Insecurity: Radio bridging education gap

As insecurity, displacement and poverty continue to disrupt formal education in parts of northern Nigeria, community-based radio learning is helping children regain access to basic literacy and structured learning.

Radio-based learning initiatives have become a means to improve literacy, behaviour and learning engagement among children in marginalised communities, according to students, parents and community leaders involved in a community education programme operating across eight learning centres.

Nigeria remains home to one of the world's highest populations of out-of-school children, with northern states accounting for a significant proportion. In the North-East, particularly Borno State, years of insurgency have disrupted education through attacks on schools, displacement of families and prolonged insecurity. Many schools were destroyed or abandoned, while fear of violence forced parents to withdraw their children from classrooms. In several communities, learning stopped entirely.

It is within this context that alternative education models, including radio-based instruction, have emerged as a response to the collapse or absence of formal schooling structures.

The programme currently serves 128 children-64 at primary level and 64 at secondary level-across eight learning centres. Most of the beneficiaries had either dropped out of school or never enrolled due to poverty, displacement or insecurity.

Speaking to Weekend Trust, one of the students, Hadiza Audu, said the radio lessons changed how she spent her day.

'The ACE Radio programme stopped me from roaming the street. I am happy with them,' she said.

Hadiza explained that before joining the programme, she spent most of her time outside with other children. Now, she attends learning sessions regularly and takes her studies seriously, noting that the lessons have influenced how she thinks about her future.

She said, 'My siblings see me as a serious student. I teach them mathematics. This programme has also made me love law.'

Similar experiences were reported by other students across the centres.

A secondary school student from Gwadawa community, Bashir Bello, said the programme helped him improve his understanding of subjects that had previously been difficult.

Bashir said, 'This programme has been a blessing; now I understand mathematics and physics. The writing materials we received have helped me to study well.'

Additionally, he stated that the courses had increased his interest in learning and aligned with what he was taught in school.

Primary school learners were also consistent in attendance. A pupil from Bankanu community, Yahaya Kabir, said the lessons had become part of his routine.

'I attend all the time. It has been very helpful. I enjoy Mathematics and English,' Yahaya said.

For another student, Ibrahim Abubakar, the most significant outcome has been learning how to read and being able to pass on what he has learnt to his siblings.

'I feel very enlightened. Peace education is my favourite subject and it makes me happy. When I go home, I also teach my siblings all that I learnt that day,' Yahaya said.

He expressed a desire to continue learning despite the challenges around him.

'I want to progress with my learning because I want to be a soldier,' he said.

Another student, Fatima Mohammed Ali, said science lessons stood out for her; she hopes to become a doctor.

'The chemistry and biology programme makes me happy as I hope to be a doctor and save lives one day,' she said.

She explained that learning had extended beyond the radio sessions into her household.

'I teach my younger ones ABCD and 123. I teach them three-letter words and storytelling,' she said.

Parents interviewed during the assessment said the programme had led to noticeable changes in their children's behaviour and learning habits.

One parent, Maryam Umaru said, 'We have seen growth in the children's knowledge. Before now, they did not know how to identify words or numbers.'

Another parent, Fatima Tijani, mentioned that the programme addressed a long-standing gap in her family's history.

'At first, we had never been to school. But as parents, we listen to the radio school and it has also helped us to educate our children.'

She said her child's behaviour changed significantly since joining the programme.

'She has stopped roaming the street; she now concentrates on radio school,' Fatima said.

According to Fatima, education is now discussed more frequently at home, and there are differences between children who attend the programme and those who do not.

'The radio programme gives the children hope that they can achieve many things, and that there's more to life than roaming and begging in the streets,' Fatima said.

Other parents expressed similar views, noting that the structure provided by regular lessons has helped reduce idleness and improve discipline among children.

We look forward to the next phase

Although not all the children in the community were lucky to be part of the programme, their parents are eager to see their children partake in the next phase of the initiative.

A parent, Abu Mustapha, said he chose not to enroll his daughter in the current batch because he wasn't certain about how sustainable the initiative would be.

'At first, I was not fully convinced. We have seen programmes come and go in this community; I wanted to be sure it would continue before involving my child,' he said, adding that while he appreciates the effort, the limited number of centres and facilitators remains a concern.

'Many children are still at home. The space is small compared to the number of children who need support. If they can expand the programme and provide more materials, it will benefit more families,' he said.

Despite his reservations, Mustapha acknowledged the visible changes among children participating in the lessons.

'I have noticed that the children who attend are more disciplined and serious about learning. If the organisers can assure us that it will continue and accommodate more children, I will enroll my daughter in the next batch,' he said.

Another parent, Rabi'u Shehu, said household pressures influenced his decision not to enroll his son in the current batch.

'At the time they were registering children, we were struggling to settle and rebuild our lives. My son helps me with small trading activities, so I was worried about how we would balance the lessons with our daily needs.' he said.

He noted that while the programme did not charge fees, indirect costs such as transportation and time away from home could still be challenging for some families.

He said, 'Even when something is free, there are other responsibilities to consider. But when I see children from this programme reading and speaking confidently, I feel encouraged. If they organise another batch, I will try to adjust our schedule so that my son can attend. Education is important, especially in times like this,' he said.

A special adviser at the State Agency for Mass Education, Ibrahim Muhammed Gidado, described the initiative as a meaningful contribution to the fight against illiteracy in the state.

'This kind of programme is very important, especially for children who have been unable to access formal education. It supports ongoing efforts to reduce illiteracy and bring learning closer to communities that need it most,' Gidado said.

He noted that community-based approaches, particularly those using familiar languages and simple delivery methods like radio, could help bridge the gaps created by poverty and insecurity.

He said, 'When children begin to read, write and engage meaningfully with lessons again, it strengthens not just the individual child but the entire community, encouraging sustained support and possible expansion to reach more beneficiaries.

Changes visible at community level - Leaders

According to Modu Merami Shettima, a community leader, access to education declined sharply before the introduction of radio-based learning. He explained that insecurity made it difficult for parents to send children to school, even where schools existed.

He said, 'Many parents did not have the privilege to enroll their children. The children were just playing around. Because of the situation, parents were afraid. Some schools were not functioning, and some families were moving from place to place.'

Since the programme began, he said there had been improvements in children's behaviour and social interaction, adding that parents have responded positively.

'There are lots of changes, especially in behaviour and socialisation. They really appreciate the positive changes they see in their children,' he said.

According to Modu, lessons delivered in languages familiar to the children have improved understanding. He said the programme also encouraged parents to re-engage with education.

'There is improvement in their learning and understanding. Now, parents ask questions about learning. They want their children to continue,' Modu said.

However, he noted that demand exceeds current capacity.

'There are many children who want to join, but the number is limited. We need more facilitators and support,' he said.

Implemented by ACE Charity, a non-governmental organisation, the managing director said the programme aimed to provide community-based education for marginalised children, delivering structured lessons via radio broadcasts with the support of facilitators and basic learning materials for those outside the formal school system.

Despite reported gains, stakeholders identified limitations. Parents and community leaders said the number of children currently accommodated at each centre is small, leaving other interested children unable to participate. They also pointed to the need for additional facilitators, learning materials and sustained funding.

Modu said continued support could improve long-term outcomes, adding, 'If such programme continues, less privileged children would have a better future life.'

For parents like Fatima Tijani, expectations remain practical rather than idealistic.

'I want them to enroll my child in school,' she said.

As insecurity continues to disrupt access to formal education in parts of the North-East, community-based initiatives such as radio learning are increasingly filling gaps, offering children some form of structure and learning where formal schooling remains uncertain.

Provided by SyndiGate Media Inc. (Syndigate.info).