Counted in and being out: Fluctuations in primary school and classroom attendance in northern Nigeria

In this paper, we explore particular aspects of educational access in primary schools in northeastern Nigeria. Moving beyond a simplistic notion of access as enrolment, we draw on empirical data from case-study research in Adamawa State to illustrate fluctuations in school attendance. Using predominantly qualitative methods, we explore how school organisational structures and practice have a significant bearing on pupils' access to school and to the classroom. In particular, we elaborate the ways that the annual, weekly and daily school timetables as well as punitive disciplinary regimes often militate against educational access. Finally, we highlight how educational administration and schools unwittingly contribute to denying pupils their right to access quality education.