Learning Spaces for SDG 4

At the core of the model is the Mavis Talking Book, a battery-powered, solar-chargeable, internet-free interactive learning device. Children tap the Mavis Pen on curriculum-aligned interactive books to access audio lessons, songs, and games in their home language, enabling independent, engaging, and multilingual learning without dependence on electricity or internet connectivity. This design makes the solution uniquely suited to peri-urban and rural communities where digital infrastructure is absent and English-language instruction creates a critical barrier to comprehension and learning retention.

Sessions are facilitated by trained Learning Facilitators who group children by learning ability rather than age, in line with the Teaching at the Right Level (TaRL) methodology. This ability-based grouping accelerates progress for the most behind learners, while play-based reinforcement activities including the use of NIBCARD educational board games- keep learners engaged and build cognitive skills alongside foundational academic competencies. Monthly knowledge-sharing sessions ensure that facilitators cascade skills and insights to wider teacher cohorts within each participating school, extending reach beyond the direct learning space.

The implementation approach is community-anchored and institutionally embedded. Programme entry is through advocacy visits to Local Education Authority secretariats and school administrations, ensuring government ownership from the outset. Needs assessments using EGRA and EGMA tools identify the lowest-performing learners and establish a rigorous baseline for impact measurement. Each learning space cycle runs over 10 weeks, with twice-weekly sessions, enabling personalized attention and structured progression toward measurable outcomes. At programme close, endline assessments and school term results provide comparative evidence of learning gains.

Learning Spaces for SDG 4 aligns directly with the Continental Education Strategy for Africa (CESA 16–25), particularly its priorities around improving the quality and relevance of education, expanding access to learning for marginalized populations, and deploying innovative educational technologies. The model also advances CTVET-34 priorities through its integration with the Nigeria Skills Qualification Framework (NSQF) and TVET system, its emphasis on foundational skills as a prerequisite for technical and vocational pathways, and its responsiveness to the learning needs of youth excluded from formal credentialing systems. Alignment with STISA-2034 is reflected in the programme's use of EdTech innovation for development impact, its potential for research-driven scale, and its contribution to building an educated, productive, and economically active young population across Africa.