Nigeria Educational Attainment: Doctoral or Equivalent: Population 25+ Years: % Cumulative data was reported at 0.482 % in 2022. This records an increase from the previous number of 0.092 % for 2019. Nigeria Educational Attainment: Doctoral or Equivalent: Population 25+ Years: % Cumulative data is updated yearly, averaging 0.110 % from Dec 2016 (Median) to 2022, with 3 observations. The data reached an all-time high of 0.482 % in 2022 and a record low of 0.092 % in 2019. Nigeria Educational Attainment: Doctoral or Equivalent: Population 25+ Years: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Nigeria – Table NG.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

The Nigeria MDG (Millennium Development Goals) Information System – NMIS education facility data is collected by the Office of the Senior Special Assistant to the President on the Millennium Development Goals (OSSAP-MDGs) in partner with the Sustainable Engineering Lab at Columbia University. A rigorous, geo-referenced baseline facility inventory across Nigeria is created spanning from 2009 to 2011 with an additional survey effort to increase coverage in 2014, to build Nigeria’s first nation-wide inventory of education facility. The database includes 98,667 education facilities info in Nigeria. The goal of this database is to make the data collected available to planners, government officials, and the public, to be used to make strategic decisions for planning relevant interventions. For data inquiry, please contact Ms. Funlola Osinupebi, Performance Monitoring & Communications, Advisory Power Team, Office of the Vice President at funlola.osinupebi@aptovp.org To learn more, please visit http://csd.columbia.edu/2014/03/10/the-nigeria-mdg-information-system-nmis-takes-open-data-further/

Nigeria - System Access Logs

  Dataset Description

System access logs including login attempts, IP addresses, and device types.

  Dataset Information

Country: Nigeria Dataset Name: system_access_logs Total Records: 100,000 Total Columns: 9 File Size: 1.93 MB Format: Parquet (full data), CSV (sample) Generated: 2025-10-21T23:15:52.998069

  Schema

Column Data Type Description

log_id object Log Id

student_id object Student Id

access_type… See the full description on the dataset page: https://huggingface.co/datasets/electricsheepafrica/nigeria-education-system-access-logs.

Nigeria NG: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 57.954 % in 2008. This records a decrease from the previous number of 60.509 % for 2003. Nigeria NG: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 60.509 % from Dec 1991 (Median) to 2008, with 3 observations. The data reached an all-time high of 62.488 % in 1991 and a record low of 57.954 % in 2008. Nigeria NG: Literacy Rate: Youth Female: % of Females Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Nigeria – Table NG.World Bank.WDI: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

In 2020, some ** percent of children in Nigeria completed the last grade of elementary school, with **** percent of males and **** percent of females. In the following educational levels, the disparity between male students and female students became larger, reaching a gap of **** and **** percentage points in the completion rates of middle school and high school, respectively.

Nigeria - Admission Trends

  Dataset Description

School admission statistics including applications, acceptances, and enrollment rates.

  Dataset Information

Country: Nigeria Dataset Name: admission_trends Total Records: 100,000 Total Columns: 9 File Size: 3.03 MB Format: Parquet (full data), CSV (sample) Generated: 2025-10-21T23:15:51.081818

  Schema

Column Data Type Description

trend_id object Trend Id

school_id object School Id… See the full description on the dataset page: https://huggingface.co/datasets/electricsheepafrica/nigeria-education-admission-trends.

Nigeria NG: Secondary Education: Pupils data was reported at 12,532,753.000 Person in 2013. This records an increase from the previous number of 10,212,250.000 Person for 2012. Nigeria NG: Secondary Education: Pupils data is updated yearly, averaging 3,393,186.000 Person from Dec 1970 (Median) to 2013, with 31 observations. The data reached an all-time high of 12,532,753.000 Person in 2013 and a record low of 356,565.000 Person in 1970. Nigeria NG: Secondary Education: Pupils data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Nigeria – Table NG.World Bank: Education Statistics. Secondary education pupils is the total number of pupils enrolled at secondary level in public and private schools.; ; UNESCO Institute for Statistics; Sum; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Between 2013 and 2021, ** percent of children in Nigeria attended an early childhood education program, on average. In particular, data refer to children aged ***** to five years. The share of females was ** percent, whereas males reached ** percent.

Nigeria - Student Profiles

  Dataset Description

Comprehensive student demographic information including age, gender, grade level, and enrollment status.

  Dataset Information

Country: Nigeria Dataset Name: student_profiles Total Records: 100,000 Total Columns: 11 File Size: 1.70 MB Format: Parquet (full data), CSV (sample) Generated: 2025-10-21T23:15:11.921585

  Schema

Column Data Type Description

student_id object Student Id

first_name… See the full description on the dataset page: https://huggingface.co/datasets/electricsheepafrica/nigeria-education-student-profiles.

In 2019, approximately *** million children in Nigeria were in early education. The Early Childhood Care and Development Education (ECCDE) is offered in Nigeria by both private and public schools. In the early stages, the number of children who attended creches, nurseries, or kindergartens was higher in private institutions, whereas in the later stages, public schools showed a larger number of enrolled children. Overall, the number of children at this educational level was equally distributed between public and private institutes.

In the 2018/2019 school year, 8.6 million children in Nigeria were enrolled in pre-primary education or Early Childhood Care and Development Education (ECCDE). The ECCDE is offered by both private and public entities. In primary schools, the number of pupils added up to over 28 million as of the 2017/2018 academic year. Moreover, institutions designed for primary education amounted to approximately 116.9 thousand, most of which were concentrated in Lagos. Although primary education is free and compulsory in Nigeria, a section of the population had never attended school as of 2020.

Secondary school education

Nigerian students attend junior and senior secondary schools after obtaining primary education. However, instead of secondary school, individuals can complete secondary vocational and post-secondary vocational training. In the 2018/2019 academic year, junior secondary school enrollees reached an approximate total of 7.4 million, the majority of which were boys. In the same year, students receiving senior secondary education amounted to some 5.2 million individuals.

Tertiary education

There were 170 universities in Nigeria as of 2021, which comprised federal, state and private establishments. In 2019, more than 1.8 million undergraduate students were counted in the country. On the other hand, the number of master students reached around 121.7 thousand, the majority of which were men. Moreover, individuals pursuing a Master of Philosophy degree (PhD) in the country totaled around 17.5 thousand.

As of 2018, the gross enrollment rate in middle schools in Nigeria stood at 54.4 percent. The South-Eastern states registered the highest figures, with 52.5 percent for males and 59.8 percent for females. In particular, the states of Imo and the Federal Capital Territory (FCT) had the highest rates nationwide. Moreover, data show that there were relevant differences between the Northern states and the Southern states. The gross enrollment rate measures the enrollment rates of scholars of any age, whereas the net enrollment rates refers only to students in the official age of that specific educational level.

In the first quarter of 2022, Nigeria's education sector grew only slightly in real terms compared to the same period in the previous year. This represented a less than *** percent growth in each quarter.

Abstract

School data, especially reliable and timely data, is the single most important tool for national educational planning and administration. It is the easiest visible evidence that can be presented to stakeholders to demonstrate that there is progress in a school. Yet timely, complete and reliable data about education in Nigeria, especially from educational institutions, has been most elusive. The strategy agreed upon long ago was to address the shortfalls in primary and secondary education data first, to be followed by non-formal and tertiary education data. This decision marked the beginning of the annual national school census in 1988.

Prior to 1988, the annual school census was conducted irregularly with very sparse publications and devoid of key indicators for planning purposes. In fact, between 1996 and 1998, collected data could not be processed due to shortfalls in funds allocation. However, upon restoration of democratic governance in 1999 and with the introduction of the UBE and other factors such as Nigeria's international commitments to Education for All and the Millennium Development Goals (MDGs), the need for more comprehensive database indicators, which harmonize with global standards become more pressing.

OBJECTIVES

The National School Census had as its primary objectives:

• To assess the status of facilities and learning materials in schools in Nigeria.

• To know the enrolment statistics at National, States and LGAs by gender

• To know the number and status of teachers in Nigeria primary schools by gender.

• To evaluate the progress made towards achieving MGD goals and EFA goals on Education

• To provide the bases for future action.

Geographic coverage

National and State.

Analysis unit

• Schools

• Students

• Teachers

Universe

The Census covers the whole primary schools in Nigeria.

Kind of data

Census/enumeration data [cen]

Mode of data collection

Mail Questionnaire [mail]

Research instrument

The questionnaire for the National School Census includes the following information:

• School characteristics,

• Enrolment by age and gender,

• Teachers by qualification and gender,

• Facilities and instructional materials.

Cleaning operations

Data editing took place at a number of stages throughout the processing including:

• Checking at school level entries

• Coding and editing in the office

• During data entry electronically

• Structural checking of the data entry files

Data appraisal

To verify the accuracy and reliability of the results, we carried out a post enumeration survey using 5% of the entire population.

Nigeria NG: Children Out of School: % of Primary School Age data was reported at 34.051 % in 2010. This records an increase from the previous number of 34.045 % for 2009. Nigeria NG: Children Out of School: % of Primary School Age data is updated yearly, averaging 33.855 % from Dec 1999 (Median) to 2010, with 9 observations. The data reached an all-time high of 36.922 % in 1999 and a record low of 28.363 % in 2007. Nigeria NG: Children Out of School: % of Primary School Age data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Nigeria – Table NG.World Bank.WDI: Education Statistics. Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

As of 2020, around ** percent of the young population in Nigeria had secondary education as their highest educational level. Moreover, some ** percent had achieved the post-secondary level of education, while ** percent had completed primary education.

Nigeria - Community Socioeconomic

  Dataset Description

Regional community-level socioeconomic indicators and demographics.

  Dataset Information

Country: Nigeria Dataset Name: community_socioeconomic Total Records: 100,000 Total Columns: 8 File Size: 5.04 MB Format: Parquet (full data), CSV (sample) Generated: 2025-10-21T23:15:32.123723

  Schema

Column Data Type Description

community_id object Community Id

region_id object Region Id… See the full description on the dataset page: https://huggingface.co/datasets/electricsheepafrica/nigeria-education-community-socioeconomic.

There were over 270 universities in Nigeria as of 2024, two of which were founded within the first half of that year. Of the total count, 149 were private while state and federal universities added up to 63 and 62, respectively. Some of Nigeria's oldest universities are the University of Ibadan, the University of Nigeria, the Obafemi Awolowo University, and the University of Lagos. These four institutions were founded between the end of the 1940s and the beginning of the 1960s. Nigeria’s biggest institutes As of 2019, the National Open University of Nigeria was the largest university in Nigeria by number of students. The number of all students enrolled in this institution reached 565,000 in the said year. The National Open University of Nigeria is one of the largest open and distance learning institutes in Africa. It is based in Abuja but has several campuses across Nigeria. What Nigerians study the most There were over 1.8 million full-time undergraduate university students in Nigeria as of 2019. Sciences and social sciences were the most common disciplines chosen by Nigerian students. Administration and management followed as the third most popular faculty. Among master and diploma students, however, administration and management had the largest number of students.

Abstract

In July 2012, representative stratified samples of public primary schools, head teachers, teachers and pupils were surveyed in the six Nigerian states where the DFID/UKaid-funded Education Sector Support Programme in Nigeria works.

The ESSPIN Composite Survey (CS) process serves two main functions: periodically assessing the effects of ESSPIN's integrated School Improvement Programme (SIP), and reporting on selected indicators of the quality of education in the six ESSPIN-supported states. The CS addresses five Output pillars of the SIP, namely teacher competence, head teacher effectiveness, school development planning, school based management committee functionality and inclusive practices in schools. It also provides estimates of one Outcome indicator-school quality; and one Impact indicator-pupil learning achievement. The CS is wide-ranging but not exhaustive: it complements other ESSPIN/state monitoring and evaluation processes in areas such as institutional development, school enrolments and infrastructure. It brings together into a single exercise baseline surveys that were conducted by ESSPIN in 2010, hence 'composite' survey.

Four data collection methods were used to complete ten questionnaires: interviews, record schedules, observation and oral/written tests. The total sample covered 595 schools/head teachers/SBMCs, 2,975 teachers and 9,520 pupils. Enumerators drawn from State School Improvement Teams and education officials were trained and then mobilised to collect the data over a six week period, with field supervision by NPC and ESSPIN. Data entry, cleaning and checking took longer than intended due to several technical problems. Each indicator of education quality was underpinned by a variety of objectively observable criteria. Estimates (values drawn from a sample to describe the population as a whole) are shown within 95% confidence intervals. In the case of Kano (and to a lesser extent Kaduna) some values are insufficiently precise to include in programme-wide aggregates. Mean estimates for ESSPIN-supported schools and non-ESSPIN supported schools are compared, and said to be significantly different at the 0.05 level (ie, where there is at least a 95% probability that the values for Phase 1 and Control Schools are actually different from one another). For certain numeracy measures, a comparison of the difference between 2010 and 2012 values for Phase 1 and Control Schools is possible. In most cases, such 'difference in differences' calculations will have to wait until the CS is repeated in 2014 and beyond. Although those CS 2012 results which show a significant difference between Phase 1 and Control Schools cannot necessarily be ascribed to 'the ESSPIN effect' (since other characteristics of schools in those categories could actually determine the difference), in the absence of evidence for an alternative cause it is reasonable to suppose that ESSPIN interventions are having the intended effect. This is particularly true of the Output and Outcome indicators but less likely with respect to Impact (children's learning outcomes) at this stage in the programme. The basis of allocation of schools to Phase 1 in each state is reported, to aid critical consideration of any selection bias.

Geographic coverage

Six Nigerian states - Enugu, Jigawa, Kaduna, Kano, Kwara, and Lagos

Analysis unit

School; Pupil; Teacher

Universe

Schools in the six ESSPIN states - Enugu, Jigawa, Kaduna, Kano and Lagos

Kind of data

Sample survey data [ssd]

Sampling procedure

This section outlines the sampling strategy and target sample sizes for each unit of observation for the 2012 ESSPIN composite survey conducted in the six focus states: Enugu, Jigawa, Kaduna, Kano, Kwara and Lagos.

1. Aim of sampling design

The analysis requires estimation of several indicators for each of the units of observation and where the 2010 MLA data and documentation allow it, attribution of any observed changes in the outputs and outcomes of interest over time to corresponding ESSPIN programme interventions; therefore, the sample of units was selected with rigorous scientific procedures in order that selection probabilities are known.

In each of the six focus states, the intended sample for the 2012 CS was 105 primary schools, except in Enugu where phase 2 schools had not been identified at the time of the survey and the intended sample was 70 schools. This gives a total sample size of 595 schools. In each school the head teacher (N~595) and five other teachers who had received ESSPIN-sponsored training (N~2,975) and five other teachers who had not received such training (N~2,975) were expected to be interviewed except in cases where a sample school had fewer than five teachers (of either category) in which case all teachers were interviewed. Four primary 2 pupils were to be assessed in literacy and four primary 2 pupils in numeracy in each school, and similarly for primary 4 pupils (N~ 9,520).

1. Construction of sampling frame

The school sample frame was constructed using information on school ESSPIN and 2010 MLA survey participation and school size from the Education Management Information System (EMIS). To enable the planned analyses a multi-stage sampling design was used as shown in Figure A.1 in the CS1 report.

The lines connecting the units of observation in Figure A.1 represent sampling stages. The six survey states were pre-determined as the ESSPIN programme operates in these states. In each focus state, public primary schools were selected (first stage), and then within each sample school, teachers and grade 2 and grade 4 pupils respectively (second stage) were selected. In the first sampling stage, there is stratification in order to allow the observation of a minimum number of units in each stratum of various types of analytical importance such as ESSPIN phase 1, ESSPIN phase 2, and control (no ESSPIN interventions) schools. The total intended sample across the six states was 595 public primary schools

1. Drawing of the samples for the baseline survey

Selection of schools The major sampling strata (hereafter denoted with the subscript h) are the schools' participation in the ESSPIN programme: ESSPIN phase 1 schools, ESSPIN phase 2 schools, and control (no ESSPIN intervention) schools in each of the six states with the exception of Enugu, where there are no phase 2 schools. Each of the major strata is divided into two sub-strata, respectively composed of the schools selected and not selected for the 2010 MLA survey.

2010 MLA schools were selected in one of two ways depending on the total number of 2010 MLA schools in the 2010 MLA school sub-strata. If there were more than 17 MLA schools, 17 were selected using systematic equal probability sampling and if there were fewer than 17 MLA schools, all were selected with certainty.

The reason for using systematic equal probability sampling was that this method was used to select the school sample for the 2010 MLA survey combined with the need for a minimum number of 2010 MLA schools to be contained within the 2012 sample in order to enable analysis over time of any changes in pupil learning as measured by the MLA Selection of teachers

The head teacher was interviewed in all sample schools. Five ESSPIN-trained and five non-ESSPIN-trained teachers were selected in each sample school using simple random sampling. The teacher sampling was conducted in schools by the enumerators who used a special form and random number tables.

The teacher and pupil sampling was conducted in the field. The sampling selections delegated to the enumerators were conducted as a part of interviewing processes that had broader objectives. For this reason the selection processes were not supported by stand-alone forms but were instead integrated with the survey questionnaires and used as follows for pupils (the same procedure was used for teacher sampling):

• First, the enumerator used the school's pupil register to write pupil codes next to each pupil name starting with 1 for the first pupil listed up until the last pupil listed, which provided the largest pupil code.
• Second, the interviewer wrote down the largest pupil code in a box on the questionnaire.
• Third, the interviewer scanned the provided random number table according to the instructions provided to find the pupil codes of the eligible pupils to be selected.

Selection of pupils Four grade 2 pupils and four grade 4 pupils were selected for each of the literacy and numeracy assessments respectively in each sample school using simple random sampling. The pupil sampling was conducted in schools by the enumerators who used a special form and random number tables similar to the teacher sampling.

The teacher and pupil sampling was conducted in the field. The sampling selections delegated to the enumerators were conducted as a part of interviewing processes that had broader objectives. For this reason the selection processes were not supported by stand-alone forms but were instead integrated with the survey questionnaires and used as follows for pupils (the same procedure was used for teacher sampling):

• First, the enumerator used the school's pupil register to write pupil codes next to each pupil name starting with 1 for the first pupil listed up until the last pupil listed, which provided the largest pupil code.
• Second, the interviewer wrote down the largest pupil code in a box on the questionnaire.
• Third, the interviewer scanned the provided random number table according to the instructions provided to find the pupil codes of the eligible pupils to be selected.

Panel component CS1 forms the baseline survey with the aim to visit the same schools during future rounds.

Sampling deviation

One

As of 2019, around ** percent of young women and ** percent of young men in Nigeria were literate in English. This means they could understand, read, and write a short, simple statement, for instance, on their everyday life in English.