Osun State is turning to digital learning and Artificial Intelligence (AI) to address its growing out-of-school children crisis, which affects an estimated 297,000 children.
Findings from the Multiple Indicator Cluster Survey (MICS-6), conducted by the National Bureau of Statistics (NBS) and UNICEF, show that 13 percent of children in the state are out of school—the highest rate in Nigeria’s South-West region.
The issue took centre stage at a two-day media dialogue on Digital Learning, Artificial Intelligence and Skill Development for Out-of-School Children held in Osogbo by the Osun State Ministry of Education and UNICEF.
Speaking through the Permanent Secretary of the Ministry of Education, Murtala Jimoh, Commissioner for Education, Sunday Eluwole, described out-of-school children as one of the most pressing educational challenges facing the state.
He said the government is leveraging technology, partnerships and community engagement to bridge educational gaps, noting that digital learning platforms and AI can personalise education, identify learning gaps and expand access for vulnerable children.
He added that initiatives such as the Nigeria Learning Passport and the establishment of dedicated learning centres have helped reduce the number of children found on the streets.
UNICEF’s Lagos Field Office Chief, Celine Lafoucriere, warned that Nigeria faces a deeper learning crisis beyond school enrolment.
According to her, only one in four Nigerian children attending school can read properly and perform basic mathematics by age 14.
She stressed that millions of children remain excluded from education and risk being left behind in a world increasingly driven by digital technology and artificial intelligence, urging journalists to sustain public attention on the issue.
UNICEF Education Specialist, Harold Kpojime, revealed that Nigeria now has nearly 20 million out-of-school children, the highest figure globally.
He said one in every three primary school-age children in the country is currently out of school and identified poverty, insecurity, culture, religion, gender disparities and location as major drivers of exclusion. Kpojime emphasized that accurate data is critical for tracking progress and designing effective interventions.
Stakeholders at the dialogue agreed that while technology alone cannot solve the education crisis, digital learning platforms offer significant opportunities to reach excluded children, especially in remote and underserved communities.
They stressed that AI-driven learning solutions must be complemented by stronger investments in schools, teacher training, poverty reduction and community engagement to ensure every child gains access to quality education and skills for the digital economy.
Reporting by Julie Ekong