The story of girls’ education remains one of struggle, neglect, and systemic failure across many local government areas (LGAs) in Bauchi State. In the least developed LGAs, such as Warji and Kirfi, the challenges for girl child education are numerous. Also, in relatively better-off LGAs, such as Alkaleri, Toro, and Misau, the challenges persist. Even the state capital, Bauchi LGA, is not immune to the multiplicity of hurdles to hinder girl-child access to education, or quality education.
WikkiTimes observed that at Government Day Secondary School (GDSS), Katanga, in Warji LGA, only five girls were found sitting in the classroom that was supposed to have at least 50 students. The rest were absent, some have reportedly dropped out, others were at home helping their families with routine work, and a few are on the verge of being married off. The girls who made it to school on the fateful day defied the odds as they sat on bare floors, their notebooks balanced on their laps with no chairs, no desks, just cracked cement floor and dust-stained uniforms to learn.
Amina Haruna, a 14-year-old who clings to her dream of becoming a nurse, was among the girls still struggling to keep faith despite the inhabitable learning atmosphere in the school. She and four other girls occupy a nearly empty classroom, the only students who showed up that day. The silence is unsettling. The absence of chatter, rustling notebooks, and a full class eager to learn weigh heavily in the classroom.
Amina recalled when the classroom used to be full of students, as she told WikkiTimes that the missing desks and chairs represent almost a ghost of the class, just like the empty spaces; her classmates have disappeared, one by one. She narrated that some of her friends were married off, others sent to work to eke out a living, and a few simply stopped coming, convinced there was no future for them in school due to their circumstances.
She shifts uncomfortably, her notebook pressed against her knees, trying to ignore the aching in her back from sitting on the bare cement floor. As the teacher speaks, Amina’s thoughts drift. Will she, too, be the next to leave? Or will she somehow find a way to stay?
A Society Failing Its Girls
The International Centre for Investigative Reporting (ICIR) states that Nigeria has one of the highest numbers of out-of-school children in the world, with estimates ranging between 10 and 20 million, according to UNICEF’s 2024 report.
Data from the National Mass Education Program Initiative (NMPI) shows that Bauchi State ranks third among northern states, with 55.7% of school-age children not attending school.
Despite repeated calls for reforms to address the problem, Bauchi State still lacks a Gender-Responsive Education Plan (GREP), a structured approach that ensures girls receive equal opportunities in education through inclusive policies, well-trained teachers, and community support, which could help in solving the challenge.
In addition to poverty, girls face a combination of cultural, social, and infrastructural barriers that keep them out of school. Many parents still prioritize their sons’ education over their daughters’ as they often opt to marry their female children which is considered a more secure future in some situations. Meanwhile, education, which ought to have given them a chance, has not been utilised as schools remain ill-equipped to support them; a lack of female teachers, gender-segregated facilities such as toilets, and security concerns all contribute to high dropout rates among girls in Bauchi.
Recognizing the crisis, the Bauchi State Government recently approved the Girls’ Scholarship Programme (GSP) under the Adolescent Girls Initiative for Learning and Empowerment (AGILE), funded by the World Bank. The first phase will support 20,250 girls, with another 40,000 in the second phase and 50,000 in the third phase.
While this is a significant step, it is not enough to address the deep-rooted challenges limiting girls’ education. Advocates argue that financial aid alone will not be sufficient if schools remain unwelcoming and unequipped for girls’ needs. Without urgent interventions such as school feeding programs, menstrual hygiene support, and community-driven awareness campaigns girls like Amina will continue to fall through the cracks of an unequal education system.
Stakeholders’ Promises
Education stakeholders in Bauchi State have, over the years, vowed to address the crisis of out-of-school children, including that of girls. At a recent stakeholders’ engagement organized by the AGILE, the District Head of Bauchi Metropolis, Alh. Nura Jumba, reaffirmed Bauchi emirate’s commitment to prioritizing education.
“Gone are the days when people rejected formal education,” said Jumba, who also holds the traditional title of Chiroma of the Emirate.
“As traditional leaders, our priority is to ensure our people are educated, especially the girl child because we are lagging behind. His Royal Highness, the Emir, has directed us to advocate for education wherever we go.”
The Bauchi State Commissioner of Education, Muhammad Lawan, also emphasized that the state government has set up the right structures to deliver the AGILE project targeting the girl child education, engaging religious and traditional leaders to ensure community participation.
Despite these commitments, girls like Amina in Warji and other areas still face a starkly different reality: empty classrooms, poor infrastructure, and deep-seated cultural barriers that keep them out of school. While the AGILE project, funded by the World Bank, has set ambitious targets, the lack of a GREP by the state to address peculiar challenges continues to leave many girls behind.
Parents’ Perspective on Girls’ Education
Many parents in Bauchi share their concerns about the barriers to girls’ education. During an interview with WikkiTimes in Warji, many parents noted that lack of support from the government and community reluctance to prioritize girls’ education became a stumbling block.
Suleman Aliyu, a father of two girls, expressed his concern about the state of the schools in the area. “We are told to send our daughters to school, but what will they do with the education when the school has no facilities? I don’t have the money to buy books and uniforms every year, and there’s no place for my daughter to sit in class,” he told WikkiTimes.
Another parent, Zainab Hassan, a mother of three girls, shared a similar sentiment.
“Even if we send them to school, some of them get married early and stop their education. If the government can give us more support, like scholarships and better facilities in the schools, it would make a huge difference.”
For Fatima Abubakar, the decision to send her daughters to school remains a daily struggle. She shares the same hopes as many other parents hoping that the AGILE project will help create a more conducive environment for her five daughters to continue to learn.
Teachers’ Perspectives
Some teachers who witness young girls’ struggles firsthand in classrooms, offer another layer of insight into why many girls drop out.
Aisha Mohammed, an English teacher in Gwallameji with over a decade of experience, describes the challenges as rooted in poverty of the parents among others.
“Many of my students are eager to learn, but they come to school with so many challenges. Some cannot even afford notebooks. Others are frequently absent because their parents prioritize house chores over school, Malama Aisha told WikkiTimes.”
Another teacher, Malam Ibrahim Yusuf, who teaches mathematics in Government Day secondary school Katanga warji highlights the learning gap between boys and girls.
“By the time girls reach JSS3 or SS1, some cannot read fluently. This is because many of them start school late or miss too many classes because of their nature and theirs is not sometimes prioritised.”
Kaduna’s GREP Story
While Bauchi has yet to adopt GREP, Kaduna State offers a model of success as it has recorded significant progress in advancing girls’ education since its adoption in 2019.
Through GREP, the state has implemented inclusive policies, gender-sensitive teaching methodologies, and increased infrastructure support for girls’ education. With the active involvement of government and community leaders, Kaduna has made strides in ensuring that both girls and boys have equitable access to quality education.
WikkiTimes learnt that a key component of the Kaduna GREP is the establishment of the Female Education Department, which has spearheaded initiatives like second-chance education for girls who dropped out of school due to early marriage or pregnancy.
The state has also made notable infrastructure improvements, including the introduction of girl-friendly facilities such as separate toilets and access to safe water through boreholes, ensuring a conducive learning environment.
In addition to these infrastructure improvements, Kaduna has taken steps to address gender-based violence (GBV) by appointing GBV focal persons in schools and establishing grievance response mechanisms. This comprehensive approach has contributed to a 15% increase in female enrollment in public secondary schools, ensuring that more girls are able to pursue their education without barriers.
Moreover, the state’s efforts are supported by annual budget allocations, including N12 million for female education programs in 2024, as well as partnerships with organizations like the World Bank’s AGILE project. These efforts have not only improved the physical learning environment but have also created programs that offer mentorship, school feeding programs, and stipends for teachers who work with girls in afternoon classes.
Kaduna’s success demonstrates the power of a holistic, gender-responsive approach to education, one that includes the cooperation of both government bodies and community leaders, ensuring that girls have the opportunity to succeed.
Education analysts and gender advocates observe that Bauchi has some things to learn from Kaduna and elsewhere such as implementing a GREP to train teachers, ensure female teacher representation, and create safe, gender-friendly school environments.
They noted also expanding the AGILE Scholarship Program to target vulnerable girls and offer transportation stipends while sensitising communities to promote the benefits of girls’ education and engage community leaders to overcome cultural barriers.
Other issues include introducing menstrual hygiene and school feeding programs to provide free sanitary pads and launch meal programs to support families financially.
With such support, Amina’s future and that of thousands of girls across Bauchi State will prove and make the society better for all.
Will the government, communities, and stakeholders rise to the challenge before another generation of girls is left behind?”
This report was published with collaborative support from the Impact House Centre for Development Communication and System Strategy and Policy Lab (SSPL)
