SOLVING THE OUT OF SCHOOL PROBLEM IN NIGERIA – THISDAYLIVE

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SOLVING THE OUT OF SCHOOL PROBLEM IN NIGERIA – THISDAYLIVE
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Cristian Munduate canvasses more investment in education Nigeria’s out of school problem is followed globally, not just because the problem is large and growing but because global progress by 2030

Nigeria’s out of school problem is followed globally, not just because the problem is large and growing but because global progress by 2030 depends on how it is solved in Nigeria. According to the Universal Basic Education Commission , there are over 10 million children at the primary level and a further eight million children at the junior secondary level who are out of school. [1]. Nigeria therefore accounts for 15% of the total number of out of school children globally.

It is no surprise then that poverty is the most significant barrier to school access exacerbated by school fees and other hidden costs of education. Some 17% of children aged 12-14 years in Nigeria are involved in economic activity for 14 hours or more each week. There is an urgent need to prioritize primary and secondary education for girls, Almajari children, and children with disabilities.

These deprivations are strongly interlinked and demand comprehensive solutions. But Nigeria is also in the enviable position of having abundant evidence on what works to solve these persistence problems. Over the past 10 years, federal and state governments in Northwest Nigeria with the support of UNICEF and the Foreign, Commonwealth and Development Office tested solutions in formal and non-formal schools through the Girls Education Project Phase 3 .

That we have collectively showcased what works to get more children into school through GEP3 is cause for celebration. That we have not yet scaled what we know to work is cause for concern. While development partners work with government to generate evidence on how to improve access and quality, the mandate and resources to scale these interventions to every child in Nigeria rests with government.

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