2019Humanitarian NeedOverview Briefing

September 5, 2018 North East

Bayelsa

Akwa

Ibom

Imo

EnuguEbonyi

Anambra

Abia

Zamfara

Sokoto

KebbiKatsina

Kano

Kaduna

Jigawa Yobe

Borno

Adamawa

Taraba

GombeBauchi

Federal Capital

Territory

Plateau

Niger

Nasarawa

Kwara

Kogi

Benue

Oyo

Osun

OndoOgun

Lagos

Ekiti

Rivers

Edo

Delta

Cross

River

Togo

Niger

Ghana

Equatorial Guinea

Chad

Cameroon

Burkina Faso

Benin

Central African

Republic

Primary School Net Attendance Ratio (NAR) is 62.6%,Borno - 58.5%. (SDG 4.1.2)

Children reaching last grade of primary school 94.1%

Gender Parity Index (primary school) 95%, (SDG 4.5.1)

Percentage of children age 36 - 59 months attending an ECD programme is 35.6%, Borno - 20.7%

Out of School Children

Adamawa State - 41.8%

Borno State - 16.3%

Yobe State - 42.2%

Nigeria national average - 27.2%

Source: Multiple Indicator Cluster Surveys (MICS )

COUNTRY PROFILE

Bayelsa

Akwa

Ibom

Imo

EnuguEbonyi

Anambra

Abia

Zamfara

Sokoto

KebbiKatsina

Kano

Kaduna

Jigawa Yobe

Borno

Adamawa

Taraba

GombeBauchi

Federal Capital

Territory

Plateau

Niger

Nasarawa

Kwara

Kogi

Benue

Oyo

Osun

OndoOgun

Lagos

Ekiti

Rivers

Edo

Delta

Cross

River

Togo

Niger

Ghana

Equatorial Guinea

Chad

Cameroon

Burkina Faso

Benin

Central African

Republic

SCHOOL ATTENDANCES - FORMAL

State Age% Attending Primary

School

Borno

0 - 5 years 10.8%

5 - 9 years 42.8%

10 - 14 years 43.4%

15 - 19 years 16.5%

Adamawa

0 - 5 years 11.6%

5 - 9 years 46.0%

10 - 14 years 41.6%

15 - 19 years 8.7%

Yobe

0 - 5 years 8.9%

5 - 9 years 47.8%

10 - 14 years 38.7%

15 - 19 years 4.1%

Source: REACH INITIATIVE - Multi-sectoral Need Assessment (MSNA), August 2018

Bayelsa

Akwa

Ibom

Imo

EnuguEbonyi

Anambra

Abia

Zamfara

Sokoto

KebbiKatsina

Kano

Kaduna

Jigawa Yobe

Borno

Adamawa

Taraba

GombeBauchi

Federal Capital

Territory

Plateau

Niger

Nasarawa

Kwara

Kogi

Benue

Oyo

Osun

OndoOgun

Lagos

Ekiti

Rivers

Edo

Delta

Cross

River

Togo

Niger

Ghana

Equatorial Guinea

Chad

Cameroon

Burkina Faso

Benin

Central African

Republic

NET ATTENDANCE RATIO (NAR) - SECONDARY SCHOOL

Source: REACH INITIATIVE - Multi-sectoral Need Assessment (MSNA), August 2018

Geopolitical zone NAR Out of school

children

North central 51.2 20.7

North East 32.5 37.3

North West 36.4 33.5

South East 69.8 7.7

South South 73.6 8.5

South West 72.4 11.7

Total (country average) 56 20

EDUCATION SECTOR - KEY ISSUES, NEEDS, CONCERNS

Opportunity to education access

Displacement due to the ongoing conflict has compelled populations to reside in limited spaces; strain on education facilities - classrooms, latrines,

Community perspectives to formal education

Assessments show that communities are more in preference of integrated Qur'anic education

Protection of education against radicalization, attacks

Children who are out of school risk being recruited into non state armed organized groups

Education and child protection policies

School charging fees, levies; children engaging in income generating activities

Teachers’ capacity and availability

Needs in teacher capacity development; teacher welfare

Girls’ education is not prioritized by communities

Social and cultural factors affecting the school completion rate of girls

Bayelsa

Akwa

Ibom

Imo

EnuguEbonyi

Anambra

Abia

Zamfara

Sokoto

KebbiKatsina

Kano

Kaduna

Jigawa Yobe

Borno

Adamawa

Taraba

GombeBauchi

Federal Capital

Territory

Plateau

Niger

Nasarawa

Kwara

Kogi

Benue

Oyo

Osun

OndoOgun

Lagos

Ekiti

Rivers

Edo

Delta

Cross

River

Togo

Niger

Ghana

Equatorial Guinea

Chad

Cameroon

Burkina Faso

Benin

Central African

Republic

PERCENTAGE OF SCHOOLS CHARGING FEES/LEVIES

State School Level Yes

Borno

Primary 69%

JSS 84%

SSS 100%

Adamawa

Primary 63%

JSS 100%

SSS 100%

Yobe

Primary 50%

JSS 63%

SSS 50%

Total 75%

Source: REACH INITIATIVE - Multi-sectoral Need Assessment (MSNA), August 2018

2,138,034PEOPLE IN NEED IN 2019

KEY FIGURES - NORTH EAST

524,485Remaining

People in Need

634,929Returnees

216,027Hard-To-Reach

People

762,593Internally

Displaced People

961,392Remaining

People in Need

341,697Returnees

458,722Inaccessible Population

647,124Internally

Displaced People

2,802,630PEOPLE IN NEED IN 2018

1,128,821Girls in need

18,706Men in need

968,804Boys in need

21,704Women in need

1,233,491Girls in need

29,377Men in need

1,116,690Boys in need

29,377Women in need

1,229,926PEOPLE IN NEED IN 2019

121,028Remaining

People in Need

274,735Returnees

198,886Hard-To-Reach

People

635,277Internally

Displaced People

601,094Remaining

People in Need

215,368Returnees

427,892Inaccessible Population

583,924Internally

Displaced People

1,828,278PEOPLE IN NEED IN 2018

661,511Girls in need

9,534Men in need

547,166Boys in need

11,715Women in need

938,770Girls in need

22,296Men in need

844,916Boys in need

22,296Women in need

KEY FIGURES - BORNO

464,697PEOPLE IN NEED IN 2019

90,702Remaining

People in Need

299,254Returnees

-Hard-To-Reach

People

74,742Internally

Displaced People

651,611PEOPLE IN NEED IN 2018

242,585Girls in need

4,260Men in need

213,000Boys in need

4,852Women in need

329,790Girls in need

7,946Men in need

305,928Boys in need

7,946Women in need

315,819Remaining

People in Need

270,287Returnees

-Inaccessible Population

65,505Internally

Displaced People

KEY FIGURES - ADAMAWA

443,412PEOPLE IN NEED IN 2019

312,756Remaining

People in Need

60,940Returnees

17,141Hard-To-Reach

People

52,574Internally

Displaced People

216,263Remaining

People in Need

34,738Returnees

30,830Inaccessible Population

40,910Internally

Displaced People

322,741PEOPLE IN NEED IN 2018

224,725Girls in need

4,912Men in need

208,638Boys in need

5,137Women in need

166,798Girls in need

3,936Men in need

148,071Boys in need

3,936Women in need

KEY FIGURES - YOBE

RECOMMENDATIONS

Evaluate the ongoing Cash Programming in education to determine their viability in addressing community education needs

Education stakeholders to converge lead by the education authorities to explore suitable alternative education delivery modalities (e.g ALP)

Wider and deeper engagement of the communities in matters education

Prioritization of education needs: what is required to address teachers’ problems adequately?

Advocacy with the state government to increase education budgetary support

Address the needs of children and the adolescents in a wholistic manner

Thank you