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Nigeria is home to about 20 million children who should be in school receiving basic education, but sadly, they are not able to do so. It is also known that Northern Nigeria harbours 80 percent of the country’s out-of-school children, of which Sokoto, Kano and Kebbi states are particularly worrisome cases.
When Governor Ahmed Aliyu assumed office in Sokoto state on May 29, 2023, the very high number of out-of-school children in the state was just one of the many daunting education challenges he inherited.
Other challenges included dilapidated physical structures, severe teacher shortages and socio-cultural barriers to the formal school system which connotes westernisation. Poverty and the popular acceptance of the almajiri alternative education system also contributed in keeping hundreds of thousands of children away from school in Sokoto and other states in the region.
In response to these challenges, the Aliyu administration embarked on a series of policy reforms to take children back to school, expand access to learning, and rebuild confidence in the public education system. These initiatives ranging from free education to modern school construction and reform of the almajiri system form the pillar of the governor’s development agenda.
To appreciate the effort of the Aliyu administration, it is necessary to delve into the scale of out-of-school children in Sokoto state. Over the years, the state has struggled with low enrollment rates and high dropout levels. According to education stakeholders, a large proportion of school-age children, especially girls and almajiri pupils, remain outside formal education.
Many families cannot afford school expenses, even when tuition is low or nonexistent. Other families rely on children for street trading or household labour. In rural areas, the lack of nearby schools and qualified teachers discourage enrollment. Some recent assessments show that 66.4 percent of children in the state are out of school, highlighting the urgency of the decisive actions that Governor Aliyu and his team have taken.
The administration has, therefore, adopted a multi-dimensional approach – policy reform, infrastructure development, community engagement, and technology-driven data systems.
One of the most significant early steps taken by the Sokoto government was the declaration of free and compulsory basic education across the state. Under the new policy, the government abolished school levies in public schools, removing one of the major financial barriers preventing parents from enrolling their children.
For many poor households, even small fees, such as examination charges or levies for school maintenance, can discourage school attendance. By eliminating these charges, the state government aimed to ensure that every child, regardless of family income, can attend school.
The policy also reinforces the legal obligation of parents and guardians to send their children to school, aligning Sokoto with national efforts to achieve universal basic education.
Perhaps the most innovative component of the Aliyu administration’s strategy is the reform of the almajiri education system. For centuries, the almajiri system has been a traditional form of Islamic education in Northern Nigeria. While it preserves religious scholarship, critics argue that it often leaves children without formal literacy, numeracy, or vocational skills. Many almajiri pupils are forced into street begging to survive.
Governor Aliyu has sought to address this challenge by establishing integrated schools that combine Qur’anic studies with modern academic instruction. Pilot programmes have been launched in communities such as Shuni and Wamakko, where almajiri pupils are enrolled in structured learning environments that include Qur’anic studies, basic literacy and numeracy, vocational training and life skills education. These schools also provide accommodation and feeding, helping to remove the need for children to beg on the streets.
Importantly, the programme has been implemented in collaboration with the Sultanate Council and religious leaders, ensuring community support and cultural acceptance.
Another key initiative has been the comprehensive profiling and registration of out-of-school children across the state. Through a statewide mapping exercise covering all 23 local government areas, the government identified large numbers of children who were not attending school.
This data-driven approach allows policymakers to identify where out-of-school children are concentrated; design targeted interventions for specific communities and monitor enrollment progress.
By the end of 2025, the government’s data dashboard had recorded more than 326,000 out-of-school children, enabling authorities to track and address the problem systematically. Such digital monitoring tools, supported by international partners, represent a significant shift from previous approaches that relied on estimates rather than verified data.
The Aliyu administration has also emphasised the importance of Early Childhood Care and Education (ECCE). Education experts say children who receive early learning opportunities are more likely to remain in school and succeed academically.
To strengthen this foundation, the Sokoto State Universal Basic Education Board has expanded and improved ECCE centres across the state. With support from development partners, 160 early childhood centres were either started or strengthened through the provision of teaching materials and caregiver training, with plans to expand the programme further. The goal is to ensure that children begin structured learning from ages three to five, rather than entering school late or missing education entirely.
Infrastructure development has been another major focus of the government’s education strategy. To address overcrowded classrooms and limited learning facilities, the Sokoto government has begun constructing mega model schools across the state’s three senatorial zones. Among the projects are: Aliyu Magatakarda Model Primary School in Wamakko; Muhammad Sambo Model Primary School in Goronyo and the Government Day Junior Secondary School in Tambuwal.
Each school is designed to have up to 60 classrooms, laboratories, and recreational facilities, occupying more than 35,000 square metres of land. These facilities are expected to accommodate thousands of pupils and create an environment that encourages enrollment.
While infrastructure is important, education experts emphasise that teachers remain the backbone of any effective school system.
Recognising this, the Sokoto government initiated a process to recruit and deploy thousands of qualified teachers. Approximately 3,000 teachers underwent screening and evaluation before being assigned to new schools, vocational centres, and special learning programmes.
In addition to recruitment, the government has introduced professional development programmes; improved teacher motivation through better working conditions and addressed promotion backlogs and training opportunities.These reforms are designed to ensure that children who return to school receive quality instructions.
In 2025, the Sokoto government under Dr Aliyu launched the Digital Village Initiative, a programme aimed at equipping vulnerable children with digital and technological skills. The initiative targets almajiri pupils and out-of-school girls, providing training in basic computer literacy and modern technology. The programme reflects the administration’s recognition that education in the 21st century must extend beyond traditional classrooms.
By exposing children to digital skills early, the government hopes to prepare them for future opportunities in the modern economy.
Another innovative policy introduced by the Aliyu administration is the establishment of Second Chance Education Centres, particularly for girls who previously dropped out of school. These centres offer flexible learning opportunities that allow young women to complete basic education, acquire vocational skills and reintegrate into formal schooling. A programme of this nature is highly recommended to states in the core North where early marriage, poverty, and cultural barriers often prevent girls from completing their education.
Beyond building new schools, the Sokoto government has also focused on renovating and upgrading existing education infrastructure. Education has consistently received the lion’s share of the state’s annual budget and huge allocations have been directed towards: rehabilitating damaged classrooms; installing electricity and water supply in schools; replacing worn-out furniture and providing laboratories and workshops.
These improvements are part of a long-term plan to modernise the education system and make public schools more attractive. As shown in the monitoring reports, better facilities do significantly improve attendance and retention rates, thereby reducing the number of out-of-school children.
The Sokoto state government has also partnered with international organisations to address the out-of-school crisis. Agencies such as UNICEF and the European Union have supported education reform initiatives in the state, including teacher training, early childhood education programmes, and data-collection system. These partnerships provide technical expertise, funding, and monitoring mechanisms that strengthen government efforts.
One of the most critical aspects of the reform strategy is community engagement. Education policies often fail when they are imposed without grassroots support. Recognising this, the Aliyu administration has worked closely with traditional rulers, religious leaders and community-based organisations
Through dialogue and sensitisation campaigns, the government has sought to convince parents of the long-term benefits of formal education. Such engagement is especially important in reforming the allmajiri system.
Although the reforms are still ongoing, early signs suggest that Sokoto’s education sector is beginning to change positively. New schools, teacher recruitment, and expanded early childhood programmes have already increased enrollment in several communities. Stakeholders believe that the Aliyu administration is headed in the right direction and that consistent implementation of these policies could significantly reduce the number of out-of-school children in the coming years.
Though significant challenges still remain, Governor Aliyu’s approach in tackling the out-of-school crisis reflects a broader understanding that education is the foundation of social and economic development. Without educated citizens, efforts to modernise agriculture, industry, and public institutions will remain a mirage.
By expanding access to education, integrating the almajiri system, building modern schools, and recruiting teachers, the Sokoto government ims to break the cycle of poverty and illiteracy that has affected many generations.
The reforms may take years to fully transform the state’s education landscape but if sustained through the full eight years of the Aliyu tenure, they could mark a turning point in Sokoto’s long struggle to ensure that every child has the opportunity to learn, grow, and contribute meaningfully to society.