Stakeholders across the education, energy, and development sectors have called on policymakers to rethink current approaches and make reliable energy access a central part of education planning. They warn that poor electricity supply is increasingly undermining learning outcomes.
They noted that inconsistent power continues to weaken classroom environments, leaving many schools without lighting, digital tools, and the basic infrastructure needed for effective teaching and learning.
This concern was raised during a virtual event organised by the Temvert Empowerment Foundation on the sidelines of the ECOSOC Youth Forum 2026 in New York. Speakers at the event stressed that discussions on quality education must go beyond visible classroom needs to address deeper structural challenges that affect how students learn and succeed.
The event, themed “Powering Education Equally: Energy Solutions for Girls and Boys,” was held in partnership with the United Nations Major Group for Children and Youth, co-sponsored by Children and Youth International, and recognised by the United Nations Department of Economic and Social Affairs.
In his remarks, the Executive Director of Temvert Empowerment Foundation, Temitayo Olatunde, described energy access as a critical yet often overlooked factor influencing students’ academic performance in Nigeria. He explained that while education discussions frequently focus on textbooks, materials, and school facilities, the issue of electricity has not received sufficient attention. He added that insights from the session would inform the organisation’s policy advocacy on energy and education.
From the energy sector perspective, the Chief Executive Officer of PAM Africa, Patrick Agese, highlighted that many students continue to learn under challenging conditions where power shortages disrupt classroom teaching and limit study time at home.
He explained that in many communities, students face additional disadvantages after school due to the lack of reliable electricity needed for homework, reading, and access to digital resources. According to him, the situation is even more critical in underserved areas where schools lack stable grid connections and cannot afford alternative power solutions. While technology itself is becoming more accessible, he noted that the real challenge lies in limited access due to cost and inadequate support systems.
Also speaking, the Chief Executive Officer of Vivacity Development, Engr. Oluwakemi Ann-Melody Areola, emphasised that meaningful solutions require a shift in how energy is integrated into education systems.
She argued that energy planning should be incorporated from the early stages of educational development, rather than being treated as an afterthought once schools are already in place.
