THE revelation that about 24 million Nigerian children have dropped out of school before reaching the senior secondary level is a brutal indictment of the nation’s educational system. The figure, disclosed by the Minister of Education, Dr Tunji Alausa, during a ministerial roundtable recently in Abuja, exposes the extent of the crisis facing basic education in the country. According to data from the digitised Nigeria Education Management Information System (NEMIS), out of 30 million pupils recorded from 21 states, only six million progressed to senior secondary school. The rest, a staggering 24 million, have vanished from the educational radar. That figure represents a national emergency that strikes at the soul of Nigeria’s social and economic future.
For a country that prides itself as the giant of Africa, the fact that millions of its young citizens are being lost to the streets, menial labour, and child marriage should stir not only government concern but also collective outrage. Education is universally recognised as the bedrock of national development, a tool for empowerment and social mobility. When nearly an entire generation is being denied access to quality education, or worse, pushed out of it midway, the consequences are severe. It means a future workforce that is unskilled, uninformed, and unable to compete in an increasingly knowledge-driven global economy. It also translates into a society more vulnerable to poverty, insecurity, and social instability.
Dr Alausa’s disclosure that the Ministry of Education can now monitor data digitally through NEMIS offers a glimmer of hope. The move towards digitisation, including the biometric registration of school children and the planned integration of WAEC and JAMB data, could finally provide the evidence base required to craft targeted, effective policies. For too long, Nigeria’s educational challenges have been approached with guesswork, rhetoric, and fragmented interventions. A digital, data-driven system promises transparency, accountability, and the ability to track progress or regression in real time. However, technology on its own will not solve the crisis. What is needed is political will, adequate funding, and consistent implementation across all tiers of government.
The causes of the high dropout rate are hydra-headed. Poverty remains the biggest barrier. For many families, especially in rural areas, sending children to school is a financial burden they can scarcely afford. Uniforms, books, levies, and transportation costs often force parents to withdraw their children prematurely. In many cases, children are compelled to work to supplement household income.
Insecurity has compounded the problem, particularly in the northern states where armed conflict, insurgency, and banditry have displaced entire communities, destroyed schools, and made learning impossible. The closure of schools in such areas has left countless children with no educational alternatives.
Socio-cultural factors also play a significant role. In some regions, particularly in parts of the North, early marriage and gender stereotypes continue to deny girls the right to education. There remains a persistent belief in certain communities that a girl’s ultimate value lies in marriage rather than education. Similarly, some parents still prefer to send their children to Qur’anic or religious schools without integrating formal education. These practices, while rooted in tradition, are severely limiting Nigeria’s ability to achieve inclusive and equitable education for all.
While we commend the government’s intention to use technology to track educationally disadvantaged states, we recommend that such intent must be pursued with urgency and collaboration. The Ministry of Education cannot succeed alone. State governments, local education authorities, and school management boards must collaborate to ensure that the system works effectively.
Funding must be increased not just for infrastructure but also for teacher training, digital tools, and school safety. The private sector, non-governmental organisations, and international partners like UNICEF, which has provided technical support for the digitisation initiative, must also remain active partners in this effort.
Also, we contend that it is equally important that the quality and relevance of education in the country are addressed. Education must be functional, practical, and linked to the realities of the job market. By infusing modern skill acquisition and vocational training into the curriculum, young people can be equipped with the competencies needed to thrive in today’s world.
The prevailing perception among youths that education is a “scam” stems largely from the mismatch between academic learning and employability. Bridging that gap will not only make education more appealing but also reduce unemployment.
