Education stakeholders have called on the Federal Government and governors in Northern Nigeria to take urgent action to address the growing number of out-of-school children, estimated at 7.45 million across the North-West and North-East regions.
The stakeholders also expressed concern over the management of public funds allocated to basic education, arguing that increased budgetary provisions would have little impact without effective monitoring and accountability.
According to a report by LEADERSHIP, figures from UNICEF’s March 2026 humanitarian assessment indicate that Nigeria has more than 10.2 million out-of-school children nationwide.
The North-West accounts for approximately 45 per cent of the national figure, while the North-East represents about 28 per cent. Based on these regional percentages, the two zones jointly account for an estimated 7.45 million children outside the classroom.
However, the figures do not include the North-Central region.
Speaking on the situation, the Founder and Executive Director of AfroTechXcel, Emerald O. Akhaumere, identified corruption and poor accountability in education spending as major obstacles to addressing the crisis.
“In my view, corruption and the lack of accountability in education spending are among the most serious reasons government interventions continue to fall short,” she said.
Akhaumere argued that government must go beyond announcing education budgets and enrolment programmes to ensuring that allocated resources reach the schools and children they are intended to serve.
She called for transparent expenditure reporting, independent monitoring and appropriate sanctions for the misuse of education funds.
According to her, household poverty, insecurity, displacement, cultural expectations and inadequate school facilities are also contributing to the high number of children outside the education system.
She further raised concerns about overcrowded classrooms, dilapidated school buildings, unreliable electricity, inadequate learning materials and insufficient support for teachers.
“In government schools I have visited, classrooms accommodating approximately 70 to 100 learners, dilapidated or non-existent buildings, unreliable electricity, inadequate learning resources and limited support for teachers present significant obstacles to effective teaching,” she said.
Akhaumere maintained that children should not only be enrolled in school but also supported to remain in the education system and complete their studies.
“Ultimately, the question should not simply be how many children we can convince to enrol. It should be how many we can support to remain, learn, progress and complete their education,” she added.
Also speaking, a parent and Nigerian Postal Service staff member, Uge Ver, called on governments to invest more in school infrastructure, qualified teachers and learning materials.
“Government cannot do it alone, just as parents cannot do it alone. We must work together to ensure that every child has access to quality education,” Ver said.
He also urged traditional rulers, religious leaders and community organisations to intensify awareness campaigns against practices that prevent children, particularly girls, from attending school.
The latest concerns add to the longstanding debate over access to basic education in Nigeria, particularly in communities affected by poverty, insecurity and inadequate public infrastructure.
