The challenge of out-of-school children in Nigeria, particularly in the northern region, remains a significant obstacle. This pressing issue has dominated discussions across traditional media, social media, and everyday conversations. Rather than reiterating the well-known causes, statistics, and dangers, this article focuses on innovative solutions to tackle this pervasive challenge, advocating for the strategic use of artificial intelligence (AI) and complementary technologies.

Addressing the problem extends beyond merely getting children off the streets and into classrooms. Ensuring they receive a quality education hinges on two critical elements: the presence of quality teachers and access to adequate instructional materials of high quality. Even with modest facilities, schools can produce excellent outcomes with these factors in place. Conversely, opulent facilities without sufficient quality teachers and materials will inevitably produce poor results.

The World Bank is currently implementing a programme to enroll out-of-school children in both formal and informal educational settings. While some categorize Almajiri children on the streets as “out of school,” they attend specialized schools where Arabic serves as the medium of instruction, primarily focusing on Quranic memorization. There is a need to integrate conventional education alongside Quranic studies. The World Bank initiative involves deploying teachers to these Quranic schools to deliver curricular content of conventional education, acknowledging that these children are more inclined toward Quranic memorization.

However, many children on the streets were directly enrolled in conventional schools, encouraged by providing free materials such as uniforms and books. Interestingly, the world’s first university, Al-Qarawiyyin University in Morocco, started as a Quranic school over 1000 years ago. It evolved over time to include subjects such as Arabic grammar, mathematics, and medicine. Today, Al-Qarawiyyin University remains operational and active. The major issue with the World Bank programme is sustainability.

Here are suggestions from the perspective of AI to bridge the gap in quality teachers and adequate instructional materials to complement the efforts of the World Bank programme. Smart devices designed specifically for learning should be provided to children in both Almajiri and conventional schools to deliver instructional content. Learning through smart devices can be engaging for children, who are digital natives. The purpose of these smart devices is to install various AI learning software for children. There are AI-driven platforms for delivering instructional content in various languages and formats, catering to diverse learning preferences and abilities.

In Nigeria, pupils are expected to learn in English and pass English subjects. However, many out-of-school children predominantly understand only local languages, such as Hausa, Yoruba, and Igbo, especially in the North. Some out-of-school children in the South can speak informal English, commonly referred to as ‘pidgin English.’ Therefore, the instructional content on the AI-driven platform can be in English with a few examples provided in Hausa, Igbo, and Yoruba to aid understanding. Initially, the content in local languages will be limited, but it should gradually decrease until only English content remains. This approach aims to encourage enrollment and sustain participation in the learning activities.

A virtual tutor can be developed by combining AI technologies with instructional materials, many of which are already available, although typically not tailored to the Nigerian curriculum and subjects. The virtual tutor should incorporate instructional content created by high-quality teachers in line with the Nigerian curriculum. It can then be installed on smart devices to deliver this instructional content to pupils at Almajiri and conventional schools. As the virtual tutor interacts with pupils during the learning process, it learns their patterns of learning, enabling it to deliver personalized materials tailored to the individual’s learning pace and preferences.

An offline educational chatbot that operates without the need for a constant internet connection can engage learners interactively through conversation, quizzes, learning games, and instructional content delivery. Additionally, it complements learning by providing additional resources such as examples and sources to relevant materials. It also has the capability to assess learning outcomes, offer fast feedback, and track learners’ progress. A digital library for children, containing thousands of books, educational videos, and audio, can be installed.

The AI technology embedded in the digital library delivers age-appropriate instructional content to pupils. An AI-driven language learning tutor can provide sessions on speaking and listening skills, supported by an AI-driven lesson plan. An adaptive learning platform that offers personalized instruction in math, reading, and other subjects for elementary school students is another required platform. Additionally, an AI-powered math program designed for primary school students, featuring adaptive practice exercises and interactive games, can be included. For beginners, interactive apps that introduce letters and vocabulary to preschoolers through engaging animations and games are needed.

Providing smart devices with preinstalled AI learning software can mitigate the challenge of access to quality teachers and instructional materials. These devices can encourage digital natives to enroll in schools and engage in the learning process ubiquitously, addressing the critical issue of out-of-school children in Nigeria.