This article proposes a theoretical framework for analysing the most pressing educational challenges in Niger between 2021 and 2023, centring African epistemologies to transcend deficit-oriented narratives. It critiques prevailing theoretical models, frequently imported without adaptation, for failing to capture the complex socio-cultural and political-economic realities that shape Niger's education system. The framework synthesises an African-centred perspective, drawing principally on the concepts of *Ubuntu* and endogenous knowledge systems, and integrates these with critical pedagogy and postcolonial theory. This interdisciplinary approach is constructed through a critical synthesis of contemporary empirical studies, policy documents from the Nigerien Ministry of National Education, and reports from regional bodies published within the specified period. The analysis elucidates how core issues—including persistently low enrolment and completion rates for girls, curriculum relevance, and the impact of insecurity—are interconnected through historical legacies and contemporary geopolitical pressures. It argues that sustainable solutions must be grounded in local community values, languages, and knowledge production. The significance of this work lies in providing a structured, context-sensitive analytical tool for researchers, policymakers, and practitioners. It facilitates a shift from problem-identification towards developing transformative, culturally coherent strategies that align with both national aspirations and the broader objectives of the Continental Education Strategy for Africa (CESA 2016-2025).
Moussa et al. (Mon,) studied this question.