“We can’t risk our daughters’ lives just to get them to school,” said Hussaina Amina, a farmer and mother of three narrating the difficult choices they make on girl-child education as families in communities that are sorrounded by rivers in Kirfi Local Government Area, Bauchi State.
On a visbly sun-rising Monday morning, Zainab Bala and a group of teenage girls were working hard in the fields, doing the picking of beans called Roro Wake, a typical way of harvesting beans in the locality. Each girl had a bowl beside her, carefully picking beans through the hot sun until late evening. They kept going because they were promised payment, which would help them buy school supplies or support their families. Despite the sweat on their faces, their hands moved quickly. The quiet sometimes, in between their conversations and laughter among them depict their strength and resilience, even in tough conditions.
While other students were in classrooms learning, Zainab and the other girls were out in the fields working to afford some basics. Their hands stayed busy, but their minds might have been thinking about the classrooms they wished they could be in, dreaming of the day when they could learn fully instead of working under the scorching son. For now, the farm was their school, teaching them lessons about sacrifice and survival.
This scene is common in many communities across Kirfi LGA. Since 2021, floods have destroyed schools, turning them into ruins and taking away the dreams of many young girls. Closely linked eight communities in Kirfi depend on just one all-girls secondary school and one all-boys secondary school for educating youngsters. For girls in villages such as Wanka, Beni and Bara, getting to the school means crossing dangerous river Guyaba in small boats, especially during the rainy season.
For many families, sending their daughters to school is a life-or-death decision due to the extreme. “We can’t risk our daughters’ lives just to get them to school,” Hussaina said. Sadly, several children have reportedly drowned, losing their lives to the same water that many have to cross to access the nearest available school.
Hussaina added that even when the floods are over, the problems don’t end. During the dry season, the riverbed turns into a stretch of sand, making it a herculean task for their kids to travel. Motorbikes and even bicycles can’t cross the thick sand, leaving communities cut off from schools and other basic needs. For many families, crossing this desert-like land is too difficult and costly, so they often opt to engage their children in farm or other menial activities over education.
The Farm or the Classroom?
Zainab’s story is not the only one. As one walks through the fields in Kirfi, other girls can be seen, some as young as 12, working in the hot sun, picking beans and engaging in other farm activities. They should have been in school, but instead, they were on their knees in the dirt, working with their families. “We have to help with the farm. There’s no point in going to school when the floods might stop us from learning again,” said Maryam Yusu, wiping the sweat from her face.
Maryam, a 15-year-old who once dreamed of being a teacher, now spends her days working in the fields. “The school was flooded again, and my parents said it’s better I help them with the farm work. What’s the point of going back if it might happen again?” Her voice was filled with sadness and lost dreams. She is not the only one facing this challenge.
A Visit to GGDSS Cheledi
On a visit to the Government Girls Day Secondary School (GGDSS) Cheledi, the only all-girls secondary school in the area, to see the situation firsthand, the school appeared deserted akin to a typical vacation period. Of nearly 200 students, only three girls were in class that day. The classroom, usually full of energy, was eerily quiet and almost empty.
Christopher Ahmed, one of the teachers in the school, explained that this problem is not just due to floods but also seasonal work. “During harvest time, the classrooms are usually empty because many girls stay home to help with the farm work,” he said. But the school faces even more serious problems. “We don’t have enough teachers, and there’s no laboratory for science classes. How do you expect the girls to be motivated to learn under such conditions?”
The situation at GGDSS has caught the attention of local authorities. The last time the then Bauchi State Commissioner for Education, Dr Jamila Dahiru, visited, promised to build new classrooms for the girls. However, months have passed, and nothing has been done. “We’ve seen nothing yet,” Ahmed said, “The promises remain just that—promises.” Even their hope for having new teachers is now dashed.
A System on the Brink of Collapse
The teachers said they are doing their best, but they are fighting a losing battle. “We patch what we can, but without proper infrastructure and an Educational plan, it feels like we’re building castles in the sand,” said Auwal Ahmad, a volunteer teacher in the school.
The problem is highlighted by concerning statistics. In 2021, the Bauchi Ministry of Education’s Annual Census Report showed a large drop in the number of girls enrolled in schools in Kirfi. In SS1, there were 324 boys and only 158 girls. In SS2, the gap widened even further, with 282 boys and just 126 girls. By SS3, the number of girls had dropped to just 94, while the number of boys stayed high at 241.
These numbers show the serious disparities between girls and boys in getting an education. Without quick action, the future of girls’ education in Kirfi is in danger.
Kirfi’s case is not an isolated case in Northern Nigeria. According to the United Nations Children Fund (UNICEF), the region has the highest rates of out-of-school children, contributing to more than half of the country’s 18.5 million out-of-school children.
Due to poverty, inaccessibility and the apparent impacts of climate change, girls in rural areas face many challenges that drive them away from schools. Other noticeable factors include early marriage, early pregnancy, and lack of schools in their immediate environment.
A Visit to Guyaba Village
Accessing the road from Cheledi was very difficult as desert sands dominated the path, and at one point, boats had to be the only means to cross to get to the village. Upon reaching the village, it was noticed that the only secondary school had been swept away by floods. There were no rooftops, no windows, and no desks; it was already abandoned.
River Guyaba between Guyaba and Cheledi that students cross via boat to guyaba village
Speaking to the village head, Alhaji Ibrahim Dalhatu, he explained that the only junior secondary school they had was destroyed by the flood. “When the flood began, education could not continue,” he said. “Most of our girls, after primary school, would be married off at a tender age. We called on the state government for rescue, but we have not gotten a positive response from them.”
Malam Ahmad Ibrahim, a farmer in Guyaba village, added, “Not having a secondary school here is like a setback. Where there is no girls’ education, there’s backwardness 100%. Here in Guyaba, we rely on schools in Cheledi, but crossing the rivers during and after the rainy season is the major challenge we have here. A lot of parents have given up on education due to fear of kids drowning in the river.”
The Price of Inaction
While the government is aware of the issues, the lack of a solid, long-term Education Sector Plan (ESP) that addresses the challenge of the communities has left schools vulnerable, and girls are suffering the most.
Experts observed that in states with well-thought-out state education sector plans (SESP), schools should have systems to deal with natural disasters, ensuring minimal disruption and addressing gender-specific challenges to keep girls in school, even during crises. Unfortunately, Bauchi State lags behind in this regard, and Kirfi serves as a clear example of the cost of inaction.
“We need to stop looking at this as an isolated issue,” said local activist Ibrahim Musa. “This is not just about Kirfi—this is a state-wide crisis. Other communities are also facing similar challenges, and without an Education Sector Plan, we will continue to lose generations of girls.”
Tanko Mato Ibrahim, the School-Based Management Committee (SBMC) chairman of GGDSS Cheledi, also expressed his concern. “It’s painful,” he said. “Parents here can spend up to a million naira to marry off their daughters, but they can’t spend even 1,000 naira on their education. And despite promises from the government, the reality remains harsh. A few years ago, the state promised to pay WAEC fees for all the girls in our school. In the end, they only paid for 10. This is the kind of injustice we’re dealing with.”
The time to act is now. Bauchi State must implement a gender-responsive Education Sector Plan (ESP), which is crucial to ensuring that girls are not left behind. The state needs to prioritize the development of flood-resilient schools, especially in flood-prone areas like Kirfi. Building all-girls boarding schools within these communities would reduce the risks associated with dangerous commutes. Additionally, the government should establish reliable transportation options, such as community-owned buses or boats, to safely ferry girls to and from school.
But this is not enough. Bauchi must also adopt gender-sensitive curricula and policies that address the specific challenges girls face in education. This includes recruiting and training more female teachers who can act as mentors and role models for girls, and ensuring that school-based management committees (SBMCs) are equally represented by women to monitor and tackle gender-related challenges.
Moreover, seasonal learning adjustments must be made to accommodate girls who help their families during the farming season. Flexible school schedules, mobile learning units, and community education hubs should be put in place to provide continuous education even in the face of displacement or inaccessibility.
The Need for Government Accountability and NGO Support
In addition to these measures, it is observed that the government has to establish stronger mechanisms for accountability, ensuring that promises made are actually kept. Community oversight committees, including parents, educators, and local leaders, could track progress and hold the government to its commitments. Partnerships with NGOs, who often have the flexibility and capacity to implement educational programs quickly, should be prioritized to support the rebuilding of infrastructure, as well as provide scholarships and educational resources to affected girls.
Long-Term Solutions and Climate Change Education
Experts are of the view that the issue of climate change must be incorporated into education. Schools should not only be flood-resilient but also teach girls about environmental issues, agriculture, and disaster preparedness. This knowledge would equip them to adapt to the changing climate, which is increasingly affecting their communities.
Bauchi’s current lack of ESP is a big barrier to addressing these issues effectively. Without a clear, comprehensive Educational Plan, the state’s education system remains vulnerable and girls are likely to be the victims. This lack of planning is one of the reasons attributed promises have been made but never delivered. The Commissioner for Education must urgently lead the creation and implementation of a gender-responsive ESP, ensuring that every girl has access to a safe, inclusive, and quality education.
Bauchi’s failure to act now will have long-lasting consequences. The future of an entire generation of girls is at stake. Without immediate action, the cycle of poverty, early marriage, and illiteracy will continue to trap these girls. The government must commit to urgent and sustained action to address these challenges before it is too late.
This report was published with collaborative support from Impact House Centre for Development Communication and System Strategy and Policy Lab (SSPL).