Why Nigeria needs a cross-border education transition model
Across Northern Nigeria, a quiet but growing crisis is unfolding—one that remains largely invisible in national education planning. It concerns a category of children who do not fit neatly into existing policy frameworks: returnee children. Over the past decade, insurgency and banditry—particularly the activities of Boko Haram and widespread insecurity—have displaced millions of Nigerian families, […]
Across Northern Nigeria, a quiet but growing crisis is unfolding—one that remains largely invisible in national education planning. It concerns a category of children who do not fit neatly into existing policy frameworks: returnee children.
Over the past decade, insurgency and banditry—particularly the activities of Boko Haram and widespread insecurity—have displaced millions of Nigerian families, forcing many to seek refuge in neighbouring countries such as Niger, Chad, and the Republic of Cameroon. Today, a growing number of these families are returning home, especially to Borno and Yobe States, with others resettling in Jigawa, Kano, and parts of the North Central region.
While return marks a hopeful new beginning, it also presents a complex challenge—especially for children attempting to re-enter the education system. The challenge is not just about access to school—it is about access to the right kind of education.
Having spent years in Francophone environments, many of these children were exposed to French-based education systems or informal learning structures. Upon return, they are expected to seamlessly integrate into Nigeria’s English-based curriculum, often without any structured transition support. The consequences are predictable: confusion, poor academic performance, frustration, and ultimately, dropout.
In many cases, these children are officially recorded as “enrolled,” yet they are effectively excluded from learning. They sit in classrooms but cannot fully participate. Over time, many disengage and eventually drop out, adding to Nigeria’s already high number of out-of-school children.
While Nigeria has made commendable efforts to reduce the number of out-of-school children, the unique needs of returnee populations remain largely unaddressed. Existing interventions do not adequately respond to the combined challenges of language barriers, disrupted learning, and cross-border mobility.
What is needed is a deliberate and structured response: a Cross-Border Education Transition Model. Such a model would serve as a bridge between displacement and integration. It would combine accelerated learning programmes with intensive language transition support—specifically designed to help children move from French to English learning environments. Within a period of 6 to 12 months, children can acquire the foundational skills needed to succeed in formal Nigerian schools.
However, the solution must go beyond curriculum. It must be rooted in community engagement. Experience has shown that identifying and enrolling out-of-school children is most effective when communities are actively involved. Local volunteers, education marshals, and traditional leaders can play a critical role in identifying returnee children and supporting their reintegration. Equally important is the establishment of a tracking and response system to ensure that children remain in school and continue learning. Without such mechanisms, initial gains are often lost. This challenge is not unique to Nigeria. Across the Lake Chad region, countries are grappling with displacement and return migration. This presents an opportunity for regional cooperation in education, including recognition of prior learning and harmonized transition strategies.
Nigeria already has strong foundations to build upon. Community-based education initiatives have demonstrated success in identifying and reintegrating out-of-school children. These models can be adapted to respond to the specific realities of returnee children. If this issue is not addressed, Nigeria risks creating a generation of children who are physically present but educationally excluded—not because they lack the ability to learn, but because the system does not accommodate their realities. Education systems must evolve to reflect a changing world—one where mobility is common and learning pathways must be flexible and inclusive.
A Cross-Border Education Transition Model is not just an innovation—it is a necessity. If Nigeria is to truly achieve inclusive education for all, no child—regardless of where they are coming from—should be left behind.
Dr. Tijjani Mukaddas can be reached through [email protected]