Education

Tackling Nigeria’s Out-of-School Children Menace

Published

4 years ago

26/06/2021

By Jerome-Mario Utomi

As both the federal and state governments in Nigeria continue to allow the rate of out-of-school children, especially in the northern part of Nigeria, to swell in number, even when it is obvious that the streets are known for breeding all forms of criminals and other social misfits who constitute the real threat in the forms of armed robbers; thugs, drunkards, prostitutes and all other social ills that give a bad name to the society, Nigerians are beginning to view government’s approach to the challenge as not yielding the targeted result.

The latest of such worry came from Kogi State Commissioner for Education, Science and Technology, Wemi Jones, who recently during a 2-day North-Central Zonal Meeting on Draft Medium-Term National Development Plan (MTNDP), held in Lokoja, called on stakeholders in the sector to find a lasting solution to the problem.

While lamenting that out of the 17 states in the country with the highest number of out-of-school children, 14 of the states are in the north, Jones said if the rate of out-of-school children can be curtailed, it would help check the insecurity that is currently bedevilling parts of the country, and would to a large extend signal goodbye to insecurity threats across the country.

Though he said it in a different way, venue and time, in the real sense of it, Mr Commissioner may not have said something new or different from what Nigerians have been worried about all these years.

To prove how successive administrations in the country have done very little in arresting the situation, a particular report in 2013, described as mind-numbing the awareness that about 10.5 million Nigerian children of school age are not enrolled in schools. Out of this number, the report explained that about 9 million are children of beggars, fishermen and other less privileged people in the society.

Again, in 2018, a UNICEF survey showed that the population of out-of-school children in Nigeria had risen from 10.5 million to 13.2 million, the highest in the world.

The UNICEF survey says something else; there is still a huge number of those who are in school but are learning nothing, noting that schooling does not always lead to learning. In Nigeria, there are more non-learners in school than out of school, it concluded.

Indeed, going by the facts below, UNICEF in my views may not be wrong in its postulation.

With the nation’s current population of over 195.9 million, 45 per cent of which are below 15 years, there is a huge demand for learning opportunities translating into increased enrolment. This has created challenges in ensuring quality education since resources are spread more thinly, resulting in more than 100 pupils for one teacher as against the UNESCO benchmark of 35 students per teacher and culminating in students learning under trees for lack of classrooms.

Basically, there exist in my opinion about three major troubling realities that characterize the situation as a crisis.

First is the awareness that Nigeria is not in short supply of policy measures and laws to ensure that no child is left behind in education. Yet, the number keeps swelling each year.

As argued elsewhere, there is free and compulsory primary and junior secondary education to cater for children aged five to 14 years.

To explain this point, the Universal Basic Education Act 2004 is the legal framework that provides for compulsory, free and universal basic education of all children of primary and junior secondary school age in the country. There is also the Child Rights Act, which reinforces this as a basic human right by prescribing schooling up to junior secondary school.

UBEC intervention funds, as we know, are focused on collaboration with other state actors towards improving access to basic education and reducing Nigeria’s out-of-school children.

The budgetary allocation for education for example in 2020 is N671.07 billion constituting 6.7 per cent. Of the N671.07 billion allocated to the Federal Ministry of Education, the sum includes the statutory transfer allocated to the Universal Basic Education Commission (UBEC), which is N111.79 billion. Yet, most of the states cannot draw from this fund as a result of their (states) inability to provide the counterpart funding.

So what benefits is the fund?

It was such encumbrance I presume that recently prompted the Ekiti State Governor, Dr Kayode Fayemi, to call on the federal government to remove counterpart funding as part of basic requirements for states to access the federal government funding of UBEC.

The second factor fuelling the out-of-school challenge in Nigeria stems from the awareness that despite the universal declaration of education as a fundamental human right for everyone and this right was further detailed in the convention against discrimination in education, Nigerian governments, particularly the northern governors, failed to turn more of their energies in, or focus their creativity on the useful things that will translate to the empowerment of the people.

They made policies that view education as very narrow and restricted.

Presently, what the region and Nigeria by extension need is a restless determination to make the idle of governance a reality.

At this critical point of our nationhood, the northern governors must do this work-and in doing the work, stimulate their people particularly the youths to learn and acquire higher levels of skills and techniques for economic independence.

There are certain technical steps that must be taken.

First, it is time to recognize that any region desirous of securing the future of its people must invest in education. This is more urgent in the north where it is agreed that historical underdevelopment in Western education is responsible, more than the diversity in religious loyalties, for the social imbalance between the region and the south.

Similarly, the hour has come for the governors from the region to adopt and support the 2030 sustainable agenda- a United Nation initiative and successor programme to the Millennium Development Goals (MDGs)- with a collection of 17 global goals formulated among other aims to promote and cater for people, peace, planet, and poverty.

And has at its centre; partnership and collaboration, ecosystem thinking, co-creation and alignment of various intervention efforts by the public and private sectors and civil society.

The reason for this assertion is barefaced.

A few years ago, it was reported that Mathew Hassan Kukah- a well-informed, self-contained and quietly influential Bishop of the Catholic Diocese of Sokoto had during a four-day workshop tagged Interfaith Dialogue and Engagement for Christians and Muslims in Minna, Niger State that the Kukah Centre (TKC), promised to introduce skill acquisition centres in the northern part of the country where about 10 million Almajiri children will acquire vocations of their choice.

For sure, with the slow economic but high population growth in Nigeria particularly in the north, such a programme would have been an effective tool for fighting unemployment and consolidating economic growth. But for yet to be identified reason(s), no governor from the north bought into that opening provided or encouraged their youth to access such opportunity.

Regardless of what others may say, it is in the interest of the government to educate its people on different skills that create jobs for the youths as a formidable way of curbing crime and reducing threatening insecurity in the country.

It should be done not merely for political consideration but from the views of national development and sustenance of our democracy and the best place to start from should be a deliberate effort to drastically reduce the number of our school children.

When this is achieved, it will in turn bring about sustained peace; result in improved hygiene and medical care, greater educational opportunities. State governments are hereby enjoined by this piece to embark on aggressive education of their people, ensuring its compulsion to a certain level.

To catalyse this process, a shift in action is important as ‘we cannot solve our socio-economic challenges with the same thinking we used when we created it.

The governors need to bring a change in the leadership paradigm by switching over to a leadership style that is capable of making successful decisions built on a higher quality of information.

Jerome-Mario Utomi is the Programme Coordinator (Media and Policy), Social and Economic Justice Advocacy (SEJA), Lagos. He could be reached via [email protected]/08032725374.

Education

Kidnappings: FG Reopens 47 Unity Schools

Published

2 hours ago

18/12/2025

Adedapo Adesanya

By Adedapo Adesanya

The federal government has announced the reopening of the 47 unity schools earlier shut down due to security concerns on November 21.

This was disclosed in a statement by the Federal Ministry of Education on Thursday.

It said that the decision to reopen the affected colleges across the country reaffirmed its unwavering commitment to safeguarding students and ensuring the continuity of education.

On November 18, 2025, over 20 schoolgirls were kidnapped by unidentified armed men from the Government Girls Comprehensive Secondary School in Maga, Kebbi state.

Just three days later, on November 21, about 303 students and 12 teachers were kidnapped at St. Mary’s Catholic Primary and Secondary School in Papiri, Niger state.

In response, the federal government shut down 47 Federal Unity Colleges, and some states including Katsina, Taraba, and Niger also closed schools or restricted school activities, particularly boarding institutions.

Rights group including Human Rights Watch lamented that while these measures were aimed at protecting students, they disrupted learning for thousands of children, denied them access to education, and the social and psychological support schools provide.

FULL LIST OF AFFECTED UNITY COLLEGES

North-West:
FGGC Minjibir, FTC Ganduje, FGGC Zaria, FTC Kafanchan, FGGC Bakori, FTC Dayi, FGC Daura, FGGC Tambuwal, FSC Sokoto, FTC Wurno, FGC Gusau, FGC Anka, FGGC Gwandu, FGC Birnin Yauri, FTC Zuru, FGGC Kazaure, FGC Kiyawa, FTC Hadejia.

North-East:
FGGC Potiskum, FGC Buni Yadi, FTC Gashua, FTC Michika, FGC Ganye, FGC Azare, FTC Misau, FGGC Bajoga, FGC Billiri, FTC Zambuk.

North-Central:
FGGC Bida, FGC New-Bussa, FTC Kuta-Shiroro, FGA Suleja, FGC Ilorin, FGGC Omu-Aran, FTC Gwanara, FGC Ugwolawo, FGGC Kabba, FGGC Bwari, FGC Rubochi, FGGC Abaji.

South-West:
FTC Ikare Akoko, FTC Ijebu-Imusin, FTC Ushi-Ekiti, FTC Ogugu.

Education

Coursera, Udemy Announce $2.5bn Merger

Published

8 hours ago

18/12/2025

Adedapo Adesanya

By Adedapo Adesanya

Online learning platforms, Coursera and Udemy, have reached an agreement to merge in an all-stock transaction, with the combined company’s implied equity value estimated at approximately $2.5 billion.

The agreement, unanimously approved by both companies’ boards of directors, stipulates that Udemy shareholders will receive 0.8 shares of Coursera common stock for each Udemy share held.

Upon completion of the merger, Coursera shareholders are expected to own about 59 per cent and Udemy shareholders approximately 41 per cent of the new entity on a fully diluted basis.

The combined company will continue under the Coursera name, and maintain its headquarters in Mountain View, California.

Coursera, founded in 2012 by Mr Andrew Ng and Ms Daphne Koller, is an online learning platform with 191 million registered users as of September 30, 2025. It collaborates with over 375 universities and industry partners to offer courses, specialisations, professional certificates, and degrees.

The platform includes features such as generative AI (gen AI) tools (Coach, Role Play, Course Builder) and role-based solutions (Skills Tracks) to support scalable and personalised learning. Coursera is used by institutions for workforce development in fields such as gen AI, data science, technology, and business.

Udemy is a platform that provides on-demand, multi-language courses to help companies and individuals develop technical, business, and soft skills. It uses AI to offer personalised learning experiences and supports workforce development in a changing workplace.

Mr Greg Hart, currently CEO of Coursera, is set to lead the enlarged organisation as CEO after the merger.

The board will consist of nine members. Six from Coursera’s board, including chairman Mr Ng and CEO Mr Hart, and three from Udemy’s board.

“We’re at a pivotal moment in which AI is rapidly redefining the skills required for every job across every industry.

“Organisations and individuals around the world need a platform that is as agile as the new and emerging skills learners must master,” Mr Hart said.

The combination is said to create a complete ecosystem of top instructors supported by AI tools, data-driven insights, and broader distribution, enabling more engaging, personalised, and dynamic learning at scale.

Projected operational efficiencies include anticipated annual run-rate cost synergies of $115m within two years after closing.

Udemy CEO, Mr Hugo Sarrazin said: “For more than 15 years, Udemy has helped millions of people master in-demand skills at the speed of innovation.

“Through this combination with Coursera, we will create meaningful benefits for our learners, enterprise customers, and instructors, while delivering significant value to our shareholders, who will participate in the substantial upside potential of the combined company.”

The merger is anticipated to close in the second half of 2026, pending regulatory clearances, approval by both companies’ shareholders, and other customary closing conditions.

Education

Luno, AltSchool Launch Crypto Education Programme for Nigerians

Published

1 day ago

17/12/2025

Adedapo Adesanya

By Adedapo Adesanya

Global cryptocurrency platform, Luno and AltSchool Africa, an accredited online learning platform, have announced a strategic partnership aimed at demystifiing crypto to 15,000 Nigerians.

The initiative at that scale makes it Africa’s largest crypto education programme.

According to a joint statement on Wednesday, this is a significant step in Luno’s continued efforts to strengthen trust in digital assets and support safer participation in the digital economy.

This is hinged on Africa’s fast-growing digital finance landscape where 33 per cent of the country’s population already engage with digital assets, and a rapidly growing youth population are eager to participate in the digital economy.

According to the statement, the partnership aims to bridge the knowledge gap by providing structured, practical, and safe crypto education.

This will be done by combining Luno’s experience in promoting safe crypto participation with AltSchool Africa’s capability in delivering accessible digital skills training.

“The course directly addresses the misinformation and financial risks associated with unregulated digital assets, while demonstrating real-world applications tailored to African contexts,” the joint statement added.

The initiative will be implemented in three cohorts of 5,000 learners each. Applications for Cohort 1 will be open from January to February 2026, with the course commencing in March 2026. Cohort 2 participants will gain access to the course in July 2026, while Cohort 3 participants will begin the programme in November 2026.

The programme will be led by Web3 expert Mr Abdulsamad Tiamiyu, who will provide a practical, Africa-focused introduction to cryptocurrency, showing how it can be used for saving, remittances, global trading, and entrepreneurship.

The curriculum consists of five core modules and is designed to be completed within three to four weeks.

Learners benefit from up to one year of access to all course materials, including online, self-paced video lessons, slides, quizzes, and case studies. The course combines theory with hands-on experience, where learners interact with wallets, exchanges, stablecoins, and research tools like CoinGecko and Etherscan.

According to the organisers, this approach gives learners the tools to confidently use digital currencies in everyday financial activities. Successful learners, upon passing the assessments, earn an AltSchool Africa Certificate of Completion.

Speaking on the partnership, Mr Ayotunde Alabi, CEO of Luno Nigeria, said: “This initiative is a crucial intervention in Africa’s digital ecosystem. As crypto adoption accelerates, formal literacy must grow alongside it, so individuals can benefit safely and meaningfully,”

“Our partnership with AltSchool Africa is a deliberate step toward that goal and a foundational investment in the integrity of the industry. By delivering structured, high-quality education, Luno is helping ensure that Africans can participate confidently, securely, and sustainably – turning what is often seen as risk into real economic opportunity,” he added.

Adding his input, Mr Adewale Yusuf, Co-founder and CEO of AltSchool Africa, said “This partnership between AltSchool and Luno is a major step toward financial education that truly serves Africans and helps people gain the knowledge and tools they need to understand crypto with confidence and use it in practical, life-changing ways.”

The programme is open to Nigerian residents aged 18 and above who are able to commit to completing it within four weeks. Applicants must have a Luno account or create one before enrolling.

Starting January, Interested participants are encouraged to submit application through the AltSchool Africa portal, with scholarship decisions communicated within one week.