This report analyses the viral data released by Statisense, sourced from the National Bureau of Statistics (NBS), which reveals a stark regional disparity in Nigeria’s literacy rates, particularly the low figures in the North-West and North-East zones compared to the South.
Key Data and the Stark Divide
The NBS data on the average number of Nigerians who can read and write highlights a significant geographical inequality in access to, and quality of, basic education:
The data covers the Geopolitical Zone, and the Literacy Rate (in 100 persons)
• South-East – 90
• South-West – 88
• South-South – 88
• North-Centra – 62
• North-East – 34
• North-West – 25
National Average (Newer Surveys) 61
The disparity shows a nearly fourfold difference between the South-East (90%) and the North-West (25%). This inequality is a critical structural issue for national development and social cohesion.
The human element of this crisis was heavily emphasised by social media users, particularly those who served in the National Youth Service Corps (NYSC), acting as educators in different zones.
The comment from Oiza, a verified user who lectured in an English Department in Bauchi, stating that 80% of her students responded “ba turanci” (Hausa for ‘no English’) to questions, points to a fundamental failure in the educational value chain. If tertiary students in an English Literature discipline lack basic literacy in the language of instruction, it suggests a profound issue with entry standards, teaching quality, or the reliability of previous educational credentials.
The assertion by Chidozie that “More than 80% of the Northern Corp members that I met at Karaye camp couldn’t read or write,” though anecdotal, reinforces the perception that the crisis is deeply entrenched and even affects individuals who have nominally reached university level. This puts an immense burden on corps members serving as teachers, often forcing them to become remedial educators rather than subject specialists.
English vs. Arabic
The discussion naturally shifted to the definition of literacy in a multi-lingual, multi-religious society like Nigeria.
As highlighted by Henry Chibuike, surveys rely on English because it is Nigeria’s official language and the primary medium for formal schooling, national exams, and civic life. This benchmark is necessary for a standardised comparison across all states.
The argument that literacy figures would rise dramatically in the North if Arabic were factored in is valid, as many attend Qur’anic schools. However, critics argue that the literacy required for the modern economy involves the ability to read and comprehend everyday written information, science, civic education, and mathematical instructions not just religious texts. Since most government and scientific documents are in English, the official language remains the most relevant metric for assessing readiness for national participation.
While the high regional literacy figures in the South are largely accepted, the debate also featured cautionary notes regarding the misuse of anecdotal evidence:
The user who claimed that “over 80% of them cannot read and write” in Oru East LGA, Imo State (South-East) attempts to temper the celebration of the South’s figures. While this anecdote might reflect localised failures in specific schools, it directly contradicts the 90% zonal average presented by the NBS data. This emphasises that relying solely on individual experiences, whether positive or negative, can be misleading without comprehensive data.
The NBS data acts as a crucial indicator that the government must address the foundational crisis in basic education, particularly in the North-East and North-West.
The regional divide has severe implications
Literacy is intrinsically linked to productivity and economic participation. Also, Factors like insecurity (Banditry and insurgency) severely restrict access to schooling, exacerbating the already low literacy rates in the North. The massive gap in educational attainment also threatens national cohesion and perpetuates poverty cycles.
Moving forward, the focus must be on improving access, teacher quality, and security in disadvantaged zones to ensure all Nigerians have the basic literacy skills required to navigate modern life and contribute to national development.
