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Thousands of children in Lagos State remain out of school or drop out before completing basic education due to poverty, child labour, street trading, insecurity in informal settlements, and weak tracking systems. This wastes human potential and undermines the state’s long-term development.

I propose a clear legislative framework that requires the Lagos State Government to:

1. Conduct a compulsory annual state-wide census of out-of-school children in partnership with local governments, traditional institutions, community development associations, and civil society.
2. Establish a real-time digital tracking system that follows every identified child from identification to enrolment and retention.
3. Mandate targeted support (conditional cash transfers, expanded school feeding, free uniforms/books, and safe transport where needed) for the most vulnerable children, especially girls and children in densely populated informal settlements.
4. Require quarterly public reports from the Ministry of Education and Local Government Education Authorities on enrolment, retention, and dropout rates, with clear performance targets.
5. Create simple community reporting channels so parents, teachers, traditional leaders, and residents can easily flag children who are not in school.

This policy will move Lagos State from promises to measurable action, ensure no child is left behind, and build a stronger, more educated generation. My community, Abule-Ijesha, is a good example of some of the neglected communities in Lagos with absence of basic education for children and girls. Most parents are not well economically buoyant and neither are they informed to be able to ensure their wards go to other communities where government own schools are. Admission into schools at basic level are very difficult for the underserved communities. I hope this is considered and addressed appropriately. 

Oyo State already has a good law (the Child Rights Law 2006) that says no one under 18 can get married. Any marriage with a person under 18 is illegal and not valid. The problem is that many girls and parents still do not know about this law or how to report it when it happens.

It is important that the Oyo State Government, through the Ministry of Education and the Ministry of Women Affairs, start a compulsory programme in all secondary schools. Students should learn about the Maputo Protocol, the Child Rights Law, the rule that marriage must be at 18 or older, the need for free and full consent, and the rights of girls. Teachers and Guidance Counsellors should be trained so they can teach these lessons well and help students who report problems. Schools and local governments should also create simple and private ways for people to report child marriage or forced betrothal. At the same time, the government should work with traditional rulers, religious leaders, and community groups so the message reaches villages and rural areas.

This kind of approach has already worked in several European countries. Sweden was the first country in the world to make lessons about relationships, consent, and rights compulsory in all schools (starting in 1955). It still teaches these topics today and keeps the marriage age strictly at 18 with no exceptions. The Netherlands teaches about respect, consent, healthy relationships, and personal boundaries from a very young age.

These lessons are mandatory and have helped create better attitudes among young people. The country also keeps the marriage age at 18 with no exceptions. Germany made marriage under 18 completely illegal in 2017 (no exceptions) and continues to use school education and support services to protect young people. Sweden led the way with school education on these issues many decades ago. Other countries later followed with similar programs and stronger laws.

Several African countries are already doing similar work and have shown that combining school education, community efforts, and strong laws can reduce child marriage. Ethiopia has made clear progress, with the rate of child marriage dropping from 40 percent in 2016 to 32 percent in 2025. The government works with communities, trains teachers, supports school clubs, keeps girls in school, and involves religious and traditional leaders.

Programmes that combine school support with community conversations have been especially successful. Rwanda linked free education policies with big reductions in child marriage by helping more girls stay in school longer. Kenya and Ghana run school-based awareness and life-skills programmes, work with communities, and promote zero tolerance for child marriage while supporting girls’ education. Malawi has a strong example of traditional leaders working with the law to cancel child marriages and protect girls.

These African examples show that when governments combine clear laws, school teaching about rights and consent, teacher training, easy reporting systems, and real partnership with community and traditional leaders, child marriage can be reduced and girls can stay in school longer.

If Oyo State adopts the same practical approach, it will protect more girls, help them finish school, and fully put into practice both the Child Rights Law and the Maputo Protocol.

Oyo State should implement Every Child in School Program to identify out-of-school children, prevent school dropouts, and ensure that vulnerable pupils have the support they need to complete basic education.

The program would require local governments, schools, and community leaders to identify children who are not enrolled or who have stopped attending school. Through targeted aid, early attendance monitoring, and collaboration with parents, the state could address barriers such as poverty, disability, and family difficulties before children are permanently excluded from education.

The initiative should also assess whether pupils are acquiring basic reading and numeracy skills, rather than measuring success by enrolment alone. Public reports should show how many children have returned to school, remained in education, and how learning has improved.

The state should begin with a pilot in selected urban and rural communities, evaluate the results, and expand successful interventions across all 33 local government areas.

Education for all should not end with providing access to a classroom. It should guarantee every child a fair opportunity to attend school, learn, and complete basic education, irrespective of background or circumstances.

EXPLANATORY MEMORANDUM:

This Bill seeks to address low enrollment and retention of girls in Oyo State by mandating gender responsive budgeting in education. With the 2026 budget at N892bn and Education at N147.2bn (16.5%), Oyo State is below UNESCO 20% requirement. The highest portion goes to gender-blind projects that ignore barriers faced by girls.

SECTION I - PRELIMINARY;

1. Short Title: This Law may be cited as the Oyo State Gender Responsive Education Budget Law, 2026.

2. Definitions:

- Gender Targeted Budget: Budget explicitly for girls/women e.g. girls scholarship, sanitary pads, re-entry for pregnant girls.

- Gender Sensitive Budget: Budget for all but designed to address girl's barriers e.g. separate toilets with locks, water, safe schools, GBV prevention.

-Gender Blind Budget: General budget without gender analysis e.g. classroom blocks, general maintenance.

SECTION II - PLANNING AND PRIORITIZATION;

3. Mandatory Gender Analysis in 10 Education Zones: The Ministry of Education through the Department of Planning, Research and Statistics shall ensure:

(a) Town Hall meetings in all 10 zones include 50% women, girls, CSOs, traditional and religious leaders.

(b) Circular letters for budget calls must include a Gender Checklist.

(c) Data on out-of-school girls per zone must guide budget planning.

4. Prioritization Framework: In line with 2026 priority of recruiting more female teachers, the Ministry shall prioritize:

(a) Recruitment of female teachers at a ratio of at least 60:40 in rural zones

(b) Allocation of not less than 30% of education capital budget to Gender Targeted and Gender Sensitive lines

SECTION III - BUDGET BENCHMARK AND ALLOCATION;

5. Minimum Education Allocation: Oyo State shall progressively attain and maintain not less than 20% of total annual budget for education, in compliance with UNESCO standard, by 2028 fiscal year.

6. Earmarked Percentages:

(a) Gender Targeted: Minimum of 15% of education budget for girls scholarship, sanitary provision, re-entry support for adolescent mothers.

(b) Gender Sensitive: Minimum of 25% for WASH, separate toilets, safe schools, GBV reporting mechanisms, female teachers accommodation.

(c) Gender Blind expenditure must be audited for gender impact before approval.

SECTION IV - IMPLEMENTATION AND MONITORING;

7. Monitoring: The State Auditor (Internal & External) and Project Performance Monitoring Agency (PPMA) shall:

(a) Publish quarterly gender budget performance report.

(b) Ensure no school project is approved without gender-sensitive design.

8. Citizens Tracking: NGOs, CSOs and Education Bureau shall be recognized as co-monitors and have access to budget implementation data per zone.

9. Sanction: Any MDA that fails to implement gender responsive lines shall have next quarter release withheld pending compliance.

10. Commencement: This Law comes into effect from 2027 fiscal year.

Policy Idea: An Ogun Youth Education-to-Opportunity Policy

Education should not end with a certificate, it should prepare young people for meaningful opportunities. Ogun State has made efforts to strengthen education, digital learning and vocational skills through initiatives such as OGSERA, the Ogun State Skills Fund and the Gateway Skills Programme. However, there is an opportunity to build a stronger connection between what young people learn and the opportunities available to them after school. I propose an Ogun Youth Education-to-Opportunity Policy that integrates career guidance, practical experience and employment pathways into the state's education and youth-development systems. Under this policy, secondary schools and tertiary institutions would establish structured career-guidance programmes, supported by partnerships with local industries, businesses, public institutions and civil society organisations. Students would have access to career talks, mentorship, workplace visits, internships and practical projects relevant to their fields of interest. The policy should also provide accessible pathways for out-of-school youth and young people from low-income backgrounds through vocational training, apprenticeships, digital skills and entrepreneurship support. Opportunities should be communicated through a central, accessible platform, with transparent selection criteria and provisions for young people in rural communities and those with disabilities. Implementation could build on existing state programmes rather than create another overlapping agency. Government should set measurable targets, publish annual progress reports and track outcomes such as participation, completion of training, internship placements and transitions into employment or self-employment. My central argument is that education policy should measure not only how many young people enter school or complete training, but also how effectively they can apply what they learn and access opportunities afterward. Investing in this transition would help young people make informed career decisions, strengthen the link between education and the labour market, and enable Ogun State to develop a more skilled, confident and economically active generation.

Purpose

To ensure that every child in Lagos State, whether in a public or private school, is taught by a qualified, registered, and accountable professional, while supporting teachers with fair and humane pathways to meet this standard.

Background

The Teachers Registration Council of Nigeria (TRCN) Act already recognises teaching as a regulated profession. In practice, however, many teachers in Lagos, particularly in private and low-fee schools, still practise without registration. This leaves parents without a reliable assurance of quality, and leaves dedicated teachers without the recognition, protection, and professional standing they deserve.

Policy Objectives

1. Guarantee a minimum standard of qualification and conduct across all Lagos schools.

2. Give parents and pupils confidence in the people who teach them.

3. Elevate the dignity and career prospects of the teaching profession.

4. Create a transparent, verifiable register of teachers in the State.

5. Support, rather than penalise, teachers who are yet to register.

Key Provisions

Mandatory Registration: All persons teaching in public and private schools in Lagos State, at basic and secondary levels, must hold valid TRCN registration.

Phased Compliance Window: A grace period of 18 to 24 months, during which unregistered teachers are guided toward compliance without loss of employment.

Support for Teachers: Subsidised or waived fees for qualifying teachers, free Professional Qualifying Examination preparation, and flexible upgrade routes for those with Nigeria Certificate in Education or non-education degrees.

School Licensing Link: Renewal of a private school's operating permit to require evidence of staff registration, with reasonable time allowed for new hires.

Public Verification Portal: An online register through which parents and school owners can confirm a teacher's status.

Employer Responsibility: Proprietors must facilitate registration and may not deduct registration costs unfairly from teachers' wages.

Continuous Professional Development: Licence renewal tied to accessible, affordable training in pedagogy, child protection, and digital skills.

Implementation Framework

The Lagos State Ministry of Education would lead, working with the TRCN Lagos office, the Lagos State Universal Basic Education Board, the Teaching Service Commission, and the Office of Education Quality Assurance. Teachers' unions and private school associations would sit on an advisory committee to ensure the process is fair and workable.

Anticipated Concerns and Safeguards

Proprietors may worry about cost and staff shortages, and teachers about job security. The phased window, fee support, and employment protection during the grace period are designed to address these fears directly.

Expected Outcomes

Higher teaching standards, stronger public trust, improved learning outcomes, and a respected, well-supported teaching workforce.

Recommendation

That the Lagos State Government adopt this policy, and that the House of Assembly give it legal force, with a dedicated budget for teacher support and an annual compliance report.

As there are many talented students and researchers spending their lives as currency to help solve health problems and increase people’s live span with longevity, lack of fund poses the highest threats to these enthusiastic researchers. More discoveries and answers would be gotten from nature if tuition, welfare and laboratory materials are taken care of by the Government.

Out-of-school children remain an important education challenge in Osun State. UNICEF/MICS data indicates that approximately 13% of primary-school-age children in the State are out of school. While Osun already has education institutions, schools, Local Government Education Authorities (LGEAs), community structures and education data systems, children can still fall through the gaps between identification, intervention and sustained participation.

I propose the Osun State Community-Based Out-of-School Children Identification, Re-Entry and Retention Framework, a coordinated system designed to strengthen the State’s existing response rather than create another agency or database.

The framework would establish a clear pathway:

Identification → Barrier Assessment → Referral → Re-enrolment → Follow-Up → Retention

First, schools, LGEAs, education inspectors, School-Based Management Committees, communities and qualified civil-society organisations would help identify children who are outside the education system. Each identified child would then undergo a simple assessment to understand the main barrier preventing participation, such as poverty, child labour, distance or access difficulties, disability or inclusion needs, household responsibilities or other documented circumstances.

The child would then be referred to the most appropriate existing education, social or community support. Where appropriate, this could include formal schooling, non-formal education, remedial learning or other approved educational pathways.

Importantly, re-enrolment would not be treated as the end of the process. Follow-up would take place at three, six and twelve months to determine whether the child remains in education and whether additional support is needed. The reasons for unsuccessful re-entry or retention would also be documented and used to improve future interventions.

The framework would initially be piloted in selected LGEAs representing different contexts, evaluated using measurable indicators and then refined before possible expansion across the State.

The goal is simple: identify the child, understand the barrier, connect the child to support and make sure the child stays in education.

This approach would help Osun State move beyond simply counting enrolment and towards measuring sustained educational participation, while making better use of the institutions, data systems and community structures that already exist.

Ogun State schools need stronger systems to identify and address student conflicts before they escalate into serious offences that can lead to children entering the correctional system.

I propose a School Conflict Prevention & Response Framework built around:

1- Functional counselling units staffed by trained personnel and monitored through annual performance indicators.

2-Structured mediation systems with documented case logs and clear resolution timelines.

3-Incident reporting protocols that feed into a state level dashboard for monitoring patterns and emerging risks.

4-Post incident reviews to identify systemic failures and ensure corrective action.

These measures can help schools intervene earlier, resolve conflicts before they become serious offences and ultimately reduce the number of children whose school related conflicts end in incarceration.

Osun State should establish a structured youth skills programme that provides free vocational, digital, entrepreneurship and employability training for young people, with partnerships involving schools, businesses and local industries.

The policy should include practical training, mentorship, access to starter grants or equipment, and a system for tracking beneficiaries into employment or self-employment. This would help reduce youth unemployment, improve household income and develop a more productive workforce in the state.