Abdulkadir Yusuf
More than 25 years after Nigeria introduced the Universal Basic Education Act, many children still finish primary school without being able to read well or do simple maths. UNICEF says over 70% of Nigerian children lack basic literacy and numeracy skills. UNESCO also reports that Nigeria has more than 10 million out-of-school childre, the highest in sub-Saharan Africa.
This learning crisis affects not only our children but also the future of our nation.
In Katsina State, we are determined to change this. The Katsina State Universal Basic Education Board (SUBEB) is working hard to ensure that every child has access to free, quality and inclusive basic education. Schools are being monitored more closely, supervision strengthened and learning environments improved across the state. Classrooms are being built and renovated, furniture supplied and communities re-engaged.
But we know that infrastructure alone cannot solve the deeper issue of poor learning outcomes.
Since assuming office, Alhaji Kabir Magaji Gafia, Chairman of the Katsina State Universal Basic Education Board (SUBEB) and his dedicated team have worked tirelessly to introduce meaningful and lasting reforms in basic education. Supported by the visionary leadership of Governor Dikko Umaru Radda PhD. Katsina State has entered into a major partnership with several non-governmental organisations and in collaboration with the Transformation Education System Support (TESS) led by Hajiya Binta Abdulmumin.
Through this partnership, modern, structured and technology-supported teaching and learning methods are now being implemented in schools across the state in both rural and urban areas.
The aim is to equip teachers with stronger training, clearer teaching guides and digital tools that help children learn better.
Before these new methods were introduced, head teachers, classroom teachers and quality assurance officers received thorough training. The aim was to establish a uniform teaching approach so that every child whether in a remote village or a urban areas receives the same quality of instruction. The results have been encouraging.
Pupils are learning literacy and numeracy more effectively and gaining early digital skills. Teachers who were once unsure about modern teaching methods now confidently use structured lesson plans and track each child’s progress. The system also helps them identify learners who need extra support.
For many years, outdated training has been a major challenge. Teachers often relied on old methods and spent hours writing repetitive lesson notes by hand. With support from TESS and partner NGOs, teachers now receive ready-made structured lesson plans and a clear teaching approach they can adapt to their classrooms. This frees them from unnecessary paperwork and allows them to focus fully on teaching.
Communities across the state are witnessing the positive impact.
Enrollment has increased in many schools as parents see improvements. Children return home excited about learning and trust in public schools is being restored. Pupils now come earlier, participate more and show greater enthusiasm for their lessons.
So far, over 18,000 teachers have been trained, along with quality assurance officers who continue to supervise and support effective teaching in schools across Katsina. These reforms are designed to empower teachers, not replace them.
This progress would not have been possible without the dedication of Alhaji Kabir Magaji Gafia, who has been working tirelessly since assuming office to reposition basic education, and the strong political will of Governor Dikko Umaru Radda, who continues to prioritise education as the foundation for Katsina’s development.
As the Hausa saying goes, “Barin yaro babu ilimi ya fi masa barna,” meaning “A child who is not taught will learn bad habits.” This is why Katsina is focusing on foundational education. When children lack basic literacy and numeracy, society suffers; when they are educated, the entire state benefits.
The World Bank, UNICEF, and UNESCO all emphasize the need for strong foundational skills, teacher support, and data-driven monitoring. Katsina’s partnership with NGOs and TESS shows that meaningful reform is not only possible but effective.
The next step is to strengthen the programme further, sustain funding and measure real improvements in literacy and numeracy. Education is not a luxury; it is the backbone of development. Whatever paths our children choose farmers, traders, doctors, engineers, or athletes education gives them the skills they need to succeed.
Katsina’s experience shows that with leadership, investment and innovation, Nigeria can transform basic education. Other states can learn from and adapt this model.
If this approach is expanded nationwide, the promise of the Universal Basic Education Act can finally become a reality for every Nigerian child.
