ENGINEERING AND ITS DECAYING ENVIRONMENT IN NIGERIA EDUCATIONAL SYSTEM.

Anyone building a new technology understands that success partly depends on adding value: That is, demonstrating that your technology is better than your competitors. Only in this way can innovators attract investors and satisfy managers. Making a smaller, faster, lighter, more efficient replacement for something that already exists is relatively easy.

It’s much harder to create something genuinely new and different.

Having this in mind, its unfortunate that Nigeria learning environment and practical experiences in school is very backward and the zeal to learn is death on arrival because of so many factors. Where hard-work is not equal to results because lectures don't have the timidity to respect hard work in schools, where hard-work isn't the result to good work. And this is potentially killing the energy and language students have towards learning.

The curriculum is not evaluated to see if it's able to allow students compete favorably with its counterparts abroad, we are just stuck in the dark focusing basically on theories in Nigeria universities.

Neuromorphic computing is among the fields where engineers are attempting something genuinely new, and the lack of easy comparisons between different systems – both neuromorphic and otherwise—can be a problem. In this space I have made YouTube my class from my third year in school for me to learn in a more physical format where I get to see things virtually to enhance my knowledge and abilities to see and recognize what is what in a field.

So part of the issue has to do with complexity of the field. Neuromorphic technology is brain-inspired. But as discussed previously, there are many ways that inspiration can be implemented at the hardware level: analog or digital; spikes or not; continuous or discrete time; virtual or direct connections between neurons.