morganable News / communities
Millions of Nigerian children remain outside the classroom despite years of government efforts to improve access to education. However, a new partnership between the Universal Basic Education Commission (UBEC) and the Sultan Foundation for Peace and Development is bringing traditional rulers and religious leaders into the campaign to get more children into school.
Lagos —
The partnership is expected to strengthen community participation in basic education by encouraging local leaders to identify children who are not attending school and help their families enrol them.
The agreement was formalised through the signing of a Memorandum of Understanding (MoU) between UBEC and the Sultan Foundation. It also provides for community-level monitoring to ensure that children who return to school continue attending classes and complete their basic education.
According to a report published by Punch on November 6, 2026, the initiative will involve traditional institutions, religious organisations, parents and other community stakeholders.
The move reflects growing recognition that government investment alone may not be enough to solve Nigeria’s education challenges. Community involvement is also important, particularly in areas where poverty, cultural practices and other social difficulties prevent children from attending school.
Traditional Leaders to Support School Enrolment
Under the agreement, UBEC and the Sultan Foundation will establish coordinating committees at national, state and local levels.
These committees will lead advocacy campaigns and encourage families to make education a priority. They will also support efforts to identify children who are not enrolled in school and connect them with nearby educational facilities.
One major part of the programme is household-level identification. This means community representatives will work to identify children who are missing from classrooms rather than relying only on general enrolment figures.
The approach could help education authorities understand where the affected children live and the challenges preventing them from attending school.
In addition, traditional and religious leaders will be encouraged to speak with parents and guardians about the importance of basic education.
Their involvement is significant because these leaders often have strong relationships with families and considerable influence within their communities.
In some areas, parents may be more willing to listen when education messages come from people they already trust. Therefore, involving local institutions could help bridge the gap between government policies and the people expected to benefit from them.
The partnership will also produce educational advocacy materials in Hausa, Fulfulde and Yoruba.
Using these languages could make the campaign easier to understand, especially in communities where many parents may not be comfortable receiving information in English.
Girls’ Education Remains a Priority
Another important part of the partnership is its attention to girls’ education.
Although access to education is important for every child, girls in some communities continue to face social and cultural barriers that limit their opportunities.
Poverty, early marriage, household responsibilities and negative attitudes towards girls’ education can affect their ability to enrol and remain in school.
For some families, financial difficulties may also influence decisions about which children should continue their education.
These challenges make it important for education campaigns to address the needs of girls alongside those of boys.
Traditional rulers and religious leaders can help challenge beliefs and practices that prevent girls from receiving an education. They can also encourage parents to support their daughters and allow them to complete their studies.
However, advocacy must be supported by practical measures. Families experiencing financial hardship may need assistance to meet school-related expenses.
Schools must also provide safe learning environments where girls can attend classes without fear of discrimination, harassment or violence.
For this reason, the partnership’s success will depend on more than public awareness campaigns. It will require cooperation among families, schools, community institutions and government agencies.
Nigeria’s Out-of-School Children Challenge
The new initiative comes against the background of Nigeria’s long-standing education crisis.
According to UNICEF’s 2025 Nigeria Annual Report, the country had an estimated 10.2 million out-of-school children.
The report showed that 45 per cent of these children were in the North-West, while 28 per cent were in the North-East.
These figures highlight the scale of the problem, particularly in regions where insecurity, poverty, displacement and inadequate access to functional schools continue to affect education.
However, the challenge is not limited to Northern Nigeria. Children in rural and underserved communities across the country also face difficulties accessing quality education.
Some communities have limited school facilities, while others struggle with shortages of teachers and inadequate learning materials.
In addition, insecurity has disrupted schooling in several parts of the country. When families are forced to leave their homes because of violence or other emergencies, children may lose access to regular education.
Poverty also remains a major concern. Some parents cannot afford transportation, uniforms, books and other basic school needs. As a result, children may remain at home or engage in activities that contribute to household income.
These challenges show why the fight against school exclusion requires a combination of policies, funding and community action.
Why Community Participation Matters
For many years, education interventions have focused heavily on government policies, school construction and financial support.
Although these measures remain important, they cannot address every reason children stay away from school.
Some barriers exist within households and communities. In such situations, local leaders can help identify the problems and encourage families to make changes.
For example, a traditional ruler may be able to bring parents together to discuss school attendance. Religious leaders can also use their platforms to promote education and challenge practices that discourage children from learning.
Community members can equally help identify children who have dropped out and alert the relevant authorities.
This kind of involvement could make education campaigns more effective because people within the communities understand their local challenges.
Nevertheless, community participation must be properly coordinated. Identifying children who are not attending school is only the first step. They must also have access to schools where they can learn.
Enrolment Must Lead to Better Learning
Another important issue is the quality of education children receive after enrolment.
Getting children into classrooms is a major achievement, but keeping them in school is equally important.
Schools need qualified teachers, adequate classrooms, learning materials, clean water and proper sanitation facilities.
Without these basic requirements, children may attend school without gaining the knowledge and skills they need.
The UBEC partnership recognises this wider responsibility by including school attendance, retention, completion and learning outcomes in its monitoring plans.
The agreement will also introduce accountability measures to recognise communities, schools and traditional leaders that record measurable improvements in education.
This could encourage healthy competition among communities and motivate local leaders to take greater responsibility for school enrolment.
However, such recognition must be based on reliable information. Education authorities will need to monitor attendance records and learning progress to determine whether the programme is making a real difference.
Parents also have a responsibility to support their children’s education by encouraging regular attendance and taking an interest in their academic progress.
A Shared Responsibility for Nigeria’s Future
The partnership between UBEC and the Sultan Foundation offers another opportunity to strengthen basic education through grassroots involvement.
It also highlights the importance of connecting government policies with the people who understand the daily challenges facing their communities.
Traditional rulers and religious leaders can encourage families to send their children to school. However, government agencies must ensure that schools are available, safe and properly equipped.
Similarly, parents must recognise that education is not only about obtaining certificates. It gives children the knowledge and skills needed to make informed decisions and contribute to society.
Civil society organisations can also support the campaign by providing educational resources, community advocacy and assistance to vulnerable families.
Ultimately, the success of this partnership will depend on whether more children gain access to education and remain in school long enough to benefit from it.
Nigeria’s education challenge cannot be solved through promises alone. It requires consistent action, adequate resources and cooperation at every level.
Every child deserves the opportunity to learn, regardless of their background or family income.
Bringing traditional and religious leaders into the campaign could help reach more families, but the real measure of success will be the number of children who return to classrooms and build better futures through education.
