Bridging The Gap: Borno State’s Innovative Approach To Girls’ Education

In the heart of northeastern Nigeria, Borno State has long faced numerous challenges that have impeded the educational aspirations of its youth, particularly girls.

The impact of prolonged conflict, socioeconomic disparities, and cultural barriers has perpetuated significant gender inequities in education.

As part of a concerted effort to address these issues, the Borno State government has developed a comprehensive Education Sector Strategic Plan (SESP) aimed at bridging the gap in girls’ education and creating a more inclusive educational environment.  

The commitment to international standards, including the Universal Basic Education Act 2004 and SDG 4, which mandate free and compulsory basic education for school-age children, emphasizes inclusive education, evidence-based gender-transformative equity, disability inclusion, crisis and climate change resilience, and the necessity of a costed plan.

However, the overall effectiveness of the plan is severely hampered by the absence of detailed, gender-disaggregated data, a lack of specificity in implementation strategies, and insufficient attention to a robust monitoring and evaluation (M&E) framework to track gender-specific outcomes.

An analysis of Borno State’s Education Sector Strategic Plan (SESP) through the lens of “Education Sector Plan: Assessing Borno State’s Response to Gender Barriers to Girls’ Education” reveals a complex interplay of intentions, challenges, and limitations. While the plan acknowledges gender disparities in education, a critical assessment highlights that its effectiveness is significantly undermined by the lack of robust, gender-disaggregated data to substantiate its claims and inform targeted interventions.

Understanding the Gender Barriers

Education is a fundamental right, yet in Borno, cultural perceptions, poverty, early marriage, and insecurity have created formidable barriers to girls’ access to quality education. According to recent statistics, the number of out-of-school children is alarmingly high, with many being girls who face social and economic challenges that hinder their educational opportunities.

In Borno State, fewer than 25% of school-age children are in education. Despite nearly two decades of investment in the Universal Basic Education Programme, Nigeria still has 10.5 million out-of-school children – the world’s highest number. One in five of the world’s out-of-school children are in Nigeria.  About 60% of out-of-school children are girls.

The Boko Haram insurgency, which has plagued the region for over a decade, exacerbated these challenges, leading to school closures and the destruction of educational infrastructure. The disproportionately high dropout rates among girls indicate a pressing need for targeted interventions to improve their educational outcomes.Fatima, a 14-year-old from Maiduguri, illustrates one of the challenges girls face without sufficient support. When her family’s finances worsened, Fatima was forced to drop out of school to help at home. “I loved school, but my parents said it was more important for me to help around the house and prepare for marriage,” she shared. Stories like Fatima’s are common in Borno, where traditional beliefs and financial constraints frequently keep girls out of school. Without a comprehensive GRESP-inspired approach within the SESP, initiatives to support girls remain limited in scope or theoretical on paper. 

Table 1: Number of Schools and their Functional Status before and After Boko Haram Conflict

Ambitious Goals and Questionable Data

Borno’s SESP outlines commendable ambitions for educational reform. It acknowledges the existence of gender disparities in education, stating in section 1.6.3, under “Socioeconomic Factors,” that “gender disparities are also prevalent, with girls facing barriers such as early marriage, cultural norms that prioritize boys’ education, and limited opportunities for female empowerment.” While this acknowledgment is a step in the right direction, it is undermined by a significant lack of robust, gender-disaggregated data to support its claims of addressing gender barriers in girls’ education.

The document includes various tables presenting enrollment and completion rates. However, crucial gender disaggregation is missing in many tables, which limits the ability to assess gender inequality effectively. For instance, Table 2 illustrates aggregate enrollment numbers but lacks a breakdown by gender at each educational level (pre-primary, primary, junior secondary). Without this essential data, a precise assessment of gender access and participation becomes unattainable.

Source: 2020/2021 Annual School Census

Similarly, Table 3 reports Gross Enrollment Rates (GER), Net Enrollment Rates (NER), and Gender Parity Index (GPI) but does not provide further insight into the gender breakdown within different Local Government Areas (LGAs). This lack of detailed data severely restricts the plan’s ability to identify and address specific areas where gender gaps exist.

Table 3: Enrolment Rates (GER, NER, and GPI, 2021)

Source: 2020/2021 Annual School Census

The methodology section of the SESP claims that the plan underwent rigorous review and incorporated feedback from stakeholders. However, it does not detail the data collection process, leaving questions unanswered. Were there challenges in gathering gender-related data in conflict-affected areas? What strategies were employed to mitigate these challenges? Moreover, how was data accuracy assured, particularly regarding gender information? The absence of transparency raises concerns about the reliability and representativeness of the data used to justify the strategies outlined in the plan.

Data-Driven Insights

Despite these shortcomings, there is an opportunity to improve. The Borno ESP must leverage robust data collection and analysis to monitor gender disparities effectively. This data-driven approach allows for the identification of critical gender gaps in educational access and performance. For instance, understanding not only aggregate enrollment rates but also specific trends among girls in underserved regions will facilitate targeted strategies.

The plan should prioritize collecting gender-disaggregated metrics aligned with international standards. Incorporating comprehensive data on dropout rates, retention, and transition rates will enable the state to implement more effective interventions.

Gender-Inclusive Objectives

The Borno ESP does set forth specific gender-related goals aimed at enhancing educational access for girls. Key objectives to reduce dropout rates and improve transition rates from primary to secondary education are steps toward creating a more equitable educational environment.

However, without precise, gender-disaggregated data, tracking progress towards these objectives will be challenging. The plan can benefit from establishing benchmarks and indicators that reflect the unique challenges girls face in accessing and succeeding in education.

Targeted Strategies for Gender Equity

A remarkable feature of the ESP is its emphasis on both gender-targeted and gender-integrated strategies. The plan outlines initiatives specifically aimed at engaging girls from marginalized and at-risk groups, ensuring that they are not left behind. These strategies include scholarships for girls, community awareness programs about the importance of girls’ education, and the establishment of safe schooling environments that protect girls from violence and harassment.

Yet, the effectiveness of these targeted strategies hinges on the availability of accurate data. Without a clear understanding of the number of girls benefitting from these initiatives, the state cannot effectively evaluate their impact or make necessary adjustments.

Supportive Structures and Capacity Development

The implementation of the Borno ESP depends on supportive institutional structures. The plan outlines the establishment of a gender focal point within the Ministry of Education to coordinate gender-related initiatives and underscores the importance of training personnel in gender sensitivity and data management. By equipping the staff with skills necessary to gather and analyze gender-disaggregated data, Borno State can significantly improve its understanding of the educational landscape for girls.

Furthermore, a robust capacity-development plan must address the need for comprehensive training on the complexities of gender issues in education. This includes not only awareness-raising among educators but also practical skills for implementing inclusive teaching practices. Establishing dedicated units focused on gender issues within educational institutions would ensure that gender considerations are systematically integrated into the educational framework.

Monitoring and Evaluation Framework

For the Borno ESP to achieve its gender-related objectives, a strong Monitoring and Evaluation (M&E) framework is essential. The ESP includes some indicators to measure progress, such as enrollment rates and dropout rates. However, without gender-disaggregated indicators that provide a nuanced understanding of students’ experiences, the state may inadvertently overlook persistent inequalities.

An effective M&E framework should address how gender dynamics influence educational access and success. For instance, tracking longitudinal data on the same cohort of girls can reveal important patterns of retention and achievement that might otherwise go unnoticed.

Additionally, integrating gender expertise into the M&E team will enhance the capacity to analyze findings through a gender lens. This ensures that evaluations are not only comprehensive but also responsive to the unique challenges faced by girls in the education system.

Weaknesses:

1. Lack of Robust Data: A significant weakness is the lack of comprehensive, gender-disaggregated data within the plan itself. While it mentions general enrollment figures, specific tables (e.g., Table 2 on aggregate enrollments and Table 3 on enrollment rates) do not provide the necessary gender breakdown. The absence of specific numbers related to enrollment, completion rates, and teacher distribution by gender makes it challenging to assess the true extent of gender inequality and measure the impact of proposed interventions.
2. Vague Strategies: Although the SESP outlines gender-targeted initiatives, the details regarding implementation, budget allocation, and expected outcomes are vague. For example, while the document claims that “agencies in the sector have been directed to derive their 2024 budget inputs from this document,” specific guidelines or criteria for budget allocation towards gender initiatives are unclear. Without this specificity, the potential impact of these strategies remains uncertain.
3. Limited Stakeholder Engagement: The plan refers to the involvement of gender-focused organizations and stakeholders, yet it lacks details on the depth of that engagement. As noted in the Acknowledgements section, while it cites contributions from various technical committees, more transparency on how diverse voices (including girls, women, and community leaders) were incorporated into the planning process is essential for assessing the plan’s inclusiveness.
4. Weak Monitoring and Evaluation: The M&E framework outlined in the SESP is not sufficiently detailed regarding gender-specific indicators. This is a critical limitation; the absence of robust M&E mechanisms for tracking gender-specific outcomes hinders the ability to measure progress accurately, as there are no clear provisions noted for “gender-disaggregated indicators” in Section 3.2, Key Policy Directions.
5. Contextual Factors: The SESP acknowledges the impact of insecurity, displacement, and the Boko Haram insurgency on the education system in sections discussing the “Humanitarian Context” and “Socioeconomic Context.” However, the plan needs a more nuanced analysis of how these contextual factors interact with gendered inequalities and how it intends to specifically address these complex interactions. The analysis lacks the depth necessary to showcase coherent strategies that account for these gender dynamics amidst ongoing conflicts.

By addressing these limitations, Borno can enhance its commitment to improving girls’ education and ensuring that all students have the opportunity to succeed, regardless of their gender or the socio-political challenges they face. To prove the unresponsiveness of Borno State’s Education Sector Strategic Plan (SESP) to gender-specific needs and the broader Gender Responsive Education Sector Planning (GRESP) framework, additional facts, figures, and examples can be useful. Here are several key areas where data can be collected or emphasized based on the available plan:

1. Enrollment and Completion Rates

• Overall Enrollment Figures: The SESP’s tables (e.g., Table 2 and Table 3) should provide specific gender-disaggregated enrollment figures across various educational levels. If the data only presents overall numbers (e.g., a total of 650,024 enrollments without identifying how many of those are girls versus boys), this lack of detail limits the ability to assess gender parity accurately.
• Comparative Completion Rates: The plan should ideally include statistics on completion rates for girls versus boys at key educational transitions (e.g., from primary to junior secondary). If these numbers are presented only jointly or not at all, it reflects a lack of responsiveness.
• Gender Parity Index (GPI) GPI for Different Levels: The GPI figures, such as those presented in Table 3, should ideally indicate ratios of girls to boys at various educational levels. A GPI below 1 at any of these levels suggests a disparity favoring boys and indicates that more targeted interventions are necessary to support girls’ education.

2. Specific Gender Barriers

• Socioeconomic Data: Citing data related to socioeconomic factors that limit girls’ educational access, such as rates of early marriage, household income levels, and cultural practices that value boys’ education over girls’, could underline the urgency of addressing gender issues. If these socio-cultural factors are acknowledged in the SESP but lack corresponding data to substantiate their impact, it weakens the plan’s effectiveness.

3. Implementation Strategies

• Details on Financial Allocation: If the plan claims to allocate specific resources towards initiatives aimed at improving girls’ education but fails to provide detailed budgeting information, such as allocations directed explicitly towards gender initiatives, this raises questions about the seriousness of the commitment.
• Vague Strategy Descriptions: If the SESP mentions strategies (e.g., scholarships, awareness campaigns) without providing specific metrics for success or clear plans for implementation, such vagueness reflects unresponsiveness. For instance, if the plan suggests “creating Women Day Secondary Schools” but does not outline the projected number of beneficiaries or the intended impact on enrollment figures, it indicates a lack of depth in planning.

4. Engagement with Stakeholders

• Limited Engagement Evidence: If the plan mentions consultations with gender-focused organizations and local stakeholders but does not provide the names of involved organizations or the nature of their contributions, it raises concerns about the depth of stakeholder engagement.

5. Survey Data from Girls/Women: If the SESP lacks survey data or input from girls and women discussing their barriers to education, it indicates a lack of responsiveness to the voices of those directly affected by the education system’s policies.
6. Monitoring and Evaluation Framework

• M&E Metrics: If the M&E framework does not include gender-disaggregated indicators or lacks clear definitions of success tied to gender equity (e.g., “success is improving overall enrollment” rather than “success is achieving equal enrollment by gender”), it reflects insufficient focus on gender responsiveness.
• Frequency of Reporting: If the plan provides vague timelines for reporting on progress (e.g., “annual report”) but lacks specificity on gender outcomes or does not commit to regular reviews of gender indicators, it limits accountability.

Expert Review of Borno State’s Education Sector Strategic Plan (SESP)

Borno State’s recently validated Education Sector Strategic Plan (SESP), developed with support from UNICEF and FCDO, represents a significant step toward transforming its education system. However, an expert review by Mr. Benjamin John, Executive Director of the Unique Care and Support Foundation (CASFOD), identifies critical gaps in the plan’s gender-responsive approach. While the SESP acknowledges the need to address gender disparities, the lack of robust gender-disaggregated data significantly undermines its ability to achieve its stated goals.

Mr. John commends the plan’s positive intentions and alignment with international standards, such as the Sustainable Development Goals (SDGs). However, he notes that prior to the SESP, Borno State lacked a comprehensive education plan. He highlights that while the SESP aspires to incorporate gender responsiveness, climate resilience, and disability inclusion, substantial improvements are needed in these areas. Specifically, he recommends strengthening data collection methodologies to include disaggregated data on enrollment, completion rates, and teacher distribution by gender and local government area (LGA). Additionally, the vagueness surrounding implementation strategies and budget allocation for gender initiatives further weakens the plan.

Mr. John emphasizes the importance of a robust monitoring and evaluation (M&E) framework with gender-specific indicators to track progress and adapt to evolving challenges. He underscores the necessity of addressing the complex interplay between gender inequality and contextual factors, such as insecurity and displacement, which disproportionately affect girls’ education in Borno State.

To effectively address the educational needs of girls in Borno State, the integration of a comprehensive GRESP approach into the Education Sector Plan (ESP) is recommended. This would include:

• Gender-Sensitivity Training: Implementing mandatory training for all teachers to foster learning environments that cater to the specific needs of girls and actively promote gender equality.
• Encourage Female Teachers: Increase female representation in teaching staff at higher levels of education.
• Address Barriers: Promote policies that delay early marriage, combat gender-based violence, and provide economic support to families.
• Increased Infrastructure Funding: Allocating additional resources to construct gender-responsive facilities, such as separate toilets, in all schools, with a particular emphasis on underserved rural areas.
• Special Needs Focus: Create inclusive programs targeting both boys and girls with disabilities.
• Scholarship and Mentorship Programs: Specifically for girls transitioning to senior secondary and tertiary levels.
• Strengthened Community Engagement: Developing programs to actively involve parents and community leaders in promoting a shift in cultural norms that hinder girls’ education, fostering wider acceptance and support.

Furthermore, a robust monitoring and evaluation system should be incorporated into the GRESP approach to ensure accountability and facilitate continuous improvement. By integrating these key elements, Borno’s ESP can be significantly enhanced to effectively address the educational barriers faced by girls and better cater to their unique needs.

Conclusion

Borno State’s strategic response to gender barriers affecting girls’ education is a critical step toward fostering an equitable and inclusive educational environment. While the ambitious goals outlined in the Education Sector Strategic Plan (SESP) are commendable, the absence of precise gender-disaggregated data significantly undermines its capacity to address these barriers effectively. To substantiate concerns regarding the plan’s responsiveness to gender-related disparities, it is imperative to focus on gathering specific examples and data that highlight critical gaps—such as detailed statistics across educational levels, clear identification of socio-cultural barriers, and concrete timelines for implementing proposed strategies.

As Borno State navigates the complexities of post-conflict recovery and educational reform, prioritizing accurate gender-disaggregated data and bridging these gaps is essential. By strengthening the evidence base and refining the overall framework for girls’ education, the state can pave the way for a more equitable, inclusive, and resilient education system.