Nigeria is recognized as one of the countries in Africa facing significant educational inequalities, with girls receiving considerably less education than boys in many regions, particularly in the North. Additionally, it has been reported that individuals from the Northern regions generally have lower levels of education compared to those from the South.
Many reports indicate that numerous girls drop out of school for various reasons, including violence, poverty, early marriage, and cultural beliefs. This situation contributes to a significant disparity in the ratio of girls to boys in educational institutions.
This inequality has led to a global initiative aimed at addressing gender disparities in education, resulting in the call for a Gender Responsive Education Sector Plan (GRESP). This plan seeks to promote gender equality in and through education, encompassing learning environments, teacher training and practices, curriculum and materials development, as well as leadership and administration.
Moreover, gender responsiveness acknowledges and considers the significant differences between men and women in terms of psychological development, socialization, cultural influences, exposure to trauma, and life experiences.
Gender-responsive pedagogy refers to teaching and learning processes that focus on the specific educational needs of both girls and boys. It encourages teachers to adopt a comprehensive gender approach in lesson planning, teaching, classroom management, and assessment.
Experts assert that gender-responsive educational planning is an educational framework that recognizes and addresses the diverse needs and interests of all students within the system.
However, stakeholders have identified significant gaps in the development and implementation of Gender Responsive Education Sector Plans (GRESP) in Nigeria. They note that only a few states have incorporated gender-responsive plans into their education strategies, and in some states where such plans exist, there has been little to no implementation.
A report from the Development Research and Projects Centre (dRPC), in collaboration with the Malala Fund, examined GRESP in Nigeria across six states: Jigawa, Kaduna, Kano, Katsina, Sokoto, and Zamfara. It revealed that states with the highest secondary school completion rates for girls, such as Jigawa, also had the lowest rates of child marriage. Conversely, states like Kaduna, which had the lowest completion rates for girls, exhibited the highest rates of child marriage.
Femi Aderibigbe, Chairman of the Board of Impart House, highlighted in a recent report that education is one of the most powerful tools we have to shape our future. He emphasized the importance of making education accessible, inclusive, and equitable to achieve a lasting impact.
Aderibigbe pointed out that in many parts of Nigeria, the education system continues to leave significant gaps, leaving marginalized children behind. Speaking at a two-day training workshop on Gender Responsive Education Sector Plan (GRESP) reporting for journalists organized by Plan International Nigeria in Abuja, he noted that gender disparity remains a major challenge, underscoring the necessity of gender-responsive educational planning.
He stated, “It ensures that policies, programs, and budgets within the education sector are designed to meet the diverse needs of all students, especially girls.”
Aderibigbe also remarked on the profound influence that well-informed and skilled journalists can have on shaping public discourse and policy through their reporting projects.
“By collaborating closely with civil society, media professionals can elevate critical issues and drive systemic change, particularly by ensuring that the education sector plan is inclusive and responsive to the gender needs of society,” he added.
The goal, he said, is to ensure that education serves everyone, especially marginalized children.
Stakeholders in the education sector stressed the need for every state to develop and implement Gender Responsive Education Sector Plans (GRESP). They noted that such plans would not only promote gender equality but also address various issues, including out-of-school children, inclusive education, and student retention.
Dr. Jiddere Kaibo, National Chairperson of the Forum for African Women Educationists (FAWE), emphasized that states must establish education sector plans that address critical gender needs affecting learners.
Kaibo explained that the Gender Responsive Education Sector Plan (GRESP), aimed at enhancing education for all in northern Nigeria, includes a component focused on transforming the Tsangaya education system.
She highlighted several challenges in Adamawa State, such as early marriage, cultural barriers, inadequate infrastructure to support girls during menstruation, and discrimination, which have hindered learning, particularly for girls.
While acknowledging that the state has an education plan with a gender component, she noted that it lacks specific actions aimed at addressing these challenges, despite mentioning both girls and boys.
“We are advocating for the education sector to be gender responsive so that the issues affecting boys and girls are clearly considered. The education sector plan should include targeted actions to address the specific needs of girls and boys in schools,” she stated.
She explained that girls face several underlying issues in education. For instance, she pointed out, “The sector plan mentions building toilets, but we know that without proper sanitation facilities, girls may not attend school. Boys can easily relieve themselves without issue, but for girls, it’s more complicated. During menstruation, they need privacy, and if that isn’t provided, they may decide not to come to school.”
“What we’re saying is that the government should intentionally include these issues in their planning,” she emphasized.
She also stressed the importance of the government outlining specific activities and actions within a set timeframe to ensure implementation.
Laban Onisimus, Head of Social Mobilisation at Plan International Nigeria, noted that GRESP is crucial for accelerating basic education, addressing the issue of out-of-school children, and promoting inclusive education for all.
He mentioned that the project, introduced by Plan International Nigeria and fully funded by the European Union (EU), has been implemented in Adamawa and Safe the Child in Sokoto State.
Onisimus reported that the project has seen success in both states and urged education stakeholders to take ownership of the initiative.
He added that the capacities of 30 civil society organizations (CSOs) have been developed to help cascade the project to other states, aiming for a broader transformation of the education sector.
Meanwhile, stakeholders agreed on the necessity for all state governments to create a gender-responsive education plan to effectively address challenges in the sector, while also calling for the development of supportive budgeting policies.
