The UNICEF has identified Jigawa State, Kano State and Katsina State as the states with the highest number of out-of-school children in Nigeria, warning that urgent investment in early childhood education is critical to reversing the trend.
Speaking at a media dialogue involving journalists from the three states, an education consultant with UNICEF’s Kano Field Office, Aisha Abdullahi, said Nigeria currently accounts for about 18.3 million out-of-school children — the highest figure globally.
She noted that Jigawa, Kano and Katsina alone contribute nearly 30 per cent of the total, attributing the situation to a combination of poverty, insecurity, cultural practices and poor school readiness.
“Early childhood education is not just a preparatory phase; it is a strategic intervention capable of reducing the number of children who never enter or complete school,” Abdullahi said.
According to her, Early Childhood Care, Development and Education programmes, which target children from birth to age five, play a crucial role in equipping young learners with foundational cognitive, emotional and social skills.
“Children exposed to early learning opportunities are more likely to enrol, remain in school and complete their education. Those who miss this stage are at a much higher risk of dropping out,” she added.
Abdullahi also cited research showing that nearly 90 per cent of brain development occurs before the age of five, describing this period as a critical window for learning interventions.
Despite the inclusion of one year of pre-primary education in Nigeria’s Universal Basic Education framework, she observed that access to early childhood education remains limited, particularly in rural areas.
“In communities where early learning centres are functional, enrolment into primary school can increase significantly, alongside improved retention,” she explained.
She further highlighted the role of early education in promoting girls’ schooling, noting that early exposure can help delay challenges such as early marriage while encouraging greater parental involvement.
Participants at the dialogue, however, raised concerns over the low participation of fathers in children’s early learning, estimating that fewer than 15 per cent are actively involved.
One stakeholder at the event remarked, “Engaging fathers more deliberately could drastically reduce dropout rates, given their influence on family decisions.”
