NIGERIA

C4D in Education: Promoting girls education and Female Participation in the education sector

1. Background

Population: 160 million Largest economy in Africa & largest number of OOSC 42% of school-age children (10.5 million) out of school

(UNICEF and UNESCO 2012) 65.3% out-of-school children are girls Primary 1 intake in the north - 28.7 percent compared to

the national average of 43.8 percent 46% of children who have completed primary school are not

able to read a complete sentence (NPC & RTI,2011). Only 1 in 4 women in northern Nigeria are literate,

compared with three-fifths of women in the southern states. (NMEC, 2011)

69.4% of women in the northwestern states of Nigeria have no education at all (DHS 2013).

37% of teachers in Northern Nigeria are females compared with the national percentage of 42% (UBEC 2013)

Disparity - not simply a factor of low literacy rates, but of gender discrimination and a struggle between socio-cultural beliefs /practices and perceptions on the value of girls education.

Percentage of OOSC by state in northern Nigeria

2. Situation analysis: demand barriers to girls education

Social-cultural Early marriage (30 to 39.5 %of girls married before the age of 15)

Perceived incompatibility of formal [western] education with Islamic values

Traditional role of women Gender division of household labor Peer pressure

Economic Poverty Child labour Belief that girls’ education - poor

investment

3:Socio-cultural beliefs /practices toward girls’ participation

Societal, community and family pressure for girls to marry young, to hawk to support the family or to attend girls-only Qur’anic schools

Cultural practices like early marriage and low value attached to girls education negatively affect demand for girls education in northern Nigeria.

Interpretation of religious teachings and gender biases constitute significant barriers

Barriers inhibit initial enrolment in school … as well as completion and transition It prevents girls from attending school regularly and becoming successful

learners, ultimately resulting in them dropping out of school. Even when the girls are enrolled, they are distracted by family gender roles such

as household chores arising from their environments, affecting their school performance and individual motivation to continue.

These effect demand for education by parents and children and the educational choices that are made, such as the cost of education and negative perceptions of formal education by parents.

Gendered division of labour as a significant barrier.

Female children often expected to engage in income generating activities or providing care for younger siblings

5. C4D Planned Outcomes.

Parents and community members see value in education for girls

Influence opinions of key community gate keepers on girls education so they are not barriers.

Education for girls is desirable by parents Increased enrolment and attendance of girls More girls complete primary and basic education

C4D Planned Outcomes …..Theory of change.

Individual/ family Level

Community level

Institutional/Policy level

Parents are informed about the importance of enrolling their daughters

in schools

Parents value education of

their daughters

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Parents/Families enroll their daughters in

school

Assumption that increased demand for

& understanding /value of basic

education has a positive impact on

girls enrolment

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:School based Management

committees and Mothers Associations mobilize for

community school support/relations in

enrolment drive

Communities take collective actions

towards girls education – Tracking enrolment,

retention and completion of girls

Policy makers are informed about the

impact supply barriers to girls enrolment ,

retention in schools.

Better planning and gender responsive budgeting for basic

education .

Improved governance to strengthen girls

education .

Assumption that improved educational governance (planning

and budgeting will positively impact on

girls enrolment & retention

Assumption that improved community

support to girls education have

positive impact on girls enrolment &

retention

6. C4D strategy and approaches

Advocacy: Advocacy meetings with high level traditional and religious leaders to promote girls

education. For them to become advocates.

Evidence: Focus on generating evidence on the impact of supply barriers to girls education and using

the evidence develop advocacy briefs for government and key stakeholders.

Social Mobilization: Through the State Universal basic Education Boards (SUBEBs), Agency for

Mass Education, and Civil Society organizations especially women focused organizations eg FOMWAN ,

HiLWA, messages on the importance of girls education engage community structures and organizations.

Community Engagement: Community town hall meetings, Community dialogues and discussions,

community town criers, announcement in mosques and social events.

Interpersonal Communication: Members of School based Management Communities and

Mothers Associations embark on house to house visits to deliver already developed messages in flyers

and recorded messages from influential high level traditional Leaders. Posters and flyers are pasted at

strategic positions to impact on positive attitudes to girls education .

C4D strategy and approaches

Community Engagement &Interpersonal Communication: are key to increasing parental demand.

SBMCs and Mothers Associations are key actors in promoting access, attendance , retention , completion and learning achievements in girls’ education (inclusion, consultation and participation).

Community engagement has been crucial to community oriented programmes.

7. Description of the Communication Approaches, Channels and Creative Content

Community engagement for dialogue and action

Traditional / religious leaders in a sensitization meeting

Announcements at social & religious activities

Community town hall meeting on girls education. …….. changing negative attitudes

and perceptions

Hon Commissioner for Education sensitizing

stakeholders on the benefits of girls education

Ceremonial flag off activities with high level traditional / religious leaders and symbolic registration of girls

Partnerships have developed to produce radio jingles

Call in radio programmes with local women advocates

Agreements are reached with Media to play jingles for free

Airing messages of key influential Leaders encouraging

change of attitude to girls education.

Television discussions on the benefits of girls education.

Multi-media interventions for behavior and social change

Mobile phone messages by traditional leaders encouraging parents to send their daughters

to school to be used for discussion in meetings /

enrolment drive

Behavior and social change communication: sensitization using flyers, meetings and ceremonial activities

Education is a right … Give girls an opportunity

Government partners, civil society organizations especially women

organizations (Federation of Muslim Women Associations in Nigeria,

High Level Women Advocates (HiLWA) for girls education) to embark

on sensitization and awareness activities.

Women serve as role models for parents and girls.

Capacity Development

8. Specific results, impacts and methods for evaluation

State and national governments commit to a national enrolment drive framework

Increased enrolment in focus schools in northern Nigeria. Government recruiting 2,994 female teachers via

advocacy by HiLWA 19,236 girls receive cash transfer Commitments by independent organisations (FOMWAN

& HiLWA) to promote increased participation of girls in education

Local leadership of enrolment drive exercises (Mothers Associations and School-based Management Committees)

My father changed his mind after the community meeting on girls education to enroll me and my sister in school. I am very happy

to be in school.

Zuwaira & her sister

9. Summary of lessons Learned

Ownership and sustainability of activities are better ensured when stakeholders at the

school/community level are empowered and supported to plan and implement activities.

To ensure women’s participation at the local level, they must be specifically engaged (plurality of

voices, inclusion, dialogue and restructuring power relations).

Community level engagement through dialogues and house to house visits created room for

individual engagement and commitment … leads to increased convictions on the benefits of girls

education

Working closely with traditional and Religious leaders is most effective way of securing

community understanding and support ( inclusion , consultation, narratives of communities

listening & dialogue)

Announcements in worship centres on the benefits of girls education created opportunities for in-

depth discussions that changed mind-sets on perceived incompatibility of formal [western]

education with Islamic values.

10. Recommendations:

Improved collaborations with relevant government agencies at all levels of governance.

Sustained capacity development of local education authority and civil society

Strengthen the overall vision for C4D in education