States urged to adopt digital learning platforms as 42 million children face learning poverty
The Federal Government has urged state governments to accelerate the adoption of digital learning platforms in schools, warning that about 42 million Nigerian children at the basic education level are currently experiencing learning poverty.
The Federal Government has urged state governments to accelerate the adoption of digital learning platforms in schools, warning that about 42 million Nigerian children at the basic education level are currently experiencing learning poverty.
Olatunji Alausa, Minister of Education, made the call on Tuesday in Abuja during the Federal Ministry of Education (FME) and Universal Basic Education Commission (UBEC) Roundtable Convening Meeting on Digital Resources Available to Achieving Learning Outcomes.
The meeting brought together State Commissioners for Education, Chairmen of State Universal Basic Education Boards (SUBEBs), senior government officials and other stakeholders to explore ways of leveraging technology to improve learning outcomes.
Alausa disclosed that Nigeria currently has a learning poverty rate of 75 per cent, meaning about 42 million children are unable to read and understand an age-appropriate text by the age of 10.
He described the figure as alarming and stressed the need for urgent reforms in the country’s education delivery system.
“Three out of every four Nigerian children are learning poorly. We have about 42 million children at the basic education level suffering from learning poverty. This is unacceptable, and we must act decisively to reverse the trend,” he said.
The minister explained that learning poverty refers to the inability of a child to read and comprehend an age-appropriate text by age 10.
According to him, Nigeria can no longer rely solely on traditional classroom methods, insisting that digital technology must become central to teaching and learning.
“We don’t have a choice. We have to use technology. It is no longer feasible to continue to do things manually. Digital learning is the future, and we must deploy it to every part of the country, including the most rural communities,” he said.
Alausa called on Commissioners for Education and Chairmen of SUBEBs to take advantage of the digital learning resources already developed by the Federal Government instead of investing in duplicate platforms.
He said the Federal Ministry of Education and UBEC had invested significantly in digital education solutions, including the Nigeria Learning Passport, Inspire, Ignite, EduRevamp, E-Learn, the Greenfield Learning Management System (LMS) and virtual classroom platforms.
According to the minister, the platforms contain curriculum-aligned content covering primary, junior secondary and senior secondary school subjects, including Mathematics, English, Integrated Science, Physics and Chemistry.
He noted that the virtual classroom platform enables some of Nigeria’s best teachers to deliver live lessons that can be accessed by schools experiencing shortages of qualified teachers.
Alausa explained that students could participate in the online classes, interact with teachers and ask questions in real time, describing the initiative as a complement to classroom teaching rather than a replacement for teachers.
“We at the Federal Government don’t have students. We have about 125,000 students in Unity Schools, which is less than 0.1 per cent of the total student population in the country. These resources were developed for your use in primary, junior and senior secondary schools,” he said.
He added that the digital platforms could also be deployed in remote communities through satellite technology, making them accessible even in areas with limited internet connectivity.
The minister highlighted the Nigeria Learning Passport, developed during the COVID-19 pandemic to support remote learning, saying it has also been used to ensure continuity of education in conflict-affected communities.
Despite the investments, Alausa lamented that the platforms remain grossly underutilised. He revealed that although Nigeria has about 67 million learners across basic and secondary education, only about 2.2 million currently use the Learning Passport, with 92 per cent of users coming from urban areas and just eight per cent from rural communities.
He also highlighted the Greenfield Learning Management System (LMS) describing it as a comprehensive digital platform containing textbooks and instructional materials that can reduce schools’ dependence on printed textbooks while improving access to quality learning resources.
The minister further unveiled a digital platform for teachers’ continuous professional development, aimed at strengthening teachers’ digital literacy and classroom delivery.
He urged state governments to organise demonstrations for school leaders and teachers and closely monitor the utilisation of the platforms.
“If you don’t use these resources, it becomes a waste of investment. We have built them to improve the quality of education and support our teachers. Technology is no longer optional; it is the future of education,” Alausa said.
The minister called on state governments to organise orientation programmes for school principals and teachers to demonstrate how to effectively utilise the platforms and monitor their adoption across schools.
Alausa commended UNICEF for its support in developing the Nigeria Learning Passport, noting that the platform proved valuable during the COVID-19 pandemic and was later deployed to ensure learning continuity for students affected by insecurity and school closures.
He also highlighted UBEC’s ongoing construction of digital learning resource centres equipped with computers, smart boards and solar power systems in schools across the country to improve access to digital education.
In her remarks, Aisha Garba, Executive Secretary of UBEC, said technology had become indispensable in building an inclusive, resilient and future-ready education system.
She noted that the commission had established digital learning centres in primary and junior secondary schools, deployed smart interactive boards, strengthened education data systems and introduced digital monitoring and evaluation platforms.
Garba also disclosed that UBEC had inaugurated Digital Champions to drive digital transformation across the commission and support states in implementing education technology initiatives.
According to her, technology alone cannot transform education unless supported by effective coordination, strong partnerships, capacity building and a willingness by stakeholders to embrace innovation.
