122,050 Enroll For Literacy, Numeracy Programmes In Northwest

A total of 122,050 crisis-affected learners have been enrolled on schools and supported with literacy and numeracy programmes under the Education Cannot Wait (ECW) project implemented by Save the Children International (SCI) across Katsina, Sokoto, and Zamfara states.

The project, which runs from October 2024 to February 2026, targets children between the ages of 6 and 18 years who have been displaced or affected by insecurity. It seeks to provide inclusive, quality education and protection services to ensure that every child, regardless of gender or disability, has access to safe learning environments.

Speaking during a project performance review, the SCI Project Manager, Mrs Altine Lew, said the enrolment and literacy achievements mark a significant milestone in the organisation’s effort to reduce the number of out-of-school children in Northern Nigeria.

“Save the Children, with support from Education Cannot Wait, has enrolled 122,050 learners into school and supported them with literacy and numeracy skills to help them reintegrate fully into formal education.

We are ensuring that every child affected by crisis gets a second chance to learn”, Lew said

According to her, the project focuses on inclusive education, ensuring that boys, girls, and children with disabilities all benefit equally. It also supports the establishment of Temporary Learning Centres (TLCs) and Alternative Learning Spaces (ALS) where learners receive catch-up classes and psychosocial support before transitioning into mainstream schools.

Lew explained that SCI is working closely with the Federal Ministry of Education, State Universal Basic Education Boards (SUBEB), and community-based organisations to strengthen sustainability and local ownership systems.

The project has trained 954 teachers, mostly women, on gender-responsive and inclusive teaching methods to promote safer and more effective classroom engagement. Nearly half of the enrolled learners are girls, showing significant progress toward achieving gender balance in school enrolment.

Additionally, 52 mentors have been trained to support adolescent girls with leadership, confidence-building, and life skills under the project’s adolescent empowerment programme.

“We are not only sending children to school; we are building an environment where teachers, parents, and communities can sustain education beyond the project’s life,” Lew emphasised.

Under the disability inclusion component, 371 children living with disabilities have received assistive devices to aid their mobility and learning, while 161 others have been provided with tailored educational support. Lew stressed that disability should never be a barrier to education, adding that SCI continues to promote inclusive systems for all learners.

The project also facilitated the development and presentation of a School Safety and Security Policy to the Katsina State Government, a step toward institutionalising safe school practices. Once domesticated, the policy will ensure that children and teachers operate in secure learning environments, free from fear and violence.

Lew noted that children played a key role in advocating for the policy. “When children speak, government listens. Their voices have helped push the safe school agenda forward,” she remarked.

To ensure continuity, SCI collaborates with the Joint National Association of Persons with Disabilities (JONAPWD), state ministries, and local education authorities to strengthen coordination and service delivery in health, protection, and education sectors.

Lew said the organisation’s sustainability plan includes building the capacity of teachers and education managers to continue literacy and numeracy interventions even after the project’s completion.

“Save the Children will not be here forever, but the systems and skills we build will keep children learning,” she added.