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Jigawa State is recording significant improvements in early-grade literacy and numeracy, according to the new 2025 Learning Assessment Outcomes released under the UK-funded Partnership for Learning for All in Nigeria (PLANE) programme. Now at the mid-point of its implementation, PLANE is supporting the state to strengthen its education system, reaching 194,054 learners across 750 schools, and providing 2,522 teachers with training, coaching and structured lesson support across seven local government areas Dutse, Gagarawa, Jahun, Kafin Hausa, Malam Madori, Taura and Yankwashi. The programme which held at Three Star hotels, Dutse on Tuesday, 9th December, 2025 indicated that a midline assessment conducted in the 2024/2025 school year shows that children in PLANE-supported schools outperform their peers in control schools in every literacy and numeracy subtest. Learners in the programme read an average of 13.5 words per minute, compared to 3.8 words per minute in non-PLANE schools highlighting the impact of teacher coaching, classroom materials and consistent monitoring. Although PLANE does not directly teach English literacy in Jigawa, the results show a 72.2% reduction in beginner-level English learners, with 32% now achieving foundational English literacy milestones. The report suggests that improved Hausa literacy and stronger classroom routines are indirectly boosting English language development. The assessment reveals variations in performance between boys and girls: In Primary 2 literacy, 38.8% of girls met foundational levels compared to 23.2% of boys. By Primary 4, the trend reversed, with 57.1% of boys and 44.1% of girls reaching the literacy milestone. Speaking during the release of the assessment results, Jigawa State Commissioner for Basic Education, Dr. Lawan Yau Danzomo, said the state has learned that focusing on system weaknesses and strengthening foundational skills is crucial to reversing the learning crisis. “It is better to start doing a selective focus identify where the weak points are in the system and concentrate on improving them,” the Commissioner said. “We want to lay the foundation for children to know how to learn, how to read, how to write, how to do simple mathematics. Once we catch them young, it becomes easier for any education provider to get them through the system.” Dr. Danzomo noted that PLANE’s approach has opened the door for broader collaboration, with UNICEF and other service providers now supporting similar interventions across additional local governments. He expressed optimism that within two to five years, once every school is covered, Jigawa will begin to see “very positive outcomes” and a gradual elimination of the learning crisis gripping the state. The Commissioner also highlighted the Executive Council’s recent directive mandating commissioners, local government chairmen, legislators, and other public officials to support the state’s Back-To-School Campaign and personally ensure the return of out-of-school children. “Education for all is the responsibility of all,” he said. “We are developing strategies to ensure every community identifies children who are not in school, understands why, and provides the necessary support to bring them back.” The Executive Chairman of Taura Local Government, Dr. Shuaib Ibn Hanbali Zarga, praised PLANE for providing learning materials and improving education delivery at grassroots level. “I was impressed with what I saw. PLANE provided textbooks and materials, and I decided to copy their model,” he said. He disclosed that his council had procured 8,000 textbooks, 8,000 exercise books, and supplied teachers with lesson plans to enhance instructional quality. He added that Taura LGA now has 125 additional teachers under its local teaching scheme, T-Teach. “We have seen the effort of PLANE. What we see is what we believe. We hope to sustain and build on these gains,” he said. The Deputy National State Team Lead of PLANE, Dr. Samuel Achimugu, commended the Jigawa State Government for its strong commitment and collaboration, noting that the state has not only implemented PLANE’s interventions but expanded similar programmes into LGAs not originally covered by the project. Dr. Achimugu revealed that Jigawa recorded over 70% in numeracy and over 50% in literacy, marking a significant improvement from the “very low” baseline recorded three years earlier. “What we have achieved in Jigawa is one of the highest among similar programmes globally,” he said. “This shows the level of work done by the government, teachers, and PLANE teams.” He expressed hope that the government would scale up investment in foundational learning to sustain the positive trajectory. Education stakeholders agree that the combined efforts of PLANE, the state government, development partners, and local authorities show a clear path toward ending learning poverty in Jigawa. With millions of children reached, thousands of teachers trained, and early-grade literacy and numeracy indicators steadily improving, Jigawa is positioning itself as a model for foundational learning reforms in Nigeria. Speaking at the engagement session, Mrs. Lauratu Umar Abdul Salam of PLANE Abuja said the assessment is designed to measure how much progress has been made in improving foundational literacy and numeracy after three years of implementation. According to her, the first objective of the midline exercise is “to assess and evaluate progress in foundational literacy and numeracy outcomes following three years of PLANE implementation.” She said the review will help determine whether learners are achieving expected gains in reading and basic mathematics. The second objective, she explained, is to examine improvements in learners’ achievement levels, teachers’ instructional practices, and the effectiveness of school leadership all of which PLANE has targeted through extensive training and classroom support. Mrs. Abdul Salam added that the findings will provide critical evidence to refine PLANE programming, strengthen implementation strategies, and guide further progress aimed at enhancing educational achievement across schools. “The learning outcome findings will guide us in strengthening what works, improving implementation approaches, and pushing toward increased and enhanced achievement for our learners,” she said. She also disclosed that in its third year, PLANE has expanded its foundational learning support to Primary 1 to 4 learners across its three focal states, with plans to include additional grades in subsequent years. “These are the key objectives of our engagement today,” she concluded, emphasizing the programme’s commitment to using data-driven insights to transform teaching and learning in public schools. According to the findings, Jigawa’s improvement is tied to strong school support and active community involvement. Across PLANE-supported schools: 4,127 classroom observations were conducted. 1,863 teachers received coaching. 75% of schools received at least one official support visit. Leadership engagement also strengthened accountability, with SUBEB officials, local education authorities, and community groups such as Mothers Associations and SBMCs helping monitor attendance and distribute learning materials. Two rounds of Accelerated Learning Holiday Camps further helped pupils move out of beginner levels in Hausa and mathematics, enabling them to return to school better prepared. To sustain these gains, the report recommends that the government: Continue strengthening teacher coaching and support visits, address teacher shortages, large class sizes and material gaps, institutionalize the Accelerated Learning Holiday Camps and Update and re-strategise action plans to target remaining challenges. The 2025 Learning Assessment Outcomes confirm that Jigawa State is making steady progress in foundational literacy and numeracy. While the state still faces systemic pressures, continued investment by SUBEB, and strong community participation, will be critical to ensuring that all children acquire the reading and numeracy skills they need to succeed in school.

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