Education
Appraising Role of Women in Improving Learning Outcomes
Funmilayo Adeyemi in this piece highlights the crucial roles of mothers in taming the learning crisis in reading and numeracy, confronting the country, which United Nations Children’s Fund (UNICEF) data shows afflicts 70 per cent of Nigerian school children from the age 10
Destiny Adah, a 10-year old primary six pupil cannot read a simple sentence, a development which made her mother, Mrs Esther Adah to seek for help to improve her reading ability.
She engaged the services of a private teacher to improve her child’s reading skills.Esther was billed to write the National Common Entrance Examination in June.
“What a worrisome situation, how can this 10-year old girl prepare for the upcoming examination when she cannot read or solve simple numeracy?
“I cannot help my daughter academically because I was not privileged to go to school, but I want my children to have good and quality education.
“Most of the time, she returns her homework to school if the private teacher is not around to help, as I cannot help her out.
“I have refused to focus attention on her as I usually do with the other children, and her father who is educated does not even have time for her,” she said.
Similarly, a mother of two, Mrs Sarah Ejiga, complained about how her 11-year old son, Godswill Ejiga, a primary four pupil was not able to read or solve simple mathematics.
Ejiga said that the son was given a primary three story book to read, but could not read it perfectly.
Data from the United Nations Children’s Fund (UNICEF), showed that 70 per cent of children in schools cannot read and write or perform basic numeracy tasks by age 10.
The information was deduced from the National Learning Assessment 2017.
The UN agency further said that Nigeria was facing a staggering learning crisis with learning outcomes being one of the lowest globally.
Some education stakeholders also expressed concern about poor reading or learning ability, saying that education as a major driver for the achievement of the 17 Sustainable Development Goals (SDGs) in Nigeria and across the globe should be of concern.
They said: “It is worrisome as the timeline set by the United Nations for achieving the mandate of the 17 goals may not be achievable.’’
They also noted the importance of mothers in improving learning outcomes.
They said that there was need for mothers to complement teachers’ roles at home, through monitoring of their children/wards’ education.
Mrs Peju Rotimi, a mother of three, called on mothers to rise to the occasion in order to help their children to learn, as well as see the importance of education, adding that they will get the benefit if their children are well educated.
Rotimi also encouraged mothers who were not learned to get a home teacher for their children to complement their learning in school.
“Most of the problems start from the home, because nowadays, parents don’t care much about their children/wards education; they are after their work or material things. Only few parents get back home and try to check what their children learnt in school.
“For us to get a head way in our education sector, parents should do their own work at home because they stay more with the children than the teachers.
“So, mothers should be able to check their wards work when they are back from school and see what they can help the children to do,” she said.
Also, Mrs Idowu Oluwafemi, a teacher from Talent Secondary School, Nasarawa State, said that children’s educational background could also be responsible for their inability to read and solve simple numeracy.
Oluwafemi advised parents to start grooming their children early as this would have a way of contributing to the child’s mental and academic background.
She also advised parents to allow their children progress from one class to another.
“We have observed that parents allow their children to jump classes and this affect them, as they will not have the opportunity to learn what their contemporary learnt from the class.
“If a child do not learn what he/she is supposed to learn at that level, it will affect them in the future.
“Some parents also put every responsibility on teachers and they cannot do this alone, considering the students, teachers ratio, especially in public schools,” she said.
She also identified lack of qualified teachers as reason why some of these pupils cannot read at the age of 10, a situation she said must be addressed by the government.
“Governments have to do a lot in improving the academic performance of the pupils, especially those from educational disadvantaged regions or states.
“Also, there is a negative trend as schools don’t even repeat students who performed below expectations again. This situation will continue to spell doom on the sector if nothing is done,” she said.
Mrs Omoyemi Oke, a counselor at Baptist Secondary School, Osogbo, on her part, listed background, unqualified teachers and psychological factors as being responsible for a child’s inability to read and write at age 10.
Oke advised that the school environment of such children should be changed to help them improve on learning and reading ability.
“ A mentally retard student can be worked on because we have methods we can use to teach them, but for a child who is not mentally retard, the school environment must be changed as well as teacher.
“ The parental background of such a child does not have anything to do with his/her reading, as we could see some intelligent parents, but who are not learned,’’ she said.
Sharing UNICEF’s experiences on Reading and Numeracy Activity (RANA), Mrs Manar Ahmed, UNICEF’s Education Specialist, reiterated the need for heavy investment in teachers, both in time and financial resources to achieve SDGs by 2030.
Ahmed spoke at a recent virtual presentation on Scaling Foundational Literacy and Numeracy in Nigeria at a media dialogue in Kano.
She identified low public spending on education, inadequate and under prepared workforce, insufficient physical resource, among others as the problems of learning crisis in Nigeria.
She added that the situation was not peculiar to Nigeria, saying that globally, 53 per cent of 10-year old in low and middle income countries cannot read and understand a simple sentence.
The education specialist also said that 87 per cent of children are in `learning poverty’ as they do not have basic literacy by age 10, with an average of 1.7 per cent of GDP allocated to education, saying this was grossly inadequate.
The expert further said that government should begin to pay adequate attention as tackling teachers training was not enough.
According to her, Nigeria is not lacking the right policy, but staggering learning crisis with learning outcomes is one of the lowest globally.
“In sub Saharan Africa, 87 per cent of children are in learning poverty as they do not have basic literacy by age 10.
“Goal four of the SDG is to ensure inclusive and equitable quality education that promotes lifelong learning and all children by age 10 must know how to read and solve numeracy.
“It is not that Nigeria lacks the right policy, but Nigeria is facing staggering crisis with learning outcomes being one of the lowest.
“So, 70 per cent of the children in school are not achieving basic foundational skills,” she said.
She further stressed that 27 per cent of teaching staff in Nigeria are unqualified, as qualified teachers are in short supply, and stressed the need “to learn to read in order to read to learn to achieve the goals of SDGs by 2030.’’
Corroborating UNICEF’s views, Dr Uche Anunne, Editorial Training Coordinator, News Agency of Nigeria (NAN), said that achieving goal four in the SDGs would directly impact on attaining all other goals.
Anunne called on the government to adhere strictly to the domestication of the UN Convention of the rights of the child as this would eliminate most of the limitations in the SDGs.
Also, Dr Chidiebere Ezinwa, Department of Mass Communication, Enugu State University of Science and Technology, said that poor domestication of the rights of children was responsible for most challenges experienced in the society.
Ezinwa added that poverty and gender inequality must be bridged as they were essential ingredients to the denial of children’s rights.
He urged different countries to come up with their law to address the problems, saying that duty bearers had been given assignment on what to do to address the problem.
However, the Federal Government, through the Teachers’ Registration Council of Nigeria (TRCN), in 2021 conducted mandatory continued development in digital and online teaching training programmes for teachers.
The Registrar, TRCN, Prof. Josiah Ajiboye said the council from January 2022, targets the training of 45,000 teachers across 24 states under the Global Partnership Education (GPE) Digital Literacy Training as well as Remote Learning Strategies For Teachers.
This, he hopes, will boost teachers’ service delivery. (NANFeatures)
The Federal Government has approved N4bn for the payment of allowances to Nigerian students studying abroad under the Bilateral Education Agreement.
The approval follows outcries from the beneficiaries who had lamented that they were being pushed into forced labour and prostitution due to prolonged hardship occasioned by the nonpayment of their allowance by the Federal Government.
The Minister of Education, Tunji Alausa, disclosed that the fund, representing part of the N8bn budgeted for the programme this year, had been released as the first tranche to address outstanding payments owed to the scholars.
“The Federal Ministry of Finance has approved N4bn to pay the first tranche, and I am working with the Minister of Finance to settle the remaining N4bn. Hopefully, in the next few weeks, they will receive all their allowances for 2025 and 2026.
According to him, efforts are ongoing between both ministries to ensure that all outstanding payments are cleared, with the balance expected to be released within four weeks.
The development follows a disturbing viral video from affected students across countries, including Russia, Serbia and Venezuela, who said delays in stipends spanning over a year had left many struggling to survive, with some resorting to menial jobs while others claimed female students had been forced into prostitution.
The outcry comes barely a year after the Federal Government terminated the scholarship programme and promised to ensure that current students are funded to complete their studies.
In 2025, the minister cited inefficiency and misallocation of national resources as reasons for terminating the programme, following similar complaints from previous beneficiaries.
The programme, established through diplomatic partnerships, had enabled Nigerian students to study in countries such as China, Russia, Hungary, Morocco, Algeria, Egypt and Serbia.
He explained that the scheme had become unsustainable, noting that the government planned to spend about N9bn on just 1,200 students in 2025.
However, the minister assured that all current beneficiaries of the scheme would continue to receive full government support until they complete their studies and return to Nigeria.
Despite assurances that current beneficiaries would not be affected, several students said they had not received stipends for over two years, leaving them stranded.
In the viral video, about 16 Nigerian scholars in Russia appealed to the government for urgent intervention, describing their situation as dire.
One of the students, a fifth-year medical student in Rostov, said many had been pushed into extreme conditions to survive.
A student leader in Russia, who spoke on condition of anonymity, confirmed the development recently, lamenting that the rising cost of living and currency challenges had worsened their situation.
She added that restrictions on student work permits in some countries further limit their ability to earn income.
Another student in Venezuela described the situation as abandonment, noting that scholars from other countries receive regular support from their governments.
He said, “It is only Nigerians that are abandoned. Other countries like Mozambique, Burkina Faso, and Brazil, send delegates to check on their students and pay them, but no one comes from Nigeria.
A parent of an affected scholar, who spoke anonymously with our correspondent, said relevant government agencies had been engaged to facilitate the payment.
“The situation requires prompt attention. These children were sent abroad through a government programme. There have been delays in stipends despite repeated appeals to the Ministry of Finance, Ministry of Education and other agencies.”
The Federal Government had earlier, in January, dismissed claims that Nigerian scholarship students in Morocco were abandoned, following a viral video that showed some students facing hardship, including homelessness and lack of medical support.
The video, shared on X by activist Martins Otse, featured interviews with Nigerian students in Morocco who alleged they had gone for years without receiving financial support despite being beneficiaries of government scholarships.
Reacting, the Federal Ministry of Education, in a statement signed by its Director of Press and Public Relations, Boriowo Folasade, insisted that no student on a valid Federal Government scholarship had been neglected.
Alausa was quoted as saying that all beneficiaries enrolled under the Bilateral Education Scholarship Programme before 2024 had received payments up to the 2024 budget year in line with government obligations.
The statement noted that any delays in outstanding payments were due to fiscal constraints and were being addressed through ongoing engagements between the Ministry of Education and the Ministry of Finance.
The Federal Government has approved N4bn for the payment of allowances to Nigerian students studying abroad under the Bilateral Education Agreement.
The approval follows outcries from the beneficiaries who had lamented that they were being pushed into forced labour and prostitution due to prolonged hardship occasioned by the nonpayment of their allowance by the Federal Government.
The Minister of Education, Tunji Alausa, disclosed that the fund, representing part of the N8bn budgeted for the programme this year, had been released as the first tranche to address outstanding payments owed to the scholars.
“The Federal Ministry of Finance has approved N4bn to pay the first tranche, and I am working with the Minister of Finance to settle the remaining N4bn. Hopefully, in the next few weeks, they will receive all their allowances for 2025 and 2026.
According to him, efforts are ongoing between both ministries to ensure that all outstanding payments are cleared, with the balance expected to be released within four weeks.
The development follows a disturbing viral video from affected students across countries, including Russia, Serbia and Venezuela, who said delays in stipends spanning over a year had left many struggling to survive, with some resorting to menial jobs while others claimed female students had been forced into prostitution.
The outcry comes barely a year after the Federal Government terminated the scholarship programme and promised to ensure that current students are funded to complete their studies.
In 2025, the minister cited inefficiency and misallocation of national resources as reasons for terminating the programme, following similar complaints from previous beneficiaries.
The programme, established through diplomatic partnerships, had enabled Nigerian students to study in countries such as China, Russia, Hungary, Morocco, Algeria, Egypt and Serbia.
He explained that the scheme had become unsustainable, noting that the government planned to spend about N9bn on just 1,200 students in 2025.
However, the minister assured that all current beneficiaries of the scheme would continue to receive full government support until they complete their studies and return to Nigeria.
Despite assurances that current beneficiaries would not be affected, several students said they had not received stipends for over two years, leaving them stranded.
In the viral video, about 16 Nigerian scholars in Russia appealed to the government for urgent intervention, describing their situation as dire.
One of the students, a fifth-year medical student in Rostov, said many had been pushed into extreme conditions to survive.
A student leader in Russia, who spoke on condition of anonymity, confirmed the development recently, lamenting that the rising cost of living and currency challenges had worsened their situation.
She added that restrictions on student work permits in some countries further limit their ability to earn income.
Another student in Venezuela described the situation as abandonment, noting that scholars from other countries receive regular support from their governments.
He said, “It is only Nigerians that are abandoned. Other countries like Mozambique, Burkina Faso, and Brazil, send delegates to check on their students and pay them, but no one comes from Nigeria.
A parent of an affected scholar, who spoke anonymously with our correspondent, said relevant government agencies had been engaged to facilitate the payment.
“The situation requires prompt attention. These children were sent abroad through a government programme. There have been delays in stipends despite repeated appeals to the Ministry of Finance, Ministry of Education and other agencies.”
The Federal Government had earlier, in January, dismissed claims that Nigerian scholarship students in Morocco were abandoned, following a viral video that showed some students facing hardship, including homelessness and lack of medical support.
The video, shared on X by activist Martins Otse, featured interviews with Nigerian students in Morocco who alleged they had gone for years without receiving financial support despite being beneficiaries of government scholarships.
Reacting, the Federal Ministry of Education, in a statement signed by its Director of Press and Public Relations, Boriowo Folasade, insisted that no student on a valid Federal Government scholarship had been neglected.
Alausa was quoted as saying that all beneficiaries enrolled under the Bilateral Education Scholarship Programme before 2024 had received payments up to the 2024 budget year in line with government obligations.
The statement noted that any delays in outstanding payments were due to fiscal constraints and were being addressed through ongoing engagements between the Ministry of Education and the Ministry of Finance.
The Federal Government has approved exemption of candidates seeking admission into the National Certificate in Education (NCE) programme with a minimum of four credits from sitting for the Unified Tertiary Matriculation Examination (UTME).
The Minister of Education, Dr.
Tunji Alausa, announced the policy on Monday in Abuja, at the 2026 Policy Meeting on Admissions into Tertiary Institutions organised by the Joint Admissions and Matriculation Board (JAMB).The event also featured the 6th Edition of the National Tertiary Admissions Performance-Merit (NATAP-M) awards.
Alausa said the decision followed consultations with stakeholders aimed at expanding access to teacher education and strengthening enrollment in Colleges of Education (CoE) nationwide.
He explained that eligible candidates would, however, be required to register with JAMB for proper screening, verification and issuance of admission letters through the Central Admissions Processing System (CAPS).
According to him, the exemption is part of deliberate reforms to harness the admission capacity of colleges of education, particularly within local communities.
“Accordingly, candidates seeking admission into the NCE programme, who possess a minimum of four credit passes, will no longer be required to sit for the UTME.
“However, it is imperative to emphasise that such candidates shall mandatorily register with JAMB, and their credentials shall be duly screened, verified, and certified for the issuance of admission letters thr“In recognition of this reality, the Federal Ministry of Education, in consultation with relevant stakeholders, has taken a deliberate policy position.
ough CAPS, in accordance with extant regulations.”
The minister added that the exemption would also apply to candidates seeking admission into National Diploma programmes in non-technology agricultural and agriculture-related courses.
He said the measure was designed to ease pressure associated with UTME, while encouraging participation in critical sectors essential to national development.
He reiterated that admissions conducted outside CAPS remained illegal and would not be recognised by the government.
He also warned that institutions violating established admission procedures risked sanctions, including suspension of operating licences where applicable.
Alausa reaffirmed the government’s position on 16 years as the minimum admission age into tertiary institutions, noting that the decision aimed at maintaining inclusivity and academic readiness.
He noted that the federal government was implementing wide-ranging reforms in the education sector focused on access, quality, governance and accountability.
He commended JAMB for deploying technology-driven solutions that enhanced fairness and credibility in the admissions process.
He added that efforts were ongoing to deepen inclusion for Persons living With Disabilities through application fee waivers and targeted support initiatives.
“This initiative is not only humane but also a powerful affirmation of our national commitment to equity and equal opportunity.
“The increasing participation of candidates with disabilities in our examinations and admissions processes is clear evidence that when barriers are removed, potential is unleashed,” Alausa said.
The minister further disclosed that the government was advancing digital transformation in education through expanded computer-based testing and integration of artificial intelligence and emerging technologies into curricula.
He said the federal government had equally achieved progress in stabilising the university system, following successful renegotiation of agreements aimed at ensuring uninterrupted academic calendars.
Alausa reaffirmed the government’s commitment to combating examination malpractice through strengthened verification systems and enhanced collaboration among relevant agencies.
He urged stakeholders to uphold integrity and fairness in admissions decisions, noting that outcomes of the policy meeting would affect millions of Nigerian youths seeking tertiary education opportunities.
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