The Katsina State House of Assembly has committed to passing a bill that aims to increase women’s participation in the education sector to 35%. This commitment was voiced during a meeting in Kano, organized with the support of UNICEF and the High Level Women Advocacy (HILWA).
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The bill, initiated by HILWA, has already progressed through a second reading in the assembly and includes a public hearing. Alhaji Nasir Yahaya-Daura, the Speaker of the House, chaired the meeting and emphasized the assembly’s dedication to passing the bill, recognizing the importance of educating girls for the rapid development of the state.
The Speaker affirmed that the state legislature is focused on enacting laws that enhance girl-child enrollment in schools and gender representation in governance. He assured that the bill would be passed promptly once the committee presents its report.
Hajiya Mariya Abdullahi, the Chairperson of HILWA, pointed out the previous lack of gender equality progress, particularly in the north, and the limited access to education for women in decision-making roles. She believes that increasing women’s participation in education will not only improve conditions for girls but also for boys.
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UNICEF’s Officer in charge of the Kano Field Office, Mr. Michael Banda, highlighted the significance of the 35% target in motivating and inspiring girls towards education. He noted that while Nigeria has a national gender policy promoting a 35% affirmative action for women, it is not effectively practiced. The policy aims to involve women in all governance processes.
WikkiTimes reports that in Nigeria, the participation of women in education is significantly lagging, influenced by deep-rooted cultural, socioeconomic, and political barriers.
Despite the country’s efforts to increase gender equity in education, traditional practices and societal norms continue to create disparities. High drop-out rates among female students, reluctance to enroll in science-based courses, and poor classroom participation are some of the challenges faced by women in the Nigerian education system.
Predominant cultural views in Nigeria suggest that women’s roles are primarily domestic, leading to a reduced focus on their formal education. Patriarchal practices further exacerbate this situation by prioritizing the education of boys over girls. Financial constraints also contribute to this gap, as families with limited resources often choose to invest in the education of male children over female children, perpetuating a cycle of gender inequality in education.
