To assess learners’ performance and measure improvements over the course of three years of implementation, PLANE, in collaboration with the Kano State Government, conducted a midline assessment during the 2024/2025 school year. The
assessment focused on the literacy and numeracy skills of Primary 2 and Primary 4 learners in 36 sampled schools across the intervention LGAs, using the Early Grade Reading and Mathematics Assessment (EGRA and EGMA) tools.

In March 2025, the PLANE programme, in collaboration with the Kaduna State Government, conducted a baseline assessment to evaluate the early grade reading and mathematical skills of learners in selected Tsangaya schools in five (5) intervention LGAs in Kaduna State. The results from a sample size of 25 schools and 250 learners reveal a worrying trend in both Hausa literacy and numeracy. You can download to read the findings and key recommendations captured in an advocacy brief here

In October 2023 and July 2024, PLANE and government partners collected learning outcomes data in Primary 2 and 3 in Kaduna state, using the Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA), with 6 LGAs and 43 schools sampled. Learners improved during the 2023-2024 school year, with children performing higher overall in mathematics. However, children did not quite meet the 50% improvement target set for the year.

In 2023-2024, PLANE worked with Kano State to implement Foundational Learning in four local government areas (LGAs): Gabasawa, Karaye, Minjibir, and Takai, reaching 151,370 children in Primary 1-3 in 532 schools. The programme also implemented Accelerated Learning (AL) in seven LGAs: Bichi, Bunkure, Dawakin Tofa, Rimin Gado, Ungogo, Warawa, and Wudil, reaching 113,641 pupils in Primary 4, 5, and 6in 580 schools. In October 2023 and July 2024, PLANE and government partners collected learning outcomes data in sample schools.

In 2023-2024, PLANE worked with Jigawa State to implement literacy and mathematics programming in seven local government areas (LGAs): Dutse, Gagarawa, Jahun, Kafin Hausa, Malam Madori, Taura and  Yankwashi, reaching 145,289 children in Primary 1-3in 750 schools.  Programming focused on teacher training, coaching,  mentoring and  book distribution. In October 2023 and July 2024, PLANE and government partners collected learning outcomes data in Primary 2 and 3, using the Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA), with 4 LGAs and 34 schools sampled.

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 […]

Nigeria faces a learning crisis. Over 10 million primary age children are out of school and of those who are enrolled,as many as 40% do not attend regularly. Teacher shortages, inadequate funding and resourcing, lack of capacityin school monitoring and supervision, as well as leadership challenges compound the profound problem ofequitable access to quality basic […]

The Foreign, Commonwealth and Development Office (FCDO) supported three education in emergencies (EiE) interventions in Borno and Yobe between 2017 and 2021. Two of the programmes were fully funded by FCDO – one implemented by the International Rescue Committee (IRC), and another implemented by the United Nations Children’s Fund (UNICEF). FCDO also provided top-up funds […]

The 2022 Baseline Assessment of Teacher Provision and Policies in Jigawa evaluates the state of teacher recruitment, training, and policies in Jigawa as of 2022. The assessment focuses on various aspects of teacher provision, including the recruitment process, teacher qualifications, deployment, and professional development. The assessment is a valuable resource for policymakers, educational authorities, and […]

This study’s main goal is to gather sociodemographic data from the ecosystem of unregistered non-state schools operating in Kano State. The survey’s findings offer crucial insights to guide future plans and interventions targeted at delivering effective strategies to non-state education systems in Kano State.

The main objective of this study is to compile sociodemographic information from Kaduna State’secosystem of unregistered non-state schools. The results of the survey would provide vitalinformation that would help direct future plans and interventions aimed at bringing effectivemethods to non-state education systems in Kaduna State

This research is aimed at exploring the following: student population in non-state schools; categories of non-state schools by amount of fees; and registration of non-state schools for national examinations; the role of School Based Management Committees (SBMCs); and low-cost private schools specific to Jigawa, Kaduna, and Kano (KKJ) states. The Education Partnership Centre (TEP Centre) […]