By Carl Umegboro
The synergy of the federal and state governments, humanitarian societies, international agencies and non-government organisations through the Global Partnership for Education Accelerated Funding projects in the North-East 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 North-East namely; Borno, Adamawa and Yobe states. Data shows that about 1.9 million boys, girls and youths 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 an overview of education in Nigeria, Chief Education, UNICEF Nigeria, Dr. Saadhna Panday-Soobrayan underlined that Nigeria and especially the North-East are experiencing a severe learning crisis though access to education is improving, but remains inequitable, especially in the North-East. UNICEF submitted that 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 three out of every four children in Nigeria cannot read with meaning or solve simple mathematics problems. This seriously calls for concern.
For
instance, statistics show that across the North-East, 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 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 State and 25
per cent in Yobe. From the Multiple Indicator Cluster Surveys 2021 released by
the National Bureau of Statistics, less than half of children (48.6 per cent)
complete their primary school education in the North-East.
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 the 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.
The
synergy has recorded huge achievements in the education sector. One major
accomplishment is the teachers’ training programme of the GPE AF project, an
initiative of the Federal Government through the federal Ministry of Education;
the National Teachers’ Institute and the Teachers’ Registration Council of
Nigeria.
According
to UNICEF Chief of Maiduguri Field Office, Phuong Nguyen, the training
programme has supported over 18,000 unqualified teachers working in the
North-East to study and pass the TRCN’s qualifying examination. On February 4,
2023, these teachers were inducted and licensed across Borno, Adamawa and Yobe
states. The 12-month course was funded by the GPE AF and supported by UNICEF,
Teaching at the Right Level Africa and the Nigeria Union of Teachers. This is
perhaps the first training of its kind targeting a large cohort of teachers in
Nigeria.
At least one
million girls and boys will benefit as these newly certified teachers return to
their classrooms equipped with modern and effective teaching methods, including
the skills to provide gender-sensitive and psychosocial support to learners.
UNICEF is excited that we might finally be turning the tide against high dropout
rate as well as facilitating access and retention of children in school.
Millions of children will surely have better learning outcomes with a large
cohort of motivated, trained, prepared, and equipped teachers in classrooms
across the North-East.
Other aspects of the GPE AF project also
target improving access to education. Classrooms in at least 50 schools have
been renovated and 50 temporary learning spaces constructed. Today, you will
have the opportunity of visiting some of these schools, seeing and interacting
with some of the newly certified teachers in action. Over 500,000 children have
been provided with learning materials. The capacity of 438 education officials
have been strengthened on education-in-emergency leadership, and result-based
planning and budgeting,” Nguyen stated at a media dialogue.
UNICEF’s priorities for education include
scaling model on out-of-school children including safety; building model on
transition and completion; building system of credible, alternative pathways
with clear-cut targets from 2023 to 2027 to reduce the world’s highest number
of out-of-school children. Others are the reciprocal relationship between
access and learning/skills development; educational trajectories through an age
continuum as well as a longer-term focus and increased capacity to reach the
marginalised. Its blueprint targets that, “By 2027, more children, including
adolescents, particularly the most disadvantaged, participate in quality
education, learn, and acquire skills for the future.’’
In the targets of the GPE Nigeria Accelerated
Funding (North-East), the first output is improved education-in-emergencies
leadership and coordination, budgeting, planning, implementation, monitoring
and reporting in all three BAY states (Borno, Adamawa and Yobe).
The second is that conflict-affected children
have increased access to education and child protection services in a safe and
protective learning environment. The third is that the education system is
equipped with a robust and transparent teacher preparation and recruitment
system to facilitate acquisition of grade appropriate learning and transferable
skills among conflict affected children, whilst the fourth is that of
strengthened school governance to support education for conflict affected and
internally-displaced persons who are children.
Assessment from a field trip to three
intervention centres; Moduganari Primary School; Ngarannamn Primary School; and
Yerwa Peace Estate Primary School in Maiduguri, Borno State recently attests
that the partnership is optimistic and should possibly expand beyond the
North-East. The new learning environments at the three schools with necessary
facilities, visibly upgraded to standard are conducive and cheering to attract
children for positive learning outcomes. Learning environment and teachers’
capacity play pivotal roles in education outcomes anywhere.
*Umegboro
is a commentator on public issues
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