Gombe Expands Digital Learning Programme To 764 Schools, Targets 100,000 Pupils

Gombe State has expanded its technology-driven Digital Personalised Learning (DPL) programme to 764 schools, targeting more than 100,000 pupils in a major push to improve foundational literacy and numeracy, strengthen teachers’ capacity and widen access to quality basic education.

The expansion of the EIDU-supported initiative was formally launched on Tuesday at Mu’azu Bolari Primary School, Gombe, with stakeholders expressing optimism that the intervention would help address persistent learning gaps and improve classroom teaching through digital technology.

Speaking at the launch, the Commissioner for Education, Professor Aisha Umar Maigari, reaffirmed the state government’s commitment to education reforms, commending Governor Muhammadu Inuwa Yahaya for prioritising basic education and supporting initiatives aimed at improving learning outcomes.

She disclosed that the government had made a legal commitment to the programme, adding that the necessary processes were underway ahead of the disbursement of funds.

Maigari recalled that the pilot phase reached more than 1,000 learners and strengthened the digital capacity of over 285 teachers and 25 State Universal Basic Education Board (SUBEB) staff.

She expressed confidence that the expansion would accelerate digital learning and equip pupils with essential skills to thrive in an increasingly technology-driven world.

Also speaking, the Executive Chairman of SUBEB, Professor Hassan Bello, said the decision to expand the programme followed encouraging results from the pilot phase, including improved learner engagement, progress in literacy and numeracy, increased pupil confidence and renewed enthusiasm among teachers.

He described the expansion as a transition from experimentation to wider implementation of an intervention with demonstrated potential to improve learning outcomes.

However, Bello cautioned that technology alone could not guarantee better educational outcomes, stressing that teacher preparedness, effective school leadership and consistent monitoring would determine the programme’s success.

He explained that digital tools were designed to complement rather than replace teachers, whose responsibilities included guiding pupils, supervising digital learning and ensuring that technology use translated into measurable improvements in the classroom.

He also charged head teachers to ensure the effective management and utilisation of learning devices provided under the programme.

SUBEB reaffirmed its commitment to regular monitoring and collaboration with EIDU, the Universal Basic Education Commission (UBEC) and other development partners to ensure effective implementation.

Quality Assurance Officers have also been directed to intensify supervision of participating schools, while parents and host communities are expected to support regular school attendance, encourage learning and promote accountability.

Stakeholders, however, identified sustainable funding, reliable electricity, functional devices, connectivity where required and technical support as critical requirements for the programme’s success, particularly in underserved communities.

With more than 100,000 learners expected to benefit, stakeholders stressed that the programme’s success must be measured beyond the number of schools covered and teachers trained.

They said its ultimate impact would depend on demonstrable improvements in pupils’ reading, comprehension, writing and mathematical abilities.

The expansion therefore marks a significant step in Gombe State’s efforts to build an inclusive, technology-enabled basic education system, with measurable improvements in learning outcomes serving as the ultimate test of its success.