Tackling learning crisis in primary, secondary schools

Over the years, the country’s education system has undergone a lot of reforms, regrettably, the sector is still bogged down by issues of insecurity, inadequate funding, dilapidated infrastructure, as well as lack of teaching and learning facilities, among others.

Not only is the country home to a large number of out-of-school children, learning levels for children in school are low. Results of learning assessments conducted over the last 25 years indicated that literacy and numeracy attainments at the basic school level are consistently low, and attainment rates have been declining over time.
Experts had warned that this phenomenon posed a serious threat to the country, and a dark future for Nigerian children, and would necessitate concerted efforts from all stakeholders.

In this context, the United Nations Children’s Fund (UNICEF) organised a two-day media dialogue in Benin, in collaboration with the National Orientation Agency (NOA) and Edo State Universal Basic Education Board, themed: “Turning the tide on Nigeria’s learning crisis,” where experts
x-rayed some of the factors responsible for the learning crisis and suggested solutions, using the Edo State model.  The workshop had journalists from the south west, drawn from print, broadcast and online as participants.

Citing the Multiple Indicator Cluster Survey (MICS), UNICEF Education Specialist, Yetunde Oluwatosin, noted that 73 per cent of Nigerian children, aged 10 and below, with majority in the north, and from the poorest families and in rural communities, were struggling to read or comprehend simple text, while an alarming nine out of every 10 children in sub-Saharan Africa generally are battling learning difficulty.

Oluwatosin also noted that while only one out of 14 children between ages seven and 14 could demonstrate fundamental skills, only 25 per cent have numeracy skills, capable of solving simple mathematical problems.

She, however, attributed the crises to a number of factors, including limited infrastructure, inadequate funding, gender parity, shortage of qualified teachers, poor delivery system, as well as insufficient learning data and materials, among others.

She emphasised UNICEF’s efforts in filling the gap to include provision of learning materials for over 1.8 million children between 2018 and 2022, and further plans to reach another 4.8 million children primarily in the north, by 2027.

Although up to 73 per cent of Nigerian youths are literate, the UNICEF boss said only seven per cent possess the necessary Information and Communication Technology (ICT) skills required for the digital economy, while just eight per cent of children from the poorest families attend school compared to 78 per cent of their peers from rich homes.

She, subsequently, recommended that the trend be reversed, otherwise it would be difficult to lift many children and young adults in the country out of extreme poverty and criminal activities.

Another UNICEF Education Specialist, Aminu Babagana, emphasised the role of digital learning in bridging the gaps, both in schools and at home.

Babagana said that was why UNICEF created the Nigeria Learning Platform (NLP), with content for primary and secondary education.

He explained that the platform, which can be assessed both online and offline, is not only for learners, as teachers, parents, caregivers, as well as community members, can explore it.

Babagana disclosed that the platform had already enrolled about 501,117 active users within 15 months of its introduction, with 3,500 devices given to schools, especially those in hard-to-reach and under-served communities in many states of the federation and the Federal Capital Territory (FCT).

According to him, the NLP offers over 15,000 learning materials in video, pictorial, and textual formats, covering various subjects and written in English, Yoruba, Hausa and Igbo languages.

Aminu encouraged parents to allow their wards to utilise their phones and laptops for learning and development, while guiding them in accessing appropriate contents.

The workshop was an opportunity for the Edo State government to highlight some of the initiatives introduced to boost basic and secondary education in the state.

The state Commissioner for Education, Dr. Joan Oviawe, while enumerating some of the initiatives, said the state Basic Education Sector Transformation project, popularly known as EdoBest, has improved literacy and numeracy skills of its pupils, as well as their learning outcomes.

According to her, Edo State is no longer keen on students acquiring academic certificates, but to ensure that they are equipped with requisite skills and knowledge that will enable them compete with their peers

Oviawe said: In Edo, we don’t just build schools, renovate existing ones, provide equipment, or recruit teachers; our moves are driven by data and needs assessment in both urban and rural communities.

While shedding light on this, the chairperson of the state’s SUBEB, Mrs Eyitayo Salami, explained that the deployment of digital learning, through the use of tablets already loaded with prepared lesson notes by teachers, and free textbooks for students across subjects, has changed the face of learning in the state.

With the digital platform, Salami said teachers’ activities can be monitored and evaluated.

She stated that the initiative has not only helped students in their studies and extracurricular activities, but also increased enrollment of new students.

During a field trip to Samuel Ogbemudia Girls’ College, Benin, one of the schools that have adopted the digital learning initiatives, both the teachers and students admitted that the platform has made teaching and learning more effective, exciting and easier.

Mrs Akintunde Osahi, one of the teachers, said the platform helps in delivering her lessons well and within the stipulated time frame.

A 12-year-old Junior Secondary 2 student, Chinasa Favour, said since they were introduced to digital learning, her class has become more interactive and engaging.

Fifteen- year-old Esther Osahon, who shared her experience with The Guardian, recalled how the EdoBest programme brought her back to school.
She said: “ I am 15 years old.  I should have been in SS2, but my parents were not able to pay my school fees in my former school.

“ I was attending one of the private schools in Benin when my father lost his job and could no longer pay my  fees.
“There is no difference between what  we were taught in private school and this school.  The new way of teaching with the tablet has also made learning easy for me.
We are given textbooks free of charge and no school fees. The government has given people like me hope.  I am happy,” she said with a smile
Like Esther, a female Geography teacher, Akintunde Osaro, also confirmed that the Edobest programme, which introduced digital learning in the state, has boosted teaching and reduced the volume of work.

“I studied education,  but I never liked teaching but when I saw this programme, I decided to apply and I was interviewed and employed.

“ Compared to analogue learning, digital learning has simplified teaching.  We no longer write lesson notes because everything is contained in the tablet.  Punctuality is key. Teachers are now being monitored. It has boosted the morale of students who are now excited to come to school and attend lessons.  Those who don’t like asking questions during lessons now ask questions and we can measure their learning ability,’ Osaro said.