In Nigeria, there are approximately five million children who are 10 years old. By this age, these children should have the ability to read and comprehend basic texts and solve simple math problems. However, less than two million Nigerian children are capable of these tasks. Only 27 percent of 7- to 14-year-olds in Nigeria can read, write, and perform basic arithmetic, which is significantly lower compared to other countries with similar levels of development. This issue of limited educational attainment is particularly severe for the most economically disadvantaged children (96 percent), those residing in rural areas (87 percent), and those in the Northeast (87 percent) and Northwest (88 percent) regions.
The initial concern pertains to the caliber of educators. There exists a deficiency in teacher proficiency and pedagogical abilities. Half of the instructors in Nigeria's basic education system do not possess the necessary qualifications for teaching.
The second issue, closely tied to the first, is the restricted ability of teachers to evaluate students in classrooms using straightforward diagnostic tools that indicate a child's knowledge and capabilities.
The third concern is the irregular utilization of the mother tongue during the initial three years of schooling. This approach has demonstrated significant efficacy in enhancing literacy rates both on a global and local scale. However, the effectiveness of the mother tongue is contingent on the level of training provided to teachers for instructing in this language, as well as the availability of teaching and learning resources in the classroom.
The fourth issue is the insufficient and decreasing investment in education in Nigeria. In 2021, education funding constituted only 1.2 percent of the GDP, falling far below the global standard of 4-6 percent. A significant portion of the education budget is allocated to recurring costs, primarily teacher salaries, leaving limited resources for enhancing educational quality. This leads to overcrowded classrooms, with teacher-student ratios reaching 1:124 in the Northeast, and a persistent deficiency of adequately qualified teachers. To illustrate, there is a nationwide requirement for an additional 195,000 teachers at the primary level.
The encouraging news is that Nigeria has gathered local evidence on effective strategies to enhance literacy and numeracy, drawing from global best practices. The structured pedagogy approach, which combines ongoing professional development for teachers through mentoring and coaching, along with the use of well-designed lesson plans and high-quality teaching materials in local languages, coupled with formative assessment, has shown significant improvements in both numeracy and literacy levels in both local languages and English. Programs like the Reading and Numeracy Activity (RANA) and Kanuri Arithmetic and Reading Initiative (KARI), which have been implemented in the Northeast and Northwest regions, in formal schools as well as Integrated Qur’anic Schools, have consistently demonstrated positive results in bolstering foundational literacy and numeracy skills in Grades 1-3.
Even if children graduate from grades 1-3 with learning disparities, they can swiftly bridge the gap through programs referred to as Teaching at the Right Level (TaRL). This progressive approach organizes children in grades 4-6 based on their individual learning proficiency rather than their assigned grade, leading to enhanced levels of literacy and numeracy.
While these models are currently operational in local government areas across 15 states, further action is imperative. In order to consistently cultivate the kind of human capital required to drive the economy and foster a harmonious society, Nigeria must expand the implementation of structured pedagogy to encompass all schools and local government areas. Achieving this goal will necessitate increased investment in the quality of education and a reallocation of existing budget allocations towards teacher development and effective teaching materials. Additionally, it calls for regular competency-based assessments at the school, state, and national levels to monitor progress, as well as an annual collaboration within the education sector to assess advancements and make necessary adjustments.
Considering the magnitude of the task at hand and the pressing need for action, it is essential for all stakeholders to collaborate closely with the government. Addressing this issue requires concerted and unified efforts from all partners, aligned with a shared framework of action. The initial step should be to rally the education sector around the shared objective of eradicating the learning crisis. This is an achievable goal, and it is our responsibility to the 106 million school-aged children in Nigeria who are entitled to an education and the promise of a promising, prosperous future.
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