Assessing the phenomenon of out‐of‐school children in Nigeria: Issues, gaps and recommendations
Notice bibliographique
Résumé
Abstract Since the 1950s, the Nigerian government has undertaken various reforms and assessments to improve educational planning and delivery. Schemes and legal frameworks, such as Alternative Schools, Universal Basic Education, the Open School Program and the Child Right Act, exemplify efforts to universalise elementary education in the country. Yet, up to 20 million children and youth in Nigeria are currently out of school. Utilising a critical literature review approach, validated by empirical data and correlation analysis, this paper assesses Millennium Development Goal 2 and Sustainable Development Goal 4 to identify the factors that make education inaccessible for children in Nigeria vis‐à‐vis the effectiveness of policies and government interventions. The critical literature review evaluates prior research and data to understand the systemic issues within Nigeria's educational framework. Through this approach, we identify patterns and relationships that underpin the educational crisis, highlighting both successes and persistent gaps. To quantify the relationships between variables, we employed correlation analysis. Our assessment shows a significant positive correlation between unemployment and the rate of out‐of‐school children in the country, indicating that favourable socio‐economic conditions translate to improved access to education. Additionally, geopolitical disparities, insecurity and public spending on education collectively influence educational outcomes in Nigeria. We recommend a reimagining of the out‐of‐school children phenomenon by government agencies, non‐governmental organisations and civil society to focus on household‐level intervention policies that reflect local socio‐economic conditions. This study proposes the initiation of a sovereign annual fiscal audit and expenditure tracker to monitor the flow of funds from patrons or the government to the proposed beneficiaries. Furthermore, we suggest a review of the Universal Basic Education Act of 2004 and recommend that schools are brought even closer to children in crisis‐stricken areas. The findings underscore the pressing need of targeted, context‐specific strategies to address the multifaceted barriers to education in Nigeria. Context and implications Rationale for this study : Comprehensive critical reviews on the issue of out‐of‐school children (OOSC) in Nigeria are scarce. With an alarming 20 million children not attending primary and secondary schools, a thorough scholarly evaluation of this pressing issue is urgently needed. Why the new findings matter : By highlighting key issues such as government commitment, household economy and insecurity as factors influencing OOSC rates, this study offers actionable recommendations to both the private and public sectors on how to effectively reduce the number of out‐of‐school children in line with the sustainable development goals (particularly, SDG4). Implications for policy makers, researchers and the general public : The findings of this study will assist policy makers (government bodies, schools and interested development partners) in developing strategies to tackle the issue of OOSC in Nigeria. It will help improve the design of policies and techniques to address the barriers to education access. Furthermore, it provides the foundation for future research and sensitises the general public to join hands in the advocacy for educational equity.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,012 | 0,021 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,006 | 0,006 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,007 | 0,008 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,003 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».