GPE AF: Outcomes on the learning crises in Northeast

Sir: The synergy of the federal and state governments, humanitarian societies, international agencies and Non-Government Organisations (NGOs) through the Global Partnership for Education (GPE) Accelerated Funding (AF) projects in northeast Nigeria is worthwhile.

The thoughtful interventions followed critical situations vis-à-vis education of children in public schools resulting firstly from destroyed schools by bandits in the region coupled with other uncommon challenges militating against good education outcomes in the northeast, namely; Borno, Adamawa and Yobe states.

Data shows that about 1.9 million boys, girls and youth affected by conflict are without access to basic quality education in the region. This is inclusive of 56 per cent of all displaced children who are out-of-school.

In overview of education in Nigeria, Saadhna Panday-Soobrayan (PhD), Chief Education, UNICEF Nigeria, underlined that Nigeria and especially the Northeast are experiencing a severe learning crisis though access to education is improving, but remains inequitable, especially in the Northeast.

UNICEF submitted that learning poverty rate has dramatically increased in low-and lower middle-income countries from post-COVID accelerated results to 48 per cent while post-COVID simulation stands at 65 per cent, and agitatedly summed that 3 out of every 4 children in Nigeria cannot read with meaning or solve simple mathematics problems. This seriously calls for concern.

For instance, statistics show that across Northeast Nigeria, only 29 per cent of schools have teachers with the minimum qualification. Added to this, the average pupil-teacher ratio is 124 to 1. Furthermore, almost half of all schools need rehabilitation.

Taking it state-by-state, in Borno, only 47 per cent of schools have furniture with lower proportions in Yobe (32 per cent) and Adamawa (26 per cent). In Adamawa, only 30 per cent of schools have adequate learning materials for pupils with lower proportions (26 per cent) in Borno and (25 per cent) in Yobe.

From the Multiple Indicator Cluster Surveys (MICS 2021) released by the National Bureau of Statistics, less than half of children (48.6 per cent) complete their primary school education in Northeast Nigeria. These explain why the challenges of out-of-school children and the learning crises in the education sector remain critical issues that UNICEF and stakeholders are working tirelessly to address to ensure that every child has the opportunity that education confers and be equipped with skills to survive and contribute positively to the society.

Arguably, it is a deserving teamwork. Other partners include: Federal Ministry of Education, State Ministry of Education, State Universal Basic Education, Ministries of Religious Affairs, State Agencies of Mass Education, Ministries of Reconstruction, Rehabilitation and Resettlement, University of Maiduguri, Street Child International, Norwegian Refugee Council, Plan International, Save the Children International, Restoration of Hope Initiative, Goal Prime Organisation, and Education in Emergencies Working Group. Learning environment and teachers’ capacity play pivotal roles in education outcomes anywhere.

Carl Umegboro, ACIArb, a public affairs analyst and social advocate writes through: umegborocarl@gmail.com