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The Conference of Parties (COP) is an annual meeting where states that have consented to the United Nations Framework Convention on Climate Change (UNFCCC) gather, to discuss and negotiate international action on climate change. Last year’s COP 27 was held in Sham el-Sheikh, Egypt. It particularly focused on implementing the earlier adopted Paris Agreement, endorsed at COP 21 in 2015. The Paris agreement aims to limit carbon emissions and reduce global warming below 2 degrees Celsius above pre-industrial levels and also, to reduce and limit the earth’s temperature to below 1.5 degrees Celsius. COP 27 aimed to make progress towards achieving these earlier identified goals. The conference is significant for actors to align their vision for a safer world and enhance their decision-making towards achieving a climate-friendly environment.  As clearly put forward by Townend (2022), “COP 27 is a rare opportunity for parties and observers to come together and grapple with a challenge that is impacting all of humanity. Although the COP is taking place in the midst of a worldwide, poly-crisis”. He adds that, “climate action and cooperation can offer practical solutions for food, energy, nature, and security challenges as well as a crucial hub for international cooperation and discussion on these matters.” After several weeks of effort, considerable development was reached. There was the establishment of a fund for damage and loss responses for the most vulnerable nations i.e., developing countries. Ighobor (2022) used the recent floods in Pakistan and Nigeria to illustrate how this is a game-changer for venerable nations. In Nigeria, a lot of farms and homes were completely destroyed. Families were forced out of their homes by heavy floods. About 14,000 farms were destroyed and wiped off by heavy floods in Kano State. Of great importance, there was the adoption of a new global market mechanism. The new mechanism will allow countries to trade carbon credits, which represent emissions reductions achieved thr ough projects or actions that reduce greenhouse gas emissions. It is intended to encourage more significant emissions reductions by providing a financial incentive to countries and companies.  In summary, the conference saw progress in the negotiations around climate finance, with advanced economies committing to increasing their funding for climate action in developing countries. This funding is seen as essential to support the implementation of the Paris Agreement and to help developing countries transition to low-carbon economies. Overall, COP 27 is seen as a success in terms of making progress towards the goals of the Paris Agreement. However, many stakeholders also recognized that much more needs to be done to tackle the urgent and pressing issue of climate change. Hence, there is much anticipation for the upcoming COP 28 which will be held in in the United Arab Emirates (UAE), later this year.   References Ap. (2022, November 12). COP27: Un Climate Change Talks near halftime with key issues unresolved. Business Standard News. Retrieved February 17, 2023, from https://www.business-standard.com/article/current-affairs/cop27-un-climate-change-talks-near-halftime-with-key-issues-unresolved-122111201007_1.html Masood, E., Tollefson, J., & Irwin, A. (2022, November 21). COP27 climate talks: What succeeded, what failed and what’s next. Nature News. Retrieved February 17, 2023, from https://www.nature.com/articles/d41586-022-03807-0 Ruth Townend Research Fellow – Climate Risk and Diplomacy. (2022, November 2). What are the key issues at COP27? Chatham House – International Affairs Think Tank. Retrieved February 17, 2023, from https://www.chathamhouse.org/2022/08/what-cop27 United Nations. (n.d.). COP27 closes deal on loss and damage: ‘a step towards Justice’, says UN chief | UN news. United Nations. Retrieved February 17, 2023, from https://news.un.org/en/story/2022/11/1130832 You can join the conversation on facebook @SkylineUniversityNG and on twitter @SkylineUNigeria Mr.  Farid Iliyasu Illo is a Lecturer II of the Department of International Relations, Skyline University Nigeria. He holds a Master’s Degree in Strategic Studies from University Utara Malaysia (UUM) and a Bachelor of Arts in International Affairs Management.

Introduction Information and Communication Technology (ICT) tools have revolutionized the way Higher Education Institutes (HEIs) function, making teaching and learning more efficient, accessible, and effective. ICT tools encompass a wide range of digital technologies, including hardware, software, and online platforms, which have transformed traditional classroom settings into technology-enabled learning environments. These tools are used to support and enhance various aspects of HEIs, including teaching and learning, research, administration, and communication. ICT tools in HEIs range from Learning Management Systems (LMS) to digital libraries, e-books, virtual classrooms, online databases, and citation management software. These tools provide students with access to a vast array of digital resources, facilitate remote learning, and enable faculty and staff to collaborate and communicate seamlessly, regardless of their location. They also automate various administrative tasks, making the administrative processes more efficient and accurate. The adoption of ICT tools in HEIs has revolutionized the way education is delivered, providing students with an interactive and engaging learning experience, promoting self-paced learning, and enhancing the quality of education. Additionally, the use of ICT tools has enabled HEIs to expand their reach and offer education to a wider audience, regardless of geographical location. Overall, the integration of ICT tools in HEIs has transformed the traditional classroom setting into a technology-enabled learning environment, providing students with access to a vast array of digital resources, enhancing teaching and learning, improving administrative processes, and facilitating collaboration and communication, which ultimately helps HEIs achieve their educational goals. Role of ICT Tools in Higher Education Institutes ICT (Information and Communication Technology) tools play a critical role in Higher Education Institutes (HEIs) in various ways. Here are some of the most important roles that ICT tools play in HEIs: Enhancing Teaching and Learning: ICT tools like Learning Management Systems (LMS), e-books, digital libraries, multimedia content, and virtual classrooms facilitate remote learning and provide students with access to a vast array of digital resources, making the teaching and learning process more engaging, interactive, and effective. Improving Administrative Processes: ICT tools like Student Information Systems (SIS), Human Resource Management Systems (HRMS), and Financial Management Systems (FMS) automate various administrative tasks, such as registration, fee payments, grade management, attendance tracking, and record-keeping, making these processes more efficient and accurate. Encouraging Collaboration and Communication: ICT tools like email, instant messaging, video conferencing, and social media platforms enable students, faculty, and staff to collaborate and communicate seamlessly, regardless of their location, which is especially helpful in remote learning environments. Enhancing Research: ICT tools like digital libraries, online databases, and citation management software provide researchers with easy access to a vast array of digital resources, making the research process more efficient, productive, and accurate. Supporting Professional Development: ICT tools like online training Programmes, webinars, and e-learning platforms provide faculty and staff with access to professional development opportunities, helping them enhance their skills and knowledge, thereby improving the quality of teaching and learning in HEIs. Overall, ICT tools have become an indispensable part of HEIs, providing students, faculty, and staff with access to digital resources, enhancing the teaching and learning process, improving administrative processes, and facilitating collaboration and communication, which ultimately helps HEIs achieve their educational goals. Conclusion In conclusion, ICT tools have become an essential part of Higher Education Institutes (HEIs), transforming the way education is delivered, received, and administered. These digital technologies provide students with access to a vast array of digital resources, making the teaching and learning process more efficient, accessible, and effective. Additionally, ICT tools automate various administrative tasks, making the administrative processes more efficient and accurate. The use of ICT tools in HEIs has enabled educators to create a technology-enabled learning environment that promotes collaboration, communication, and self-paced learning, allowing students to learn at their own pace and in their preferred location. Furthermore, the adoption of ICT tools in HEIs has enabled HEIs to expand their reach and offer education to a broader audience, regardless of geographical location. In summary, the integration of ICT tools in HEIs has revolutionized the traditional classroom setting, providing students with an interactive and engaging learning experience, promoting self-paced learning, and enhancing the quality of education. Therefore, it is imperative for HEIs to continue adopting and integrating ICT tools into their curriculum, infrastructure, and administration, to improve the quality of education and prepare students for the digital world. References Ali, M., & Jahanzeb, M. (2018). Impact of information and communication technology on higher education. Library Philosophy and Practice, 1-10. Al-Fadhli, M. A. (2017). The role of ICT in higher education in the 21st century: ICT as a change agent for education. Journal of Education and Practice, 8(17), 75-83. Bates, A. W., & Sangrà, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. John Wiley & Sons. Mhlanga, E. (2018). The role of ICT in higher education pedagogy: An analysis of collaborative models of practice. British Journal of Educational Technology, 49(5), 821-834. Picciano, A. G. (2017). The evolution of big data and learning analytics in American higher education. Journal of Asynchronous Learning Networks, 21(2), 7-20. Selwyn, N. (2011). Education and technology: Key issues and debates. Continuum. Tella, A., & Turunen, M. (2015). ICT for inclusive education: A pedagogical framework for developing countries. Education and Information Technologies, 20(2), 403-419. Wankhade, K., & Akbar, M. (2017). Adoption of cloud computing in higher education: A review of the f literature. Journal of Computing in Higher Education, 29(2), 358-383.   Dr. A. Senthil Kumar is an Associate Professor in the Department of Computer Science and the current Dean of the School of Science and Information Technology (SSIT) in Skyline University Nigeria. He has completed his Ph.D. in Computer Applications from Manonmaniam Sundarnar University, Tirunelveli, Tamil Nadu, India You can join the conversation on facebook @SkylineUniversityNG and on twitter @SkylineUNigeria

In the 21st century, the digital divide has become a global issue. In Nigeria, the digital divide is evident, especially in the gap between urban and rural areas. This divide is further complicated by the country’s multicultural and multilingual nature. As such, understanding the digital divide in multicultural Nigeria is vital for bridging the gap and ensuring equal access to information and communication technologies (ICTs). Nigeria is a country with over 200 ethnic groups, each with its language and culture. This diversity is an essential characteristic of the country, but it also poses a challenge for bridging the digital divide. Studies have shown that language and cultural barriers contribute significantly to the digital divide (Gichoya & Yilmaz, 2016; Kamal, 2014). Although the literacy level in Nigeria is on the rise, there is still a fraction of the population’s demography that might lose out on the benefit of digitization as a result of the language barrier. The geographical divide is also a big factor with rural areas being less developed than urban areas. The digital divide between these two areas is evident, with urban areas having better access to ICT infrastructure than rural areas. According to National Communication Commission (NCC) (2022), broadband usage has risen from 40.9% in February 2022 to 44.5% in July 2022, with a projection of achieving the national broadband target of 70% in 2025. Despite this feat, the lack of infrastructure, coupled with the high cost of accessing the internet, has contributed to the digital divide in rural areas, making it harder for people in these areas to access online services. The socio-economic status of individuals also plays a significant role in the digital divide in Nigeria. Studies have shown that people with higher income and education levels are more likely to have access to ICTs (Gichoya & Yilmaz, 2016; Kamal, 2014). Poverty, no doubt, contributes to the digital divide in the country. The high cost of accessing ICTs makes it difficult for people in low-income households to access the internet. Low levels of education and digital literacy also contribute to the divide, making it harder for people in these groups to use ICTs effectively. In conclusion, the digital divide in multicultural Nigeria is a complex issue that requires a multifaceted approach. Bridging the divide requires addressing language and cultural barriers, improving infrastructure in rural areas, and reducing poverty levels. Digital literacy Programmes should be developed and implemented to help marginalized groups effectively use ICTs. Governments and other stakeholders should collaborate to address these issues, ensuring that everyone has equal access to information and communication technologies. References Gichoya, D., & Yilmaz, S. (2016). Bridging the digital divide: factors affecting the adoption of ICT in developing countries. Journal of International Technology and Information Management, 25(2), 69-88. Kamal, M. M. (2014). Bridging the digital divide in developing countries: An exploratory study of the role of NGOs. International Journal of Education and Development using Information and Communication Technology, 10(2), 4-20. Mehmood, A. (2019). Bridging the digital divide in Nigeria. International Journal of Emerging Technologies and Society, 17(1), 51-67. NCC (2022, August 11) Broadband penetration hits 44.5%. https://www.ncc.gov.ng/media-centre/news-headlines/1248-broadband-penetration-hits-44-5-as-ncc-reviews-short-code-services