By Abiodun Lawal
The United Nations Children’s Fund (UNICEF) says digital learning and artificial intelligence (AI) can play a significant role in addressing Nigeria’s out-of-school children crisis.
UNICEF Education Specialist, Mr Harold Kpojime, said this at a two-day media dialogue on digital learning, artificial intelligence and skills development for out-of-school children.
The News Agency of Nigeria (NAN) reports that the dialogue was organised by UNICEF in partnership with the Osun State Ministry of Education, the Federal Ministry of Education, the Universal Basic Education Commission (UBEC), and the Global Partnership for Education (GPE), among others.
The workshop attracted journalists from Lagos, Ogun, Oyo, Osun, Ekiti, Ondo and Edo states.
In his presentation, Kpojime noted that while digital learning opportunities were increasingly available, effective implementation required internet connectivity, digital devices and trained facilitators.
According to him, efforts to return out-of-school children to classrooms must go beyond infrastructure to include the recruitment and training of educators.
“We need trainers and facilitators who can engage learners and help bring them back into the education system.
“Digital learning does not necessarily have to occur in formal classroom settings; technology can reach learners wherever they are,” he said.
Kpojime said platforms such as UNICEF’s Nigeria Learning Passport provide access to educational resources that support both learners and teachers.
He described AI as an emerging technology capable of enhancing content delivery, teacher training and the acquisition of new skills.
“Once there is access to the internet and digital devices, even a smartphone can become a learning tool,” he said.
He added that teachers could use tablets and online resources to organise lessons for children living on the streets or in non-formal learning environments.
According to him, many street children who have never experienced structured classroom learning can be attracted through technology-driven education.
He explained that the use of videos, animations and interactive content often generates greater interest and engagement among learners.
Kpojime recalled a recent visit to a school equipped with digital infrastructure, including display screens and internet connectivity.
He, however, noted that despite the availability of facilities, teachers lacked the skills needed to utilise the resources effectively.
He added that training in digital literacy and the Nigeria Learning Passport enables teachers and learners to access educational materials remotely.
Kpojime said the introduction of digital content had attracted learners’ attention and increased classroom participation.
He highlighted the potential of non-formal learning centres across Nigeria in expanding access to education.
Kpojime called for stronger partnerships with organisations willing to provide resources, training and support for schools and learning centres.
According to him, technology, when combined with trained educators and reliable internet access, can significantly improve learning outcomes and expand educational opportunities for vulnerable children.
In her presentation, Blessing Ejiofor, UNICEF Communications Officer at the Lagos Field Office, said there were several shortcomings in the way the media reported issues relating to out-of-school children.
Ejiofor, who spoke on the topic, “How to Cover AI and Skills Development for Out-of-School Children,” said the media often react to reports on out-of-school children but fail to track developments.
“We react. We don’t track.
“A school collapses and it is big news for two days, then it disappears.
“Meanwhile, 18 million children are still out of school and nobody is counting,” she said.
She also noted that the media report the crisis but pay little attention to solutions.
“Readers know something is wrong. They rarely see what is actually working or who is making it work. That is a failure of journalism, not of policy.
“We don’t connect the dots. AI, skills development, out-of-school children, the future of work—these are the same story. They just haven’t been told that way yet,” she said.
Ejiofor added that the media also fail to go where the story is, noting that most coverage is derived from press conferences or government reports.
She urged the media to join efforts to address the menace of out-of-school children in the country through comprehensive and objective reporting.(NAN)(www.nannews.ng)
Edited by Victor Adeoti
