ABUJA — Education stakeholders have reviewed efforts to improve access to tertiary education for candidates with disabilities, with the Joint Admissions and Matriculation Board's Equal Opportunity Group highlighting a decade of progress. The group has facilitated admission opportunities for thousands of candidates with disabilities into universities, polytechnics and colleges of education. The initiative was created to reduce barriers that candidates with disabilities may encounter during the admission process. Equal access to education is important because tertiary institutions provide opportunities for professional development, employment and entrepreneurship. Candidates who face physical or technological barriers can be disadvantaged if admission systems are not designed to accommodate their needs. JAMB's initiative has sought to address some of those barriers by supporting candidates during the examination and admission process. Stakeholders have also discussed how technology can strengthen inclusion. Artificial intelligence and other digital tools can provide new ways of supporting students with disabilities. For example, assistive technologies can help candidates with visual or physical impairments interact with educational materials and digital platforms. Technology must, however, be accompanied by accessible infrastructure and trained personnel. Universities need classrooms, laboratories, libraries and online services that students with disabilities can use. Staff must also understand how to provide appropriate support without creating unnecessary barriers. Admission is only one part of inclusive education. Once students enter university, they need the resources and support required to complete their programmes. Financial assistance can be important, particularly for students who require specialised equipment or additional services. Institutions can also strengthen inclusion by providing counselling and academic support. The progress reported by JAMB demonstrates the potential of targeted interventions. However, continued work is necessary because many people with disabilities still face barriers to education. Collaboration among examination bodies, universities, government agencies and disability organisations can help identify problems and develop solutions. Inclusive education also benefits the wider economy. Graduates with disabilities can contribute to professional fields, research, business and public service when they are given equal opportunities. Education can therefore play a major role in reducing exclusion and improving economic participation. Stakeholders have encouraged institutions to treat accessibility as part of normal educational planning rather than as an additional service. New buildings and digital systems can be designed with accessibility in mind from the beginning. Existing facilities can also be modified where necessary. The use of technology creates additional opportunities, but affordability and connectivity remain important considerations. Students in underserved areas may not have access to the devices or internet services needed to benefit from digital tools. Policymakers must therefore ensure that inclusion policies do not create new forms of inequality. The JAMB Equal Opportunity Group's decade of work provides an example of targeted support within the admission system. The next challenge is to ensure that gains in admission translate into successful completion and employment outcomes. Universities and policymakers will need to maintain attention on accessibility throughout the education journey. Expanding inclusive higher education is ultimately an investment in Nigeria's human capital. When talented people are given the opportunity to learn and develop their skills, the country benefits from a larger and more diverse pool of professionals. Continued cooperation and investment can help ensure that disability is not a barrier to academic achievement.