Nigeria NG: School Enrollment: Primary: Female: % Gross data was reported at 92.836 % in 2013. This records an increase from the previous number of 90.800 % for 2012. Nigeria NG: School Enrollment: Primary: Female: % Gross data is updated yearly, averaging 83.495 % from Dec 1970 (Median) to 2013, with 40 observations. The data reached an all-time high of 99.234 % in 1982 and a record low of 30.536 % in 1970. Nigeria NG: School Enrollment: Primary: Female: % Gross 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. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.; ; 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).

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 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).

Education systems increasingly have to provide an education for life for the pupils and students in schools. Education indicators measure the effectiveness or weakness of the process of teaching and learning. They provide guides to proper planning and decision making in the education system. The essence of this publication is to provide some indicators that could be relevant in policy dialogue and decision-making process. Some of the indicators include:  Gender Parity Index (GPI)  Gender Gap (Gross)  Percentage of Female Pupils  Pupil/Student-Teacher Ratio (PTR)  Pupil Qualified Teacher Ratio (PQTR)  Pupil Classroom Ratio  Gross Enrolment Rate (GER)  Completion Rate  Net Enrolment Rate (NER)  Survival Rate  Transition Rate  Out-of-School etc.

In 2019, approximately 8.6 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.

Nigeria Educational Attainment: Doctoral or Equivalent: Population 25+ Years: % Cumulative: Female data was reported at 0.294 % in 2022. This records an increase from the previous number of 0.024 % for 2019. Nigeria Educational Attainment: Doctoral or Equivalent: Population 25+ Years: % Cumulative: Female data is updated yearly, averaging 0.024 % from Dec 2016 (Median) to 2022, with 3 observations. The data reached an all-time high of 0.294 % in 2022 and a record low of 0.000 % in 2016. Nigeria Educational Attainment: Doctoral or Equivalent: Population 25+ Years: % Cumulative: Female 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.;;

As of 2020, around 10.5 percent of the young population in Nigeria participated in informal education. Informal education includes education that does not take place in the frame of an official curriculum.

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 October 2020, about 55 percent of school-aged respondents in Nigeria were engaged in education or learning activities at some point since mid-March, when schools in Nigeria closed. Further survey results show that the main reason why school-aged respondents in Nigeria could not attend school was school closures caused by the coronavirus pandemic. Governments of many countries worldwide closed schools and encouraged remote learning in an attempt to slow the spread of COVID-19.

In 2020, some 77 percent of children in Nigeria completed the last grade of elementary school, with 78.2 percent of males and 77.1 percent of females. In the following educational levels, the disparity between male students and female students became larger, reaching a gap of four and 13.8 percentage points in the completion rates of middle school and high school, respectively.

Education Mopup and Baseline NMIS Facilities

The table Education Facilities is part of the dataset Nigeria MDG Information System (NMIS) Dataset, available at https://columbia.redivis.com/datasets/f648-eqcryt19a. It contains 98667 rows across 28 variables.

Between 2013 and 2021, 36 percent of children in Nigeria attended an early childhood education program, on average. In particular, data refer to children aged three to five years. The share of females was 35 percent, whereas males reached 36 percent.

As of 2018, the gross enrollment rate in elementary schools in Nigeria stood at 68.3 percent. The North-Western states registered the highest figures, with 70.3 percent for males and 71.1 percent for females. In particular, the states of Katsina and the Federal Capital Territory (FCT) had the highest rates nationwide, whereas Rivers and Zamfara recorded the lowest figures. 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 two percent growth in each quarter.

As of 2019, women in Nigeria represented 49 percent of the total enrollments in adult and basic literacy education in the country. According to the source, Kebbi State had the lowest share of female enrollment.

Education Mopup Survey and Baseline Local Government Areas Aggregations

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

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/

Suggested citation: Nigeria NMIS facility database (2014), the Office of the Senior Special Assistant to the President on the Millennium Development Goals (OSSAP-MDGs) & Columbia University

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.

Nigeria NG: School Enrollment: Secondary: Private: % of Total Secondary data was reported at 18.715 % in 2013. This records an increase from the previous number of 18.699 % for 2012. Nigeria NG: School Enrollment: Secondary: Private: % of Total Secondary data is updated yearly, averaging 18.707 % from Dec 2006 (Median) to 2013, with 8 observations. The data reached an all-time high of 24.182 % in 2011 and a record low of 11.847 % in 2006. Nigeria NG: School Enrollment: Secondary: Private: % of Total Secondary 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. Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.; ; 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).