Nigerian children are not learning foundational skills – maths, basic reading and writing in Hausa and in English. This lack of basic skills undermines their ability to transition into junior and upper secondary and, subsequently, enter the employment market with the skills and abilities that enable them to maximise their opportunities. In response to this problem, and under consideration of the political economy context; building on evidence and lessons learned in Nigeria and internationally; and responding to the strategic priorities of both UK and Nigerian
Governments, the overarching PLANE Theory of Change sets out the strategic aims and pathways of change at three levels: super impact, impact and outcome.
Partnership for Learning for All in Nigeria
