By Hannatu Sulaiman Abba
Nigeria’s education system is grappling with the dual crises of a growing out-of-school population and severe learning poverty, as highlighted in a recent report by the United Nations International Children’s Emergency Fund (UNICEF).
The report reveals that one in three children are out of school, with 10.2 million at the primary level and 8.1 million at the junior secondary level.
Furthermore, the 2021 Multiple Indicator Cluster Survey (MICS) shows that three in four children aged 7-14 years cannot read with understanding or solve simple math problems.
In recent years, girl-child education has gained recognition as a crucial pillar for societal development, with many local and international non-governmental organizations investing in efforts to promote it.
Unfortunately, in parts of northern Nigeria, deep-rooted cultural, religious, and traditional beliefs continue to pose significant barriers.
A stark example of these challenges is found in Marken Mahuta, a remote nomadic community in Dambatta Local Government Area of Kano State.
As part of the 2024 International Day of the Girl Child, around 20 NGOs marched into the community to highlight the dire state of girl-child education, following a documentary produced by Bridge Connect Africa Initiative.
The film shed light on the harsh realities confronting education for girls in the region.
For decades, Marken Mahuta has been neglected in terms of basic rights and services, including healthcare, education, infrastructure, and social welfare.
Residents have felt forgotten by successive governments. According to Malam Abdullahi, a long-time resident, the village’s primary school was established in the late 1960s, the same year as the one in Dambatta.
While the school initially brought hope, with the first cohort being all boys, little has been done to sustain the school, especially in promoting girl-child education.
“Not a single girl from Marken Mahuta has graduated from primary school,” Abdullahi noted.
“This is a major setback for our community. The lack of educational opportunities for girls is linked to other issues we face, including maternal mortality, poor infrastructure, no electricity, and limited access to clean water.”
Malama Binta, another resident, highlighted the critical maternal health challenges faced by the community.
“We rely on just one traditional midwife, who does her best to ensure safe deliveries, but the risks are enormous, from the beginning of pregnancy to childbirth.
“If girls were educated, maternal mortality rates would drop, as we would have trained healthcare workers from within the community.”
Binta added that the lack of a functioning primary healthcare center further exacerbates the situation, leaving pregnant women without essential antenatal care.
“Education would help address these challenges and bring development to our village,” she said.
These concerns persist despite Kano State Governor Abba Kabir Yusuf declaring a state of emergency in the education sector to address the growing number of out-of-school children, which currently stands at 989,234.
In his speech, Governor Yusuf emphasized the government’s commitment to ensuring that “every school is a good school; every child is enrolled; every student is engaged; every teacher is a caring educator; every parent is a supportive partner; and your government is a committed investor in human capital development.”
He further stressed the urgency of the situation: “A state of emergency, as declared today, is an extraordinary legal measure that allows us to take bold steps to address these critical challenges swiftly and effectively.
” It is a call to action for all stakeholders—government, educators, parents, the private sector, and the community at large—to unite and prioritize the revitalization of our education system.”
Governor Yusuf also lamented the fact that over 4.7 million pupils in the state sit on bare floors to attend classes, while approximately 400 schools operate with only one teacher for all subjects.
“Despite the decay in the sector, our administration, since assuming office, has begun rehabilitating schools and providing instructional materials to ensure effective service delivery,” he added.
As part of the emergency measures, the governor has approved the hiring of an additional 10,000 teachers, emphasizing that teachers will undergo periodic training to meet the administration’s goal of making “every teacher a caring educator.”
Additionally, full-time employment has been granted to 5,632 teachers under the Better Education Service Delivery for All (BESDA) initiative.
However, for marginalized communities like Marken Mahuta, more targeted interventions are needed to prioritize girl-child education and ensure that every child, regardless of gender, has the opportunity to learn and thrive.