Based on current data from the United Nations International Children’s Emergency Fund (UNICEF), Nigeria confronts a serious problem with almost 20 million children not attending school. With a disproportionate effect on girls, this places Nigeria among the nations with the greatest percentage of children not attending school worldwide. Most of these children are located in the northern areas, where the Educational System faces challenges related to cultural biases, the Almajiranci system, and poor infrastructure. To discuss this issue, stakeholders convened at a Human Capital Development Plus (HCD+) workshop held recently in Lafia. By means of a spokesperson, Finda Koroma, CEO of HCD+, emphasized the criticality of achieving a 70% reduction in the number of children not attending school by 2030.
She emphasized that young boys have been unintentionally excluded from mainstream Education by the Almajiri system, which generally entails sending them to remote regions to acquire Islamic instruction. This has left them vulnerable to Poverty and social marginalization. As Koroma stated, “If we do not address the Almajiri system and other barriers to education, we risk perpetuating a cycle of poverty that will continue to affect generations.” The workshop focused on how gender differences exist in school and how females face particular difficulties.
Guaranteeing girls’ access to education is crucial.
Early marriage, domestic duties, and cultural expectations frequently force girls to drop out of school, restricting their prospects in the future, said Margaret Omanibe, Head of Finance and Administration at HCD+. It is crucial for the country’s socioeconomic development to guarantee girls’ access to education, not merely from an equity perspective. Under the direction of Dr. Emmanuel Akabe, the Deputy Governor of Nasarawa State, the government reaffirmed its dedication to the development of human capital, addressing regional issues in support of the federal plan.
“In addition to formal schooling, we now concentrate on skill development. We have to make sure that all kids, particularly females, are able to make significant contributions to society “Akabe stated. A thorough advocacy strategy for education and skill development was developed as one of the suggested follow-up actions resulting from the workshop’s deliberations. Expanding vocational and technical education, especially in areas like digital skills and agriculture—which are vital for Nigeria’s future workforce—and incorporating contemporary curricula are the main objectives of this plan.
All parties involved will work together to put these initiatives in place.
Lead Education Advocacy Consultant Maryam Uwais emphasized the urgency of Curriculum changes. “We must go beyond conventional approaches and give our students access to 21st-century competencies like creativity and critical thinking in the classroom. For our teachers to implement this new curriculum with effectiveness, they too need ongoing professional development.” Attendees at the event expressed optimism regarding these measures’ potential impact. “This initiative is a game-changer,” said Mrs. Busayo Raymond Ayinde of the Basic Department of the Federal Ministry of Education.
“We can significantly lower the number of children who are not in school and reintegrate them into society by addressing the underlying causes of educational exclusion, especially for girls.” At the end of the session, all parties involved—government organizations, traditional leaders, and Civil Society organizations—were urged to work together to put these initiatives into practice. “We must all work together to ensure that no child is left behind,” said Usman Isah Baba, the Emir of Lafia, in expressing his full support. It’s essential to our communities’ future.”
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Traditionally, young boys in the Almajiri system—which is primarily practiced in northern Nigeria—are sent to study the Quran with a tutor, frequently at a distance from their family. Though religious education is the goal, the system has come under fire for disregarding formal education. Because they lack basic reading and numeracy abilities, a large number of Almajiri youngsters wind up begging on the streets, which feeds the cycle of poverty and social inequity. The high percentage of out-of-school children in Nigeria has been linked to systemic flaws, which makes reforming this sector essential to larger efforts in education.