MULTIDIMENSIONAL ASSESSMENT OF EDUCATIONAL DISENGAGEMENT: PERCEPTIONS, MOTIVATIONS, AND RE-ENGAGEMENT STRATEGIES FOR OUT-OF-SCHOOL CHILDREN IN NORTHERN NIGERIA.

Abstract

The study titled, Multidimensional Assessment of Educational Disengagement: Perceptions, Motivations, and Re-Engagement Strategies for Out-of-School Children in Northern Nigeria provided critical insights into the factors influencing educational disengagement and potential strategies for re-engagement. The study was guided by four objectives and four corresponding research questions. A descriptive survey research design was used for the study. The population comprised 60,000 Out-of-School Children. A stratified random sampling technique was used to select 384 sample size using Cochran’s formula. The instrument used for data collection was an open-ended questionnaire titled OOSC, which had four sections with 29 items on the perceptions, motivations and challenges of out-of-school children. Data was analysed using frequency, percentages and correlation statistics. The results of the study revealed that 70% of out-of-school children are motivated to return to school upon seeing others succeed through education, while 68% are interested in vocational or skills-based training programs, and 63% identified financial aid as a major motivating factor. Challenges to accessing education include financial difficulties (72%), safety concerns such as bullying (55%), and resource deficiencies in schools (52%), with 50% facing family responsibilities that prevent school attendance. Proposed strategies for re-engagement include financial incentives (72%), integrating vocational training into curricula (65%), flexible school schedules (64%), and improving school facilities (59%). The study therefore concluded that there is a need for a multifaceted approach involving financial support, curriculum reform, infrastructure development, and flexible learning options to address the barriers faced by out-of-school children and to foster their reintegration into formal education. The study recommended that Policymakers and stakeholders should develop targeted interventions by incorporating vocational and life-skills training into the curriculum to make education more appealing and relevant to children’s future aspirations. State governments should be organising community sensitisation programs to educate parents and community leaders on the long-term benefits of education, which can help reduce cultural barriers. Government and Non- Non-Governmental Organisations should help address economic barriers through financial incentives, as it remains one of the most effective strategies for re-engagement.