morganable News / Communities
For some Nigerian children, the school day does not end when the final bell rings. Instead of returning home to rest or complete their assignments, they head to the streets to sell goods and support their families.
Lagos —
A new education programme by Onelife Initiative for Human Development is seeking to change this experience by taking additional learning opportunities directly into their communities.
The programme, known as Standing School, is designed to improve reading, spoken English and basic mathematics among children who combine formal education with street trading and other activities that contribute to household income.
The initiative was unveiled during the opening of the organisation’s permanent office in Bodija, Ibadan, Oyo State.
According to reports published in November 2026, the project will initially operate in Oyo, Ekiti and Akwa Ibom states.
Rather than expecting the children to travel to another classroom after school, the organisation plans to take lessons to familiar community spaces where they already spend time.
These locations include football viewing centres and television repair shops.
The programme will use digital educational materials to help children improve their basic learning skills. It will also involve the operators of these community spaces in making learning opportunities available.
Why the Programme Matters
For many low-income families, children’s contributions can make a difference in meeting daily needs.
Some parents depend on their children’s involvement in street trading to support household expenses. Consequently, children who attend school may still spend several hours selling goods after classes.
Although these activities may provide some financial support for their families, they can also reduce the time available for studying, reading and completing school assignments.
Children who constantly move between school and trading may struggle to concentrate on their education.
Some may also find it difficult to practise what they have learnt in class because they have limited time for additional learning activities.
This is the challenge Standing School hopes to address.
Speaking about the initiative, Onelife Initiative’s Executive Director, Sola Fagorusi, explained that some children return from school to engage in street trading because their parents depend on their contributions to household survival.
The programme therefore seeks to provide additional educational support without ignoring the difficult circumstances these children face.
Its approach also recognises that learning can take place outside conventional classrooms when the right materials and supervision are available.
However, the initiative is not intended to replace formal education. Instead, it will provide extra learning opportunities for children who may need additional support.
Learning in Familiar Community Spaces
One of the interesting features of Standing School is its plan to use existing community spaces as learning points.
Football viewing centres, for example, attract children and young people who gather to watch matches. Television repair shops and other familiar locations also provide opportunities to reach children within their neighbourhoods.
By working with operators of these spaces, the organisation hopes to make educational activities more accessible.
This approach could reduce some of the difficulties associated with attending additional lessons at a conventional learning centre.
The programme will focus on reading, spoken English and basic arithmetic.
These are important skills because they form the foundation for further learning.
A child who struggles to read may find it difficult to understand questions in other subjects. Similarly, weak numeracy skills can affect performance in mathematics and everyday activities that involve calculations.
Improving these abilities could therefore help children become more confident in their regular classrooms.
Digital learning resources will also be used to support the lessons.
Technology can provide interactive materials that make learning more engaging, particularly when children have limited access to educational resources at home.
Nevertheless, the effectiveness of the programme will depend on how regularly the lessons are delivered and whether the materials match the children’s learning needs.
Poverty and Children’s Education
The programme also draws attention to the connection between poverty and access to education.
For families struggling to provide food, housing and other basic needs, children’s involvement in small trading activities may appear necessary.
However, when children spend too much time working, their education and general wellbeing can suffer.
They may have less time to rest, complete assignments and participate in other activities that support their development.
In some cases, children may eventually lose interest in school because they struggle to balance academic responsibilities with the demands placed on them at home.
This makes it important to address the economic challenges affecting vulnerable households.
Providing additional lessons can help children improve academically, but it cannot solve the financial problems that push them into street trading.
Families also need access to livelihood opportunities, social protection and other forms of assistance that can reduce their dependence on children’s earnings.
Government agencies and development organisations must therefore consider both educational and economic interventions when addressing the problem.
Parents also need support and awareness to understand the long-term consequences of placing excessive responsibilities on children.
Public Support for the Initiative
Onelife Initiative has appealed to members of the public to support Standing School.
Fagorusi said a contribution of ₦30,000 would support the learning journey of one child.
The appeal is intended to encourage individuals and organisations to participate in improving educational opportunities for vulnerable children.
The organisation previously relied largely on institutional funding and grant proposals to support its activities.
However, the new approach provides an opportunity for ordinary Nigerians to contribute directly to the programme.
Public donations could help the organisation provide learning materials and extend its activities to more communities.
At the same time, transparency will be important in maintaining public confidence.
Donors and other supporters should be able to understand how their contributions are used and the progress recorded.
The organisation will also need to provide clear information about the number of children reached and the improvements recorded in their learning abilities.
This will help establish whether the initiative is achieving its objectives.
Organisation Expands Its Community Development Work
Standing School is part of Onelife Initiative’s wider activities in education, youth development, health and community engagement.
The organisation operates in Ibadan, Uyo in Akwa Ibom State and Ikole-Ekiti in Ekiti State.
During the office inauguration, Fagorusi said its programmes had reached communities in about 22 states.
He also highlighted some of the organisation’s work over the past decade.
According to figures presented at the event, the initiative had reached more than 6,400 in-school adolescents through sexuality education programmes.
It had also connected more than 67,000 girls and women to reproductive health services.
These activities reflect the organisation’s wider focus on improving access to information, services and opportunities for vulnerable groups.
Its new permanent office in Bodija includes spaces for staff and interns, a conference room and a digital media production studio.
The facility is expected to support the organisation’s programmes and provide opportunities for collaboration with other development organisations.
The opening also brought together representatives of government agencies and other stakeholders working in different areas of community development.
Government and NGOs Must Work Together
Speaking at the event, Olanase Hadi, Director of Social Protection Coordination at the Oyo State Ministry of Budget and Economic Planning, stressed the importance of cooperation between government and civil society organisations.
He called for greater attention to poverty reduction, social protection and inclusion, particularly for young people, women, persons with disabilities and other vulnerable groups.
Similarly, Muyiwa Oladoja, who represented the Oyo State Agency for Youth Development, said youth development should not be left to government alone.
He encouraged non-governmental organisations to support initiatives that create better opportunities for young people.
Their comments highlight the importance of partnerships in addressing social challenges.
While government institutions are responsible for providing policies, public services and protection, non-governmental organisations can support communities through targeted programmes.
However, these interventions must be properly monitored to ensure that they deliver lasting benefits.
In the case of Standing School, cooperation with schools, parents and community leaders will be particularly important.
They can help identify children who need support and ensure that learning activities do not interfere with regular school attendance.
Protecting Children’s Right to Education
Although the programme provides an additional opportunity for children to improve their academic abilities, it also raises wider concerns about child welfare.
Children should not have to carry excessive economic responsibilities at the expense of their education, rest and healthy development.
The United Nations Convention on the Rights of the Child recognises every child’s right to education, protection and opportunities to develop.
Nigeria also has laws and policies designed to protect children from exploitation and harmful labour.
Therefore, initiatives such as Standing School should complement broader efforts to protect children and address the conditions that push them into street trading.
Parents, community leaders, teachers and government agencies all have important roles to play.
Parents can encourage regular school attendance, while teachers can identify children who are struggling academically.
Community leaders can help raise awareness about child protection, and government agencies can provide support for vulnerable families.
Measuring the Impact
The long-term value of Standing School will depend on its ability to produce measurable improvements.
It will be important to determine whether children who participate in the programme become better readers, improve their spoken English and develop stronger numeracy skills.
Regular assessments can help identify areas where they need additional support.
The organisation will also need to ensure that learning activities are properly supervised and that the community spaces used are safe for children.
In addition, the programme should encourage children to remain in formal education rather than create another responsibility that leaves them with even less time to rest.
If properly implemented, the initiative could provide useful support for children whose family circumstances make learning more difficult.
More importantly, it could encourage communities to pay greater attention to the educational needs of vulnerable children.
Every child deserves an opportunity to learn and develop, regardless of their family’s financial situation.
For children who spend their afternoons helping their families survive, additional learning support could make a meaningful difference.
However, the bigger goal should be to create an environment where children can attend school, enjoy their childhood and develop the skills they need for a better future.
