Wetheridge, L; Mamedu, A; Unterhalter, E; Heslop, J; (2012) Transforming education for girls in Nigeria: Endline research summary report. ActionAid

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Abstract

The Transforming Education for Girls project has worked in complex and challenging environments in Northern Nigeria where education and socio-economic conditions vary considerably. The researchers experienced an improvement in the availability of school administrative data in TEGINT schools. However, as observed in 2008, an enormous amount of work still needs to be done to advance the storage, accessibility, reliability and quality of education data at the LGEA level. Nevertheless, the endline study findings underscore of number of interesting patterns and trends associated with TEGINT interventions. The five key findings are: 1. Gender parity in enrolment and completion has increased by 15% to near parity overall since 2008 in TEGINT primary and junior secondary schools. In project primary schools exam pass rates have increased by 6% enabling more girls to transition into secondary school. These achievements contribute to the school Gender Profile score increase from 0.88 in 2008 to 0.93 in 2012; 2. The same major obstacles and solutions to schooling exist for girls now as in 2008: poverty and early marriage, solved by sponsorship and stopping early marriage. Girls? levels of empowerment are good but range between states, with girls? in the North-West showing higher levels of empowerment than girls in other zones. Girls benefit from clubs through learning about gender and girls? rights, having fun and gaining confidence. Girls who are members of clubs demonstrate better knowledge of gender equality and HIV/AIDS and greater levels of confidence to challenge violence; 3. There has been a marked improvement in the pupil: teacher ratio from the baseline to the endline. Teachers? qualifications, especially among teachers in primary schools, have improved since 2008. High quality, engaged teachers are critical to girls? education however the research does not imply that qualifications alone matter to girls? performance in school. In fact, a broader notion of teacher engagement, including the extent to which teachers are able to put training into practice, may have a greater contribution to girls? education; 4. TEGINT schools? capacity to take action on issues affecting girls? education has increased since 2008. Schools taking more action on girls? education have received the most intensive intervention from the project, especially for teacher training and SBMC support. Girls and community members share the view that it is not acceptable for a teacher to use corporal punishment or have a sexual relationship with a pupil. This indicates that awareness and attitudes have moved away from silence and disavowal towards understanding and rejection of violence against girls although this is a long process; 5. Despite the legal framework, basic education is still not free for many parents and children. Levies have not reduced over time: over 90% of SBMCs, head teachers and girls state that levies have either stayed the same or increased since 2008. This has considerable implications for girls striving to reach their educational aspirations yet experience poverty and continue to demand the abolition of charges.

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