Agenda 2030 sets an ambitious target to provide inclusive and quality education for all. The first step in this quest is identifying those left behind in accessing quality education and reasons for their exclusion. However, Nigeria like many developing countries lacks data on learning assessment to measure progress on Agenda 2030 at the national and sub-national levels. In this study, we construct a measure for the quality of education by matching curriculum with literacy and numeracy assessments based on existing education survey. In addition, we examine the drivers of quality education in Nigeria based on the newly constructed learning indicator. Our findings confirm Nigerian education system is indeed facing deep learning crisis with the affected children mostly from poor households, in the rural areas, those that attend government-owned schools, and those in the northern region of the country Nigeria. The results emphasized the need for systemic change that will improve school infrastructure, teacher training and ensure more parental involvement.

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The OLAM’s outgrower scheme in Nasarawa State was established in 2012 among rice farmers in three Local Government Areas (LGAs) of the State and represents one of three strategies adopted by the company to generate paddy supplies for its rice milling factory located in Rukubi, Nasarawa State. Other strategies are rice cultivation in a nucleus farm located near the factory and purchase of paddies in the open market. Over the last three years, the company has been able to process 18,000–30,000 metric tons of polished rice annually, compared to the mill’s capacity of 60,000 metric tons, yielding average capacity utilization rate of below 50%.

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Among the 17 SDGs for transforming the world by 2030, SDG 4, which emphasizes “Quality Education”, ranks high, and for obvious reasons. Basically, SDG 4 encourages all UN-member countries, including Nigeria, to ensure inclusive and equitable quality education, and promote lifelong learning opportunities for all – through the Education 2030 Framework for Action (FFA).
The role of education in the march towards development for any nation cannot be overemphasized. There is a nexus between quality education and national development. A country which is able to achieve quality education will in turn, make progress in other areas of development. Succinctly put, quality education is key to the attainment of sustainable development because as Adeyanju (2010) notes, no development can occur at all without education

Debt sustainability in Africa has emerged as a key concern among policymakers and development finance institutions (DFIs). Currently, 19 out of 54 countries in Africa exceed the 60% debt-to-gross domestic product (GDP) threshold prescribed by the African Monetary Co-operation Programme (AMCP) and 24 countries have surpassed the 55% debt-to-GDP ratio suggested by the International Monetary Fund (IMF). Of concern is the changing structure of Africa’s debt: countries are tilting towards non-concessional and domestic debt with higher interest rates. Governments’ ease of access to and control over the domestic debt market is leading to excessive public debt accumulation and macroeconomic instability. Aside from the high interest rate and debt-servicing burden, excessive domestic debt also stifles credit to the private sector, the main engine of growth and job creation.

The T20 comprises think tanks that aim at developing research and evidence-based briefs and positions to guide governments in policy development. The T20 Africa Standing Group was established in 2017 to bring together think thanks from the G20 and African countries to work together on G20 policy matters. But as of now there is little information about T20 Africa’s influence and impact on G20-Africa related policies. Our recommendations are:

a) for T20 Africa to define success criteria for their group; b) establish a communication structure within T20 Africa; c) monitor and share status of every policy recommendation; d) collaborate with B20 and think tanks from the other engagement groups; e) conduct impact assessments during every G20 Presidency with the finance track; and f) develop a post-G20 Summit strategy to monitor and coordinate Africa-related policies and initiatives.