The recent two-day regional meeting organized by UNICEF in partnership with the Oyo State Ministry of Education focused on developing effective models to address the challenges faced by out-of-school children in the six South-West states of Nigeria. The meeting aimed to improve retention, transition, and completion rates in secondary education. Funmi Ogundare reports.
The issue of out-of-school children presents complex challenges with significant implications for both the individuals affected and the country as a whole. These challenges include early marriage, early pregnancy, economic barriers, conflict and insecurity, socio-cultural norms, inadequate policies, insufficient infrastructure, and school-related gender-based violence.
A 2021 Multiple Indicator Cluster Survey by the Nigeria Bureau of Statistics (NBS) and presented by UNICEF indicates that nearly eight percent of school-age children in Oyo, Ondo, Ekiti, Osun, Lagos, and Ogun states are out of school. Additionally, eight to 15 percent of adolescents aged 10 to 18 are not completing their education, impacting retention, transition, and completion rates. Specifically, 31.5 percent of children aged five to 17 are involved in child labor, and 24.9 percent of lower secondary and 34.3 percent of upper secondary school-age children are not attending school.
To address these issues, UNICEF, in collaboration with the Oyo State Ministry of Education, brought together key stakeholders from across the South-West states to discuss effective interventions. The goal was to enhance government systems to improve retention, transition, and completion rates and to expand access to secondary education.
Azuka Menkiti, an education specialist at UNICEF’s Abuja Office, expressed concerns about the underfunding of secondary education. She urged stakeholders to ensure adequate funding and develop reliable data to support advocacy efforts. Menkiti also emphasized the need for community and religious leaders to address social norms that hinder school attendance.
She stated, “Foundational literacy and numeracy programs are essential to prepare children for learning and ensure they are supported by a conducive learning environment.”
The initiative aims to create models that will enhance retention, transition, and completion rates in secondary education, drawing on a decade of successful interventions in girls’ education.
Menkiti highlighted that out-of-school children include those who have never enrolled, are unlikely to enroll, or have dropped out. She emphasized the need to support teenage girls who become pregnant during their studies, allowing them to continue their education and pursue their life ambitions.
In response to high adolescent pregnancy rates, Nigeria has introduced a policy allowing pregnant teenage girls to continue their education. Menkiti explained that early pregnancy often leads to school dropout due to a lack of support and stressed the need for continued education and support for these girls.
UNICEF education specialist Babagana Aminu noted that while 92 percent of children complete primary school, only 85 percent progress to upper secondary education, indicating a significant dropout rate. He underscored the importance of improving foundational literacy, numeracy, and transferable skills to prepare children for the modern world.
Oyo State Commissioner for Education, Science and Technology, Prof. Saliu Adelabu, expressed concerns about the influx of young children from the northern part of the country, viewing it as a security issue. He mentioned that the Ministry of the Environment is working on integrating these children into schools or vocational training.
Lagos State Commissioner for Basic and Secondary Education, Jamiu Alli-Balogun, acknowledged the global challenge of out-of-school children, particularly in a state with diverse populations. He noted that while some children are involved in non-formal sector training, efforts are being made to integrate as many as possible into the school system. Alli-Balogun stressed the importance of good parenting and effective national policies.
Hamzat Omolaja, Director of Social Mobilisation at the Lagos State Universal Basic Education Board (LSUBEB), expressed optimism about the meeting’s potential impact. He highlighted initiatives such as ‘Leave No Child Behind’ and ‘Project 0’, aimed at ensuring every child has access to education.
Following the meeting, stakeholders committed to evidence-based advocacy and sensitization through local media, gender-inclusive planning, infrastructure and curriculum development, early warning systems, reorientation, and continuous counseling to prevent adolescent dropout. Additional strategies include reviewing educational policies, supporting learning disabilities, investing in technological and sporting resources, implementing safe school policies, and promoting education through various channels such as school-based management committees, religious bodies, scholarships, and teacher training.