SOS Children’s Villages Nigeria highlights the power of youth in shaping education policies during the 2026 International Day of Education
SOS Children’s Villages Nigeria has called for the institutionalisation of youth participation in education policy design and implementation as the world commemorated the 2026 International Day of Education.
This is contained in a statement signed by the National Director, SOS Children’s Villages Nigeria, Eghosa Erhumwunse, in line with the theme “The Power of Youth in Co-Creating Education.”
The organisation described Nigeria’s demographic structure as placing education at the centre of national development planning but noted that systemic challenges continue to limit outcomes despite policy reforms aimed at expanding access, reviewing the national curriculum, strengthening teacher capacity and improving learning infrastructure.
According to the statement, high numbers of out-of-school children, overcrowded classrooms and under-resourced learning environments point to gaps between policy intentions and implementation realities.
SOS Children’s Villages Nigeria stressed that while investments in infrastructure, learning materials, water, sanitation and hygiene (WASH) facilities, and teacher retraining remain critical, these measures may yield limited results without structured mechanisms that integrate youth perspectives into decision-making processes.
The organisation cited global policy evidence indicating that youth engagement in participatory curriculum development, peer learning systems, youth-led research and advisory structures improves learning outcomes, accountability and programme ownership.
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It links this approach to Nigeria’s commitment to Sustainable Development Goal 4, which emphasises inclusive and equitable quality education.
Highlighting practical models, SOS Children’s Villages Nigeria referenced initiatives under its Eco Champions platform, which promotes youth-led education and sustainability programmes.
The statement cites a climate education project in Calabar where a young participant developed a Climate Playbook to bridge the gap between environmental education policy and practical learning.
The organisation revealed that, 400 copies of the playbook were produced, with 360 distributed across eight secondary schools and 40 placed in school libraries to ensure sustained access. Students reportedly showed interest in modules focused on upcycling waste into reusable items, an approach the organisation described as supporting skills development, environmental responsibility and applied learning.
The statement called for policy actions that include formal youth representation in education planning processes, expanded investment in digital, green and vocational skills, and sustained funding for infrastructure, teacher development and safe learning environments.
Erhumwunse said education systems that embed youth voice in governance structures are more likely to deliver relevant, responsive and sustainable outcomes, urging stakeholders to strengthen partnerships with young people as part of broader education sector reforms.
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