The Nigerian Government has stepped up efforts to tackle learning crisis by conducting a nationwide learning assessment aimed at measuring pupils’ literacy, numeracy, and cognitive skills.
The Minister of Education, Dr Tunji Alausa, declared that the exercise will provide the data needed to reform the country’s education system.
Alausa spoke in Abuja on Friday after monitoring the National Learning Assessment at Government Secondary School, Kuje; Government Junior Secondary School, Kuje Central; and Topaz Model Primary School, Kango.
According to him, the assessment covers Primary Three, Primary Five, Junior Secondary School 2 (JSS2), and Senior Secondary School 2 (SSS2), focusing on English Language, Mathematics, Basic Science, and non-cognitive skills to determine the quality of learning across the country.
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“We are conducting this National Learning Assessment to determine the level of understanding of our students in key subjects and to measure their literacy, numeracy and cognitive development,” Alausa said.
According to him, the exercise is a key component of the Nigerian Education Sector Renewal Initiative and will serve as a benchmark for tracking learning outcomes every three years.
He explained that Nigeria had not consistently conducted national learning assessments, noting that the last exercise was carried out by the Universal Basic Education Commission (UBEC) in 2023, while the previous one was conducted by the Federal Ministry of Education in 2019.
“Learning assessment should be conducted every three years. We have now put robust processes in place, and UBEC has been directed to make dedicated budgetary provisions so the assessment becomes a regular national exercise beginning from 2029,” he said.
Learning Poverty
The Minister expressed concern over Nigeria’s learning poverty, revealing that many children were unable to read age-appropriate texts by the age of 10.
Alausa stressed that the assessment would enable the Government to identify learning gaps and implement targeted interventions to improve educational outcomes nationwide.
He noted that the Ministry had harmonised multiple assessment models into a single national framework to ensure consistency and enable year-on-year comparison of learning outcomes.
Speaking on school infrastructure after inspecting public and private schools in Kuje, the Minister commended the learning environment in the FCT, particularly the cleanliness and condition of public schools.
While acknowledging the contributions of private schools to expanding access to education, Alausa called for stronger regulation to ensure compliance with minimum standards.
