Kaduna’s Learning Gains at Risk as Teacher Gaps, Absenteeism Worsen — New Report

By Uangbaoje Alex, Kaduna

Kaduna State is making steady progress in early-grade learning, but deep-rooted system challenges continue to threaten the gains, according to new findings from the UK-funded Partnership for Learning for All in Nigeria (PLANE).

The 2025 Learning Assessment Outcomes, based on a midline study across 43 schools in six LGAs, show that children in PLANE-supported schools are performing significantly better than those in control schools in both literacy and numeracy. 

The programme, now in its third year, reached more than 222,000 learners, supported nearly 700 schools and trained close to 4,000 teachers.

Reading ability in Hausa has climbed sharply, with pupils in supported schools reading an average of 13.5 words per minute, compared to just 3.8 words per minute in schools outside the programme. Numeracy remains Kaduna’s strongest area, with nearly 84 percent of Primary 2 and 4 learners meeting or surpassing foundational levels. 

In Primary 4 alone, more than 91 percent reached expected numeracy benchmarks.

The report highlights that literacy is also improving, particularly in upper primary classes. More than half of all assessed learners have now reached foundational reading skills, while Primary 4 showed the strongest improvement, with over 78 percent meeting literacy expectations. One of the most notable shifts is a dramatic drop—over 75 percent—in the number of children previously stuck at beginner reading level.

Interestingly, English literacy is also rising even though PLANE does not teach English directly. 

Nearly 89 percent of learners are now performing beyond beginner level, and over 40 percent have reached basic reading and listening standards. 

The report attributes this to spillover effects from improved Hausa literacy and more consistent teaching routines in the classroom.

Despite the promising progress, the report raises major concerns. 

Teacher shortages remain one of the biggest obstacles, especially in rural communities where schools struggle to cope with large class sizes. 

Absenteeism among both teachers and learners continues to disrupt learning, and many schools still require more consistent oversight to ensure syllabus coverage and regular attendance. 

These issues limit the full impact of PLANE’s innovations, such as daily review routines and the addition of a weekly fifth literacy lesson.

To protect and expand the gains made so far, PLANE recommends keeping coaching at the core of school support. 

Regular school visits by School Support Officers must continue, supported through transport stipends in state budgets. 

The report also calls for more equitable deployment of teachers across the state, stronger attendance monitoring, and targeted support for rural educators. 

It urges Kaduna State to formally adopt its Accelerated Learning Holiday Camps—which have already boosted reading and mathematics skills—as part of its regular education strategy. 

The state’s action plan for 2024 should also be updated to reflect the latest learning outcomes and guide stronger interventions. 

Sustaining literacy routines and offering remedial sessions for learners still below foundational levels are also emphasised as critical next steps.

Overall, the report notes that Kaduna is making notable progress in strengthening foundational learning. 

Improved teaching practices, increased coaching and stronger school leadership have contributed to better results. 

However, without decisive action to address teacher shortages, overcrowded classrooms and absenteeism, the gains could slow. 

With continued leadership from SUBEB and strong community engagement, Kaduna State has a real opportunity to consolidate and deepen the improvements already underway.