Bringing coding and digital skills into schools in Delta State.

01Begin with what learners should be able to do

Before discussing computers or timetables, agree what learners should be able to do by the end of a term or year. That might be creating a simple animation, building a basic web page, using a spreadsheet confidently or explaining how to stay safe online.

Clear goals keep a program focused, make it easier to choose the right provider and give parents something concrete to see.

02Take stock of devices, power and connectivity

Many schools have some computers, but not always enough, not all working and not always with reliable power. Count what you have and check each device before planning. Note its age and condition, and whether it can be charged or run during a power outage.

Internet is not required for every activity. Many coding and digital skills lessons can run offline once software is installed, which makes a program far more dependable. Useful questions at this stage:

• How many working devices are available at the same time?
• Is there a backup power source for the computer room?
• Which activities need the internet, and which do not?
• Who looks after the devices, installs updates and reports faults?

03Fit technology into the timetable realistically

An after-school coding club, a weekly timetabled lesson and a holiday program each need different planning. A club suits enthusiastic learners and is easier to start; a timetabled lesson reaches every learner but must fit alongside examination subjects.

Group size should follow device numbers. Pairing learners on one device can work well for younger classes if activities are designed for it, but very large groups on too few computers leave most learners watching.

04Involve your teachers from the start

Even when an external provider teaches the sessions, a teacher from the school should be involved. They know the learners, maintain order and can connect technology lessons with other subjects.

Consider whether teachers would benefit from training themselves. A program that builds staff confidence lasts longer than one that depends entirely on a visiting instructor.

05Protect learners and their information

Agree how learners will be supervised and who has access to them. If learners create accounts on any online tool, check its age requirements and what information it collects.

Records about learners, including names, progress and photographs, are personal data, and the Nigeria Data Protection Act 2023 applies to how they are collected and shared. Decide with any provider what learner information they will hold, why and for how long, and obtain appropriate consent before sharing photographs of learners publicly.

06Show parents what learners create

Parents want to see value. An end-of-term showcase where learners present projects, a short demonstration at a parents’ meeting or a folder of completed work shows progress more meaningfully than a certificate alone.

Invite learners to explain what they made and what they would improve. Being able to explain their thinking is one of the clearest signs that they have learned something.

07Working with MejorTech Academy

MejorTech Academy works with schools to shape coding clubs, practical digital skills and tailored technology programs that fit the learners, timetable and equipment available. We are based in Asaba and can discuss arrangements for schools elsewhere in Delta State.

To start a conversation, share your school’s location, year groups, estimated learner numbers, available devices and preferred timetable. We will discuss a suitable scope before anything is agreed.