Promoting girls’ education

The experience in Nigeria

Alice Akunga

Nigeria recognises education as a fundamental human right and is drop-out rates for girls in the participating schools. In 2006, the
signatory to the major conventions for the protection of the rights Nigerian Girls’ Education Initiative (NGEI) was established (an off-
of children (girls and boys) and women. In 2004, the country shoot of the United Nations Girls’ Education Initiative [UNGEI]). The
enacted the Universal Basic Education (UBE) law to fast track main aim of the NGEI was to improve the quality of life for girls in
attainment of Education For All (EFA) goals. The enabling legislation Nigeria through a collaborative approach to their education, and
– The Compulsory, Free Universal Basic Education Act – provides for through forging strong links with CSOs and federal and state
nine years continuous education (comprising six years of primary governments.
and three years of junior secondary), which is known as ‘basic
UNICEF also supported the Federal Ministry of Education (FME) to
education’. All states have now passed UBE laws.
develop the Strategy for the Acceleration of Girls’ Education in
The 2005 National School Census (NSC) revealed a net enrolment Nigeria (SAGEN), after Nigeria’s inclusion in the UNICEF-supported
ratio (NER) for primary education of 83.71% (87.01% for males ‘25 by 2005’ global initiative in 2003. This national FME/UNICEF
and 81.39% for females), suggesting that a substantial proportion initiative then evolved into SAGEN+ in early 2004, with support
(16%) of the primary school-age population (6–11 years) was not from other major international development partners.
enrolled in schools. There are large geographical and gender
The Girls’ Education Project (GEP) evolved from a major partnership
disparities between the northern and southern states of Nigeria;
between UNICEF, the UK’s Department for International
this is partly due to underlying socio-cultural factors. Girls’ NER in
Development (DFID), and the Government of Nigeria. It has
some states in the south are as high as 70%, while in the north,
become the largest DFID/UNICEF partnership in the world with the
some states have an NER as low as 24%.
aim of boosting girls’ participation in Northern Nigeria, where it is
The picture is worse in secondary schools, with the national female being implemented in six states (Bauchi, Sokoto, Jigawa, Katsina,
enrolment ratio at 44%. The regional breakdown shows an Borno and Niger). The girls’ education initiatives take an inter-
alarming disparity, with girls’ NER of 60% in the south-west and sectoral approach, including interventions in the areas of health,
only 10% in the north-west. water and sanitation, and income-generation activities to support

Between 2002 and 2005, completion rates improved for boys by

3% (from 83.4% to 86.4%), while they declined for girls by 8%
(from 83% to 75%). Gender participation (measured by gender
ratio [GR]) still favoured males, with wide variations in gender-gap
access in primary school education across the states and zones. The
underlying causes for low attendance by girls include the low value
accorded by parents to girls’ education, early marriages, poverty,
low-quality learning environments, and the cultural norms that
impact negatively on girls’ education. Against this backdrop, the
federal government is making efforts to ensure that children
everywhere, boys and girls alike, will be able to complete a full
course of primary education. This is being done by developing
alliances with development partners, civil society organisations
(CSOs), the private sector, and philanthropic individuals and groups.

UNICEF Nigeria and other development partners have been

working with the Government of Nigeria to promote girls’
education, and various initiatives have been undertaken, including
the current Girls Education Project (GEP), inspired by an earlier
initiative, the African Girls’ Education Initiative (AGEI), delivered
through UNICEF and its government partners and funded by the
Norwegian Government. The AGEI recorded remarkable progress, Katsina State provided bicycles to six girls to facilitate their
including a 28% increase in girls’ NER and an 80% decrease in transition to the junior secondary school

Commonwealth Education Partnerships 2008 25

 Section 3 To w a r d s M D G 3 : P r o m o t i n g G e n d e r E q u a l i t y a n d E m p o w e r i n g W o m e n

A class in session at a primary school in the town of Dass, Bauchi State

girls in school. The aim is not only to accelerate progress towards Strong Partnerships: Establishing strong networks through the
Millennium Development Goals (MDGs) 2 and 3, but also to impact NGEI with non-government organisations (NGOs) that support girls’
on the other six MDGs, especially the health goals. education. NGEI’s grand patron is the First Lady of Nigeria, while
the wives of governors at the state levels are the patrons of the
Since its inception, the GEP has continued to record success in
state chapters. Their involvement and support have garnered more
providing access to education for girls. Increases in enrolment and
support for girls’ education, with a push for results, increased
attendance rates and decreases in gender gaps have been
funding, improved facilities and evidence-based advocacy to
witnessed during the project implementation phase. On average, in
persuade traditional and religious leaders to favour girls’
the project implementation focus communities, girls’ enrolment has
participation in schools.
increased by an average of 73% since 2005. This has resulted in an
overall reduction of gender gaps in the GEP focus schools – from School Based Management Committees (SBMCs): The
44% in 2005 to 31% in 2007. Attendance rates have also establishment of SBMCs is a policy requirement in all schools in
improved, with an 11.9% increment in the GEP focus schools, with Nigeria. The SBMC is made up of all key stakeholders of the
that of girls increasing by 39%. Much of the overall success is community involved with the school. Its role is to ensure effective
attributable to sustained political commitment at the federal and school management as well as improved teaching and learning in
state levels, including increased funding to support girls’ education; the school. It represents the participation of the community in
development of policies such as the national policy on Gender in school administration and has the potential to transform and
Basic Education, the National School Health policy and the sustain education, and promote school governance at the
Integrated Early Childhood Care and Development policy; focusing grassroots level. The SBMC involves the head teacher, teacher
on mainstreaming gender in educational planning and representatives, pupil representatives (when appropriate),
implementation; establishing School Based Management representatives of the PTA and other stakeholders from the
Committees (SBMCs) in all schools; and the instigation of the community, including religious and traditional leaders.
National Education Sector HIV/AIDS Strategic Plan. SBMCs have been rallying points for collaborative actions; the
communities, through the SBMCs, have been given a say in the
These major outcomes exemplify the overall systemic impact on
running and management of the school, as well as being able to
girls’ education interventions and the education sector as a whole.
offer their support to girls’ education. Women’s participation
Government efforts in addressing gender issues in education have
includes mobilising and sensitising other women to the need for
been strong. Currently, in close collaboration with DFID, UNESCO
girls’ education, and ensuring gender mainstreaming in school
Paris and the MDG support Team (UNDP New York), UNICEF is
management. The involvement and support of stakeholders at the
supporting the Federal Ministry of Education and state
community level has been a key to the success and sustainability of
governments in developing well-costed sector plans that focus on
the efforts being made to reduce the gender gap and move
the issues affecting girls’ education. Other interventions include:
towards equity in education.

26 Commonwealth Education Partnerships 2008

 Promoting girls’ education

Student Tutoring, Mentoring and Counselling (STUMEC): The Other interventions undertaken include: (1) establishing child-
STUMEC programme is an initiative aimed at supporting children, friendly school principles as minimum benchmarks for effective
especially girls, throughout their learning period to help improve schools linked to community empowerment and development; (2)
learning achievement and retention levels in schools. Support is building institutional capacity for promoting girls’ education and
provided by peer tutors, teacher tutors, mentors and role models the capacity of stakeholders on gender sensitivity and sexuality; (3)
from the community. The programme targets children who are collaborating with government and other stakeholders in reviewing
most at risk of failing or dropping out of school, particularly girls. existing curricula and teaching materials for gender sensitivity; (4)
Through the implementation of this initiative, learning has become promoting the employment of more female teachers to serve as
more participatory, with mentoring and counselling contributing to role models and to mentor out-of-school girls; and (5) monitoring
the retention of children in school and a reduction in drop-out and evaluating girls’ education programmes and mobilising and
rates. The initiative also contributes to improvement of internal strengthening inspectorate for effective service delivery.
efficiency through reducing the numbers of students who repeat
A key challenge identified is the need to ensure that supply side
a grade or are expelled from school. This is achieved through the
issues meet the high demand for education generated in order to
provision of developmental, preventive and remedial services as
sustain and avoid erosion of the gains made through pupil drop-
a means of helping pupils attain their goals.
out. This concern is being closely addressed; the Federal Ministry of
Advocacy and Sensitisation: Raising national awareness in girl- Education, through the MDG funds (located at the Presidency), is
child education has increased political and financial commitment making provision for schools to address the supply issues,
through advocacy and sensitisation of policy-makers at all levels: particularly with regards to teaching and learning materials. In
parents, school authorities, other leaders and girls themselves. addition, state governments are increasing their funding for
High-level advocacy to policy-makers and traditional and religious education; however, there is still a lot more that needs to be done.
leaders, as well as continuous sensitisation/mobilisation of
communities, promotes commitment to implementation, References
ownership and sustainability of girls’ education interventions. The
high-level advocacy often involves meetings with state governors Federal Government of Nigeria (2003). Universal Basic Education
Law. Abuja: Federal Government Press.
and leading Islamic figures, such as the most revered Sultan of
FME (2007). Statistics of Education in Nigeria: 1999–2005.
Sokoto who provides leadership to the traditional rulers, and who, FRN (2004). The Compulsory, Free, Universal Basic Education Act
by using a targeted communication strategy, has helped to 2004 and other related matters. Official Gazette. No 66 Lagos.
contribute to providing effective support for girls’ education. The Vol. 91. 4 August 2004.
use and consistent reinforcing of key messages, such as the call Multiple Indicator Cluster Survey (MICS) (2007).
that educating all children is a religious duty, and the drawing on UNICEF (2007). Situation Assessment and Analysis Report.
evidence from the Qur’an and other religious texts, has influenced UNICEF (E-2005). SAGEN Study 2: Classroom Interactions in
Nigerian Primary Schools.
many parents to take their children, particularly girls to school. It
UNICEF (Dec 2007). Third Annual Progress Report to the UK DFID.
has been seen that when properly informed, community leaders UNICEF (Dec 2006). Second Annual Progress Report to the UK
can play a crucial role in tackling issues of low priority for girls’ DFID.
education, child labour, early marriages, prejudiced perceptions of
‘Western’ education as being incompatible with traditional/
religious/cultural beliefs and practices, and the sceptical attitudes
ALICE AKUNGA has over 20 years of experience
towards the benefits of educating girls.
as an educationist. She has worked with the ministries of
School Health Programming: The girls’ education interventions education, higher institutions of learning, and multilateral
organisations in education programmes relating to
have integrated strong components of health, hygiene and
improving access to basic education – enrolment, attendance
HIV/AIDS education. The idea is to reduce morbidity among girls
and retention.
and thus improve retention and achievement. At present, all project
She is currently working as a project officer in education
focus schools have environmental health clubs that facilitate
for UNICEF, in Abuja, Nigeria. Her main responsibilities
hygiene promotion. The schools also have water and sanitation
include: the promotion of child-friendly and gender-sensitive
facilities, which are necessary for promoting the health of pupils, teaching and learning environments; working in
especially girls. Classes on health, family life and HIV/AIDS have also collaboration with government and other partners in
provided opportunities for girls to improve their health. the conceptualisation, planning, development and
implementation of girls’ education programmes; reviewing
Providing quality education services at the school level, and and evaluating the challenges in meeting gender equality in
ensuring that the minimum standards of a child-friendly school education and co-ordinating efforts with government and
environment are met, leads to community members having other partners to address the challenges; and organising
increased confidence in education and a rise in enrolment and training and orientation for government personnel and
attendance rates, especially for girls. Water and sanitation facilities beneficiaries to strengthen their capacities in mainstreaming
gender in planning, monitoring and evaluation systems for
in the communities and in schools in particular have contributed to
delivery of gender equality in education.
improved standards of living, not only for the pupils but also their
parents; they have also greatly contributed to increased enrolment [email protected]; [email protected]
and retention rates of children in school. Young girls have reported
that having clean toilets available at school has really changed their
attitudes to attending school.

Commonwealth Education Partnerships 2008 27