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  • Community learning hubs restoring hope to out-of-school children

    Community learning hubs restoring hope to out-of-school children

    Across Kano, Jigawa and Kaduna states, the Partnership for Learning for All in Nigeria (PLANE) is transforming education through over 200 community learning hubs. These safe, inclusive spaces provide foundational literacy and numeracy skills to more than 25,000 children, including many previously out-of-school. By combining flexible learning, community engagement, and practical support, the hubs are reintegrating learners into schools, bridging gender gaps, and fostering a culture that values education for all children, reports FRANK IKPEFAN

    Across northern Nigeria, millions of children remain excluded from formal education due to poverty, cultural resistance, insecurity, and limited access to schools. For many families, survival takes precedence over schooling, leaving young children to trade, beg, or work instead of learning the basic literacy and numeracy skills essential for their future. One such child is 11-year-old Hussaina, who spoke with our correspondent.

    Every morning, she sets out to sell yams, a staple given to her by her parents, at Kachako market, a suburb in Takai Local Government Area of Kano State. Selling yams had become her daily routine, and her dreams of receiving a western education were slowly fading—until help came through a community learning hub. “I was hawking yam. My parents did not want me to go to school, but later some people helped me get a uniform, and I started attending,” Hussaina said.

    In communities like Kachako, quiet but powerful efforts are reshaping the narrative. Locally driven initiatives such as community learning hubs are offering children who once had no path to education the opportunity to learn, grow, and reimagine their futures. These programs operate with the support of parents, religious leaders, and volunteers who increasingly see education as a shared responsibility.

    Resistance to formal education has contributed to a sharp rise in out-of-school children in northern Nigeria. UNICEF data show that, as of 2023, more than 15.2 million children in the region—about 85 percent of the national total—are out of school. States such as Kano, Katsina, Bauchi, Sokoto, and Kebbi face the greatest challenges, including poverty, insecurity, and inadequate infrastructure.

    According to Rahama Farah, Chief of UNICEF’s Kano Field Office, northern Nigeria continues to face a daunting education crisis, with Kano alone accounting for nearly 900,000 out-of-school children, Jigawa over 330,000, and Katsina more than 300,000. Collectively, these three states represent 16 per cent of Nigeria’s estimated 10.2 million out-of-school children.

    Many of these children lack foundational skills in reading, writing, and mathematics, leaving them ill-prepared for an increasingly competitive world. Despite primary education being officially free and compulsory, roughly 10.5 million Nigerian children aged 5–14 remain outside the formal education system, missing critical opportunities to develop academically and socially.

    Recently, Prof. Ango Abdullahi, Chairman of the Northern Elders’ Forum and former Vice-Chancellor of Ahmadu Bello University, Zaria, described the situation as a national emergency, particularly in the areas of education, infrastructure, and economic inclusion. He criticised successive administrations for failing to address the North’s growing population of out-of-school children, citing inadequate funding and misplaced national priorities as major contributors to the crisis.

    Abdullahi emphasised the scale of the challenge, noting that 80 per cent of Nigeria’s 20 million out-of-school children live in the North. “If even half of the N15 trillion national budget were allocated to education, we could ensure no child is left behind. That funding could provide schools, teachers, and learning equipment,” he said. The alarming figures and expert warnings underscore the urgent need for targeted interventions, increased investment, and policy reforms to ensure that northern Nigeria’s children have access to quality education, bridging the gap that has left millions uneducated and at risk of social and economic marginalisation.

    Community learning hubs are beginning to chart a new path of hope. Supported by the United Kingdom Foreign, Commonwealth and Development Office (FCDO) through the Partnership for Learning for All in Nigeria (PLANE) programme, children in Kano, Kaduna, and Jigawa are gaining foundational literacy and numeracy skills. Although originally designed for in-school children, these hubs have attracted out-of-school learners, providing a platform to catch up on missed lessons. Many are eventually mainstreamed into conventional schools, where they can acquire further skills to prepare them for a better future.

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    In Kachako, Almajiri boys—who traditionally study under Islamic clerics—are also participating. Children like Hashimu, who paused formal schooling to attend Islamiyya, are now encouraged to return to school. Every Tuesday afternoon, dozens of children gather at the hub, arriving from all corners of the village and neighbouring communities. Some come straight from school, others from hawking or Islamic lessons. By 3 p.m., the hub buzzes with activity. Trained facilitators guide the children as they recite the alphabet, sing songs, chant poems, count numbers, and practice simple mathematics. Week after week, the Kachako hub has become more than a classroom—it is a space where children look forward to learning, playing, and growing. Here, foundational skills are no longer out of reach, and the cycle of exclusion is being challenged, one child at a time.

    How an Islamic scholar champions western education

    Convincing 57-year-old Mallam Ibrahim Abubakar, a respected Islamic teacher, on the benefits of western education was not easy. “Before, I hated Western education. Before the coming of PLANE, I hated it. I didn’t want any Westerners to come and interfere in my affairs, as I was focused on giving Islamic education to our children,” Abubakar admitted.

    As an Islamic tutor, Abubakar’s strong preference for religious education over formal schooling was not unusual. Across northern Nigeria, religious education has had a significant impact, providing spiritual and moral grounding for children and instilling values such as honesty, hard work, compassion, and justice. It has also strengthened community bonds, giving children a shared cultural and religious identity.

    However, relying solely on religious education without integrating it into the broader national educational system can limit children’s opportunities. Recognizing this, Abubakar gradually embraced the idea of blending Islamic and western education. Today, he has generously donated his compound for use as a community learning hub. “I was happy to give my space for promoting education in my community, as finding a place here in Kachako that is centrally located, accessible, and spacious enough for dozens of children is difficult,” Abubakar said.

    Now popularly referred to as the Kachako hub landlord, Abubakar has witnessed the positive outcomes of combining formal and religious education. He notes that Almajiri children, who previously attended only his Qur’anic classes, are now benefitting from a broader curriculum. “I’m very, very happy to see that PLANE has so many plans concerning children’s education. I realise they are giving a good chance for our children to learn. Nowadays, it’s important for young ones to learn Western education together with Islamic education. They will grow up with wide knowledge, which will help them become good citizens and scholars,” he told our correspondent.

    Results show children now learning and thriving

    The Kachako community learning hub is a product of collective effort. It brings together the Kano State Universal Basic Education Board (SUBEB), which coordinates basic education in the state, the School-Based Management Committee (SBMC), which mobilises community ownership, Social Mobilisation Officers (SMOs), and volunteer facilitators who teach the children.

    With Abubakar’s compound meeting the necessary specifications for a hub, the Social Mobilisation Officer for Takai LGA, Halima Shehu, and her colleagues were able to launch the hub with confidence. Parents, guardians, community leaders, and other religious teachers have also played critical roles in supporting the initiative and encouraging children to attend. “We started with only five learners. But with more sensitisation and community outreach, we grew to 20, then 50. Today, more than 200 children attend the learning hub,” Halima said, highlighting how advocacy and awareness encouraged parents to allow their children to participate.

    Halima added: “Up to 70 out-of-school children approached me to be enrolled in a regular school. With the help of the SBMC, they have been enrolled in different primary schools. Some in Kachako, and some in Takai North. Meanwhile most of them still come here after school for the experience of the learning hub.

    “As we all know, Islamiya is mainly religion based and they meet either in the mornings or evenings. The tutors were impressed by the idea that in addition to the religious instruction, the learning hub would provide an opportunity for learning literacy.”

    Tasiu Sabo, 35, the main facilitator at the Kachako hub, expressed delight at the progress. He credited PLANE’s training, community outreach, Abubakar’s generosity, and the collective efforts of volunteers and local leaders for enabling previously underserved children to acquire essential skills. “The children have learned how to read, write, and do basic mathematics. Many of them, including those already enrolled in school, couldn’t read or write before. Some Almajiri learners had never been to school at all. Others return from hawking or Islamic lessons, and at first, some were reluctant to come. But when they saw us providing exercise books and pencils, they returned. Some children now refuse to hawk during lesson hours. They enjoy coming here to learn, and seeing their enthusiasm is very rewarding,” Tasiu said.

    The children are not only gaining foundational literacy and numeracy skills, the aim of eventually mainstreaming the Almajiris and other out-of-school children into conventional schools is also being achieved through the hub. Through Abubakar’s vision and the combined efforts of the community, the Kachako hub has become a transformative space. It demonstrates how bridging Islamic and western education can provide children with a solid foundation for lifelong learning, preparing them to thrive in both their communities and the wider world.

    Scaling impact across states

    Across Kano, Jigawa, and Kaduna states, the Partnership for Learning for All in Nigeria (PLANE) has supported the establishment of over 200 community learning hubs, creating safe and inclusive spaces where children can gain foundational literacy and numeracy skills. Through targeted advocacy, flexible learning schedules, and strong community ownership, these hubs have reached more than 25,000 children, including many who were previously out-of-school. For numerous learners, the hubs have served as a bridge, helping them reintegrate into conventional schools and providing a foundation for long-term educational success. As more communities adopt this model, the initiative is not only improving literacy and numeracy but also fostering a culture that values education for all children, regardless of gender, background, or socio-economic status.

    In Jigawa State, Hafsat Mohammed, a dedicated learning hub facilitator, described her motivation for volunteering: “The reason I give my time to help my brothers and sisters through the learning hub is to reduce their struggles and also reduce begging in the community. Since establishing this hub, more children are going to school now.” Hafsat’s commitment exemplifies how local ownership and personal investment can transform the educational landscape for vulnerable children.

    “We started this community learning hub in 2022, with 30 pupils – 10 boys and 20 girls. With the help of our local government and also PLANE, our pupils are now 100. We really appreciate the kind of progress that we have made.

    “The hub supported some children, about 30, to start attending school. These children were not attending school before. We are trying our best to see that they learn more with the help of the local government secretary who provided more materials to see that the children improve more.

    “I have a passion for teaching in my community. It is part of giving back to my community. The PLANE training ignited my passion and interest and gave me an opportunity to serve my community,” she added.

    In Kaduna State, the learning hub programme has also helped reintegrate out-of-school children and dropouts. Faiza Abdulmumin, volunteer facilitator for the Hauwa Cluster, shared the impact: “We made the parents of these children understand the importance of education and encouraged their children to go to school. In this learning hub, we currently have 200 children—120 girls and 80 boys.”

    Faiza, who serves as the Social Mobilisation Officer in Sabon Gari Local Government, highlighted the tangible impact of the community learning hub programme. “Through the learning hub initiative, we have successfully reintegrated about 142 out-of-school children back into formal education,” she said. “Beyond enrolment, we have also engaged community philanthropists to provide school uniforms, writing materials, and other essentials for the children. For instance, the Vice-Chairman of Sabon Gari personally enrolled five children and provided them with uniforms and learning materials, while the District Head supported 50 children with school uniforms.”

    She emphasised the hubs’ critical role in addressing gender disparities in education. “Through the learning hub, we have observed a significant increase in girls returning to school. Families are beginning to see first-hand the benefits of educating their daughters, and this is gradually shifting long-standing cultural perceptions around girls’ education,” Faiza explained.

    Traditional leader and School-Based Management Committee (SBMC) Chair in Sabon Gari, Zaria, Kaduna State, Garba Galadima, described the initiative as a powerful catalyst for community engagement and self-reliance. “The Community Learning Hub has instilled a deep sense of communal responsibility. Local leaders are mobilising resources independently, demonstrating that impactful education interventions do not always have to rely on external government support,” he said.

    Galadima, a dedicated reading ambassador, recounted the transformative impact on children and families. “The provision of uniforms, sandals, and learning materials, achieved entirely through community effort, underscores the potential of grassroots initiatives to drive sustainable change. Parents, after returning from farms or daily labour, often gather to observe the learning sessions. This involvement fosters a sense of shared responsibility and pride.”

    He elaborated on the unique advantages of the informal learning environment: “The learning hub, by its very nature, allows children the freedom to showcase their talents, intellect, and creativity. They are not inhibited by the rigid structures of formal classrooms. Children who might have taken a year or more to grasp basic literacy and numeracy concepts are now performing at levels comparable to primary three or four students. It is remarkable to see their confidence grow as they explore and express their abilities.”

    Galadima also reflected on the broader social and psychological impact of the hubs. “One of the most profound experiences has been witnessing physically challenged children engage in reading, writing, and artistic activities. These children, often marginalised, have found in the learning hubs a platform for inclusivity and empowerment. Their achievements bring immense joy and challenge the societal neglect they have faced for years.”

    He further emphasised the lessons learned by the SBMC through the PLANE programme: “The greatest impact has been our ability to advocate and mobilise local resources. We have realised that we do not have to wait for the governor, commissioner, or high-level officials to intervene. The programme has equipped us with the skills to address minor challenges locally. This approach is essential because government resources are often limited and stretched across competing priorities.”

    Galadima observed that the initiative has also created a meaningful channel for understanding community sentiments. “Engagement at the grassroots level has revealed unspoken expectations and concerns among residents. We have seen that interventions like PLANE can indeed catalyse positive change, not just in education but in social cohesion and community confidence. It empowers communities to recognize their own agency in shaping outcomes for their children.”

    In conclusion, both Faiza and Galadima stressed that the Community Learning Hubs are more than educational spaces—they are incubators of hope, empowerment, and communal pride. They are transforming perceptions of education, nurturing the talents of marginalized children, and proving that when communities are mobilised and supported, sustainable progress is possible. “These hubs remind us that change begins at home, within our communities, and that every child, regardless of circumstance, deserves the opportunity to learn and thrive,” Galadima said.

    By combining community engagement, advocacy and practical support, PLANE’s learning hubs are demonstrating a scalable model for inclusive education. They are not only restoring access to education for children who had missed out but also reinforcing the broader value of education in communities across northern Nigeria. With continued investment and local ownership, these hubs are poised to transform the educational prospects of thousands more children, creating a future where learning is accessible, equitable and empowering for all.

  • Renewing fight against out-of-school children, poor girl-child education

    Renewing fight against out-of-school children, poor girl-child education

    Observers have argued that part of the perennial issues bedevilling the education sector are the scourge of out-of-school children, which many have termed as a  ticking time bomb and the issue of apathy to girl-child education. They stressed the imperative of addressing these twin challenges, moreso advocating for concerted efforts in the drive for sustained progress. They pointed out that challenges were quite daunting, but not insurmountable. While they identified strong governance, innovative partnerships, and sustained investment as key, they served a powerful reminder that investing in girl-child education and fixing the out-of-school crisis was one of the smartest investments for a sustainable future, DAMOLA KOLA-DARE and VICTORIA AMADI report

    Fed Govt and UN initiatives on girl-child education

    Nigeria faces a significant challenge in the education of the girl-child, with an estimated 7.6 million girls deprived of an education, particularly in the northern regions. The United Nations (UN), primarily through its agencies like the United Nations Children’s Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO), is actively supporting the Federal Government to address the barriers to girl-child education in Nigeria through targeted programmes, advocacy and strategic partnerships.

    One of the UN initiatives and programmes is the Girls’ Education Project (GEP3). This was a landmark initiative, ran by UNICEF in partnership with the Nigerian government and the UK’s Foreign, Commonwealth and Development Office (FCDO). It was implemented from 2012 to 2022. It successfully enrolled 1.5 million more girls in school across six northern states by addressing socio-economic barriers and gender norms.

    Another initiative is Reaching and Empowering Adolescent Girls (REACH), which is a follow-up to GEP3. UNICEF launched the REACH programme in 2023. It focused on empowering adolescent girls in northwestern Nigeria through integrated, multi-sectoral programmes for education and life skills.

    Also included is Accelerated Second Chance Education Programme, a UNESCO-led initiative, launched before the COVID-19 pandemic. It helped women and girls who had  dropped out of school re-enter the education system through remote and in-person learning. In 2022, over 6,000 women and girls graduated from the programme.

    A few days ago, the UN reaffirmed its commitment to strengthening girls’ education in Nigeria, with a steely resolve for collaboration with the Malala Fund to ensure millions of children, especially the girl-child and out of school children, are back in classes for learning.

    At a high-level engagement in Abuja with Malala Yousafzai, co-founder of the Malala Fund, UN Resident and Humanitarian Coordinator in Nigeria, Mohamed Malick Fall, emphasised that no child should be left behind.

    Malala lauded Nigeria’s central role in the fund’s 2025–2030 global strategy, noting that over $8 million had already been invested in local partner organisations.

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    She stressed the importance of supporting married and pregnant girls to return to school, boosting education financing, and leveraging schooling as a tool to end child marriage.

    Also, the United Nations Children’s Fund (UNICEF) has renewed its commitment to reducing the high number of out-of-school children in Sokoto State.

    During a visit to SKS Model Primary School, Yabo, UNICEF Country Representative Wafa Said praised local efforts to boost enrolment but expressed concern over children still roaming the streets. He promised to strengthen teacher training and expand climate-friendly school initiatives.

    The imperative of addressing girl-child education, out-of-school scourge

    However, with these international organisations intensifying efforts to ensure every Nigerian child, especially girls, can access and complete quality education, stakeholders believe that should also inspire the government to engender sustained efforts to address the pressing challenges.

    Founder of FOWGI, Mrs. Rifkatu Ademola, highlighted key challenges limiting girls’ access to uninterrupted quality education, such as lack of safe learning spaces, cultural norms, and economic hardship.

    “We must align action with policy to ensure that no girl is left behind due to poverty, period, or patriarchy.

    “We must innovate in how we teach, support girls emotionally and mentally, and create solutions rooted in their lived experiences,” she said.

    Mrs. Ademola stressed the need for collaboration between government, civil society, schools, parents, and the girls themselves, adding that real change could not occur in silos.

    “We must intentionally raise the next generation of girl leaders, not just as beneficiaries of education, but as creators of systems, solutions, and structures,” she added.

    Team Lead, NCAssociates EdTech Consulting and an EdTech specialist, Isaac-Joseph Olanrewaju, said the millions of school-age children who were out of school, and girls disproportionately excluded from learning opportunities undermined the nation’s development aspirations, fueled cycles of poverty, and weakened national competitiveness.

    “Educating our girls is not charity—it is smart economics. Evidence shows that girls who complete school are less likely to marry early, more likely to earn higher incomes, and more likely to educate their own children. This creates a multiplier effect that strengthens households, communities, and the nation.

    “Nigeria cannot achieve its ambitious national development goals while millions of its children remain out of school. We must recognise that every child excluded from education is a lost opportunity for national progress,” he said.

    An educationist and Director, Capacity Development Initiative, Lagos, Mr. Onanuga Olubayo, noted that most of the cities that rated high on the index of poor education to the girl-child were within the continent of Africa, Asia and the Middle East. This, he said, was borne out of a general conservationist opinion on the girl-child, their position socially and economically.

    “Education should be holistic. We must take into serious consideration the total well-being of the child as reflected in the taxonomy or domains of learning which encompasses the child’s cognitive, affective, psychomotor and every other necessary skills that would ensure proper grooming of the child for better applications of the knowledge gained at school.  I emphasise there should be no preference for or reference to gender, a child is a child whether boy or girl and deserves education as an integral part of their rights,” he said.

    Olubayo stated that the post COVID-19 pandemic opened eyes across the globe to several possibilities (opportunities) that were hitherto not perceived and particularly several holes and gaps that should be fixed in the Nigerian education system.

    He said before the pandemic, there had been issues associated with out-of-school children, particularly the girl-child, adding that post-pandemic, it has morphed into “a near national embarrassment”.

    According to the founder of the Women’s Technology Empowerment Centre (W.TEC) in Nigeria, Oreoluwa Somolu Lesi, the visit is important since it will help to shine light on the gap in the education for the girl-child.

    She cited that the main cause of girl-child early marriage was poverty and illiteracy, adding that the partnership would help minimise the pandemic of girl-child marriage in Nigeria.

    “Her foundation has really supported local organisations’ focus on education.

    “What the foundation is doing is important. The partnership is important because it spotlights the problem.

    “The visit is important. It’s an opportunity to advocate and discuss the way forward for the girl-child,” Lesi said.

    For the Lead, Edu-norms Consulting and Education Business School, Dr. Adedamola Israel Olofa, the cost of leaving millions of children out of school — especially girls — is too high for Nigeria. He stressed the need to act with urgency: spend wisely, protect schools, support families, and change social attitudes to turn the tide and secure the future of children.

    The President of Association for Formidable Educational Development (AFED), Mr. Kanu Emmanuel Orji, noted that Malala’s visit to Nigeria and partnership with UNICEF to promote girl-child education was a significant development that deserved commendation.

    Orji also stressed that the collaboration had the potential to drive meaningful change in the education sector, particularly in addressing the issue of out-of-school children.

    Highlighting the importance of low-cost schools as a viable model for providing accessible and quality education to marginalised communities, the AFED’s head added that by supporting this push, Nigeria can make significant strides in capturing all school-age children and promoting inclusive education.

    “The Malala Fund believes in innovation, and Malala as a product of a low-cost school owned by her father when she was attacked by the Taliban, received a great feat in education that has placed her on global stage and so must emphasis on low-cost schools as a global solution to tackle the problem of out-of-school children was noteworthy,” he said.

    Educationist and founder, Baiwa Foundation for Human Development, Dr. Mikailu Ibrahim reiterated that the visit would draw global attention to the challenges girls faced in accessing education, serving as an inspiration and advocacy. He added that her visit to Nigeria and her partnership with UNICEF were significant for advancing girls’ education in the country.

    Ibrahim also noted that the collaboration might likely influence policies that prioritise girls’ education, facilitating necessary reforms.

    He also stressed that the partnership would also engage community stakeholders, addressing cultural barriers that hinder girls from attending school.

    “In fact, partners in the sector are already talking about the visit and its promise of UNICEF’s resources,  especially from the FCDO funded Girl’s Education Programme (Phases 1-3) can provide vital support, including funding, educational materials and teacher training and improving infrastructure,” he added.

    Panacea to the twin recurrent challenges

    On likely solutions to address the problems, Isaac-Joseph said: “The Universal Basic Education framework must be enforced, with increased budgetary allocation and transparent monitoring, build safe learning environments with gender-sensitive infrastructure — functional toilets, clean water, and menstrual hygiene facilities, expand the Safe Schools Declaration to protect children in conflict-prone areas.

    “Conditional cash transfers, free school meals, and scholarships can reduce the economic burden and incentivize parents to keep children, especially girls, in school.

    “Recruiting and training more female teachers provides role models and encourages girls to remain in school. Continuous professional development in inclusive pedagogy and digital learning is essential.

    “Mobile learning apps, radio and TV lessons, and offline digital tools can reach children in remote or insecure regions. Digital literacy programmes must include girls from the outset, preparing them for future careers in STEM and closing the gender gap.”

    Olubayo, in a chat with The Nation, said: “There should be grassroots orientation programme to change the culturally wrong notions around the girl-child in homes, families and communities across the nation.

    “There should also be a strong emphasis on child’s rights and particularly the girl-child, which should be well-gazzetted and primed for implementation nationwide.”

    He also emphasised the creation of a workable framework to execute the afore-mentioned points, which, he asserted, would go a very long way in addressing the problem.

    He stressed the need for a proper and well-defined concept on education that actually address deficits in the economy, adding that there should be deliberate investment in education of children.

    Olofa said: “Compulsory education and anti-child marriage laws should be enforced. Girls who dropped out because of marriage or unplanned pregnancy should be allowed to return to school.

    “Improve security around schools, especially in the North. The abducted 300 Chibok girls on my mind.  Provide safe classrooms, toilets for girls, and clean water.”

    For Ibrahim, focused initiatives can target Nigeria’s large population of out-of-school children, offering alternative learning opportunities and incentives for families.

    “Education empowers girls, enhancing their decision-making abilities and health knowledge, leading to better job prospects and reduced poverty.

    “The ripple effects of educating girls extend to mental health, self-esteem, and resilience against gender-based violence,” he added.

  • Gombe’s out-of-school children

    Gombe’s out-of-school children

    Though eighth in the list of states in the country with the highest number of out-of-school children, Gombe State government appears sufficiently worried by its standing. This is evident from the measures it is undertaking to reverse the sliding trend.

    Kebbi, Sokoto and Yobe states respectively top the list of states with the highest number of out-of-school children while Imo and Anambra states occupy the 36th and 37th positions according to data provided by the Cable Index. The Federal Capital Territory, Abuja was counted as one of the states and listed in the24th position.

    Apparently dissatisfied with its ranking, Gombe State government last week inaugurated an elaborate School Enrolment Campaign for the 2025/2026 session with a threat to prosecute parents and guardians who fail to send their children to school.  The state government drew attention to Section 19(2) of the State Universal Basic Education Board (SUBEB) Amendment Law 2021 which prescribes punishment for defaulting parents and urged them to ensure their children or wards attend and complete primary, junior and senior secondary school education.

    “Any parent who contravenes section 19(2) of the law commits an offence and is liable upon conviction, to pay a fine or serve a one-month prison sentence. Subsequent convictions also attract substantial fine or imprisonment for a term of two months”, chairman of the state’s SUBEB, Babaji Babadidi warned.

    He said the state government adopted the measure to ensure that every child has access to quality basic education. That is not all. The state government also invested heavily in the sector, offering free education through which it targets enrolling 400,000 pupils into primary schools this session.

    This will entail supplying the children with free exercise books, school bags and other school materials as incentives for massive enrolment. The target is to give quality education to the children in addition to skills that will make them self-employed.

    If these investments and incentives fail to achieve the desired result, prosecution of defaulting parents and guardians will be the next line of action to ensure compliance.

    It is heart-refreshing Gombe State is so challenged by the rising number of out-of-school children that it decided to confront the scourge head on. Though the state ranked eighth in the scale of out-of-school children, figures furnished by its commissioner for education, Prof. Aishatu Maigari, put the number at over 700,000.

    This no doubt, is staggering given estimates by the United Nations Children’s Fund (UNICEF) which put the total number of out-of-school children in Nigeria at 18.3 million. This figure confers on Nigeria, the unpleasant tag of harbouring the greatest number of out-of-school children in the world. In practical terms, it translates to one, out of three school children in the country not enrolled in school.

    The northwest and the northeast account for the largest chunk of the figure. It is little surprising that Gombe which harbour over 700,000 of these out-of-school children has taken measures to halt the drift. It did not only develop models to reduce the numbers but state-specific strategies to arrive at the same objective.

    The school enrolment campaigns which coincided with the new school calendar year are meant to sensitise the rural communities and boost the enrolment of children in schools as they resume the current session.  It also enabled them to sensitise and explain government’s investments in the field of education and the need for pupils to take full advantage of them.

    But the government also intends to wield the big stick if parents fail to enrol their children in schools. Though prosecution will throw up its own challenges, the essence is to draw the attention of possible defaulters to its consequences. One striking feature of the state’s-specific strategy by Gombe is the setting of benchmarks and targets on the number of school children it seeks to enrol in the current academic year.

    If the state is able to register 400,000 pupils, then it would have substantially reduced its share of out-of-school children to 300,000. That will be a remarkable feat. If that trend is replicated next session, Gombe should be on the path to eliminating the scourge from the state’s education system. That is barring other extenuating factors that incubate, propel and sustain the phenomenon especially in that part of the country.

    The example by Gombe State is noteworthy. Yet, there is little evidence of other infrastructural investments in technical education that gives some modicum of assurance that products of its 6-3-3-4 education will be able to use their heads and hands to create jobs instead of depending on elusive government employment.

    Free education and such incentives as free exercise books, school bags etc. are essential in addressing the challenge of low school enrolment. But that is not all there is to it. Whereas such incentives will enable the poor to have access to schools, they cannot address the root of the debilitating material conditions and dire privations in which a majority of our people live.

    Tackling out-of-school children challenge cannot make reasonable progress without evolving adequate therapeutic responses to the multi-facetted systemic dysfunctions that propel and sustain the malaise. Poor budget allocations to education at all levels of the government is a serious factor even as the little funds allocated suffer from the large scale corruption that hallmark public offices in this country.

    This reflects in the poor infrastructural facilities that have become the face of our public schools. In many states, children study in ramshackle buildings, some without roofs even as others sit on bare floors for their daily lessons. Such negligence acts as serious disincentive to school enrolment.

    So, governments must upgrade the level of facilities in their schools’ system to make them attractive and conducive for teaching and learning. That also brings in the importance of addressing issues relating to the welfare of teachers and other ancillary staff.

    Child labour, certain cultural and religious practices are other inhibitors which state governments must work to address. But by far, the greatest challenge to a quick reduction in out-of-school children is the multi-facetted insecurity tilting the country to the precipice.

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    This is especially so for the northeast and north-western parts of the country. That is where the Boko Haram insurgency that professes weird religious ideology holds sway. Boko Haram which literally translates to ‘education is evil’ speaks eloquently of the incalculable harm strange religious doctrines could wrought on school enrolment.

    Boko Haram and its splinter insurgent groups had severally demonstrated their strong aversion to western education in serial abduction and ferrying into the thin air of hundreds of school children. Schools in Chibok, Borno State, Kuriga in Kaduna State and Jangebe in Zamfara State were some of the key victims.

    The wider repercussions of these abductions propelled by strong aversion to western education are felt in the high number of out-of-school in those two regions. There are also other regular abductions in rural communities by the so-called bandits whose motivations are yet to prove different from those of the insurgent groups. These have resulted in mass dislocation of families with children of school age at the receiving end.

     Faced with cascading insecurity, many of the states with high out-of-school children have increasingly found it difficult to decisively tackle the monster. That is why the current war against all forms of insecurity in the country must be waged to its conclusive end. It will amount to grand illusion to expect drastic reduction in out-of-school children in states where the insurgent groups campaign against western education, abducting and killing those they find in schools.

    Besides, the various governments must work to reduce the debilitating poverty in the land through huge investments that will guarantee decent life to the greatest number of the citizenry. This will entail husbanding and harnessing the collective wealth which Mother Nature bountifully endowed this country to uplift the citizens from scorching poverty, misery and privation due to mismanagement by self-serving rulers.

     It is not a coincidence that Nigeria which had earned the unenviable rating of the world’s poverty capital, is also home to the highest number of out-of-school children in the world. Does that say something?

  • Fed Govt in fresh move to tackle out-of-school children menace

    Fed Govt in fresh move to tackle out-of-school children menace

    • Minister unveils broad reforms in education sector

    The Federal Government has taken new steps to tackle the out-of-school menace.

    The Minister of Education, Dr. Olatunji Alausa, unveiled the plan while addressing senior reporters at the weekend in Abuja.

    The minister announced wide-ranging reforms to reposition the education sector with new funding, incentives, and programmes to tackle the most pressing challenges.

    He outlined the government’s plan to address the challenge of out-of-school children, weak technical training, poor infrastructure, outdated curricula, and low teacher capacity.

    Alausa also announced the launch of the Basic Education Transformation Agenda (BETA), designed to accelerate enrollment and improve learning outcomes.

    The initiative ties conditional cash transfers to mothers to encourage school attendance and introduces a Back2School Drive. It is in partnership with the National Commission for Almajiri and Out-of-School Children Education, under which the government bears the full cost of enrollment during official handovers.

    The minister said the basic education curriculum has been revised to meet 21st-century realities, focusing on critical thinking, digital literacy, entrepreneurship, and civic responsibility. Civic education is now mainstreamed from basic to post-basic levels.

    A major highlight of the reforms is the overhaul of Technical and Vocational Education and Training, backed by N120 billion approved by President Bola Ahmed Tinubu.

    Read Also: NGO unveils campaign to end preventable deaths, curb out-of-school children

    Starting from the 2025/2026 academic session, Alausa said students in federal and state technical colleges will enjoy free tuition, feeding, boarding, uniforms, and protective gear, in addition to getting N22,500 monthly stipend. The training model will be 80 per cent practical and 20 per cent theoretical, with certified trainers and strong industry linkages through internships.

    The minister said the target is to train five million youths in four years. To align higher education with manpower needs in health, energy, and technology, he said the government has introduced the STEMM Nigeria Agenda – covering Science, Technology, Engineering, Mathematics and Medical Sciences. A STEMM Up Grant will provide up to N50 million to support undergraduate-led innovations across universities.

    Commenting on funding support, he announced that annual scholarship grants for PhD, Master’s, and undergraduate students have been increased by 50 per cent, now standing at N750,000, N600,000 and N450,000 respectively.

    The National Student Loan Programme has already disbursed over N77 billion to 396,000 students in 210 institutions. A N10 million Tertiary Institution Staff Support Fund has also been introduced, alongside the payment of long-outstanding Earned Academic Allowances, with N50 billion released last June.

    In the area of infrastructure, Alausa said N80 billion has been set aside for the rehabilitation of unity schools, while 38 federal and state technical colleges are undergoing full modernisation.

    The ministry, he said, has also resolved the issue of unaccessed Universal Basic Education Commission (UBEC) matching grants by directly engaging governors. As of mid-2025, 27 states and the Federal Capital Territory (FCT) had accessed N78.6 billion, representing a 65 per cent increase over the previous year’s figure.

    Teacher retraining and capacity development are central to the reforms, Alausa said. So far, 270 technical teachers have been trained in digital literacy and trade-specific skills in Ibadan, Oyo State, while 6,000 senior secondary school teachers are undergoing training in artificial intelligence.

    The minister said social inclusion initiatives have been rolled out to protect vulnerable groups. These include a national anti-bullying policy, expanded nutrition and school feeding schemes, health insurance for Almajiri children tied to enrollment, and girl-focused projects such as the Learning Under the Mango Initiative for National Advancement and Holistic Development (LUMINAH 2030) and the AGILE project.

    The minister highlighted innovation and partnerships as key drivers. The BRIDGE programme is connecting Nigerian academics in the diaspora with local institutions, while renewable energy and mechanised farming training modules are being integrated into universities. An education data dashboard has also been launched for real-time tracking of enrollment and learning outcomes.

    On global collaboration, Dr. Alausa pointed to a €38 million ICT development project funded by the French Development Agency across 10 Nigerian universities, aimed at boosting hybrid learning, digital infrastructure, and education data systems.

    “The era of piecemeal responses to education is over,” Dr. Alausa declared. “We are cleaning up the system, restoring standards, and preparing Nigerian children to compete and thrive globally.”

  • NGO unveils campaign to end preventable deaths, curb out-of-school children

    NGO unveils campaign to end preventable deaths, curb out-of-school children

    A non-governmental organisation, Benevolentia Aid Initiative, has launched two campaigns to end preventable deaths and also reduce the number of out-of-school children in rural communities.

    The Chief Executive Officer of Benevolentia, Adejumobi Oluwatosin Akinkunmi, who revealed this in a recent interview, said the health campaign will involve free health checks for persons in rural and underprivileged areas, and free health drugs and some health care services.

    The education campaign, according to the NGO’s Chief Executive, will include scholarships, distribution of school materials, and free community-based tutoring for kids for children in areas that lack it.

    “Through health education campaigns and partnerships with local hospitals and doctors, we intend to ensure basic health services reach those who cannot afford them. We will do this by holding periodic free health check-ups in communities that really lack it, with the hopes of reducing preventable health issues and early deaths that can be easily prevented.

    “In the education sector, we simply want to close the gaps that exist between the haves and the have-nots in society.”

    We intend to provide scholarships, school supplies, and community-based tutoring for children in areas that really lack them. We will continue to partner with secondary schools to ensure this is carried out”, he added.

    Read Also: FG targets 90% energy cost savings for bus drivers with CNG vehicles

    Mr Adejumobi revealed that the reason for choosing health and education as the focus of Benevolentia’s campaign is that they believe that if these two issues have been resolved in the lives of many, then they can begin to build themselves and their community.

    He called the government, the private sector, and fellow Nigerians to support them by creating the enabling environment for them to thrive through sound and with their benevolence, respectively.

    Benevolentia Aid Initiative is a non-profit established by Gospel music artiste, Adejumobi Oluwatosin Akinkunmi known to many as Tosin Bee, as part of the activities to celebrate his 40th birthday. The organisation’s mission is to help communities not just survive but thrive with dignity, creativity, and hope. Its vision is to harmonise humanitarian action with the transformative power of benevolence.

  • FG inaugurates feeding programme for 20m out-of-school children, others

    FG inaugurates feeding programme for 20m out-of-school children, others

    The federal government has inaugurated the Alternate Education and Renewed Hope National Home Grown School Feeding Project to expand the scope of feeding by reaching 20 million out-of-school and informal children in 2026.

    The Minister of Humanitarian Affairs and Poverty Reduction, Prof. Nentawe Yilwatda, spoke about the plan during the launching of the programme on Tuesday in Abuja.

    Yilwatda said the programme was implemented by the Renewed Hope National Home-Grown School Feeding Programme (RH-NHGSFP), in collaboration with the National Commission for Almajiri and Out of School Children Education and the National Identity Management Commission.

    The minister said the project was one of the flagship initiatives of the National Social Investment Programme Agency (NSIPA) in commemoration of President Bola Tinubu’s second-year anniversary, noting that the objective was to build a national framework for reintegrating out-of-school children into safe, structured, and nourishing learning environments.

    Speaking earlier, the National Programme Manager of the Renewed Hope National Home-Grown School Feeding Programme (RH-NHGSFP), Princess (Dr) Aderemi Adebowale, said the programme underscores a renewed national resolve to reach Nigeria’s out-of-school children – those living in border communities, informal settlements, nomadic groups, and IDP camps – through an inclusive, community-led model of education that integrates identity management, feeding, and foundational learning.

    Adebowale said RH-NHGSFP, which currently provides daily school meals to over 10.2 million pupils in Primary 1-3 across the 774 local government areas, is proud to expand its scope under this initiative, with a target of reaching 20 million pupils by 2026.

    She said that the programme integrated children living in border communities and informal camps through an inclusive, community-led model of management, feeding, and foundational learning.

    “This historic event is being held in commemoration of two significant milestones. the second-year anniversary in office of His Excellency, President Bola Ahmed Tinubu, whose leadership has championed social protection, inclusive education, and poverty reduction across Nigeria,” she said.

    Adebowale said that RH-NHGSFP was in charge of the tripartite feeding project being executed while the Almajiri commission was responsible for teaching, and NIMC would do the verification.

    Also speaking, the National Coordinator and Chief Executive Officer of the NSIPA, Dr Badamasi Lawal, said the project, which began as a school-based nutrition intervention, has matured into a policy instrument for inclusion, human capital growth, and socio-economic resilience.

    Read Also: FG describes INSPIRE project launch as beacon of STEM education in Nigeria

    He noted that the programme was designed to reduce the out-of-school children in Nigeria, improve enrolment and help transition from one level of primary education to another and to secondary school.

    Also speaking, the Technical Advisor to the President on Economic and Financial Inclusion in the Office of the Vice President, Dr Nurudeen Zauro, said one of the president’s mandates is inclusiveness, and it is going all out to achieve that.

    He said Tinubu’s administration is committed to economic and financial inclusion, and the feeding project is about financial and economic inclusion, a project aligned with his renewed hope agenda.

  • New strategy for out-of-school children crisis

    New strategy for out-of-school children crisis

    • By Kasim Isa Muhammad

    In a major policy shift that has drawn the attention of education stakeholders nationwide, the governors of Nigeria’s North-East region have agreed to collaborate with the National Commission for Almajiri and Out-of-School Children Education (NCAOOSCE) as part of a new strategy to combat the region’s long-standing education crisis.

    The partnership, which was officially announced following the most recent North-East Governors’ Forum meeting held in Damaturu, the capital of Yobe State, will see each of the six states in the region—namely Adamawa, Bauchi, Borno, Gombe, Taraba, and Yobe—provide fully equipped office spaces for the Commission. According to the governors, this move is intended to ease the coordination and decentralisation of the commission’s efforts to rehabilitate and reintegrate Almajiri and other vulnerable children into formal education systems. In doing so, it aims to address one of the most entrenched development challenges in northern Nigeria.

    The decision comes against the backdrop of alarming figures released by UNESCO and other international agencies, which paint a grim picture of education in the North-East. Despite federal laws guaranteeing free and compulsory basic education for all children in Nigeria, the reality in this region tells a different story.

    Recent data shows that over 10.5 million children between the ages of 5 and 14 are currently out of school in the country, with a significant concentration in the North-East zone. These figures are not only staggering but also exceedingly concerning, especially given the critical role that education plays in driving socio-economic development, reducing poverty, and curbing insecurity. For decades, the region has struggled with a combination of poverty, insecurity caused by insurgency, poor infrastructure, cultural practices, and weak governance. All of these factors have conspired to keep millions of children out of classrooms.

    In this context, the governors’ resolution to actively partner with the NCAOOSCE is being hailed by many observers as one of the most thoughtful and potentially transformative outcomes of the Damaturu meeting. Unlike previous approaches that paid lip service to the issue or treated out-of-school children as a federal problem, this partnership signals a shift toward collective ownership and regional commitment. Stakeholders believe that the active involvement of state governments, right from the provision of office space down to policy implementation and community engagement, will not only lend legitimacy to the commission’s work but also enhance its effectiveness by embedding it within the existing educational framework of each state.

    At the heart of this initiative is the Almajiri system. This centuries-old model of Islamic education has, over time, evolved into a deeply polarising subject. Originally designed to train young boys in Islamic scholarship under the tutelage of a Mallam, the system has gradually deteriorated into a structure that exposes children to street begging, exploitation, and extreme poverty. With little to no oversight, Almajiri children, mostly boys from poor families, are often sent far from home and left to fend for themselves, roaming city streets in search of food, shelter, and alms. The consequences have been devastating. Not only have these children been deprived of formal education, but many have also been recruited into criminal gangs and insurgent movements, posing a grave threat to national security.

    The National Commission for Almajiri and Out-of-School Children Education, currently led by Dr Muhammad Sani Idriss, has been on the frontlines of efforts to reform and revamp this broken system. Since assuming office, Dr Idriss has overseen a number of interventions aimed at integrating Qur’anic education with modern curricula. This strategy seeks to preserve religious values while equipping children with the skills needed to thrive in the 21st century. One of the commission’s flagship projects is a pilot school in Kaduna State, where Almajiri children receive structured instruction in literacy, numeracy, vocational skills, and digital competence, in addition to their Qur’anic studies. The initiative has received widespread commendation for its impact and scalability. Early reports indicate that hundreds of street children have already been enrolled, rehabilitated, and redirected toward meaningful education and personal development.

    Read Also: Out-of-school children: Fed Govt earmarks N120b for skills acquisition

    Dr Idriss, in several public statements, has insisted that the commission’s aim is not to abolish the Almajiri tradition, which remains culturally significant to many northern communities. Rather, the goal is to reform it into a system that reflects both the spiritual and developmental needs of the 21st century. He argues that every child deserves a chance to succeed and that religion and modern education are not mutually exclusive. “For too long, we have allowed these children to be forgotten, to be invisible,” he said during a recent conference. “We must change the narrative, and we must do it together, with government support, community buy-in, and sustained investment.”

    The governors, led by the Forum’s Chairman and Governor of Borno State, Prof. Babagana Umara Zulum, echoed these sentiments during the Damaturu forum. They described the commission’s work as timely and visionary. Prof. Zulum, a respected academic and development advocate, stressed that any meaningful progress in the North-East must begin with addressing the educational needs of the most marginalised. According to him, the failure to educate the region’s children has contributed significantly to its insecurity, underdevelopment, and dependence on humanitarian aid. “The region is in crisis, not just in terms of security, but also in terms of human capital,” he warned. “If we do not act now, we risk creating another generation that will be even more difficult to reach.”

    One of the key expectations of the new partnership is that state governments will go beyond offering physical office space. They are expected to actively integrate the commission’s programmes into their local education strategies. This includes providing logistical support, budget allocations, community sensitisation campaigns, and monitoring systems to ensure compliance with child enrolment and retention targets. Experts believe that if each state takes full ownership of the process, the region could begin to reverse decades of educational decline within a few short years.

    In addition, the commission has called on traditional rulers, community leaders, and Islamic scholars to support the effort by promoting a more progressive interpretation of Islamic education. It believes that with the right messaging and cultural sensitivity, parents and guardians will begin to understand the importance of balancing religious knowledge with vocational and academic training. In many parts of the North-East, there is still widespread scepticism about Western-style education. This perception is rooted in colonial history and reinforced by mistrust of state institutions. Overcoming these barriers, the commission argues, will require a unified front that combines the authority of government with the moral influence of local leaders.

    It is worth noting, however, that the road ahead will not be easy. Deep-seated poverty, insecurity, and corruption remain formidable challenges that could derail the initiative if not addressed holistically. There is also the question of sustainability. Will future administrations maintain the same level of commitment, or will the momentum be lost once the media spotlight dims? For the partnership to endure, there must be strong institutional frameworks, regular performance reviews, and genuine accountability mechanisms at both state and federal levels.

    Nevertheless, there is a growing sense of optimism among stakeholders that this collaboration could become a model for the rest of the country. If successful, it could demonstrate how multi-tiered governance—federal, state, and local—can work together to address complex social problems. It could also show that reforming traditional institutions like the Almajiri system is not only necessary but also possible, if approached with respect, evidence, and long-term vision.

    In the final analysis, the future of the North-East hinges on the choices its leaders make today. The partnership between the governors and the Almajiri Commission represents more than just a policy agreement. It is a moral commitment to protect the dignity and potential of every child. The time to act is now, and the stakes could not be higher.

    • Muhammad writes from Potiskum, Yobe State
  • Fed Govt plans fresh strategies to reduce number of out-of-school kids

    Fed Govt plans fresh strategies to reduce number of out-of-school kids

    • Return children to classrooms, President orders stakeholders

    The Federal Government has said it is strengthening collaboration with relevant stakeholders to develop result-oriented strategies aimed at reducing the growing number of out-of-school children.

    To achieve the objective, President Bola Ahmed Tinubu directed all stakeholders in the basic education sub-sector to work towards returning children back to the classrooms.

    Education Minister Tunji Alausa announced this yesterday in Abuja at a three-day meeting with executive chairmen of State Universal Basic Education Boards (SUBEBs) from the 36 states and the Federal Capital Territory (FCT).

    The meeting, with the theme: Strengthening Collaboration for Quality Basic Education Delivery in Nigeria, was organised by the Universal Basic Education Commission (UBEC).

    Alausa said the Tinubu administration remained committed to transforming the education sector for national development.

    He reiterated the commitment of the government towards enhancing the delivery of quality basic education across the country.

    The minister, who was represented by his Senior Special Assistant (SSA), Dr. Ismaila Adiatu, emphasised the government’s dedication to addressing the growing crisis of out-of-school children in Nigeria.

    He said: “I would like to assure you of the Federal Government’s commitment to promoting quality education to inspire Renewed Hope, with strong emphasis on prioritising qualitative basic education, which is recognised as the most vital segment of the education sector.

    Read Also: Tinubu serious with Ogoni issues, says Fubara

    “The development of this foundational level is essential for the positive impact of the other tiers of the educational system and its contribution to overall national development.

    “The Federal Ministry of Education is, therefore, committed to improving teacher quality, enhancing the school environment, ensuring the availability of adequate instructional materials, and implementing an effective quality assurance evaluation system.

    “We are also focused on strengthening collaboration with all relevant stakeholders to develop result-oriented strategies aimed at reducing the growing number of out-of-school children.”

    Alausa announced that the government had set up a committee to outline the process for categorising schools in Nigeria to identify areas where urgent interventions are needed.

    He said: “These efforts are designed to prepare Nigerian youths for the 21st-century economy, in line with Mr. President’s initiative of ‘Education for Renewed Hope’.”

    Alausa urged the participants to reevaluate existing strategies and identify innovative approaches to implementing basic education, including exploring alternative funding sources and fostering collaboration, to ensure that every Nigerian child received quality education.

    UBEC’s Executive Secretary Aisha Garba said the gathering was a testament to its collective commitment to ensuring that every Nigerian child had access to quality basic education, regardless of the education programme in Nigeria.

    She said: “We must prioritise our society-based education by ensuring effective collaboration at national and state levels within the education sector and beyond.

    “This workshop provides us with a unique opportunity to collectively evaluate our progress so far, identify challenges, and chart a new pathway towards achieving our shared goal of an effective basic education system in Nigeria.”

    Speaking on behalf of the SUBEB chairmen, Prof. Adaramaja Shehu expressed confidence that the meeting would strategise on improving the effectiveness of schools and uphold best practices to boost learning outcomes.

    He urged fellow chairmen to work towards eradicating the menace of having out-of-school children in any part of the country.

  • Fed Govt plans result-oriented strategies to reduce out-of-school children number 

    Fed Govt plans result-oriented strategies to reduce out-of-school children number 

    …as Tinubu directs stakeholders to work towards returning children back to classrooms

    The federal government on Monday said it was strengthening collaboration with all relevant stakeholders to develop result-oriented strategies aimed at reducing the growing number of out-of-school children.

    This is as President Bola Tinubu directed all stakeholders in the basic education sub-sector to work towards returning children back to the classrooms. 

    Minister of Education, Tunji Alausa, stated this at a three-day meeting with executive chairmen of State Universal Basic Education Boards (SUBEBs) from the 36 states and the Federal Capital Territory (FCT) organised by the Universal Basic Education Commission (UBEC) in Abuja on Monday.

    The meeting was organised under the theme “Strengthening Collaboration for Quality Basic Education Delivery in Nigeria.”

    Alausa expressed the determination of President Tinubu-led administration to transform the education sector. 

    At the meeting, the minister reiterated the commitment of the federal government towards enhancing the delivery of quality basic education across the country.

    Read Also: Gender mainstreaming key to reducing civilian casualty during conflict, says NDC commandant

    Alausa, who was represented by his Senior Special Assistant (SSA), Dr. Ismaila Adiatu, emphasised the government’s dedication to addressing the growing crisis of out-of-school children in Nigeria.

    He said: “I would like to assure you of the Federal Government’s commitment to promoting quality education to inspire renewed hope, with strong emphasis on prioritising qualitative basic education, which is recognised as the most vital segment of the education sector.

    “The development of this foundational level is essential for the positive impact of the other tiers of the educational system and its contribution to overall national development.

    “The Federal Ministry of Education is, therefore, committed to improving teacher quality, enhancing the school environment, ensuring the availability of adequate instructional materials, and implementing an effective quality assurance evaluation system.

    “We are also focused on strengthening collaboration with all relevant stakeholders to develop result-oriented strategies aimed at reducing the growing number of out-of-school children.”

    He said a committee has been set up to outline the process for categorising schools in Nigeria to identify areas where urgent interventions are needed.

    He said: “These efforts are designed to prepare Nigerian youths for the 21st-century economy, in line with Mr. President’s initiative of ‘Education for Renewed Hope.’”

    He called on participants to reevaluate existing strategies and identify innovative approaches to implementing basic education, including exploring alternative funding sources and fostering collaboration to ensure that every Nigerian child received quality education.

    Executive Secretary of UBEC, Hajiya Aisha Garba, said the gathering was a testament to its collective commitment to ensuring that every Nigerian child had access to quality basic education, regardless of the education programme in Nigeria.

    She said: “We must prioritise our society-based education by ensuring effective collaboration at national and state levels, within the education sector and beyond.

    “This workshop provides us with a unique opportunity to collectively evaluate our progress so far, identify challenges, and chart a new pathway towards achieving our shared goal of an effective basic education system in Nigeria. While I have knowledge over the decades, it is still imperative that we address the most essential issues.

    “Nigeria still has poor quality of education, especially at the basic level. We must work together to address these challenges in financing basic education, infrastructure, quality of education, ensuring the relevance and accessibility of learning materials, addressing challenges of teachers, and working together to improve the social infrastructure of an inclusive teaching and learning environment.”

    Speaking on behalf of the SUBEB chairmen, Prof. Adaramaja Shehu, congratulated the Executive Secretary on her appointment, while appreciating the commitment of her management team for their expected support in the discharge of their responsibilities.

    He thanked the Executive Secretary for the approval of the 2023/2024 teachers’ development fund in their state, saying that capacity building for teachers across the states would soon kick off.

    He expressed confidence that the meeting would strategise on improving the effectiveness of schools and uphold best practices to boost learning outcomes, urging the chairmen to join hands in eradicating the issue of out-of-school children.

  • Out-of-school children: Yobe must wake up

    Out-of-school children: Yobe must wake up

    • By Kasim Isa Muhammad

    Sir: The rising number of out-of-school children in Yobe State is a ticking time bomb that demands urgent government intervention. Despite various education policies and interventions, the streets of Yobe remain flooded with children who are supposed to be in school. These children, often left to fend for themselves, become vulnerable to social vices, child labour, and other dangers that could hinder the state’s progress. 

    According to the National Bureau of Statistics (NBS), over 427,230 children in Yobe State are out of school, representing 43 percent of the child population. This alarming figure raises serious concerns about the effectiveness of the state’s educational policies. If the government does not act swiftly, the future of these children—and by extension, the future of the state—will remain uncertain. 

    One key question is whether the Yobe State government is truly aware of the gravity of this crisis. In his 2019 inauguration speech, Governor Mai Mala Buni declared a state of emergency in the education sector, a move that was widely welcomed. However, five years down the line, the out-of-school crisis remains unresolved. Was the declaration merely a political statement, or was it meant to tackle the root causes of the problem? 

    One of the major contributors to this challenge is poverty. Many parents in Yobe State struggle to make ends meet and cannot afford to send their children to school. In some cases, even when education is free, families still find it difficult to provide basic school supplies, uniforms, and transportation for their children. This economic hardship forces many children to engage in street hawking and begging instead of sitting in classrooms. 

    Cultural and religious beliefs also play a role in the rising number of out-of-school children. In some communities, parents prioritise Islamic education over Western education, leading to a large number of Almajiri children roaming the streets. While Islamic education is important, there is a need for a balanced approach that ensures these children receive both religious and formal education. 

    The dilapidated state of many public schools in Yobe further worsens the situation. Reports have emerged that some boarding schools in the state are struggling with a lack of food, forcing students to leave school to find meals at home. If students in school are not properly fed, how can those still on the streets be encouraged to enrol?

    Beyond infrastructure, there is also a serious shortage of qualified teachers in the state. For instance, in Nangere Local Government Area, schools such as Biriri, Dugum, and Amayi Primary Schools each have only one teacher controlling the entire school. How can one teacher effectively educate and manage an entire school? The situation is not only discouraging for pupils but also undermines any efforts to improve education quality in the state. 

    Read Also: Bishop Oyedepo urges Nigerians to embody change for national development

    The issue of teacher welfare has further compounded the crisis. Recently, primary school teachers in the state protested over the government’s failure to implement the new minimum wage of N70,000. Many teachers have long endured poor salaries and delayed payments, making the teaching profession unattractive. The government must prioritise teachers’ welfare by ensuring timely salary payments, incentives, and better working conditions to retain and motivate educators. 

    The lingering effects of insurgency in the northeast have left many communities devastated, with schools destroyed and teachers displaced. While some progress has been made in restoring peace, there is still much work to be done in rebuilding schools and regaining public confidence in the safety of education. 

    The importance of community involvement in addressing this crisis cannot be overlooked. Parents, traditional rulers, and religious leaders must work together to sensitise communities on the value of education. Many parents who resist sending their children to school do so due to misconceptions about Western education. A well-coordinated awareness campaign could help change this mind-set. 

    The government must also strengthen its school feeding programme. Studies have shown that providing free meals in schools significantly increases enrolment and retention rates. If children are assured of at least one meal a day in school, more parents will be encouraged to enrol them. Proper monitoring and transparency in the distribution of school feeding resources are necessary to ensure the programme achieves its desired results. 

    Furthermore, policies that promote compulsory and free basic education must be strictly enforced. It is not enough to declare education free on paper; the government must ensure that all hidden costs are eliminated, and defaulters—whether parents or school administrators—are held accountable. A legal framework should be put in place to mandate school enrolment for all children within the school-age bracket. 

    The Yobe State government must take decisive action before the situation worsens. The future of the state depends on the education of its children. If nothing is done now, Yobe risks raising a generation of uneducated youths who may become a burden rather than a productive force in society. 

    •Kasim Isa Muhammad,

    Potiskum, Yobe State.