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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