Four years into a Canadian-funded education initiative, Niger’s national steering committee has gathered in Niamey to assess what has been achieved and to set priorities for the project’s final year of operation. The meeting, held on August 27, 2026, brought together government officials and implementing partners to review the Refugee Education and Development (READ) project, which focuses on children and youth affected by displacement and crisis.
The READ project, funded by the Government of Canada and implemented by Plan International Niger, targets refugee children, internally displaced persons, returnees, and children from host communities. Its stated goal is to improve learning outcomes equitably and inclusively, with a particular emphasis on girls living in contexts shaped by multidimensional challenges in Niger and Cameroon.
A Governance Milestone
This was the second meeting of the National Steering Committee, a body that plays a central role in the project’s governance framework. In his opening remarks, Alhadji Idi Abdou, Deputy Secretary-General of the Ministry of National Education, Literacy, and Promotion of National Languages and President of the National Steering Committee, described the gathering as an important step in guiding the project’s direction.
Abdou stressed that the committee’s work goes beyond reviewing past achievements. “Our collective responsibility, as members of this committee, is not limited to reviewing the project’s achievements. It also involves assessing the relevance of the approaches adopted, identifying persistent challenges, proposing necessary adjustments, and steering the project toward even more sustainable and transformative results,” he said.
He also pointed to capacity-building for local actors, the involvement of decentralized state structures, and community engagement as essential to ensuring the project’s gains endure beyond its funding cycle. “I therefore urge you to take an active part in our discussions so that this second meeting of the National Steering Committee leads to concrete orientations and recommendations, capable of further strengthening the project’s impact during its fifth year of implementation,” he advised.
Encouraging Results, Persistent Challenges
Plan International Niger’s Country Director, Innocent Mumararungu, reported that the project has reached 15,499 learners to date, including 8,113 girls. In the fourth year alone, 10,096 children—5,096 of them girls—directly benefited from project activities.
Mumararungu framed these results as evidence that education is not only a response to immediate crisis-related needs but also a long-term investment in peace, social cohesion, and sustainable development. He acknowledged that challenges remain, particularly security constraints and difficulties accessing certain areas, but expressed confidence heading into the fifth year. “On behalf of Plan International Niger, I reaffirm our commitment to continue this partnership with the Government of Niger and all relevant actors so that no child is left behind,” he concluded.
Looking Ahead
As the READ project enters its fifth and final year, the committee’s focus will be on consolidating gains and addressing the obstacles that have limited reach in some regions. The discussions in Niamey are expected to produce concrete orientations that will shape the project’s remaining activities and its approach to sustainability.
The meeting underscores the broader importance of education in fragile and crisis-affected settings, where access to learning can be a stabilizing force for communities and a foundation for future recovery.
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