Nigeria is said to be one of the countries with educational inequalities in Africa as girls receive far less education than boys in most parts of the country, especially in the North. Also, it is reported that Northerners receive far less education than Southerners as well.
It is said in most cases that many girls dropped out of school for several reasons which include violence, poverty, early marriage, cultural beliefs, among others. The situation in turn creates a huge gap in the girls to boys’ ratio in schools.
This inequality however gave rise to the global declaration of addressing gender inequality in education with a call for Gender Responsive Education Sector Plan (GRESP) to advance gender equality in and through education, including learning and learning environments, teacher education and practice, curriculum and materials development and leadership and administration.
However, gender responsiveness recognises and accounts for the important differences between men and women in psychological development, socialisation, culture, exposure to trauma, and life experiences.
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It said gender responsive pedagogy refers to teaching and learning processes which pay attention to the specific learning needs of girls and boys, as well as for teachers to embrace an all-encompassing gender approach in the processes of lesson planning, teaching, classroom management and performance.
According to experts, gender-responsive educational planning is an approach to education that recognises and addresses the diverse needs and interests of girls and boys in the education system.
However, stakeholders identified gaps in the development and implementation of GRESP in Nigeria, saying only few states have gender responsive plans included in their education plan and in some of states where it was developed, there was no implementation.
A report released by the development Research and Projects Centre (dRPC) in partnership with Malala Fund on Gender Review and Advocacy For Gender Responsive Education Sector Planning (GRESP) in Nigeria, which was carried out in six states of Jigawa, Kaduna, Kano, Katsina, Sokoto, and Zamfara showed that that states with the highest secondary school completion rates for girls such as Jigawa had the lowest rate of child marriage while those with the lowest completion rates for girls such as Kaduna State also had the highest rates of child marriage.
The Chairman Board of Impart House, Femi Aderibigbe, while mentioning the report said education is one of the most powerful tools that “we possess to shape our future. We are aware that education must be accessible, inclusive and equitable to achieve lasting impact.”
He said the reality is that in many parts of Nigeria, education continues to leave too many gaps and marginalised children behind.
Aderibigbe who spoke at a two-day training workshop on Gender Responsive Education Sector Plan (GRESP) reporting for journalists organised by Plan International Nigeria in Abuja, said gender disparity remains a significant challenge and that is why gender responsive educational sector planning is crucial.
“It ensures that policies, programmes and budgets within the education sector are designed to meet the diverse needs of all students, especially the girls.”
He said through their reporting projects, “we have seen the profound influence that well informed and skilled journalists can have on shaping public discourse and policy.”
“By working hand in hand with civil society, media professionals have the power to elevate critical issues and drive systemic change, especially through creating collaboration, particularly in ensuring that the education sector plan is inclusive and responsive to the gender needs of society.”
He said the aim is to ensure that education works for all, especially the marginalised children.
While the stakeholders in the education sector emphasised on the need for every state in the country to develop and implement Gender Responsive Education Sector Plan (GRESP) in the education activities, they said it will not only create gender equality but address many issues like out-of-school children, inclusive education and retention of students in schools, among others.
Speaking, the National Chairperson, Forum for African Women Educationists (FAWE), Dr Jiddere Kaibo, said there was a need for states to put in place education sector plans that would address critical gender needs affecting learners.
Kaibo also explained that GRESP which is aimed at enhancing education for all in northern Nigeria has a component of transforming the Tsangaya education system.
She said so many challenges have been identified in Adamawa State as early marriage, cultural barriers, lack of infrastructures that help girls when they are on period, discrimination, among others which have hampered learning for children in the state, especially girls.
While noting that the state has an education plan, which has a component of gender, she said no specific action was set out to achieve or targeted at addressing those challenges but girls and boys were mentioned in the plan.
“We are advocating for the education sector to be gender responsive so that the issues of boys and girls can be put into consideration in clear terms. The education sector plan will be able to have actions that are targeted at addressing girls’ and boys’ issues in schools,’’ she said.
She explained that there are underlying issues that girls are going through, for example, “In the sector plan, it says it wants to build toilets and we know very well, because of toilets alone, girls may not come to school. The boy can easily ease himself with no problems but for the girl it is difficult for her. And because of that, she may decide not to come to school and especially when she is menstruating, she needs privacy and if that is not provided, she will not come to school.
“What we are saying is that if we are planning, the government should deliberately put these issues in the plan” she said.
She however stressed the need for the government to begin to outline their activities and actions within a certain period and see to its implementations.
On his part, Head of Social Mobilisation, Plan International Nigeria, Laban Onisimus, explained that GRESP is important to accelerate basic education and address out-of-school children while also enhancing inclusive education for all.
He noted that the project, introduced by Plan International Nigeria and fully funded by the European Union (EU), was implemented in Adamawa and Safe the Child in Sokoto State.
He said the project had recorded success in the two implementing states while calling on education actors in the state to own the project.
Onisimus said the capacities of 30 CSOs had been built to cascade the project to states so that it would be adopted for the transformation of the entire education sector.
Meanwhile, the stakeholders agreed that there is a need for all state governments to develop a gender education responsive plan to help map out how to address the challenges in the sector while calling on the government to develop policies to support budgeting as well.
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