Nigerian children growing up without basic digital, maths skills – UNICEF

The United Nations Children’s Fund, UNICEF, has lamented that only one out of four children in Nigeria who go to school can read properly and do basic mathematics at the age of 14.

Celine Lafoucriere, Chief of UNICEF Lagos Field Office, stated this on Wednesday, at a 2-day Media dialogue on digital learning, artificial intelligence (AI) and Skill development for out-of-school children in Ede, Osun State.

Lafoucriere added that over 10 million children do not go to school in the country.

She opined that the figures are not spreadsheet or government reports, but those sitting on someone’s desk. 

She added that the children are also those who are growing up without the skills they need to get a job, to take care of their families, to take care of themselves and to be part of the economy that is forming around them

The Chief of UNICEF Lagos Field Office, however, advocated digital learning resources and artificial intelligence education to ensure that the children have a chance at a livelihood in future,

“The children who know how to use AI will have a chance. The ones who don’t will be left out. Right now, out of school children in Nigeria are the ones being left out, and amongst them, as usual, unfortunately, girls are the furthest behind.

She, however, called for media collaboration in the area of reportage to ensure that the message of the need to impact digital learning and artificial intelligence education gets to policymakers and stakeholders in the education sector in the country.

She posited that the continued reportage of the significance of digital learning is one of the ways to address out-of- school children.

Lafoucriere charged the media to take the messages to the doorsteps of those who can do something about the educational challenge.

On his part, Dr Harold Kpojime, UNICEF Education specialist, warned that there are still 20 million out-of-school children in both primary and secondary schools.

Kpojime said 10.2 million are in the primary level, while 8.1 million are in the Junior Secondary School level. 

He added that 12.4 million children have never attended school and 5.9 million left school early, stating that Nigeria’s population accounts for 15 per cent of the global of out-of-school burden.

“Only 1in 3 children aged 36-59 months have access to Early Child Care Development Education (ECCDE). Only 1 in 3 children and adolescents are eligible to attend senior secondary schools. More than 50 per cent of girls are not attending schools at the basic education level.

Kpojime, who said Nigeria’s education crisis is now evolving into a more complex challenge, noted that it is being driven by poverty, population growth, poor learning outcomes, and concerns about the value of education. He posited that the crisis pervades an economy with limited job opportunities.

Earlier, in his address of welcome, Sunday Eluwole, Commissioner for Education in Osun State, noted that education remains the most powerful tool for human development, social transformation and economic growth.

Oluwole, represented by Murtala Adekunle Jimoh, permanent secretary, the State Ministry of Education, also lamented that millions of children across the world, including many within Nigeria, remain excluded from formal education due to various socio-economic, cultural, geographical, and security-related challenges. 

“These children are deprived of opportunities to develop their full potential and contribute meaningfully to society. 

“The emergence of digital technology and artificial intelligence presents unprecedented opportunities to bridge educational gaps and extend learning opportunities to vulnerable and marginalised children.

“Today, digital learning platforms are transforming the way knowledge is delivered, and it’s making education more accessible, flexible, inclusive, and engaging. 

“The emergence of digital technology and artificial intelligence, when responsibly deployed, can personalise learning experiences, identify learning gaps, support teachers, improve educational planning, and provide innovative solutions that can help reach children who are currently outside the formal education system.

“As we continue to embrace technological advancements, we must ensure that no child is left behind and left in the digital revolution”, he stated.