mrl

EDUCATION

Case Study Report on Out-of-School Children in Niger State 2024

Overview

Niger State faces a critical challenge with the prevalence of Out-of-School Children (OOSC), which has significant consequences for both educational and socio-economic development. As of 2024, an estimated 952,119 children, or 47% of the school-age population, are out-of-school. These children fall into three key groups: Those who never enrolled or dropped out early due to economic or cultural pressures, Almajiri learners in informal Quranic schools, and internally displaced children affected by conflict. Several factors contribute to this some of which include: parental perceptions, poverty, inadequate infrastructure, teacher shortages, and cultural norms, particularly those affecting girls.

This crisis perpetuates cycles of poverty, increases social inequality, and exacerbates insecurity, making it essential to prioritize solutions for re-integrating these children into formal education. To address this pressing issue, the Transforming Education in Niger State Programme (TENS II) has developed an Out-of-School Children Strategy. This comprehensive approach aims to increase school enrolment, enhance education quality, and reduce the prevalence of Out-of-School Children in Niger State.

Background / Context

Niger State has faced a persistent challenge with out-of-school children, with factors such as poverty, distance to schools, early marriage, and cultural perceptions about education contributing to the crisis. Recognizing the urgent need for action, the Niger State government launched TENS II to provide a structured, multi-sectoral approach to improving education access and quality.

Problems / Challenges

Key challenges identified in Niger State’s out-of-school children include:

  • Economic Constraints: Families prioritized subsistence activities over schooling due to financial hardships.

  • Cultural Barriers: Early marriage and gender-based education disparities led to a high dropout rate among girls.

  • Infrastructure Deficiencies: Many schools lacked proper facilities, leading to poor learning conditions.

  • Teacher Shortages: A lack of qualified educators made it difficult to provide quality instruction.

    • Solution

    TENS II is structured to provide data-driven solutions for the identified challenges, with a focus on:

    1. Community Awareness Campaigns: Educating parents and communities about the value of formal education​.

    2. Infrastructure Development: Renovation of existing schools and construction of new learning centres​.

    3. Teacher Training & Recruitment: Capacity-building programs for teachers to enhance instructional quality​.

    4. Scholarships & Incentives: Provision of financial support, free uniforms, and learning materials to encourage school attendance​

    Execution / Implementation

    The number of out of school children was implemented through:

    1. Identification & Geo-Mapping: A comprehensive Education Census and geo-mapping exercise were conducted to identify the most affected areas and understand the scale of out-of-school children in the State.

    2. Enumeration and Data Collection: Trained field personnel gathered data from schools across all 25 Local Government Areas (LGAs).

    3. Data Processing and Analysis: Information was reviewed, validated, and analyzed using a structured data tabulation plan.

    4. Stakeholder Engagement: Collaboration with ministries, educational institutions, and local communities to ensure the Census’ success.

    Results and Impact

    The TENS II Education Census provided a comprehensive overview of the Out-of-School Children (OOSC) situation in Niger State. The key findings include:

  • Total Out-of-School Children: An estimated 952,119 children were identified as out of school across Niger State as of November 2024.

  • Gender Disparity: 52% of school-age girls were found to be out of school compared to 41% of boys, highlighting a significant gap in female education​.

  • Geographical Distribution: Shiroro LGA had the highest number of out-of-school children with 88,692 students.

  • Suleja LGA had the lowest number with 4,891 students.

  • Tafa LGA was recorded as having no out-of-school children, although this may reflect data limitations rather than actual absence​.

  • Coverage & Data Accuracy: The census achieved an 85% coverage rate, meaning the actual enrolment figures could be higher than recorded​.

    These results provide a crucial baseline for targeting interventions and developing strategies to reintegrate out-of-school children into the education system.

    • Key Takeaways / Lessons Learned

  • Data-Driven Decision-Making – The Education Census enabled targeted interventions and better resource allocation​.

  • Economic Barriers Persist – Poverty remains a major challenge, making scholarships and school feeding programs essential​.

  • Cultural Norms Affect Enrolment – Early marriage and societal attitudes towards girls’ education contribute to high dropout rates​.

  • Community Involvement is Key – Engaging traditional leaders and forming School-Based Management Committees improved program adoption​.

  • Infrastructure & Teacher Development Matter – Expanding schools and training teachers improved access and learning quality​.

  • Monitoring & Evaluation Ensures Success – Regular data tracking helped adjust strategies and advocate for continued funding​.

    • Conclusion & Call to Action

    The TENS II Programme has demonstrated that targeted interventions can successfully reintegrate out-of-school children into the education system. However, continued investment and collaboration are necessary to maintain momentum. Stakeholders, including government agencies, NGOs, and international partners, must strengthen their commitment to scaling and sustaining these efforts.

    Addressing the issue of Out-of-School Children in Niger State is not only a moral imperative but also a strategic necessity for sustainable development. With nearly half of the school-age population currently out of school, the state risks perpetuating cycles of poverty, inequality, and insecurity.

    Implementing this plan will unlock the transformative potential of education, driving social and economic progress for generations to come.