UNICEF Reading and Numeracy Activity.


The Reading and Numeracy Activity (RANA) Expansion Programme builds on the success of the RANA Pilot Project implemented in Katsina and Zamfara States Nigeria as part of UNICEF’s Girls Education Project Phase 3 (GEP3) funded by the U.K. Foreign and Commonwealth Development Office (FCDO) formerly Department for International Development (DFID) in collaboration with the State Governments. The Programme has two major components: RANA Light and Haske (Integrated Qur’anic Schools Intervention). Under RANA Light, the project introduces core elements of RANA Pilot's intervention to public schools in Kebbi and Niger states while the IQS Intervention introduces a new basic literacy and numeracy Programme to Integrated Qur’anic Schools in Bauchi, Katsina, Kebbi, Niger, Sokoto, and Zamfara. In addition to the two components, RANA developed materials for upper primary reading and is providing technical assistance to Kaduna, Kano, and Jigawa States. RANA Expansion is part of Girls Education Project Phase 3 (GEP 3) and Educate a Child (EAC) Programmes of UNICEF implemented by FHI 360.

Haske aims to improve the quality of Basic non-formal education in Integrated Qur’anic Schools in Bauchi, Katsina, Kebbi, Niger, Sokoto and Zamfara States with focus on sustainability. It is a new intervention that integrates whole language, phonics, fun mathematics and experiential learning for functional literacy and livelihood. Haske is implemented by FHI 360 as part of UNICEF’s Girls Education Project Phase 3 (GEP 3) funded by the U.K. Department for International Development (DFID) and Educate a Child (EAC) Programme.


  • To improve learning in reading, math and science in line with Basic Non-Formal Education Curriculum for Integrated Qura'nic Schools
  • To improve sustainable reading delivery systems in public primary schools
  • To develop Hausa reading materials for upper grades Primary four to primary six

Project activity

Development of teachers and learners friendly reading and numeracy materials in mother tongue

Systematic school-based teacher training and support on early grade reading and numeracy in mother tongue

Experimental research on the efficacy of alphabetic and syllabic reading instructions in Hausa

Teacher Capacity Needs Assessment

Learning Assessment

Community mobilization and reading promotion

Performance on each indicator


Total number of teachers trained


Total number of pupils reached


Total number of schools supported by RANA

Success Story

The first thing one notices about Hauwa is her calm demeanor and reserved nature. Growing up as the only girl child in a family of six, 13-year-old Hauwa Ahmad stayed at home to help her stepmother with domestic chores while her brothers were enrolled in school. Despite the huge responsibility placed on her as the only girl child in the family, Hauwa did not relent in her pursuit to receive an education. In 2018, she was enrolled at one of the Reading and Numeracy Activity (RANA) - Haske implementing Integrated Qur’anic Schools (IQS), Makaratan Allon Gidan Liman, Jatau in Kafin Madaki Local Government Area (LGA), Bauchi State, where she started learning how to read. Within a short period of time, Hauwa became a star pupil in the IQS which is remarkable because when asked, she said there was no help with her homework from family members and she does not own any textbooks. Hauwa finds learning fun because the RANA-Haske programme introduced dramas, songs, chants and proverbs as part of the methods for instruction in class. When asked about her future ambition, she says; “I would like to be a Medical Doctor when I grow up, so that I can help to save lives”.

Beneficiaries of the RANA programme

While Hauwa’s learning achievement improved significantly, she continued to face challenges at home which made her late to school every morning and absent in some cases. However, Hauwa’s love for learning did not go unnoticed by her class-teacher and the Proprietor Mallam Sani Imam who intervened and helped to resolve the challenges she encountered at home, by discussing with her father and other members of the Centre Based Committee (CBMC) in the community.

“I’m happy to learn in school because I know one day, I will teach my own children” Hauwa Ahmad

Beaming with pride when told about her academic prowess, Hauwa’s father now understands the importance of supporting her and promises to ensure that she is mainstreamed into the formal education system to enable her to achieve her dreams. The CBMC have also stretched out their support with hope that, if she succeeds with her ambition of being a Medical Doctor someday in the future, it will benefit the entire community. Perhaps, Hauwa will set a pace for her peers and be an example for many homes in Jatau community, where educating a girl child within limited resources is seen to have less benefit. The Haske intervention as part of the RANA programme, continues to push boundaries in improving reading, numeracy and livelihood skills of pupils in non-formal schools. More out-of-school children in the target communities now show interest in attending school due to the fun methods of classroom instruction introduced by the programme.

Social Impact

  • Developing the capacity of individual and organizational education and skills service providers
  • Developing and strengthening educational systems in Northern Nigeria