By Shafa’atu Suleiman, Sokoto
In Nigeria, the education crisis runs deep, with 70 percent of children considered to be in learning poverty, unable to read a simple sentence or solve basic math problems. According to a 2024 UNICEF report, only 26 percent of Nigerian children and adolescents between the ages of 7 and 14 possess basic reading and numeracy skills.
This stark reality reflects not just a national emergency, but a generational challenge, especially in the northern region where poverty, insecurity, and under-resourced schools further deepen the gap.
Yet, in the bustling classrooms of Sokoto and Zamfara, a quiet revolution is taking shape. One that promises to rewrite the narrative of basic education in northern Nigeria.
For decades, Nigeria’s education system has struggled with a rigid, teacher-centered model that emphasizes rote memorization over real understanding. This traditional approach has long left students disengaged and ill-equipped with the critical thinking skills needed to thrive in today’s world.
In rural areas, the situation is further worsened by a lack of qualified teachers and conducive learning environments. Many schools operate with dilapidated buildings, overcrowded classrooms, and a shortage of basic teaching materials. A condition that makes learning difficult and widens the educational gap in the North.
But amid these longstanding challenges, a new initiative known as Teaching at the Right Level (TaRL) is offering a transformative solution.
Implemented by UNICEF in collaboration with TaRL Africa and the State Universal Basic Education Boards (SUBEB), the program marks a dramatic shift from the conventional grade-based model to a competency-based learning system. Rather than teaching according to age or class, TaRL assesses students’ actual learning levels and groups them accordingly ensuring that no child is left behind.
“This is not a typical classroom method,” said Rachel Barka Madziga, an education specialist with UNICEF. “We group children into the levels of Beginner, Word, and Story for literacy and start teaching in Hausa before transitioning to English. For numeracy, we begin with simple digits and gradually progress to more complex operations like subtraction and multiplication.”
Targeted at pupils in primary who missed out on foundational learning earlier, the TaRL model is already yielding tangible results. In Adamawa State, a recent study showed significant improvements in pupils’ numeracy skills, with many advancing from basic to more advanced arithmetic tasks.
In Sokoto and Zamfara, more than 900,000 out-of-school children have now been enrolled in educational programs supported by TaRL. Much of the program’s success is owed to intensive teacher training, which is currently in its final phase. Each of the ten participating Local Government Areas (LGAs) has appointed master trainers and mentors to lead implementation at the school level.
“We’re working hand-in-hand with SUBEB, the Ministry of Education, and the State Agency for Mass Education. This partnership has been critical in mobilizing schools and teachers for sustainable impact,” Rachel explained.
For many educators, TaRL has been a game-changer. Yusuf Sharu, a teacher at Wambai Primary School in Yabo LGA, described the method as simplified and culturally inclusive. “The use of mats in classrooms helps children relate learning to their cultural norms. They engage more when they can see, feel, and touch the concepts being taught,” he said.
He also highlighted how TaRL has shifted the focus from passive to active learning. “Children now participate more. It’s no longer about the teacher doing all the talking. This change makes teaching more effective and enjoyable.”
For 25-year-old Sakina Abubakar, an English teacher from Isa LGA and a participant in the TaRL mentor training, the program has opened new pedagogical frontiers. “I’ve learned new teaching methods that I never used before. The pupils now learn in a more comfortable environment, with better sitting arrangements and activities that keep them engaged,” she said.
Michael Juma, Chief Field Officer of UNICEF in Sokoto, described TaRL as more than just an academic tool. “It’s about restoring confidence in children who once felt invisible in class. We’re witnessing real transformations,” he said.
According to Juma, 60 non-formal facilitators and 630 formal school teachers have been trained in Zamfara, while the ongoing training in Sokoto is reaching 392 teachers, along with 20 quality assurance officers and school support officers acting as mentors. “These master trainers and mentors will go on to train 1,568 classroom teachers on the use of the TaRL approach across the 10 LGAs,” he added.
Juma also emphasized the need for continued investment, community engagement, and strong political will to sustain the momentum. “Education is the bedrock of peace and development. When we get it right at the basic level, we secure the future.”
With the mentorship and training phases nearing completion, schools are now preparing for the full adoption of the TaRL approach. Teachers and pupils alike are ready to embrace a more inclusive, practical, and effective way of learning.
The success of TaRL in northern Nigeria is a reminder that, with the right approach, even the most persistent educational challenges can be overcome. And for thousands of children across the region, it marks the beginning of a brighter, more promising future.