At just 16 years old, Ashiru Habila’s journey is one of resilience, hope, and transformation.
When Ashiru first arrived in Kaduna from Frana village, Ikara local government, he carried with him a quiet heaviness. He did not know how to read or write. In fact, he was yet to develop the basics that his peers had already mastered. Because of his age, it seemed impossible to place him in the right grade without shortchanging him. Starting from Primary 2 would have been too low for him socially, yet moving higher up felt far out of reach based on the abilities he possessed at the time. For a while, Ashiru was lost between two worlds: too old to start at the beginning, yet unprepared for the level of his age mates.
“The first time I saw him in class, he would sit silently, sometimes even dozing off because he simply could not follow or understand what was happening in class,” said Madam Janet Audu the headteacher of Barnawa 2 Primary School, Kaduna South LGEA. Imagine the weight of walking into school every day and feeling invisible, unable to participate, unable to belong. That was Ashiru’s reality.
But then something shifted. Ashiru began receiving support through the Teaching at the Right Level (TaRL) approach within his classroom, allowing him to learn at the level that matched his abilities. With this approach, lessons began to connect in a clearer way, building on what he was already learning. Step by step, sound by sound, word by word, Ashiru started to make tremendous progress. His improvement was so remarkable that within one term, he advanced from primary 4 to primary 5. Today, Ashiru can read, write, and is steadily improving his spoken English, with continued support from his teachers and the TaRL approach.
“What moves me most is the change in his spirit.” The boy who once slept in class now comes with a smile so wide it lights up the room. He no longer shrinks back in silence. He raises his hand, joins discussions, and speaks with pride. This transformation reflects the way TaRL activities are designed to meet children at their level, build their skills, and boost their confidence and engagement in learning. Ashiru is now confident, eager, and passionate about learning because he truly believes he can succeed.
Ashiru often says that when he grows up, he would like to be an artist. And when you look at him, you see a boy already painting his masterpiece: one of courage, determination, and hope. His story is a reminder that talent blossoms when children are given the right opportunities to learn.
Behind his progress stands Madam Janet Audu, whose dedication and unwavering support have been instrumental. The very nature of the TaRL approach is learner-centred and is designed to help teachers understand exactly where each child is in their learning and address those gaps with targeted, level-appropriate activities. With this structure, Madam Janet supports the teachers in her school to focus on what each child needs most, making it easier to guide them at their own pace. She continues to put children like Ashiru first, supporting them consistently and ensuring no child is left behind.
Ashiru’s journey is not just his own. It is a beacon of what is possible when children are given the chance to learn at their level. From a boy who once sat quietly at the back of the classroom, uncertain and unseen, Ashiru now stands tall, full of hope for the future. His story tells us one thing clearly: when learning becomes accessible, children don’t just survive – they thrive.
This transformation did not happen by chance. It is the result of a system that has been intentionally built to support children like him. Teacher Ezepue Geradine Nkiru, who has been a TaRL teacher since 2022, has guided countless learners through this same journey. Meeting each child at their level, identifying gaps, and steadily building their confidence. Her school has been implementing the Teaching at the Right Level approach since 2022, creating an environment where children are seen, supported, and taught in ways that allow them to thrive.
Ashiru is part of a much larger story unfolding in Kaduna State, where TaRL is implemented in 1461 schools, reaching 221,964 children who are building the foundational skills they need for lifelong learning. This progress is powered first and foremost by the Kaduna State Government, whose strong leadership and sustained commitment to proven, child-centered approaches continue to drive this work forward. Their investment, together with the support of partners such as UNICEF and TaRL Africa is helping children unlock their potential, one learner, one classroom, one community at a time.
