The Federal Government has launched a new National Policy on Alternative Learning Pathways to expand access to education for out-of-school children, youths and adults.

Dr John Edeh, the Director of Literacy and Development, National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC), made this known in an interview with the News Agency of Nigeria (NAN) in Abuja.

Edeh, who also oversees the commission, said the policy, recently unveiled by the Minister of Education, Dr Tunji Alausa, was designed to close long-standing gaps within Nigeria’s non-formal education system.

He explained that the policy focuses on mainstreaming learners, improving certification processes and creating flexible pathways that allow beneficiaries to transition easily into higher education or vocational opportunities.

According to him, the policy compresses learning duration, enabling individuals who missed formal schooling to complete equivalent education within three to four years instead of spending over a decade in conventional school settings.

He described the initiative as a major reform capable of significantly reducing the country’s large population of out-of-school youths while also addressing unemployment, insecurity, banditry and other social challenges linked to illiteracy.

“The policy is simply addressing some of the main areas of mainstreaming. It talks about the certification, how a learner can easily migrate or mainstream into another level.

“It will also ensure that the people are not only provided with education, but also empower them to reduce unemployment, insecurity, banditry, and all form of vices in the country.

“The policy is already operational, and stakeholders in the literacy and non-formal education sector must ensure strict compliance with its provisions,” he said.

Edeh stressed that Nigeria operates both formal and non-formal basic education systems, noting that the formal system alone could not accommodate all learners.

He said non-formal education institutions provide second-chance opportunities for individuals who dropped out of school due to economic hardship, age limitations, social factors or lack of access to conventional education.

The Director added that many adults and youths willing to return to learning could no longer fit into the formal school structure, making alternative learning pathways critical for national development.

He, however, called on federal and state governments, development partners, and local and international non-governmental organisations to increase support for adult literacy and non-formal education programmes. (The Nation)

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