-
education Charities
1book
magazine
Education
Beyond
36 37www.kedgeconsultingltd.com2013 | JANUARY/MARCH JANUARY/MARCH | 2013
of the colleges are in various
Universities under the Rochas
Foundation University Scholar-
ship Scheme. The pioneer stu-
dents also have an established
reunion club called the Rochas
Foundation Royale Club.
Until the full take off of the
university, the challenge is for us
to ensure this good work does
not die or be limited. The gradu-
ates of the Rochas Foundation
colleges require further studies
to attain their dreams fully.
milestones
The first National examina-
tion the students of the pioneer
college in Owerri participated in
was the JSSCE (NECO) in 2004.
It is on record that the entire
group passed and qualified for
an award as out of the 80 stu-
dents, there were no re-sits, and
the final results were As – Cs
with only a few Ps. This record
has been surpassed over and
over again from 2005 till date.
The Senior Secondary Certificate
Examination (SSCE) which was
first taken in 2007 also recorded
that none of the students merely
passed the subjects - they were
awarded A -C grades, and it has
continued to be a 100% pass rate
ever since.
Over 5, 000 students have ben-
efited from the Foundation’s Col-
lege Educational sponsorship.
health anD soCial
resPonsibilities
The foundation health activities
include:
Funding of treatments for pa-
tients with special ailments such
as kidney transplants and other
overseas-treatment needs
Donation of drugs and hospital
equipment to hospitals, and free
sponsored vaccinations against
dreaded diseases
Reach Out and Touch- a
monthly and annual event that
caters for poor people- as well
as other community develop-
ment programmes such as the
provision of electricity, bridges
and other infrastructural facili-
ties.
eConomiC emPoWerment
Under the foundation’s Econom-
ic Empowerment Programme
(ECEP), the foundation has as-
sisted underprivileged Nigerians
to start small scale businesses,
organised various programmes
to empower being to be self-
reliant as well as provision of
motor vehicles and motor bikes
by free-interest loans.
other aCtivities
Rochas Foundation Volunteer
Corps
The Rochas foundation has a
Volunteer Corps made up of
individuals from different sectors
of the economy with the vision to
help educate one million indi-
gent children both through free
secondary school education and
free university education by the
year 2015. The vision is tagged
“Every Child Counts”. As a mark
of gratitude for the foundation’s
initiatives, some of the highly
accomplished musicians and
artistes led by Nigeria’s pop star
2face Idibia rallied in specific
ways to raise public awareness
and endorse free education in
Nigeria by lending their voice
and talents to the Rochas
Foundation Volunteer corps
theme song called “Every Child
Counts.”
task aheaD
The foundation intends to take
off with the university (Africa’s
first free university for the poor)
in no distant time. This will cater
for secondary school graduates
hoping to further their educa-
tion. We also want to reach out to
more people outside the shores
of Nigeria and of course open
more colleges across Nigeria. The
foundation is therefore opening its
doors to individuals and organisa-
tions who may wish to sponsor
any number of our students for
higher institution education or en-
courage the building and equip-
ping of the Rochas University, so
that the dreams of young, poor
Nigerians can be maximised.
In the words of the founder:
“It is my dream that these re-
jected and neglected children who
have lost hope of going to school
will one day become leaders in
their respective areas of endeav-
ours and change the entire world
for good through giving.”
It is our ardent hope that many
more people would support the
foundation through material
resources, services, prayers and
goodwill so that the foundation
can grow in years ahead.
As the foundation repositions
for greater heights, its aim is to
educate 1 million less-privileged
children within the next 5 years.
ForsPonsorshiP
AnDotherenQUiries,
PLeAseContACtUs:
Rochas foundation Headquar-
ters, Unity House, plot 1041
ahmadu Bello way, garki, area
11, abuja, nigeria.
www.rochasfoundation.net
info@rochasfoundation.net
follow us at @info_rochas
Like our page on facebook:
Rochas foundation
rochas
Foundation…reaching out and touching lives
to assuage adolescence and other
juvenile tendencies in children
and teens while they grow so that
they can channel their energies
positively.
Rochas Foundation launched
its first college in Owerri in year
2001, and today has colleges in
Kano, Jos, Ibadan and Ogboko,
Imo State, all in Nigeria with
plans to open new ones including
the Rochas Foundation University.
The colleges operate the Nige-
rian basic school curriculum and
have been applauded for main-
taining a high record of academic
excellence each year. Apart from
the over 12 subjects of choice
taught at the Colleges, Rochas
foundation empowers students
with non-academic skills in
sports, communication skills,
sewing and other crafts.
The foundation has been com-
mitted to providing free tuition,
books, uniforms, boarding and
hostel facilities, feeding, medical
care, transportation, provisions
as well as monthly allowances.
For students who excel exception-
ally in their studies, a free holiday
package to the United States of
America is sponsored and more
than 36 students have enjoyed
this.
With the increasing, growing
profile of the Rochas Founda-
tion worldwide, the foundation
is planning to establish more
colleges, and also launch the
Rochas Foundation University in
Ogboko, which will be the first
free univesity in the world. This
university will cater to graduates
of the Foundations’ colleges.
Currently, over 700 students
about roChas founDation
Rochas Foundation was incor-
porated under the Company and
Allied Matters Act of 1990 on 24
February 1998 in Nigeria as a
non-governmental, non-profit
making and non-political organ-
isation with the aim of service to
God and humanity.
It caters for education, health
care, scholarships, job security
& placements, career develop-
ment, economic empowerment
and direct interventions. Through
the Rochas Foundation, hope has
been restored to many Nigerians.
It is borne out of one man’s
avowed commitment to the work
of charity and philanthropy- Ro-
chas Owelle Okorocha.
eDuCation
The foundation’s vision for educa-
tion is comprehensive with focus
on the children of the poorest of
the poor in the Nigerian society.
The founder’s difficulty in at-
tending school as a child made
him birth this cause as a positive
means of bringing these children
out of poverty, misery and social
oblivion.
The Rochas Foundation Col-
lege, which “educates to em-
power,” has over the years helped
education Charitiesmagazine
Education
Beyond
40 41www.kedgeconsultingltd.com2013 | JANUARY/MARCH JANUARY/MARCH | 2013
EducationCharities
EducationalSystems
Raising the village....................................30
Slum2 School Project...............................38
Path to Possibilities..................................34
Rochas Foundation
…reaching out and touching lives......40
1Child 1Book.................................................36
A Day in the Life of a School Teacher.....43
How to Improve
Your Analysis
Hult International Business SchoolUndergraduate and Postgraduate Scholarship
Opportunities Around the World
Nonye Mpho
Omotola PAGE 18
PAGE 12
PAGE 3 PAGE 8 PAGE 10
PAGE 13PAGE 14
Case Study Interview:
Table of Content
4 January/March | 2013
Educ

5. Destination Dubai
A
lmost every
country in the
world would
like to bring
in the top and brightest
specialists to its univer-
sities or schools (and tap
into some of that intellect
in their economy), but not
all have the means to do
so. Although the U.S. and
Europe still lead many
of the lists of best uni-
versities, other countries
, even some developing
ones, are working hard
to deliver some stern
international competition, build-
ing enormous education cities
and cutting-edge universities
that are designed to bring in
students from all over the world.
While some still have a long way
to go, others are proving that
top-tier higher education is go-
ing to be a far more global game
in the near future.
In the past 15 years or
so, Dubai has become a
fabulous tourist destina-
tion with its world class
structures and world
records-
breaking hoteling industry. It
has also come into international
spotlight for the number of
Internationally-recognized, top
class universities it houses. It is
no surprise that Dubai is jump-
ing on the education hub band-
wagon, as the country is known
for doing just about everything
on a grand scale. Dubai has
vigorously pursued branch cam-
puses from top schools around
the world, building an aston-
ishing range of international
branch campuses that includes
programs at over 25 differ-
ent colleges from around
the world. These programs
are accommodated in four
different education hubs in
Dubai: Dubai Knowledge
Village, Dubai International
Financial City, Dubai Health
Care City, and Dubai Silicon
Oasis.
It caters to the needs
and demands of its people
in every aspect of life- be
it tourism, education or
business; Dubai continues
to be viewed an extremely
attractive destination for
aspiring professionals. It is a
dynamic, multi-cultural city,
attracting people that come in
search of the countless op-
portunities and endless pos-
sibilities that the bustling city
has to offer. The city offers a
moderately cheaper choice for
students to live in and pursue
their education. . Every one of
the schools caters to a specific
type of student and many are
linked with programs from big
name schools like Harvard,
Cambridge, Boston Univer-
sity, Heriot Watt University,
American University Dubai,
Canadian University Dubai,
Middlesex University and HULT
International Business School,
to mention just a few that of-
fer students a chance to get
a degree at the bachelor’s,
master’s, or doctoral levels,
offering uncompromised qual-
ity and affordable educational
programmes.
No doubt Dubai is leading the
way in becoming an education
hub, for itself and in years to
come, will be a place to be recog-
nised for its major contribution in
education in the world map.
destination
dubai
magazine
Education
Beyond
www.kedgeconsultingltd.com2013 | January/March January/March | 201356 57
2
inspire Network is an
organisation that provides
platforms with the aim
to empower and inspire
women. It is an organisation
that brings together a wealth
of expertise, like minds and
collaborative opportunities. The
aim is for professionals in the
network to come together to
build connections across sec-
tors and influence change for
other women. The network also
provides forums and events that
allow women in business to pro-
mote, network and inspire
Promote:
Businesses can promote their
products and services via our
social medium platforms and
our website. We also provide
physical platforms in the form
of events and exhibitions for
businesses to promote them-
selves which provide fantastic
opportunities for businesses to
showcase their products and
services.
We launched the event titled
2inspire Ladies in August 2012
which was a great success and
had over 200 in attendance. At
that event we had women run
businesses exhibiting their
products and services which not
only helped exhibitors to develop
their business presence and
brand but was also a great av-
enue which allowed for them to
connect with the public, allowing
them to build a prospect data-
base, build new relationships
with clients and reinforce exist-
ing ones. On the day we also ran
Lifestyle workshops that dem-
onstrated how to look and feel
good and business & personal
development workshops with
the aim to empower and support
networking community which
allows for community members
to support and encourage each
other through collaboration and
the sharing of business contacts
and opportunities.
The community will allow
members to connect with the
right people, market their
business and grow their rev-
enue. Networking should be
viewed as a long term strat-
egy for any business due to
the many benefits a business
can gain in terms of contacts,
leads and referrals. Joining
the 2inspire Network members
community will have a number
of amazing benefits for mem-
bers which will include:
• Getting your business added
to the 2inspire Business Di-
rectory which will be distrib-
uted via directing marketing
campaigns to our fast-grow-
ing database.
• Getting your business fea-
tured and promoted on the
2inspire network fortnightly
blog.
2inspire
network
attendees in creating a crystal
clear vision for their business &
personal growth.
Feedback from the event from
both exhibitors and attendees
was fantastic and our next
Ladies day is taking placing on
Saturday 9th
March 2013 at the
Crowne Plaza hotel in Dock-
lands to coincide with Interna-
tional women’s day. This event
will be a great celebration of the
‘Creativity of Women’ and will
have activities and workshops to
meet every woman’s needs. A 2
hr slot in an on-site crèche will
also be available for attendees
who will need help with child
care on the day.
netWork:
Networking is essential for busi-
ness success as it opens you
up to a diverse range of busi-
nesses. In April 2013 we will be
officially launching a members
• Being invited to free busi-
ness meetings held for
members to network their
business, connect with like
minded individuals and get
key business tips from
guest speakers.
• Accessing exclusive dis-
counts to purchase busi-
ness products and services
and to attend business
events.
• Getting discounted rates to
exhibit at 2inspire network
events and affili-
ated events.
• Getting leverage
from the knowl-
edge of others
• Receiving refer-
rals from mem-
bers who you have
built a business
relationship
insPire:
We aim to inspire
others and endeav-
our to do this via
a various number
of mediums. We
provide platforms
for businesses that
provide a product or
service that can in-
spire others to dream
more, learn more,
do more and become
more, we encour-
age them to share
their knowledge and
inspire others. Inspir-
ing individuals is the
core objective of the
network and so we
want to help to share
their message and
their passion and to
make a positive impact
in people’s lives.
To those who have what it
takes to inspire others:
• We can introduce them to a
number of collaborative op-
portunities
• We can organise workshops
for them to facilitate
• We can help them to share
their message or success
story.
• We can promote their
workshops or products and
services
magazine
Education
Beyond
54 55www.kedgeconsultingltd.com2013 | January/March January/March | 2013
Award, Icon Awards, Icon of
Hope Award, Young Achievers
Award and many more.
He is the Founder/Chief Execu-
tive of many profit and not-for-
profit organisations in Europe,
North America and Africa which
includes Make Impact Interna-
tional, GLEEHD Foundation for
Leadership and International
Development, Make Impact
Group (MI Intl, MI Enterprise, MI
Media, MI Publication, Impact
Productions, Impact Invest-
ments and more).
He is also a spokesperson for
Young Nigerians and Africans in
Diaspora in his capacity as Chief
Executive of the Africa Diaspora
Youth Forum and Coordinator
of Nigerian Youth in Diaspora
Organisations.
He also currently serves as a
British Red Cross Humanitar-
ian Citizen Ambassador, Young
General Assembly (YGA) Spe-
cial Representative to United
Nations Meetings, Youth for
Transparency International (YTI),
Special Representative to the
United Nations and Language
Ambassador for the National
Center for Languages.
After losing his Dad at age
11, Dayo was raised by a single
mum in the slum of Lagos Main-
land, helping his mother in her
daily business hawking shoes
and African wears to enable
them feed the family and have a
livelihood. However during those
days, Dayo’s dream kept push-
ing him forward. He started the
only child-led NGO in Nigeria
at that time – General Action
Against the Violation of Hu-
man and Children’s Rights – an
organisation which spearheaded
the campaign for the promotion
of children’s rights in Nigeria.
As a result, he was elected into
the Nigerian Children’s Parlia-
ment at the age of 14 and rose
to the position of the Deputy
Senate President of the National
Children’s Parliament until his
retirement.
He also pioneered a lot of
advocacy towards the enact-
ment of the Child Rights Act in
Nigeria and the development
of the Juvenile Justice Frame-
work in the Country. At 16, He
was appointed the Chairman
of the Presidential Summit of
Nigerian Children alongside
leading the Nigerian Chil-
dren delegation to the United
Nations Special Session on
Children in New York where he
was featured live on CNN and
Nickelodeon with Carol Bella-
my, the then UNICEF Executive
Director. In 2004, at the age of
18, Dayo and his team of young
people singlehandedly hosted
the Annual Young General
Assembly Annual Session in
Nigeria with about 200 young
people in attendance from all
over the World.
He attracts a lot of posi-
tive media attention and has
featured on CNN Q & A Live,
Daystar Christian Broadcast-
ing Network, Nickelodeon,
BBC Network Africa, Ben
Television, OBE TV, BBC
World Service, NTA Newsline,
and T.V Africa. He produces
and presents Maximum
Impact with Dayo Israel on
Dove Vision TV. He has made
headlines on various national
newspapers such as Swazi
Today, The Comet newspa-
per, The Punch newspaper,
Tribune newspaper and The
Nigerian Guardian.
dayo
israel
I
n this segment, we present
some young people who have
successfully taken advantage
of good education and be-
come formidable forces in their
societies.
In this issue, we focus on Dayo
Israel from Nigeria, a young
man of humble beginnings of a
Lagos slum, who has risen over
the years to become a Youth
Leader in Africa and around the
world.
His special interests include:
Children’s Rights, Educa-
tion, Environment & Climate
Change, Human Rights, In-
tercultural Dialogue, Poverty
Relief, Social Entrepreneurship
and Youth Work.
Dayo Israel (LLB (Hons), MA
International Relations) is an
astute motivational speaker
and advisor to many world
leaders, business executive,
politicians, young entrepreneurs
and sports professionals. He is
an internationally recognized
personality and has appeared on
countless television interviews,
commercials, talk shows, radio
programs, and was selected by
the United Nations to represent
all the young delegates to the
UN General Assembly Special
Session on Children on a special
CNN Live Interview. Recently, He
was specially invited by Queen
Elizabeth II and the Duke of
Edinburgh to a private reception
at Buckingham palace.
In addition to being a So-
cial Entrepreneur, in demand
Evangelist, TV Personality, Mo-
tivational Speaker, Diplomat,
Youth Advocate, Facilitator, and
High Performance Coach; He
has served in various capaci-
ties globally including in the
Nigerian Government and the
United Nations. Dayo has ex-
ceptionally trail-blazed and set
the pace for many other young
people in his generation. He is
also the first African to be-
come a Student Council Chair
in London’s Largest University
and a recipient of so many
International Awards which
includes the British Red Cross
Humanitarian Citizen Award,
PEWA (Person Earnestly Work-
ing for Africa) Award, GAB
youth leaders of our generationmagazine
Education
Beyond
26 27JANUARY/MARCH | 20132013 | JANUARY/MARCH www.kedgeconsultingltd.com
S
ay you are a university
undergraduate studying
Mathematics, how would
you feel if your little sister
in her first year in primary school
came to you with one of her arith-
metic problems? Confident, I bet!
The probability that you would be
able to solve the problem little
sister brings is almost certain
because in that area, you have
built up competences that are
relevant to this particular situa-
tion at various times in your past.
At such an occasion your feeling
of self-confidence will soar very
high. However, this may not be
the case if on the other hand you
are a Music undergraduate and
have over the years developed a
passionate dislike for mathemat-
ics and any subject that seemed
numeric. When little sister
comes along with her arithmetic
problem, your self-confidence
would not be as high as that of a
Mathematician (even
if after all you could
solve little sister’s
problem).
Here’s another
instance: imagine you
were driving home at
night on a deserted
highway with no
street lights. Sudden-
ly your car stopped
working and the only
knowledge you have
about a car is how to
get into the car, insert
the ignition key in
the right place, start
the car and zoom
off. Of course, your
first feeling would
be that of exaspera-
tion or helplessness.
Yet, if you were a
trained mechanic,
even though you
know help may not come as early
as expected, your level of self-
confidence would give you some
assurance that you would not be
stranded.
My point is, you will enjoy self
confidence in a particular area to
the extent that you understand
the situation and your abilities as
they relate to the circumstances.
Merriam-Webster’s dictionary
defines self-confidence as “Con-
fidence in oneself and in one’s
powers or abilities.” I guess that
definition is clear enough but it
also throws up another question:
defining what confidence is.
The same dictionary defines
confidence as “A feeling or con-
sciousness of one’s powers or of
reliance on one’s circumstances.”
Well it would appear that both
definitions are similar to a very
large degree. What it therefore
means is that self confidence
is actually a FEELING or CON-
SCIOUSNESS about
one’s abilities as it
relates to a particu-
lar situation. I’m be-
ginning to think that
it is possible that we
humans do not have
the same degree of
self confidence at all
times - the degree
of self confidence
you feel may be
subject to the situ-
ation at hand. Isn’t
that quite interest-
ing? When I read
this, one word that
jumped out of me is
the word KNOWL-
EDGE. Invariably,
self-confidence is
knowledge-based.
The feeling or
consciousness of
your abilities is a
of this fact, they think of
my friend as highly self-
confident.
• Confront these fears or
obstacles. Ask yourself why
you seem to have self-confi-
dence issues in these areas
of your life. Write down your
answers in bullet-point style.
List these fears by name and
identify them one by one.
• Ask yourself, “Has anyone on
earth overcome these same
fears or obstacles and gone
on to enjoy personal success
in these areas?”
• What were the things they did
to gain confidence? Are they
things I can apply directly to
my life or do I just copy the
underlining principles?
• What would life be like if I had
the self-confidence I cur-
rently lack in these areas?
Or better put, what freedom
or successes am I forfeiting
presently because of this lack
of self-confidence?
• What would I have to do (no
matter how little everyday)
based on what I know to help
me regain my self-confi-
dence?
Finally, believe me when I say
we were all born confident. As
a baby, apart from falling and
sudden loud noises, you had no
real fears. You knew no dan-
ger, did anything, anytime and
anywhere, regardless of who
was watching. YOU WERE THAT
SELF-CONFIDENT. So how come
you don’t try all these things now
with your natural self-confidence?
What I think happened to us all is
that in certain areas, life slapped
and kicked us to submission.
Well, some submitted, but others
looked life in the eye and said, “Is
that the best you’ve got?” They
fought back until life’s troubles
gave up and let them have their
way. These same people who took
the bull by the horns are those we
celebrate as the brave and con-
fident today. We desire to be like
them because they have had to
fight many battles. Some lost and
others won but the thing about
the brave is that they never gave
up until they won.
This means building self-
confidence is not a destination but
a journey. Since life is a variable
continuum, it will keep throwing
new challenges at you over and
over again but it is your job to
always reach deep down into the
resources within YOU and say “I
AM MORE THAN THIS, IS THAT
THE BEST YOU’VE GOT?”
building your
self-Confidence
stayontop
emmanuel Utomi is
a coach, self-awareness
and management
consultant with a focus
on personal growth. He
is a certified ImL-DIsc
Advanced business
and Applied christian
behavioural Analyst. He
qualified as an Advanced
Life skills coach from
Stonebridge Associated
colleges (uK), and
holds a bsc in Actuarial
science and msc in
management.
By EMManuEl utoMi
function of what you know, think
you know or do not know about
your abilities. If all this sounds a
little technical, just relax and let’s
break it down.
In life, the knowledge you need
in order to enjoy self-confidence
is actually self-image - how you
see yourself. Your self-image is
the picture of YOU that you hold
inside. It is that picture, more
than anything else, that drives
who you are and how you conduct
yourself, the things you do as
well as things you don’t do, the
places you go, the type of people
you choose to associate with,
your style and mode of dressing,
your choice of colours - the list is
simply endless. Your outer life of
‘reality’ is actually a mirror image
of your inner life of thought and
imagination. In Psychology, this is
called the Law of Consideration –
as is within, so it is without. Think
about it.
tecHNIQues tHAt mAy
HeLP buILD yOur
seLf-cONfIDeNce
• Itemise the areas of
your life where you
feel you have low
self-confidence
or lack it en-
tirely. These are
mainly areas
that you would
usually try to
steer clear of.
For some we
have placed our
fear of these areas
above the fear of death
itself. For instance, would
you believe I have a 45-year-
old successful friend who
is afraid of driving and has
vowed never to attempt it?
To some who are unaware
Be inspired
Iammore
thanthis,is
thatthebest
you’vegot?
magazine
Education
Beyond
www.kedgeconsultingltd.com52 532013 | JANUARY/MARCH JANUARY/MARCH | 2013
StudentProfiles
AcademicInstitutions
Suzan Erinola AraoyePAGE 20 PAGE 22 PAGE 24
PAGE 26
PAGE 54
PAGE 56PAGE 52
PAGE 19
PAGE 45
PAGE 50
PAGE 48
PAGE 47
Dayo Israel
Be Inspired: Building your Self-Confidence By Emmanuel Utomi
2inspire Network
2inspireNetwork
Destination Dubai
European University of Lefke
Study at the University of Stellenbosch
Business School and discover the
advantages of studying business in Africa
Middlesex University Dubai
American Embassy, Nigeria
Kevin Opute Ike Amadi
Youthleadersofourgeneration:
5www.kedgeconsultingltd.com January/March | 2013
magazine
Education
Beyond
magazine
cation

6. D
uring last year I was
preparing engineers
and business students
around the world to
enter top strategy consulting
firms such as: McKinsey1
, BCG2
and Bain3
. My focus was case
interviews, which is the core of
the application process of these
companies.
In this short article I am going
to explain 3 aspects: what a case
interview is; a common mistake
people make during case inter-
views; how to solve it with the
MECE Principle.
WhatisaCaseInterview?
Case interviews are usually in
the form of a project’s simula-
tion with a consultant, who
explains a problem to you and
asks you to solve
it. For that, you
create a route-
map to analyze the
entire problem,
before giving the
solution.
As you know,
consultants are
paid for results,
so, they don’t nor-
mally have a lot of
time to
analyze all the
possible data, or
repeat the analysis
so many times.
They have to prioritize the
most important aspects to
analyze and be careful about
decomposing the problem, and
in consequence, the analysis.
Common Mistake
When candidates do their
analyses, the common mistake
seems to be that many of them
divide the data, leaving parts of
it out or treating it more than
once. So they don’t do a good
analysis because on one hand,
they are not considering the
data correctly, and on the other
hand, they are not being efficient
because they spend too much
time on analysis.
HowtoSolvetheProblem
How to Improve
Your Analysis
Case Study Interview:
Consultants frequently use the
MECE principle. MECE means
“Mutually Exclusive and Col-
lectively Exhaustive” 4
. It is a
grouping principle for separating
a set of items into subsets. The
choice of subsets should be:
• Mutually exclusive: no sub-
sets should represent any
other subsets (“no overlaps”)
• Collectively exhaustive: the
set of all subsets, taken
together, should fully en-
compass the larger set of all
items (“no gaps”)
The MECE principle is use-
ful to map processes or create
structures where the optimum
arrangement of information is
exhaustive and does not double
count at any level of the hierar-
chy5
.
An example of MECE ar-
rangements is seen in the
categorization of people by age
(assuming all years are known).
A non-MECE example would
be categorization by nationality,
because nationalities are nei-
ther mutually exclusive (some
people have dual nationality),
nor collectively exhaustive (some
people have none).
“1 “McKinsey & Company Official Web-
site”. Available at: wwwmckinsey.com
2 “The Boston Consulting Group Official
Website”. Available at: www.bcg.com
3 “Bain & Company Official Website”.
Available at: www.bain.com
4 Rasiel, Ethan (1999). “The McKinsey
Way” (1st ed.). McGraw-Hill.
5 Rasiel, Ethan and Friga, Paul (2001).
“The McKinsey Mind: Understanding
and Implementing the Problem-
Solving Tools and Management
Techniques of the World’s Top
Strategic Consulting Firm” (1st ed.).
McGraw-Hill.
AbouttheAuthor
As a former Deloitte
consultant, resumé
screener and case
interviewer, Josemaría
Siota mentors thousands of
aspiring consultants via his
coaching. As a candidate,
he passed and received
offers from 7 top Consulting
Firms and finally chose the
offer with Deloitte. He is an
Engineer, attended some
courses at IESE Business
School and was ranked 1st
of class in his last master in
International Business.
Today he is managing his
own Strategy Consulting
Firm and advises companies
internationally with start-
up level to $10 million in
revenues.
magazine
Education
Beyond
12 January/March | 2013

7. (BOSTON–November6th,2012)
Hult has long been attracting
students from around the world,
reflecting the diversity of an
increasingly global workforce. A
recent article1
argued that for a
business school to be truly global,
it should have interconnected
campuses in the world’s three
main economic regions – the
Americas, Asia and Europe. Hult,
with campuses in Boston, San
Francisco, London, Dubai and
Shanghai (plus a rotation center
in São Paulo), certainly meets this
criteria.
But it isn’t just the campus loca-
tion that counts; it’s also how
much students hailing from over
135 countries can learn from
each other about doing business
in international markets. At Hult,
local knowledge is brought into
the classroom and students are
encouraged to work with local
companies and NGOs on experi-
ential Action Projects to solve an
innovation or growth challenge. In
fact, the entire curriculum is built
around sharing ideas and con-
cepts internationally, with Hult’s
Global Rotation Program students
1 Hawawini, Gabriel, Journal of Management
Development, 2005.
are encouraged to move around,
and experience the school’s
global campus network.
In a report published last year,
the Association to Advance Colle-
giate Schools of Business warned
that for many business schools,
‘globally ready’ faculty members
are in short supply. Many of Hult’s
faculty members, on the other
hand, have British, American,
and emerging market expertise
and travel frequently between
campuses, taking time to teach
students about the cultural,
legal, and economic differences
between different regions.
Student’s readiness to em-
brace educational diversity is in-
creasingly popular. Hult’s more
than 2,400 students speak more
than 100 languages, and over
34% of students are trilingual.
More than 20% of students hail
from emerging BRIC economies,
and 40% of the students are
female. The mobility of Hult’s
students is also significant,
with 60% finding work outside
of their country of origin after
graduation.
“Thanks to our five global
campuses and our internation-
ally minded faculty, we’ve been
able to connect our students
with a world of opportuni-
ties,” said Hult President Dr
Stephen Hodges. “Our faculty
members represent more than
30 nationalities, and over 70%
have an industry background
in international markets. It’s
that kind of diversity that puts
us far ahead of other busi-
ness schools and prepares our
students for employment in the
global workforce.”
AboutHultInternational
BusinessSchool
Hult is the world’s most in-
ternational business school
with campuses in Boston, San
Francisco, London, Dubai,
Shanghai, and a rotation
centres in New York and São
Paulo. The School offers a
range of business-focused
programs including MBA,
Executive MBA, Master and
Bachelor degrees. Hult’s one-
year MBA program is ranked
1st in International Experi-
ence and 3rd in International
Business by the Financial
Times, and 31st the world by
The Economist.
Hult International Business
School Offers the World’s Most
International Education with
Students from over 135 Countries,
Speaking 105 Languages
As top-ranked business schools race to expand their international presence, Hult has already
established a global network of campuses across 4 continents.
13www.kedgeconsultingltd.com January/March | 2013

8. UndergraduateandPos
By Bukola Omotoso
Scholarships
SCHOLARSHIP DETAILS ELIGIBILITY CRITERIA
Ledien University Excellence
Scholarships
For master’s degree at Leiden University,
Netherlands
Candidate must have a Non-EU-EEA passport and
must have excellent academic records
Radboud University Scholarship Any master’s degree at Radboud Univer-
sity, Netherlands. Scholarship in form of
partial tuition waiver. Deadline is March
15, 2013
Candidate must have a non-EEA passport. Dead-
line is March 15, 2013
Korean Government Scholarships Bachelor’s/Master’s/PhD in Korea. Dead-
line is January 15, 2013
Top-performing students from more than 60
countries in Africa, Asia Pacific, the Americas and
Europe
American Universities Scholarship Bachelor’s Degree at the American Uni-
versity. Deadline is January 15, 2013
3.8GPA required
Ghent Master’s Scholarship Master’s degree at the University of
Ghent, Belgium
Nationals of:
Nationals of developing countries
Angola, Bangladesh, Benin, Burkina Faso,
Burundi, Cambodia, DR Congo, Ethiopia, Gambia,
Guinea, Haiti, Laos, Madagascar, Malawi, Mali,
Mozambique, Myanmar, Nepal, Niger, Rwanda,
Senegal, Tanzania, Togo , Uganda, Zambia,
Côte d’Ivoire, Ghana, Kenya, Nigeria, Pakistan,
Vietnam, Zimbabwe , Algeria, Bolivia, Cameroon,
China, Columbia, Dominican Republic, Ecuador,
Guatemala, Guyana , Honduras, India, Indonesia,
Jordan, Morocco, Namibia, Nicaragua, Palestinian
Administered Areas, Paraguay, Peru, Philippines,
Sri Lanka, Thailand, Tunisia
La Trobe Academic Excellence
Scholarship
Bachelor’s/Master’s Degree in La Trobe
University, Australia. Scholarship is non-
renewable
Candidate must be a citizen of a country other
than Australia or New Zealand
Australian Development
Scholarship
BACHELOR’S/Master’s/PhD in Australia.
Student must return to home country 2
years after completion of studies. Dead-
line is March 2013
Nationals of developing countries
Opportunities
AroundtheWorld
magazine
Education
Beyond
January/March | 201314

9. stgraduateScholarship
Eiffel Scholarship Master’s/PhD in France. Areas of study:
engineering sciences, exact sciences,
economics and management, law and
political sciences. Deadline is January
9, 2013
Applicant must be no more than 30 years old
Eric Bleumink Scholarship Master’s/PhD at University of Groningen.
Deadline is February 2013
Nationals of developing countries
Clarendon Scholarship Deadline is January 16, 2013. Master’s/
PhD at Oxford University
High First Class Honours is required
UCB international Bachelor’s’ degree at University of
British Columbia, Canada. Deadline is
January 31, 2013
Candidates must be nominated by their current
school
Lund University Bachelor’s/Master’s Degree at Lund
University, Sweden. Deadline is January
2013
A selective, merit based scholarship for top aca-
demic students
Westminster International Deadline is 1 November/31 May. Master’s
degree at the University of Westminster
Nationals of developing countries
University of Twente Scholarship Deadline is 15 December/15 March. Mas-
ter’s degree at the University of Twente,
Netherlands
Top students of non-EEA countries
University of Bern Scholarship Master’s degree at the University of
Bern, Switzerland. Deadline is December
2012
High-performing foreign students
Finders’ University Master’s/PhD degree at Finders Univer-
sity, Australia. Deadline is August 2012
(annual)
Candidate must not be a citizen of Australia or
New Zealand
Common Wealth Master’s/PhD in UK. Deadline is Decem-
ber 7, 2012
Students are nominated – based on academic
merits and other criteria
Gates Cambridge Scholarship Master’s/PhD at the University of Oxford,
UK. Deadline is December 4, 2012 (an-
nual)
Candidate must not be a citizen of the UK
Swiss Excellence Scholarships PhD in Switzerland. Deadline is around
Oct-Nov
First class degree required
Sydney Achievers International Bachelor’s/Master’s Degree at the Uni-
versity of Sydney, Australia. Deadline is
January 15/June 30
Selected high achieving, academically meritori-
ous, international students
University of Adelaide Scholarships Deadline is August 31 (annual). Master’s/
PhD at the university of Adelaide,
Australia
First class degree required
Quota Scholarships Deadline is December 1 (annual). Mas-
ter’s/PhD degree in Norway
Nationals of developing countries
University of Western Australia Master’s/PhD at the University of West-
ern Australia. Deadline is August 31, 2012
(annual)
First class degree is required
Melbourne University Scholarships Master’s/PhD degree at the Melbourne
University, Australia. Deadline is October
31 (annual)
Outstanding international students
SCHOLARSHIP DETAILS ELIGIBILITY CRITERIA
www.kedgeconsultingltd.com January/March | 2013 15

10. I
am a 2nd year master’s
degree student at Moscow
Power Engineering Institute,
Moscow, Russia.
I am studying Computer En-
gineering, started in 2007 and
would be completing my mas-
ter’s program in June, 2013.
I chose Computer Engr.
because I was very strong in
Maths.
It was easy for me to choose
Russia. Russia is a great
country, highly advanced in
science and technology, and a
world leader in my field. Who
wouldn’t want to be
trained in a country like this?
Student life in Russia can be
exciting or boring, depending
on the person involved. You ba-
sically have to create your own
excitement and fantasies.
There are a few of students
groups, which if you choose to
belong to, could keep you on
your toes all year round.
Because of the nature of the
country - as regards the weath-
er, most students have their
computers as their best friends.
However, joining many of the
student groups can keep your
blood flowing.
Student accommodation in
Moscow is very okay. We live
in hostels as staying in apart-
ments in Moscow can be quite
beyond the reach of many non-
working students.
The hostels could be foreign-
ers only or mixed with Rus-
sians. I stay in a foreigners only
hostel.
On the average, we live two
persons per room. There are
chances that a student might
get to live alone if he or she is
of good behav-
iour and can
afford the extra
bed-space.
As regards
making new
friends, if you
show yourself
friendly, you’ll
always have the
opportunity of
making new
friends.
We survive the cold years
here on the buddy system. What
I mean is that we form close-
knit niches that have us sup-
porting one another. You can
make friends in the university,
the hostels and in public places
like churches or for the party-
ing kind, clubs.
Ike Amadi
StudentProfilesmagazine
Education
Beyond
22 January/March | 2013

11. My university has a student
union government in which every
country is represented. We or-
ganise several programs all year
round. Right now, we are playing
a soccer competition with other
soccer-loving countries. The
Nigerian team has been a strong
contender for the gold medal.
Most times we get the gold, last
year however, we got the silver.
That made us sad.
I hardly get homesick. I’ve got
too much going on to let that
idea come through my mind. I
however keep in touch with my
family every week, at least.
My advice to intending inter-
national students would be for
them to properly find out if the
university of their choice offers
the course they intend to pursue.
They could find out from a stu-
dent who attends that university.
More so, if anyone considers
Russia as an option, let them
prepare their minds to learn a
new language- which is fun I
think - and which they might
end up studying in.
I study in the Russian lan-
guage.
Is the language tough? I
would say no. In the beginning,
a lot of things might not make
sense, but if you work hard, are
patient and dedicate time to
your studies, you’ll get a hang
of how things work around
here.
Do svidania! (‘till we meet
again’ in Russian).
StudentProfiles
23www.kedgeconsultingltd.com January/March | 2013

12. Education
Beyond
Education
Beyond
1 Nigeria (NGN 500)
2 South Africa (ZAR 27.56)
3 Kenya (KES 266)
4 Ghana (GHS 5)
5 Angola (AOA 301)
6 Zimbabwe (USD 3)
7 Botswana (BWP 24)
8 Ethiopia (ETB 56)
9 Namibia (NAD 27)
10 Tanzania (TZS 4966)
B
eyond Education magazine is a quarterly issue
published and distributed in different parts of
Africa (Nigeria, Ghana, Kenya, South Africa
and others). Every issue gives an insight into
the world of education, informing readers about the
education options available around the world, thereby
connecting them to business education professionals
and stakeholders. The magazine also seeks to cover best
practices, news, events, product and services.
Our magazine is aimed at helping our readers become
informed and up to date with innovations in every area
of the education sector. Our editors and writers stay in
touch with the industry through the different forms of
social networking, interviews with professionals and
adequate research.
Magazine
Subscription
Beyond Education, Kedge Consulting Limited
Phone: +234 8088996167 & +234-09-2913355
Email: info@kedgeconsultingltd.com
Web: www.kedgeconsultingltd.com
Education
Beyond

13. n Foralimitedofferperiod,
Why Should
You Advertise
With Us?
Our magazine is circulated among a niche audience of young and
influential males and females (16-60 years old) who are interested
in further and higher education - a large percentage of any African
country. Target them!
Readership of at least 70,000
from over five countries
Competitive pricing for all our advertisers.
We also offer custom packages that are
guaranteed to satisfy our clients.
$500!
Special
offer!
Ann
Contact us to develop your advertising campaign:
advertiseonourmagazineforjust
Director, Media and Marketing
info@kedgeconsultingltd.com
+234 8088996167 & +234-09-2913355
www.kedgeconsultingltd.com

14. R
aising the Village is an
organization that provides
critical infrastructure,
tools and guidance to
recovering villages in Uganda. By
working with the villages them-
selves, we support community-
driven self-sustainable projects
that introduce opportunity to es-
cape the cycle of extreme poverty.
Although there are many tools
we use when working with the vil-
lages, one of our most important
and successful tools is access to
education. In fact, education is
at the top of our priority list and
we always aim to incorporate an
educational component into all of
our projects.
Educational infrastructure can
include classrooms, latrines,
living quarters for teachers and
staff, as well as kitchens. Spe-
cific educational tools
that we put in place
include desks, black-
boards, books, and any
other essentials needed
to provide an effective
education experience for
the villages.
But even with the infrastruc-
ture and the tools, what’s most
important is that we train the
people who work with those tools,
and work within the infrastruc-
ture. That’s why we provide
training to those who will sus-
tain the projects once we leave.
This may include training school
administrators on how to oper-
ate self-sustainable school meal
programs through community ag-
ricultural plots, or how to provide
self-sustainable tuition subsidies.
How do we know when we’re
successful?
When we have met our goals.
For each educational project we
partner with a village to under-
take, we have set targets to meet.
And these targets are what let us
know we are doing things right.
For every project we aim to
increase in student enroll-
ment for both boys and girls,
provide all students with the
opportunity to complete Pri-
mary 7, build a strong school
self-governance and admin-
istration team, provide school
meals for the students, and
improve student’s academic
performance over time.
All of these things together
– the partnership developed
with the villages, the educa-
tion infrastructure we build
together, the tools we put in
place, and the people them-
selves who work to provide
the students with an educa-
tion, are what make us a
success.
And what will help make
each recovery village in
Uganda a success as well.
To join us in partnering
with the villages, or learn
more about our work,
please visit:
www.raisingthevillage.org.
Education Charitiesmagazine
Education
Beyond
30 January/March | 2013

15. some 20:1. This reality impacts
not just on examinations outputs,
but on general quest for knowl-
edge and self-advancement. It
is a popular fact that a majority
non-literate nation is a nation
heading for a nose-dive, causing
great concern over socio-eco-
nomic growth and future national
development.
Therefore, 1Child1Book has the
following objectives:
· Give every primary school
child an age-appropriate book
· To encourage creative thinking
and inspire young minds
· To build an early foundation for
the enjoyment of reading
· Establish a sustainable book
exchange programme
We rely on organisations and
individuals to raise the 445,044
books we require to ensure ev-
ery child in Lagos State receives
a book. Our friends at Books for
Africa have generously donated
numerous books and indepen-
dent authors have pledged a
selection of their own titles.
Rather than spending our fi-
nances inefficiently by collecting
and transporting small numbers
of books from individuals, we
would like individuals to donate
money to fund the transporta-
tion of the large number (tens of
thousands) of books that organ-
isations have already pledged
to us.
Many schools do not have
libraries, or where there is a
library, they hardly have any
books. This is where the project
provides books which would
go into an existing libary, or a
‘Reading Corner’ in designated
classrooms, allowing easy ac-
cess to the books for pupils of
the school. These books are also
used during government allo-
cated reading periods.
When free books have been
delivered to a school, pupils are
presented with the books and
given a presentation on the im-
portance of reading. This usually
includes information about our
‘Reading Corner’ and book ex-
change programme. The details
are discussed with the relevant
Local Government Authority and
the Head Teacher in advance.
A highlight of the book distri-
bution event is spending time
with the children while they read
age-appropriate books. We give
them opportunities to ask for
help, in recognising new words,
pronouncing words and giving
the meaning of words. We feel
this initial reading session is a
crucial part of the introduction
of books to the pupils during the
distribution event.
Once students have fin-
ished reading their books, we
encourage them to continue
1
child1book is an initiative that
aims to put a book in the hand
of every primary school child
in Nigeria, beginning with one
of Africa’s most populous cities,
Lagos. The project is linked to
UNESCO’s World Literacy Day,
held on 8 September every year.
It is spearheaded by a Non-
Governmental Organisation called
TJF (Tosin Jegede Foundation),
a brainchild of Nigerian former
child singer, Tosin Jegede.
Here are some statistics that
spurred 1child1book volunteers
into action:
· Nigeria, the most populous
country in Africa, is ranked
142 of 169 countries for adult
literacy (UNESCO Institute for
Statistics 2010a).
· Lagos is the most populous
conurbation in Nigeria, with
a population of over 7 million,
and estimated to be the 2nd
fastest growing city in Af-
rica and the 7th fastest in the
world.
· There are 502,000 primary
school children in Lagos state.
(Lagos State Ministry of Edu-
cation 2009/2010 data)
· 20 children to 1 book ratio cur-
rently (observed data)
Tosin Jegede on
1Child1Book:
The illiteracy rate is high in Nige-
ria today. A child being bought or
given a book, that is not a neces-
sary school text, is a luxury in
Nigeria. The Lagos State govern-
ment has put in place free basic
education for children and has
followed on from that by passing
the law to ensure all children go
to school.
Research shows the average
ratio of students to books in most
local schools stands at a worri-
Education Charitiesmagazine
Education
Beyond
36 January/March | 2013

16. Our MBA is internationally
accredited by EQUIS and AMBA.
Our MBA is internationally
accredited by EQUIS and AMBA.