Most Angelenos know Frank Gehry as the rebel architect whose deconstructivist buildings reinvigorated L.A. amid its late-century identity crisis.
Fewer know him as the sentimental sculptor celebrated in Gagosian Beverly Hills’ upcoming “Frank Gehry” exhibition, the first to showcase Gehry’s work since his death in December. Curated by those who worked with and loved the famous architect, the show, scheduled to open May 14 and run through June 27, is equal parts tribute and art presentation. It will feature several of Gehry’s animal-themed sculptures, including a rarely seen stainless steel bear figure, on loan from the artist’s family.
The exhibition will also include the first public screening of Gehry’s entry in Gagosian Premieres, a series of videos by the gallery showcasing new art exhibitions through a mix of intimate artist interviews, studio visits and specialized musical performances.
By spotlighting Gehry’s artistic practice rather than his design ouevre — which includes Walt Disney Concert Hall, Guggenheim Museum Bilbao and Fondation Louis Vuitton — the exhibition reveals a different side of the late visionary, said Deborah McLeod, senior director at Gagosian Beverly Hills.
“I wouldn’t say it’s a retrospective, but it is a chance to stand in the room and be with him,” McLeod said, adding that she “wouldn’t have the hubris to say this is going to offer anybody closure,” but that she hopes it will help people — especially those who worked closest with Gehry — to process his loss.
“Everybody is kind of raw and missing Frank, and it’s just a chance to come together and do this again as his team,” she said.
McLeod curated the exhibition alongside Meaghan Lloyd, chief of staff and partner at Gehry Partners, whom the director said “really speaks for Frank.” Gehry‘s studio will design the show, which was realized in collaboration with the artist’s family.
“We didn’t get a chance to put one in the gallery proper. Every time we’d make one, it would get sold,” Deborah McLeod said about Frank Gehry’s bear sculptures.
The highlight of the Gagosian exhibition is an artist proof of “Bear with Us” (2014), which the gallery lifted out of Gehry’s wife Berta Aguilera’s garden with a crane. Another edition of the bear sculpture is on view at the New Orleans Museum of Art, but at Gagosian, the work for the first time will be on view as part of an exhibition.
The stainless steel figure has a crumpled appearance that many believe is the result of Gehry balling up a piece of paper and seeing the bear in the crumple, although McLeod said Gehry told her himself that wasn’t true. The director added that the bear’s form gives the illusion of something “coming into being or dissolving.” The sculpture will likely have the Gagosian’s north gallery completely to itself.
“We’re really going to give him his due,” McLeod said. It was only right for a piece that, to her, reads as Gehry’s “self-portrait.”
A handful of other animal-themed sculptures will populate the south gallery, including a glowing black crocodile, gouache-painted papier-mâché snake lamps, and “Fish on Fire” (2023), the last of Gehry’s fish sculptures to be rendered in copper. Illuminated within the darkened gallery, the pieces will have a “magical” flair, McLeod said.
The first fish sculptures Gehry made in the ’80s were contained, even still. But when he returned to the fish form 30 years later, Mcleod said, “they started to become actually Baroque, so that’s kind of neat to see that evolution.”
Rounding out the exhibition are a series of ink, watercolor and acrylic works on paper that “express the energetic motion of fish in networks of black line and clouds of color,” a news release said.
A portion of the pieces in the exhibition will be available for purchase, with a detailed checklist to come.
The first Frank Gehry Fish Lamps were exhibited in 1984 at Gagosian in Los Angeles.
Gehry’s designs breathed life into the city’s core, but he didn’t get to finish a number of his most exciting plans, including one to transform the 51-mile-long L.A. River.
And while his architecture was his great gift to his adoptive hometown — his art was his gift to himself.
“As one of the busiest architects in the world, imagine the math and the minutiae that you have to go through,” McLeod said, noting the enormous pressure from clients that Gehry must have felt in his daily practice.
“For him, just to make something the shape he wants to make it, plug it in … I know it was a huge relief for him,” she said. “I know how much he loved doing it, and I loved being a part of that part of his life.”
April 7 (UPI) — Fire ripped through a Kimberly-Clark paper goods warehouse early Tuesday in Ontario, Calif., spewing smoke and ash into the sky in a tremendous black plume.
The blaze was first reported about 1:45 a.m., and responders from the Ontario Fire Department found heavy smoke and fire when arriving. More than 100 emergency personnel from that and at least four other departments worked to contain the fire into the day.
Officials said about 20 people were at the 1.2 million-square-foot warehouse when the fire broke out; there were no initial reports of injuries.
The fire department warned area residents, especially seniors and children, of poor air quality connected with heavy smoke and ash from the blaze and advised people to remain inside.
Ontario Deputy Fire Chief Mike Wedell told KNBC-TV in Los Angeles that the fire department identified the blaze as “suspicious in nature.” Police were questioning a warehouse employee in connection with the fire.
A Kimberly-Clark representative told KCBS-TV in Los Angeles that a third-party partner operated the warehouse and that the company was working with that partner and local authorities. Kimberly-Clark, based in Irving, Texas, manufactures mostly paper products, including brands such as Cottonelle, Scott, Huggies and Kleenex.
At the start of every school day, Martha Ayuba marks the attendance register of her class of about 50 pupils in Nassarawo Primary School, Jimeta-Yola, in Adamawa, northeastern Nigeria. The 38-year-old is the class teacher of Primary 3B. With a pencil in hand, she calls out names from the register. Each pupil answers, “Present, Ma”, before she ticks the box next to those who are “present” and crosses those who are “absent”.
Her worn attendance book is stuffed with handwritten names, erased marks, and faded ink. A leaking roof threatens to soak its pages, and a scurry of termites could erase weeks of work. Marking attendance is not just a routine; it’s a promise of accountability, and it appears on the report card at the end of each term and in the school’s database.
However, across Nigeria, this ritual of paper and pencil is increasingly out of step with the country’s emerging Digital Public Infrastructure (DPI), a national effort to build interoperable digital identity, payments, and data systems that serve citizens at scale.
Nigeria’s education system faces a tragic paradox: millions of children remain out of school, yet even those who attend often lack basic record-keeping and support. According to UNICEF, one in four primary-school–age children in Nigeria (about 10.5 million children) are not enrolled in school. In rural areas of Adamawa State, for instance, years of conflict and poverty have made schooling precarious.
At Nassarawo Primary School, Martha juggles teaching and attendance record-keeping duties.
“There was a time when rain fell, and the register got wet,” she recounts. “I lost almost an entire term’s record, and no one could tell how many students were in class during those periods. I had to get another register and start afresh. Imagine if I didn’t have a backup?”
Several schools in Nigeria, including some public tertiary institutions, still rely heavily on manual recordkeeping, as Olubayo Adekanmbi, the CEO of Data Science Nigeria, notes.
For Martha, that means precious minutes of class are spent on paperwork. This drudgery breeds frustration. “I know these kids by heart,” she says, “but we have to write it down. Otherwise, next year the next teacher won’t know what happened to them.” She keeps one copy at school and one at home, fearing theft or damage. Yet neither copy can travel with her if the children move to a different school or state. Even a single register lost in a fire or flood can erase months or years of history.
Why paper recordkeeping fails
Manual registers not only burden teachers; they distort national planning.
In Nigeria’s basic education subsector, school funding, teacher allowances and student support programmes all hinge on accurate attendance and enrolment data. Each child “counts” not just for classroom pride but for allocation of resources. For example, the Universal Basic Education Commission (UBEC) earmarks School-Based Management Committee (SBMC) funds (for feeding programmes, sanitation, and learning materials) based on pupil numbers. In 2024, UBEC disbursed SBMC – School Improvement Programme support funds to 1,171 schools in all 36 states.
If Martha’s register fails to reflect every student, such support might not reach deserving children. A missing name in the data could mean missed school meals, missing textbooks, or even being excluded from government scholarship programmes. Hence, school officials cannot adjust to “changing patterns in attendance” or identify which children need support.
Beyond individual schools, the absence of reliable data hampers policy and planning. At best, education officials compile annual school census figures, but these are months old and riddled with errors. Many rural schools report at a snail’s pace, if at all, because principals must physically carry piles of handwritten forms to local government offices.
Recognising this gap, Nigeria has begun transitioning toward a national Education Management Information System (EMIS) built on District Health Information System Version 2 (DHIS2). An overview of the UNICEF-supported says Nigeria is “moving from fragmented, manual processes to a unified, digital platform”, aiming for “real-time, accurate data for evidence-based planning and decision-making”.
In plain terms, that means that if Martha could click an app on her smartphone to log her attendance, higher-ups could see up-to-the-minute figures: student dropouts, teacher absences, resource gaps, and everything else. Real-time school data would highlight, for instance, which classes are short on books or which districts have the most teacher vacancies.
What Nigeria is doing
The Nigerian government has taken tentative steps toward digitisation.
In 2024, UBEC launched a digital quality assurance platform to evaluate schools electronically. This system is designed to stream data on school infrastructure, teacher qualifications, and learning resources into a centralised dashboard, replacing laborious paper inspections. Although the platform is operational within UBEC’s inspection and monitoring system, nationwide adoption is still scaling up as infrastructure, connectivity and digital capacity in schools improve.
Marking attendance is not just a routine; it’s a promise of accountability. Photo: Abubakar Muktar Abba/HumAngle.
Similarly, the Federal Ministry of Education unveiled the Nigeria Education Data Initiative (NEDI) to build a “single, secure platform” of educational data across basic and tertiary levels.
NEDI aims to “leverage the National Identity Management Commission’s (NIMC’s) unique identification number” – the national ID, “for accurate student tracking”. In other words, each child’s attendance and progress would be linked to a lifelong digital ID, so that Martha’s tallies could follow her students even if they moved schools or states.
At the state level, pilots are underway, but slow.
A consortium led by HISP Nigeria and UNICEF is rolling out a District Health Information System Electronic Management Information System (DHIS2 EMIS) module in twelve states, including Adamawa, to “improve education planning and outcomes for millions of children”.
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Local education authorities have been trained to use tablets and smartphones to enter enrolment, attendance, and infrastructure data directly into the system. In Bauchi State, for example, ministry officials held workshops for local supervisors to practice uploading school census data via mobile devices.
Complementing government action, non-governmental organisations and agencies have jumped in. For instance, Data Science Nigeria helped launch the Gates Foundation-funded EdoCert, a digital certificate registry piloted in Edo State. EdoCert uses Sunbird, an open-source, “digital public good” to archive students’ exam results and transfer credentials online. EdoCert has since secured 1.9 million paper certificates since its launch. Its developers emphasise that the same approach could be used for attendance records. Experts point out that collecting comprehensive data could help “better track and adapt to changing patterns in school attendance” and guide the allocation of resources such as the national school lunch programme.
Meanwhile, other partners focus on connectivity.
UNICEF’s GenU9ja initiative, local telecos, and the Federal Ministry of Education are racing to wire schools to the internet. By early 2025, more than 1,000 public schools had been connected via routers and provided with devices for digital learning, according to UNICEF. Training modules have been rolled out to thousands of teachers on basic computer skills and e-learning platforms. These efforts aim to lay the foundation for any future digital register: after all, you cannot click an app without power or Wi-Fi.
Even so, Martha and her peers remain on the front lines of a slow handover from paper to digital.
Lessons from elsewhere
Nigeria is not alone in this challenge. Across Africa and the global south, educators have confronted broken attendance systems with creative digital fixes. In Rwanda, for example, the Ministry of Education introduced a mobile attendance app for teachers in 2025. Teachers simply log in and tap each day’s present students. The app immediately flags prolonged absences so that counsellors can intervene before a child drops out. At the end of 2025, more than 2,300 schools were enrolled in the system, and the government hopes that rapid data collection will reduce dropout rates. Rwanda’s example shows that with modest smartphones and training, even large rural systems can leapfrog paper.
In India and Uganda, UNICEF piloted a simple SMS/voice system called EduTrac. Community monitors phone schools daily to collect attendance via interactive voice-response or text. Since school records can be altered later, EduTrac’s immutability ensures honesty: once a teacher reports numbers, they cannot be changed. In India, EduTrac covered over 15,000 schools across four states by 2015. Cluster coordinators, each overseeing about 20 schools, used it to verify reports and spot chronic absenteeism.
The system required only basic phones and connectivity, making it ideal for remote villages. UNICEF noted that EduTrac has cultivated a culture of accountability: teachers and school heads know their numbers are being checked in real time.
What needs to change
Nigeria needs a pragmatic overhaul of its attendance system. Obaloluwa Ajiboye, an innovation governance specialist who has worked at the African Union, UNDP, and UNICEF, said one practical way to address gaps in student tracking is to assign every child a unique digital identity built on Nigeria’s existing framework, managed by the National Identity Management Commission.
“By linking school attendance records to a single, nationally recognised ID number, each child would retain one continuous education record, even when transferring between schools or moving across local government areas,” Obaloluwa noted. He explains that this kind of consistency is central to what DPI is designed to achieve. If properly implemented, it would allow attendance data to follow the child rather than remain tied to a specific school.
However, Obaloluwa added that such digital solutions will fail without power and connectivity.
An overcrowded classroom at GSS Michika in Adamawa State. Photo: Yahuza Bawage/HumAngle
Although internet penetration has increased across Nigeria, about 41 per cent of the country’s population remains offline, according to the Nigerian Communications Commission. According to Obaloluwa, the government should prioritise solar panels, school internet, and devices (tablets or laptops) for teachers.
Nigeria’s GenU9ja programme shows what is possible: it connected over 1,000 schools and trained 63,000 educators in one year. Scaling such programmes nationwide, with specific funding for data systems, is critical, Obaloluwa noted.
Additionally, Olubayo Adekanmbi, CEO of Data Science Nigeria, noted that schools like Nassarawo Primary School should be equipped with affordable digital registers that work even without constant internet access. “Many of the needed solutions already exist: for example, Sunbird (used by EdoCert) can run on laptops or tablets offline and sync later,” he added.
Olubayo said that the attendance register should not live in isolation. “It must feed into larger platforms (UBEC reports, state EMIS). Systems should be interconnected to include open APIs so that daily attendance synchronises with the annual school census”. In practice, that means digital systems built on standards (the way EdoCert operates).
Martha believes that “if only we had a quick way to mark attendance, I could spend that time helping the kids”. Nigeria has various frameworks and local and international support to make the shift, but how long will it take to achieve?
This report is produced under the DPI Africa Journalism Fellowship Programme of the Media Foundation for West Africa and Co-Develop.
Martha Ayuba’s experience at Nassarawo Primary School in Nigeria illustrates the challenges of manual attendance record-keeping, a common practice in the country’s education system. Despite the critical role accurate attendance records play in resource allocation and educational support, issues like damaged registers can lead to significant data loss. Nigeria aims to transition to a digital Education Management Information System (EMIS), supported by initiatives like UBEC’s digital platform and Nigeria Education Data Initiative (NEDI), which aims to streamline educational data and link it to national IDs. While efforts are being made to digitize records and improve connectivity, significant challenges remain due to infrastructure and systemic gaps. Lessons from Rwanda’s mobile app and UNICEF’s EduTrac in India highlight the potential of digital solutions in enhancing accountability and reducing dropout rates, stressing the need for power and internet for successful implementation.
