The Federal Government has raised a major alarm over Nigeria’s basic education system, warning that high school attendance and enrolment figures are masking a deep-seated learning crisis. The government declared that evaluating schools based solely on the physical presence of pupils is a flawed metrics system that counts heads rather than the actual quality of knowledge acquired.

The Minister of State for Education, Prof. Suwaiba Ahmad, brought the issue to the fore during a national trainers` session on safe learning environments, gender-responsive technology, and ICT skills for educators in Teacher Training Institutions. She maintained that traditional registers no longer provide an accurate picture of the country`s educational health, as millions of children spend days in classrooms without receiving a functional education.

To back her concerns, Prof. Ahmad cited alarming 2024 data from UNICEF, which revealed that a staggering 74 per cent of Nigerian children aged seven to 14 years lack foundational reading, cognitive, and mathematics skills. This statistic highlights a grim reality where three out of every four children in the basic education bracket cannot read or solve basic arithmetic despite being enrolled in school.

In response to this systemic failure, the minister announced comprehensive government plans to overhaul how Nigeria assesses basic education. Moving forward, the Federal Government will integrate classroom safety, student participation, and measurable learning outcomes into its educational evaluation framework, completely shifting the focus away from mere daily attendance headcounts.

Explaining the psychological dimension of the crisis, Prof. Ahmad noted that children are frequently shut out from learning long before they ever drop out physically. She pointed out that hostile classroom environments—driven by unchecked bullying, exclusion, ridicule, and general insecurity—force many vulnerable students to mentally and emotionally detach from lessons.

In a poignant address to educators, the minister described how easily these "silent dropouts" go unnoticed by teachers who rely strictly on school registers. "A girl does not always leave school on a day her name disappears from the register. Sometimes she leaves a little early while she is still sitting in the classroom; she raises her hand and is never called upon, other children laugh when she speaks, and no one stops them," Ahmad painted the picture.

Consequently, the minister urged educators and institutional heads across the federation to prioritize what happens to learners once they step inside the school gates. She stressed that a child’s physical presence in school must be strictly matched by verifiable evidence that the learner feels safe, included, actively participates, and is genuinely absorbing the curriculum at every developmental stage.

As part of institutional remedies to curb the menace, Ahmad revealed that the Federal Ministry of Education has introduced the National Policy on Anti-Bullying in Nigerian Schools along with its implementation guidelines. However, she warned that the policy would remain a dead letter unless teachers, school administrators, and adults take decisive, protective action when confronted with cases of child abuse and emotional exclusion.