Nigeria Evaluation

Formative Evaluation of
The United Nations Girls’ Education Initiative
Nigeria Report
July 2012
FormativeEvaluationof
TheUnitedNationsGirls’EducationInitiative
NigeriaReport
UnitedNationsGirls’EducationInitiative(UNGEI)
July2012
©UnitedNationsGirls’EducationInitiative(UNGEI),NewYork,2012
Thisevaluationisaworkingdocument.Itspurposeistofacilitaterapidexchangeofknowledge
andperspectivesandtostimulatediscussion.Thecontentsofthispaperdonotnecessarily
reflectthepoliciesortheviewsofUNGEI.Thepaperhasnotbeeneditedtoofficialpublications
standards,andUNGEIacceptsnoresponsibilityforerrors.
Photocredit:©UNICEF/NYHQ2008‐1063/ChristineNesbitt
Contents
Contents........................................................................................................................................................................................3 Acknowledgements.................................................................................................................................................................6 Acronyms.....................................................................................................................................................................................8 ExecutiveSummary.................................................................................................................................................................9 1. 2. 3. 4. Introduction..............................................................................................................................................................15 1.1 Backgroundandpurposeoftheevaluation.......................................................................................15 1.2 Aimsandobjectivesoftheevaluation..................................................................................................15 1.3 Scopeoftheevaluationatthecountrylevel......................................................................................16 1.4 Structureofthisreport...............................................................................................................................18 Evaluationprocessandmethodology............................................................................................................19 2.1 Theinception/preparationphase..........................................................................................................19 2.2 Keyactivitiesundertakenduringthepreparationphase.............................................................19 2.3 TheLogicModel.............................................................................................................................................20 2.4 Datacollectionmethods.............................................................................................................................21 2.5 Samplingframe..............................................................................................................................................21 2.6 Datacollectioninstruments......................................................................................................................22 2.7 Fieldwork..........................................................................................................................................................23 2.8 Dataanalysis...................................................................................................................................................23 2.9 Methodologylimitations............................................................................................................................24 Context:Countrybackground,educationsector........................................................................................26 3.1 Countrybackground....................................................................................................................................26 3.2 Nigeria’seducationsector.........................................................................................................................26 3.3 Girls’educationinNigeria.........................................................................................................................27 EstablishmentandevolutionofUNGEIatthecountrylevel.................................................................29 4.1 5. EstablishmentofNGEI................................................................................................................................29 FindingswithrespecttoUNGEIoutcomes...................................................................................................35 5.1 Outcome1–Policiespromotinggirls’educationandgenderequalityareinexistence.35 5.2 Outcome 2 – Best practices in facilitating girls’ education and gender equality are
knownandinstitutionalized...................................................................................................................................39 5.2.1 BeforeNGEI.....................................................................................................................................................39 3
6. Overallassessmentoftherelevance,effectivenessandefficiencyoftheNGEIpartnership...49 7. Conclusions................................................................................................................................................................54 8. Lessonslearned.......................................................................................................................................................59 Annexes.....................................................................................................................................................................................64 Annex1:AbbreviatedtermsofreferencefortheformativeevaluationoftheUnitedNationsGirls’
EducationInitiative..............................................................................................................................................................64 Annex2:Bibliography.........................................................................................................................................................68 Annex3:UNGEIformativeevaluation–CompositionoftheReferenceGroup...........................................74 Annex4:Listofpersonsinterviewedandselectedparticipantsatfocusgroupsessions......................77 Annex5:TimelineofUNGEIevents...............................................................................................................................81 Annex6:Completedevaluationframework...............................................................................................................88 Annex7:NigeriaLogicModel..........................................................................................................................................93 Annex8:Educationstatistics............................................................................................................................................94 Annex9:SummaryofprogresstowardsMDGtargets..........................................................................................97 4
Listoftablesandfigures
Table1–KeystrategiesandactivitiesofUNGEI......................................................................................................33
Table2–Pre‐andpost‐NGEIpolicies/initiatives....................................................................................................35
Table3–Outcome1:Expectedoutcomesandindicators....................................................................................37
Table4–Outcome2:IndicatorsandprogressmadetowardsachievingOutcome2...............................40
Table5–Preandpost‐NGEIpartnershipsforgirls’educationinNigeria....................................................43
Table6–FeaturesofNGEIpartnership.......................................................................................................................49
Figure1–Genderparityindexandnetattendanceratios...................................................................................28 Figure2–StructureoftheUNGEIpartnership.........................................................................................................31 5
Acknowledgements
IwouldliketothankallofthemembersoftheNigeriaGirls’EducationInitiative(NGEI)National
TechnicalWorkingGroupfortheirtimeandcooperationineditingthefieldinstrumentsand
completingtheNigerianEvaluationFramework.Iwishtothankthefollowingmembers,who,in
addition,gaveindividualinterviewsaspartnerorganizations:Mrs.StellaOkafor,Deputy
DirectorSpecialEducation,FederalMinistryofEducation;Mrs.FeliciaOnibon,CEOofChange
ManagersInternational;Ms.RoseEffiong,NationalCoordinatorofSocietyforEmpowermentand
SelfReliance;Ms.ChiomaOsuji,ProgrammeOfficeroftheCivilSocietyActionCoalitionon
EducationforAll;andHajiyaMaryamIdrisOthman,theNationalPresident(Amirah)of
FOMWAN.Mygratitudealsogoestothefollowing:Ms.MargaretYauoftheT.Y.Danjuma
Foundation;Ms.AzukaMenkitiofActionAidNigeriaandChairoftheNGEITechnicalWorking
Group;andMallamIbrahimSulemanandMrs.DoyinOrugun,bothoftheUniversalBasic
EducationCommission,Abuja.
IwouldalsoliketothankallofthemembersoftheNigerStateNGEITechnicalCommittee;Mrs.
NaomiMaiguwa,theGirls’EducationProjectStateProjectsCoordinator;Mr.GarbaYahaya,
DirectorofPlanning,ResearchandStatisticsoftheMinistryofEducation(andChairofthe
TechnicalCommittee);Mrs.EstherSule,DeputyProvostoftheNigerStateCollegeofEducation
andherstaff;PrinceJ.AliyuGwam,DeputyChairmanofthePaikoroLocalGovernment;Mrs.
RamatuHaruna,EducationSecretaryofthePaikoroLocalGovernmentandallotherstaffofthe
localgovernment;andallofthemembersoftheSchoolBasedManagementCommitteeand
Women’sAssociationofGwamPrimarySchool.Ialsowishtothankpartnernon‐governmental
organizationsfortheircooperation;Mrs.LoisKolo,theViceChairmanofNigerState’sCivil
SocietyActionCoalitiononEducationforAll;Mrs.LaiatuDanladi,ActingCoordinatorofthe
Women’sRightsAdvancementandProtectionAlternative,NigerState;HajiyaFatimaFarouq,
ChairTechnicalCommitteeofLifeRehab,Minna;HajiyaAishatuLemu(Jr),Amirah,Federationof
MuslimWomenAssociationofNigeria,NigerState;andthePrincipalofWomen’sDayCollege,
Minna.IalsowishtothankAlhajiJibrinIsah,SecretaryoftheNigerStateUniversalBasic
EducationBoard,andhisstafffortheircooperation.
ThanksalsogotoMrs.SaratuYinusa,EducationSpecialist,UNICEFBauchiOffice;members,
BauchiNGEITechnicalCommittee;Dr.IbrahimAlaburaAbubakar,Chairman,BauchiNGEI
TechnicalCommittee;Mrs.HalimaJibril,Girls’EducationProjectStateProjectCoordinator,
BauchiState;theProgrammeOfficersofthefollowingpartnernon‐governmentalorganizations:
RAHAMA,WomenEmpowermentInitiative,FederationofMuslimWomenAssociationofNigeria,
WomenDevelopmentAssociationforSelfSustenance,andtheDevelopmentExchangeCentre.
Mythanksalsogototheschool‐basedmanagementcommitteeofAjiyariPrimarySchool,Darazo
LocalGovernmentArea;theProvostandPrincipalOfficersofCollegeofEducation,Azare;Alhaji
AbdullahiDabo,theChairmanBauchiStateUniversalBasicEducationBoardandhisDirectors;
andAlhajiMohammedAnwalIbrahim,PermanentSecretaryoftheBauchiStateMinistryof
6
Education.MyspecialthanksgotoHisRoyalHighness,UsmanBilyaminuOthman,theEmirof
Dass,forwelcomingtheEvaluationTeamtohispalace,andforhissupportforNGEI.
Thankyoutothefollowingforfacilitatingtheevaluationexercise:Dr.AliceAkunga,Chiefof
Education,UNICEFAbuja,forherpassionfortheNGEIandsupportfortheevaluation;Ms.JoyEli
andMs.ChinweObi,bothofUNICEF,forlogisticarrangements;Dr.AlmustafaDanjuma,
Planning,MonitoringandEvaluationSpecialist,UNICEFFieldOffice,Bauchi,forhiscontribution
tothefinalizationofthefieldinstruments;andAlhajiUsmanSaniMuhammad,Girls’Education
ProjectConsultant,FederalMinistryofEducation,Abuja,whosupportedtheconsultantduring
thefieldtrips.IalsowishtocommendallNGEIpartnersfortheirenthusiasmfortheproject,
giventhattheircontributionisvoluntary.Myappreciationalsogoestoallreviewersofthedraft
reportfortheircomments,including:Dr.Almustafa,Planning,MonitoringandEvaluation
Specialist,UNICEFBauchiFieldOffice;andDr.J.AwotundeoftheUNICEFOffice,Abuja.
Finally,IwishtothankUNICEFNigeriaforgivingmetheopportunitytocarryoutthis
assignment.
ChristianaOkojie
NationalConsultant
7
Acronyms
AGEI CEDAW
CRC CSACEFA
CSO DFID EFA FAWEN
FGD FME FOMWAN
GEP LGA MDG NCCE NGEI NGO NPE SAGEN
SBMC SESER SESP SESOP SUBEB TWG UBEC UNESCO
UNGEI UNICEF
WRAPA
AfricanGirls’EducationInitiative
ConventionontheEliminationofAllformsofDiscriminationAgainst
Women
ConventionontheRightsoftheChild
CivilSocietyActionCoalitiononEducationforAll
civilsocietyorganization
DepartmentforInternationalDevelopment
EducationforAll
ForumforAfricanWomenEducationistsinNigeria
focus‐groupdiscussion
FederalMinistryofEducation
FederationofMuslimWomen’sAssociationsinNigeria
Girls’EducationProject
LocalGovernmentArea
MillenniumDevelopmentGoal
NationalCommissionforCollegesofEducation
NigeriaGirls’EducationInitiative
non‐governmentalorganization
NationalPolicyonEducation
StrategyforAccelerationofGirls’EducationinNigeria
School‐basedmanagementcommittee
SocietyforEmpowermentandSelfReliance
StrategicEducationSectorPlan
StrategicEducationSectorOperationalPlan
StateUniversalBasicEducationBoard
TechnicalWorkingGroup
UniversalBasicEducationCommission
UnitedNationsEducation,ScientificandCulturalOrganization
UnitedNationsGirls’EducationInitiative
UnitedNationsChildren’sFund
Women’sRightsAdvancementandProtectionAlternative
8
ExecutiveSummary
Introduction
TheUnitedNationsGirls’EducationInitiative(UNGEI)waslaunchedinDakarin2000bythen
UnitedNationsSecretary‐General,KofiAnan.UNGEIwascreatedinNigeriaastheNigerianGirls’
EducationInitiative(NGEI)andwasformallyinauguratedinMay2005,althoughitwaspreceded
bytwoinitiativeswiththesameobjectiveofpromotinggirls’educationinNigeria–namely,the
AfricanGirls’EducationInitiative(2001–2003)andtheStrategyfortheAccelerationofGirls’
EducationinNigeria(2003).
Sincethen,NGEIhasbeenformallylaunchedinsomestatesandisoperationalinothers.Thisis
thereportoftheformativeevaluationofNGEI–whichistherepresentationofUNGEIinNigeria.
Thereportdocumentstheachievementsoftheinitiative,summarizeslessonslearned,highlights
someofitsstrengthsandweaknesses,andsuggestsrecommendationstostrengthenthe
initiativeandscaleituptotherestofthecountry.
Evaluationobjectivesandmethodology
TheformativeevaluationofUNGEIexplorestheextenttowhichtheUNGEIpartnershipis
achievingitsintendedoutcomesatthecountrylevel,andtheextenttowhichglobaleffortsare
contributingtotheeffectivenessandefficiencyofthepartnership.Theevaluationisanchoredon
acommonmonitoringandevaluationframework,whichhighlightsthefollowingoutcomes:

Policiesthatpromotegirls’educationandgenderequalityareinexistence;

Bestpracticesinfacilitatinggirls’educationandgenderequalityareknownand
institutionalized;and

UNGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality.
TheevaluationsetouttodetermineifandhowNGEIhasaddedvaluetocountry‐levelresultsin
girls’education.Sinceitisalwaysdifficulttoattributeresultstoonlyonesourceofinputs,
actionsoractors,totheextentpossibletheevaluationsoughttooutlinethecontributionofNGEI
tooverallresultsthroughacontributionanalysis.Contributionanalysisfocusesonidentifying
thechangesthattookplace,andhowdifferentinputscontributedtothosechanges.
Evaluationmethodology
Themethodologyinvolvedpreparinganinceptionreport,whichincludedadocumentaryreview
ofavailableinformationongirls’educationinNigeriaandrecordsonNGEI,aswellaspreparing
fieldinstruments.Datawerecollectedthroughaformaldeskreview,interviewswithkey
informants,focusgroupdiscussions,anddirectobservationsoftheactivitiesofbeneficiaries.
TheNigerianEvaluationFrameworkandtheNigerianLogicModelwerepreparedtoguidethe
evaluationquestioning.FieldworkinNigeriaconsistedofinteractionswiththeNational
9
TechnicalWorkingGroupinAbuja,aswellasfieldvisitstotwostateswhereNGEIisfully
functional–BauchiandNiger.TheevaluationtargetedgovernancebodiesofNGEIatnational
andstatelevels,partnerorganizations(non‐governmentalorganizations)andbeneficiaries(who
havealsobecomepartners),suchasschool‐basedmanagementcommittees,women’s
associations,andtraditionalandreligiousleaders.Fieldworktookplacebetween8Mayand31
May2011.
Countrycontext
The2005NationalSchoolCensusrevealedanetprimaryenrolmentratioof83.7percent,witha
malenetenrolmentratioof87.01percentandafemalenetenrolmentratioof81.3percent
(UNICEF,2008),suggestingthatasubstantialproportionofchildrenofprimaryschoolageare
notenrolledinschool.Therearealsosubstantialgeographicalandgenderdisparitiesinaccess
betweenthesouthernandnorthernpartsofthecountry,withgenderdisparitiesagainstgirls
highestinthenorth.
Underlyingcausesofgendergapsineducationinclude:ignoranceandlackofawarenessofthe
valueofgirls’education,widespreadpoverty(morethanhalfofNigerianslivebelowthepoverty
line),inadequateschoolinfrastructure(classroomspace,furniture,water,toilets,etc.),cultural
andreligiousbiases(preferenceforboys,misinterpretationofreligioustenets,sendinggirlsto
hawktogeneratemoneythatwillbeusedtobuykayandaki(thefurnitureandotherutensilsthe
girlwilltaketoherhusband’shome,etc.),earlymarriageandteenagepregnancy.UNICEF
Nigeriaandotherdevelopmentpartnershaveestablishedgovernment(federalandstate)
partnershipstopromotegirls’educationinNigeria,andvariousgirls’educationinitiativesaimed
atenhancinggirls’enrolmentandcompletionrateshavebeenimplementedinthecountry.
EstablishmentandevolutionofNGEI
TheformallaunchofNGEIwasdeclaredatastakeholder’smeetinginMay2005.The
partnershipmodelofNGEIisoneofcollaborationbetweendevelopmentpartners,theFederal
MinistryofEducationandgovernmentagencies(suchastheUniversalBasicEducation
Commission),civilsocietyorganizationsandotherstakeholders(suchasschool‐based
managementcommittees,traditionalandreligiousleaders,communities,parentsandpupils).
TheFirstLadiesatnationalandstatelevels(wivesofthePresidentandStateGovernors)were
broughtinaspatronstoaccordpoliticalrecognitiontothepartnership.WhileUNICEFis
responsibleforcoordinatingdevelopmentpartners,theFederalMinistryofEducationis
expectedtodrivetheprocess,whilecivilsocietyorganizationsaretocontributetheirvarious
competenciestohelppromotegirls’educationinNigeria.
ATechnicalWorkingGroupofninememberswassetuptomanagetheprocess.Itwasdecided
tousethenorthernstates,wheregenderdisparitiesineducationwerewidestandwhere
UNICEFwasalreadyimplementingtheGirls’EducationProject,asentrypointsforNGEIinto
states.FormerFirstLadyHajiyaTuraiYar’AduaofficiallylaunchedNGEIinBauchiStateon28
March2008.Sincethen,NGEIhasbecomefullyfunctionalinfourstates–Bauchi,Katsina,Niger
10
andSokoto–andisoperationalinnineothernorthernstates.Atthestatelevel,thereisa
Technical/SteeringCommitteetomanagethepartnership.
Keystrategiesandactivitiesateachlevelare:advocacy/sensitizationtopolicymakers,
traditional/religiousleadersandcommunities;inaugurationofstatechapters;capacitybuilding
foradvocacyandidentificationanddocumentationofbestpractices;resourcemobilization;and
documentationanddisseminationofbestpracticesforpromotinggirls’education.
3. FindingswithrespecttoUNGEIoutcomes
Outcome1:Policiespromotinggirls’educationandgenderequalityareinexistence
VariouseducationandgenderequalitypolicieswerealreadybeingimplementedbeforeNGEI,
suchastheNationalPolicyonEducation,theCompulsoryFreeUniversalBasicEducationAct
(2004),theNationalPolicyforWomen(2000),etc.Nigeriahadalsoratifiedorsignedvarious
internationalagreementsandconventionsrelatingtotherightsofwomenandchildren,
educationforall,etc.
SinceNGEI,theexpectedoutputsforOutcome1havebeenproduced,andtheNationalGenderin
BasicEducationPolicy(2007)andImplementationGuidelines(2007)havebeendeveloped.The
policywasusedasinputforthedevelopmentofstrategiceducationsectorplansinseveral
states.TheChildRightsActhasbeendomesticatedinseveralstates,includingNiger.Policiesto
reintegrategirlsafterpregnancy/marriagehavebeenadopted(inBauchi)orstrengthened(in
Niger).Scholarshipprogrammestotrainfemaleteachershavealsobeenintroduced.
SomeofthesechangeswerearesultofNGEIinputs,suchas:policydialoguewithpolicymakers,
sensitizationofcommunitiesonthebenefitsofgirls’education,andinputsbystatepatronsof
NGEI(wivesofStateGovernors)whospearheadedNGEIactivitiesintheirstates.
Outcome2:Bestpracticesinfacilitatinggirls’educationandgenderequalityareknown
andinstitutionalized
Sincebeforeindependence,anumberofbestpracticestoaddressgirls’educationhadbeen
adoptedinNigeria,suchasall‐girls’secondaryschoolsandscholarshipsforgirls,forexample.
However,theywerenotrecognizedordocumentedasgoodpractices.SinceNGEI,thetwo
expectedoutputsforOutcome2havebeenachieved–goodpracticesarenowbeingdocumented
anddisseminated,andthecapacityofstatepartnerstoidentifyanddocumentbestpracticeshas
beendevelopedthroughtraining.VariousNGEIpartnersareroutinelydocumentingand
disseminatinggoodpracticesthataresharedduringjointmeetingsofnationalandstate
partners.Overall,policydecisionstargetinggirls’educationinNigeriaareinformedby
knowledgeofgoodpractices.NGEIinputshaveincludedpolicydialogueandtrainingthrough
capacity‐buildingworkshops.Thedocumentationanddisseminationareimplementedefficiently
andatnoadditionalcost,sincetheyarebuiltintotheNGEIprocess.Thisisimportantbecause
NGEIhasnosupportingfundsofitsown.
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Outcome3:FacilitationbyNGEIofaneffectivepartnershipforgirls’educationandgender
equality
BeforeNGEIwasformallyinaugurated,theGovernmentofNigeriahadpartneredwith
developmentpartnerstoaddresseducationissuesinNigeria.TheAfricanGirls’Education
InitiativeandStrategyforAccelerationofGirls’EducationinNigeriawereexamplesofsuch
partnerships,buttheywereonlyoflimiteddurations.Atanon‐governmentallevel,the
FederationofMuslimWomen’sAssociationsinNigeriaandtheCivilSocietyActionCommittee
onEducationforAllhavebeenactivelyinvolvedinpromotingeducationissues.However,these
collaborationswerenotasbroad‐basedasNGEI,whichinvolvesawiderangeofstakeholders.
ThethreeexpectedoutputsforOutcome3havebeenproduced:NGEIhasdevelopedtermsof
references,guidelinesandworkplansthatarebeingimplemented;NGEIpartnershipshavebeen
formedatnationalandstatelevels;andthecapacityofnationalandstatepartnershasbeen
strengthenedforgendermainstreaming.NGEIisfunctioningatthenationallevelandhasbeen
formallylaunched.Itisfullyfunctionalinfourstatesandoperationalinnineothers.However,
statesinthesouthernpartofNigeriahavenotbeenintegrated.
4. Overallassessmentoftherelevance,effectivenessandefficiencyoftheNGEI
partnership
TheNGEIpartnershiphastheelementsofanidealpartnership–inclusiveness,jointgovernance,
poolingofresourcesandcommonvisionandgoals.Oneofitsmainstrengthsistheinvolvement
oflargegroupsofstakeholdersandthepoolingoftheircompetenciestoachievetheirobjectives.
5. Conclusion
Someofthepartnership’sactivitiesandachievementsincludethefollowing:

NGEIhasmadesignificantprogresstowardsachievingthethreeoutcomesofUNGEI.

ThroughNGEIstructures,NGEIhasbeenabletopromotefemaleeducation,andenrolment
andcompletionratesareincreasing.

ItmaybeconcludedthatwhileallofthechangescannotbeattributedtotheNGEI
partnershipalone,NGEIhasbeenacatalystandhasacceleratedthepaceofchangein
attitudestowardsfemaleeducation.Accordingtoastakeholder,“thekeyisinthe
coordinationofeffortsaddressedattacklingconstraintsonfemaleeducation.Therewould
havebeenchangeswithoutNGEI,butnotinacoordinatedmanner.”Effortsarenow
channelledthroughthepartnership.Insteadofcivilsocietyorganizationsmakingdiscordant
noisesasactivists,theyarepartofastakeholdergroupthatmeetswithpolicymakersand
otherrelevantgroupstopromotefemaleeducation.NGEIhasalsogeneratedmomentum
amongcommunities,parentsandpolicymakerswithrespecttogirls’education.

NGEIisrelevantintheNigeriancontextbecauseitcomplementsNigeria’seffortstomeet
MillenniumDevelopmentGoals(MDGs)2and3andEducationforAllgoalsofachieving
12
universalaccesstobasiceducationandreducinggendergapsineducation.Itiseffective
becauseithascontributedto:adoptionofgender‐sensitiveeducationpoliciesandplans;
increasesinfemaleenrolment,attendanceandcompletionrates;andreintegrationof
pregnantandmarriedgirlsintoschools.Itsactivities,whicharefocusedmainlyinthe
northernpartsofthecountrywheregendergapsineducationarewidest,havehad
significantimpacts.Activitiesarealsoimplementedinanefficientmannerbecausetheyare
builtintotheprogrammesofpartners,soimplementationstrategiesarethereforecost‐
effective.
6. Lessonslearned
Lessonsinclude:

Partnershipofpolicymakers,civilsocietyorganizationsandotherstakeholdersenhances
theadoptionofgender‐sensitiveeducationpoliciesandprogrammes.

Sustainedadvocacytopolicymakersandtraditionalandreligiousleaders,aswellas
continuousmobilizationofstakeholders,contributedtoincreaseinschoolenrolment
andretentionofgirlsatalllevelsofeducation.

Theinvolvementofchampionsforgirls’education,suchasstateFirstLadies,during
sensitizationvisitstocommunitieshadapositiveimpactonpromotinggirls’education.
7. Recommendations
(a) SustainingNGEI

Structuresinplace(school‐basedmanagementboards,women’sassociations,etc.)
shouldbestrengthened.

NGEIshouldengageinadvocacytoallstatestodomesticatetheNationalPolicyon
GenderinBasicEducationandintegrateitsprovisionsintotheirstateeducationsector
plans.
(b) DisseminationofNGEIactivities
Toensureproperrecord‐keepinganddisseminationofitsactivitieswithinthecountry,the
NationalTechnicalWorkingGroupshouldhaveasecretariat(anequippedofficeofitsown),
whichshouldbebasedeitherattheCivilSocietyActionCommitteeonEducationforAll(the
presentsecretariat)orattheUniversalBasicEducationCommission.Afull‐timeNGEIDesk
OfficershouldbeengagedtoruntheNGEIsecretariatonaday‐to‐daybasis.
(c) ScalingupNGEItootherstates
NGEIshouldpayanadvocacyvisittotheFirstLadytobeGrandPatronofNGEI,targettheFirst
Ladies’Forumtoencouragethemtoincludegirl’seducationissuesontheiragenda,and
strengthenrelevantcivilsocietyorganizationstopushtheNGEIagendainstates.StateTechnical
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CommitteesshouldalsoreachouttothewivesofLocalGovernmentAreaChairmentopromote
NGEIatthelocallevel.
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1.
Introduction
1.1
Backgroundandpurposeoftheevaluation
Researchonfemaleeducationinmanycountrieshasshownthateducatinggirlsandwomenis
criticaltoeconomicdevelopment.Femaleeducationcreatespowerfulpoverty‐reducing
synergiesandyieldsseveralintergenerationalgains.Fordevelopingcountries,wherewomen
representanuntappedsourceofhumancapitalfordevelopment,policiestoreducegendergaps
inaccesstoeducationcanyieldeconomicandsocialbenefitsthataccruetoindividuals,families
andsocietyatlarge.Educationisalsoimportantbecauseitcanhelperadicatepovertyand
hunger.Giventhebenefitsoffemaleeducation,itisimportanttopromoteequalaccessto
educationforbothboysandgirls.
TheUnitedNationsGirls’EducationInitiative(UNGEI)waslaunchedinApril2000attheWorld
EducationForuminDakarbythenUnitedNationsSecretary‐General,KofiAnnan.MemberStates
oftheUnitedNationswerechallengedtoadoptthisinitiativeatthecountrylevel.Inresponse,
UNICEFintroducedtheideaofUNGEItoNigeriain2004.TheFederalMinistryofEducation
(FME),incollaborationwithUNICEF,organizedastakeholders’meetingon6May2005to
deliberateonhowgirls’educationcouldbepromotedinNigeriainordertoachieveMDG3on
achievinggenderparityineducation.ThemeetinggavebirthtotheNigeriaGirls’Education
Initiative(NGEI),whichwasestablishedinNigeriain2005infulfilmentofthecountry’s
obligationtoinformpartnersabouttheactivitiesofnon‐governmentalorganizations(NGOs)on
girls’educationandtodisseminatelessonslearned.
NGEIisoneofthemainstrategiesdesignedtoaddressthecountry’sgendergapineducation.It
wasmandatedtoprovidestakeholderswithaplatformforactionandtogalvanizestakeholders’
effortstogetgirlstogotoschool,remaininschoolandcompleteschooling.Sincethen,NGEIhas
beenlaunchedinanumberofstatesandhasengagedinvariousactivitiesatnationalandstate
levelstoactualizeUNGEIobjectives.ThisevaluationofNGEIispartofaformativeevaluationof
UNGEIinselectedcountriesandregions.
1.2
Aimsandobjectivesoftheevaluation
ThepurposeoftheformativeevaluationofUNGEIistoestablishtheextenttowhichtheUNGEI
partnershipisachievingitsintendedoutcomesatthecountrylevel,andtheextenttowhich
globalandregionaleffortsarecontributingtothepartnership’seffectivenessandefficiency.The
evaluationisanchoredonacommonmonitoringandevaluation(M&E)framework,which
highlightsthefollowingkeyoutcomeareasofUNGEI:



Policiesthatpromotegirls’educationandgenderequalityareinexistence;
Bestpracticesinfacilitatinggirls’educationandgenderequalityareknownand
institutionalized;and
UNGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality.
TheoverallevaluationofUNGEIcoversengagementbyUNGEIatglobal,regionalandcountry
levels.Fourcountrieswereselectedfordetailedcasestudies:Egypt,Nepal,NigeriaandUganda
15
(afifthcountry,Côted’Ivoire,hadtowithdrawfromtheevaluationbecauseofsecurity
concerns).Attheregionallevel,theevaluationfocusedonEastAsiaandthePacific.The
evaluationalsoincludedacomprehensivemappingoftheUNGEIpartnershipinallparticipating
countries,aswellasdatacollectionandinterviewswithglobalstakeholders.Thisreportreflects
thefindingsoftheNigeriacountrystudyonly.Aseparateoverallevaluationreportpullstogether
thefindingsfromtheevaluationasawhole.
ItisanticipatedthattheformativeevaluationwillhelpUNGEI:
 Definethekeyelementsthatmakeastrongpartnershipforgirls’education;
 Validateoutcomestobeachievedineachcountryinordertoadvancethegirls’education
andgenderequalityagendasineducation;
 Collectempiricalbaselinedatainthecountriesandregionalpartnershipsparticipatingin
theevaluation,againstwhichprogressinfutureevaluativeworkscanbemeasured;
 MapthestatusofUNGEIpartnershipsinallcountriesandregions;and
 MapthegovernancestructureandadministrativecomponentsoftheUNGEIpartnership
atthecountry/regionalandgloballevels.
1.3
Scopeoftheevaluationatthecountrylevel
TheNigeriacountryevaluationdocumentshowtheGirls’EducationInitiativehasinteracted
withandcontributedtoNigerianeducationprocesses,andhowthishasimpacted,orisexpected
toimpact,girls’educationandgenderequalityineducation.Thus,thecountryevaluationwill:
 Documentwhatkeychangeshavetakenplaceingirls’educationandgenderequality
overtimeinthethreeoutcomeareasofUNGEI;
 IdentifywhereandinwhatwaysUNGEIhasmadeaspecificcontributionorenhanced
thecontributionofothers;
 Provideevidenceoftheoutputsandoutcomesoftheseinterventions;and
 Finally,assesstherelevance,effectivenessandoutcomesofNGEIinterventions,aswell
astheirsustainability.
TheevaluationalsomapstheUNGEIpartnership,itsgovernanceandadministrativestructure,
operationalmechanism,anditscontributionstogender‐responsivechangesintheNigerian
educationsector.Theevaluationisexpectedtoprovidethefollowing:
 ExamplesofhowNGEIinputshavecontributedtonationalpoliciesthatpromotegirls’
education;
 Examplesofbestpracticesinfacilitatinggirls’educationandgenderequality;
 AnassessmentofhowNGEIfacilitatesaneffectivepartnershipforgirls’educationand
genderequality;
 AvalidateddraftoftheM&Eframeworkwithdocumentationofactivitiesundertakento
validateit;and
 Evidence‐basedconclusionsandrecommendations.
16
ThisrequiresidentifyingwhatkeychangeshavetakenplaceinNigeriawithrespecttogirls’
educationandgenderequalitysinceNGEIwasformedandhowNGEIcontributedtothese
changesorenhancedthecontributionofothers.Italsorequiresanassessmentoftherelevance,
effectivenessandefficiencyofNGEIinterventions,aswellastheimpactsandsustainabilityofthe
changes.
TheevaluationwillseektodetermineifUNGEIhasaddedvaluetocountry‐levelresultsingirls’
education.Sinceitisalwaysdifficulttoattributeresultstoonlyonesourceofinputs,actionsor
actors,totheextentpossible,theevaluationwilltrytooutlinethecontributionofUNGEI
contributiontooverallresultsthroughacontributionanalysis.Contributionanalysisfocuseson
identifyingthechangesthattookplace,andhowdifferentinputscontributedtothechanges.The
logicalstepstodeterminethecontributionofUNGEIareasfollows:
 WhatwasthecontextlikebeforeNGEI–whatwashappeningatlevel‘zero’?
 Whatchangedinthecontextovertime(frombeforeNGEIuntiltoday)?
 WhatdidNGEIdo(takingintoaccountinputsfromglobal/regional/countrylevels)?
 Whatinputs–(training,workshops,policy,evaluations,etc.)wereprovidedbyothers?
 Whatweretheoutcomes?
 WhatwastheaddedvalueofNGEItothechangesthattookplaceintermsofthe
relevance,effectivenessandefficiencyofNGEIinputs(forcountry,regionalandglobal
levels)?
 Howsustainablearethechangesthatwerebroughtabout?
Thus,asemphasizedintheEvaluationGuide,thefollowingkeystepswereinvolved:
 Comprehensivelymappingthesituationatlevel’zero’(beforeNGEI);
 Examiningwhatchangedintheenvironment;
 Documentinginputsbystakeholders;
 Documentingchanges;and
 DeterminingthedistinctivecontributionofNGEI.
Itshouldbenotedthatthelaststepiscrucialandrequiresundertakingacontributionanalysis.
Ratherthanexaminingwhatchangestookplaceandassumingthatbecausechangestookplace
andNGEIwaspresent,NGEImusthavecontributedtothechanges,contributionanalysisgoes
furthertoconstructaplausiblestoryofinfluence,examiningtowhatextentandinwhatways
NGEIcontributed.Becausethisisaformativeevaluation,itisimportantthatthisassessmentnot
onlylooksatoutcomesbutalsoatprocessesandstructuresthathavebeenputinplace,andhow
theseinfluenceormayinfluencefutureoutcomes.
Asstatedintheevaluationtermsofreference,theself‐evaluationexaminedonly
activities/resultsthathavebeenundertakenorachievedthroughcollaborativeeffortsbythe
formalpartnership(NGEI).Activitiesrelatedtooneortwopartnersonlyandwhichtakeplace
outsidetheNGEIpartnershiparrangement,e.g.,aninternationalorganizationfundinganactivity
implementedbytheMinistryofEducationoralocalNGO,wereexcludedfromtheevaluation.
17
1.4
Structureofthisreport
Thisreportisdividedintoninechapters.Chapter1describesthescopeandobjectivesofthe
evaluation,whilechapter2discussesthemethodology.Chapter3presentsthecountry
backgroundandadescriptionoftheeducationsectorinNigeria.Chapter4tracesthe
establishmentandevolutionofUNGEI,whichwaslaunchedinNigeriaastheNGEI.Chapter5
analysesprogressmadetowardstheachievementofthethreeUNGEIoutcomeareasofinterest
byNGEIinNigeria,whichshowedthatsignificantprogresshasbeenmadeforallthree
outcomes.Inchapter6,thekeyfeaturesoftheNGEIpartnershiparehighlightedandananalysis
ofthestrengths,weaknesses,opportunitiesandthreats(SWOT)ofthepartnershipisdescribed.
Chapter7presentstheconclusionsoftheevaluation,whilechapter8discusseslessonslearned
fromtheevaluationaroundgirls’educationandgenderequality,aswellaslessonspertainingto
theNGEIpartnershipandUNGEIglobally.Chapter9highlightssomerecommendationsbasedon
theevaluationfindings.
18
2.
Evaluationprocessandmethodology
Thischapteroutlinestheevaluationprocessandmethodology.Itdiscusses,amongotherthings,
thevariousphasesoftheevaluation,theactivitiesthattookplace,theroleoftheLogicModelin
theevaluationprocess.
2.1
Theinception/preparationphase
ThepreparationphasefortheNigeriacountryevaluationstartedwiththeparticipationofthe
NigerianevaluationteamattheOrientationandPlanningWorkshopfortheFormative
EvaluationofUNGEI,inCairofrom23‐27January2011.Theworkshopbroughttogether
membersoftheUNGEIevaluationteamincluding:national,regionalandinternational
consultants,UNGEIfocalpoints,evaluationmanagersatcountryandregionallevels,aswellas
UNICEFstafffromheadquartersandmembersoftheUNGEIM&Eworkinggroup(seeAnnex3).
Thepurposeoftheworkshopwastoensureacommonunderstandingoftheobjectivesofthe
UNGEIFormativeEvaluation,andtoensurefamiliaritybytheevaluationteamwiththeproposed
methodology,evaluationframework,evaluationtoolsandproducts.
Atcountrylevel,alocalreferencegroupguidedtheevaluation(seeAnnex9foralistofreference
groupmembers).Thereferencegroupprovidedinputstotheevaluationprocessandreviewed
thevariousproducts(inceptionreport,draftreportandfinalreport).
Theevaluationbeganwithapreparatoryphase.Themainoutputofthispreparatoryphasewas
theinceptionreport,whichprovidedadetailedoutlineoftheevaluationmethodologyand
approachandhighlightedissuesemergingfromthepreliminarydeskreview.Thecountry
inceptionreportswerecirculatedinApril2011,thusmeetingtherequirementthattheyshould
beavailableatleast10daysbeforetheprimarydatacollectionworkinthecountrystarted.This
allowedforinputsfromthecountrylevel(countryreferencegroupandPlanning/M&E
specialists)andglobalstakeholders(theleadinternationalconsultant).
2.2
Keyactivitiesundertakenduringthepreparationphase
Focusduringthisstagewasondocumentationreviewandfine‐tuningtheevaluation
methodologyanddraftingfieldinstruments.Thekeyactivitiesundertakenduringthisphase
were:








StudyingtheoverallEvaluationGuide;
Familiarizationwiththeliteratureongirl’seducationinNigeria;
ReadingcountrydocumentsontheNGEI;
ProducingsummaryfindingsonNGEI–formation,membership,structure,
achievementsandchallenges;
Identifyinginformationgapsandkeyissuesthatrequirereviewand/orverification
duringfieldwork;
Finalizingsamplingframeandlistofrespondents(stakeholdermap);
Identifyingactivitiestobereviewed;
Preparingdatacollectioninstruments–finalizingNigerianEvaluationFramework
andLogicModel,draftinginterviewschedulesandfocusgroupdiscussionguides;
19



Finalizingactivityplanandtimelines;
Meetingwithcountryreferencegroup/TechnicalWorkingGroup(TWG)todiscuss
evaluationmethodology,examinefieldinstrumentsanddiscussarrangementsforthe
fieldwork;and
Preparinginceptionreport.
ThepreparatoryworkcommencedinFebruary2011onreturnfromtheOrientationWorkshop
forEvaluationConsultantsinCairo.Documentationongirls’educationinNigeriaandonNGEI
activitieswassenttothenationalconsultantfromtheUNICEFofficeinAbujainFebruary.The
processendedwithafive‐dayperiodbytheconsultantattheUNICEFofficeinAbujaduring
whichthefindingsofthedocumentreview,evaluationplananddraftfieldinstrumentswere
discussedwithmembersoftheNGEInationalTWG.Forpurposesoftheevaluation,theexisting
NGEInationalTWGservedastheEvaluationReferenceGroup.Inputswerealsoobtainedfrom
UNICEFPlanning/M&Especialistsandrelevantstaff(whotookthetimetosendtheir
comments).
2.3
TheLogicModel
AkeytoolfortheevaluationwastheNigerianLogicModel(seeAnnex8),whichisamodification
oftheUNGEILogicModelprovidedintheEvaluationGuide.Themodelexplainshowthe
partnershipexpectstowork,aswellasthetheoryandunderlyingassumptions.Itlinksoutcomes
(fortheshortandlongterm)toactivities(theresultschain)andtothevisionandgoalsofthe
partnership.ItisimportantbecauseitexplainshowNGEIexpectstoreachUNGEIgoals.An
importantpartoftheevaluationistoassesstowhatextenttheexpectedoutcomesarebeing
achieved.Thefollowingoutcomesweredefined:
ExpectedOutcome1:Policiespromotegirls’educationandgenderequality.
ExpectedOutcome1.1:TheNationalPolicyonGenderinBasicEducationisutilizedinthe
developmentoftheStrategicEducationSectorPlan(SESP)andtheStrategicEducationSector
OperationalPlan(SESOP).
ExpectedOutcome1.2:Gender‐sensitiveeducationplansareimplementedandimproving
educationforgirls.



Output1.1:NationalPolicyonGenderinBasicEducationdeveloped.
Output1.2:GuidelinesfortheimplementationoftheNationalPolicyonGenderinBasic
Educationdeveloped.
Output1.3:Manualongender‐sensitiveplanningdeveloped.
ExpectedOutcome2:Bestpracticesinfacilitatinggirls’educationandgenderequalityare
knownandinstitutionalized.
Expectedoutcome2.1:Implementationofgender‐sensitiveeducationprogrammesinformed
byknowledgeofgoodpractices.

Output2.1:Goodpracticesdocumentedanddisseminated.
20

Output2.2:Partners’capacityindocumentationofgoodpracticesenhanced.
ExpectedOutcome3:NGEIfacilitatesaneffectivepartnershipforgirls’educationand
genderequality.
Expectedoutcome3.1:NGEIpartnershipsareoperationalatnationalandstatelevels.



Output3.1:TermsofreferenceandguidelinesforNGEIimplementationdeveloped.
Output3.2:Partnershipsatnationalandstatelevelsareformed.
Output3.3:Capacitiesofpartnersarestrengthenedingendermainstreaming.
2.4
Datacollectionmethods
Datacollectionmethodsincluded:




Formaldeskreview;
Interviewswithkeyinformants,includingmembersofNGEITechnicalCommitteesand
keypartnersfromcivilsocietyorganizations(CSOs)atnationalandstatelevels;
Collectionofprimarydatathroughinterviewsand/orfocusgroupdiscussionswith
importantgroupsofbeneficiaries;and
Directobservationsofactivitiesofbeneficiaries(forexample,femalestudentsintheir
classrooms).
Thedeskreviewproducedquantitativeandqualitativedatathatwasusedasbaseline
informationandcomplementeddatacollectedfrominterviewsandfieldvisits.Thedeskreview
involvedareviewofgenderissuesintheeducationsectorandofpartnershipdocuments,
activitiesandchallengesfaced.
2.5
Samplingframe
NGEIisapartnershipoforganizationsdrawnfromtheUnitedNationsfamily,governments,civil
societyandtheprivatesector,aswellascommunitiesandfamilies.Thus,theprimary
stakeholdersfromwhomdatawascollectedincluded:
1. MembersoftheUnitedNationsfamily(UNICEF);
2. Governmentagencies(federalandstateMinistriesofEducation,theUniversalBasic
EducationCommission[UBEC]andStateUniversalBasicEducationBoards(SUBEBs),
NationalCommissionforCollegesofEducation[NCCE],andstateCollegesofEducation);
3. CSOs(keycivilsocietypartnersatnationalandstatelevels,suchastheFederationof
MuslimWomen’sAssociationsinNigeria[FOMWAN],ChangeManagersInternational
Network,LifeRehabFoundation,Women’sRightsandProtectionAlternative[WRAPA]);
4. Beneficiariesoftheprogramme,suchasSchool‐BasedManagementCommittees
(SBMCs),Mothers’Associations,Girls’Clubs,etc.;
5. OthersidentifiedbytheUNICEFoffice,federalMinistryofEducationandNGEIsteering
committeesatthestatelevel,suchastraditionalleaders.
21
Thelistoforganizationsandindividualrespondentswhowereinterviewedandwithwhom
focusgroupsessionswereheldisshowninAnnex4.Questionnairesandfocusgroupdiscussion
(FGD)guideswerepreparedforuseindatacollection.
AtthepreparatorymeetinginCairo,itwasdecidedthatNGEIactivitiesatthenationalleveland
intwostates–BauchiandNiger–shouldbeexamined.Thesetwostateswereselectedpartly
becausetheNGEIpartnershiphasbeenactiveinbothstates,andalsobecausetheyrepresent50
percentofstateswhereNGEIisfullyfunctional.TheothertwostateswhereNGEIisfully
functionalareSokotoandKatsina.Itwasalsodecidedthatatthestatelevel,oneLocal
GovernmentArea(LGA)shouldbeselectedineachstate.However,duringthefieldworkinNiger
State,thestatecapitalandanotherLGA(Paikoro)werevisited,whileinBauchiState,threeLGAs
outsidethestatecapital–Azare,DarazoandDass–werevisited.Thiswaspartlyduetothe
widerdispersionofeducationalinstitutionsinBauchiState.Officialsofthestateeducation
agencies(StateMinistryofEducationandtheSUBEB),StateNGEITWG,andtheLocal
GovernmentEducationAuthoritywereinterviewed.Onecommunitywasselectedinoneofthe
LGAs,andoneschoolintheselectedcommunitywasvisited.Intheselectedschools,FGD
sessionswereheldwithMothers’Association/Girls’ClubsandtheSBMC.Discussionswerealso
heldwithtraditional/religiousleaders(whoaremembersofSBMCs)inthecommunitiesvisited.
Whilethetwoselectedstatesdidnotrepresentnon‐performingstates,giventhetimeconstraint,
itwasfeltthatlittlewouldbegainedbyvisitstostateswheretherewasnofunctioningNGEI
body,especiallybecausethedeskreviewhadidentifiedsomeofthereasonsfornon‐
participationofsuchstates.TheseincludedafocusbyNGEIonnorthernstateswheregender
gapswerewidest,alackofcapableNGOsinseveralstatestoprovidetechnicalsupportforthe
process,andalackofpoliticalwillbytheFirstLadiesinthesestatestodrivetheprocessafter
thenationallaunch.
Informationaboutsomeofthestatesthatwerenotincludedinthefieldvisitswasobtainedfrom
documentaryreports.Moredetailedinformationcouldnotbeobtainedfromthesestates
becausenoresponsewasreceivedtotheemailsandtextmessagessenttothecontactpersonsby
theconsultant.
2.6
Datacollectioninstruments
TheUNGEIEvaluationFramework,modifiedfortheNigeriancontext(seevalidatedframeworkin
Annex7)wasusedtoobtaindetailedinformationfrompartnershipmembers.Inadditiontothis,
shortinterviewandFGDschedulesweredeveloped,withquestionsderivedfromthemain
framework.Thequestionnairesfocusedonidentifyingpartners’contributionstogirls’education
andtothepartnership,aswellastheirperceptionsabouttheimpacts,effectivenessand
challengesofthepartnership.Themethodsusedincluded:
 Ashortinterviewscheduleforeducationagencies–MinistryofEducation/
UBEC/SUBEB/LocalGovernmentEducationAuthorityofficials;
 Ashortinterviewscheduleforpartners–InternationaldevelopmentpartnersandCSO
officials–toidentifytheirrolesandcontributionstothepartnershipaswellasascertain
theirviewsontherelevanceandachievementsofNGEI;
22


Ashortinterviewscheduleforfoundationmembersofthepartnershiptotrackthe
evolutionofthepartnership;
FGDschedulesfortraditional/religiousleaders,SBMCs,Mothers’AssociationsandGirls’
Clubs/EducationMovement.
2.7
Fieldwork
Thedatacollectionprocesslastedthreeweeks,fromMonday,8May2011toTuesday,31May
2011.Duringthefirstweek,theconsultantmetwithmembersoftheNationalTWGinAbuja.
SeparatemeetingswereheldwithofficialsoftheGenderandEducationunitoftheFME,the
UBEC,andprogrammeofficers/directorsofselectedpartnerCSOs.Thesecondweekwasspent
inNigerState.TheconsultantheldmeetingswiththestateNGEISteeringCommittee,officialsof
theStateMinistryofEducation,theNigerSUBEB,andtheStateCollegeofEducation.The
consultantvisitedPaikoroLGAandhelddiscussionswithmembersoftheSBMCandMothers’
AssociationattheGwamPrimarySchoolandwiththeGirls’ClubofGwamSecondarySchool.
DiscussionswerealsoheldwithpartnerCSOsinthestate.
ThethirdweekwasspentinBauchiState,wheretheconsultantheldmeetingswiththeState
NGEITechnicalCommitteeandcivilsocietygroupsinBauchi.Theconsultantalsovisitedthree
LGAs.InDarazoLGA,theconsultanthelddiscussionswiththeSBMCandMothers’Associationof
AjiyariPrimarySchool.TheevaluationteamalsovisitedtheStateCollegeofEducationatAzare
inAzareLGA.InDassLGA,theteampaidacourtesycallontheEmir,animportantpartnerofthe
BauchiStateNGEI.ThetriptoBauchiStateendedwithdebriefingsessionstotheChairmanof
theBauchiSUBEBandthePermanentSecretaryoftheBauchiStateMinistryofEducation.The
consultantreturnedtoAbujatointerviewtheChairoftheNationalTWGon31May.
DuringthefieldtripstotheLGAsandschoolsinthetwostates,theevaluatorwasaccompanied
bymembersoftheStateTechnicalCommittees,localgovernmentofficialsaswellastheGirls’
EducationProject(GEP)consultantatthefederaleducationministry.Theywerealsoin
attendanceduringthefocusgroupsessionsandinterviews,andassistedwithtranslations.The
TechnicalCommitteesarrangedallofthemeetings.UNICEFDeskOfficersattheLocal
GovernmentSecretariatandEducationSecretaries(whowerealsoobserversduringtheFGD
sessions)enlistedtheassistanceofSBMCChairmenandSecretariestoassemblemembersof
SBMCsandWomen’sAssociations.Thisreportcombineselementsfromfieldvisitsandthedesk
review.
2.8
Dataanalysis
Thefollowingstepswereinvolvedindataanalysis,whichwasprimarilybasedonfieldnotes,in
additiontodocumentaryanalysis:
1. Thoroughreviewoffieldnotestofamiliarizetheconsultantwiththekeytrendsinthe
datacollected.
2. Classificationofdataintocategoriesrelatingtomajorthemesofinteresttotheresearch
report,asfollows:
23
a. TheNGEIpartnershipwithsub‐headings:governancestructure,activities,
achievements/effectiveness,strengths,weaknesses/challenges,relevanceand
sustainability.
b. ScalingupNGEItootherstates.
c. ThethreeUNGEIoutcomes–policiespromotinggirls’education,bestpracticesand
thepartnership.
d. Recommendationsforimprovedperformance,sustainabilityofNGEI.
MostofthebeneficiariesdidnotreallyknowaboutNGEIorwhatitmeans;therefore,thefocus
wasonsummarizingthefollowing:



Theirrolesinpromotinggirls’educationintheircommunities.
Keyissues/challengesinpromotinggirls’education.
Changesinfemaleenrolmentsandattendantproblemsemergingfromincreased
enrolments–infrastructure,teachers,over‐crowding,etc,intheircommunity.
Forthefieldobservation,thefieldteamvisitedthefacilitiesandhadbriefinteractionswithsome
ofthestudentstofindouthowtheywerefaringandtolistentotheircomplaints–about
infrastructurefacilities,managementoftheirprogramme,etc.Thisprovidedabasisforsomeof
thethreatstotheachievementsofNGEI.Followingthis,theevaluationfocusedon:
1. Summaryofinformationfromvariousgroupdiscussions/interviewsaccordingtothe
thematiccategoriesidentifiedabove.
2. Interpretationandsummaryofdataundereachcategory,identifyingsimilaritiesand
differences.
2.9
Methodologylimitations
Themajorlimitationofthisevaluationisthatcoveragewaslimitedbecause,asexplainedearlier,
itfocusedonthenationalchapterandonlytwostateswheretheNGEIpartnershipwasalready
functional.StateswhereNGEIwasnotfullyfunctionalwereexcludedduetotimeconstraints,the
sizeofthecountryandthelackofNGEIpersonnelontheground.Furthermore,thefieldtrips
hadtobedelayedbecauseofpost‐electionriotsthatinvolvedthetwoselectedstates–Nigerand
Bauchi.Similarly,inthetwostates,politicaltensionsaswellaslongdistancesbetween
communitieslimitedthenumberofcommunitiesthatcouldbereached.Thedistancetooneof
thelocations(CollegeofEducation,Azare)wasmorethan200kilometresfromthestatecapital,
Bauchi.Thus,ineffect,thisevaluationisareportofbestpracticesforpromotingNGEIinNigeria.
Ithighlightssomeofthefactorsthatcanbereplicatedinotherstatestopromotefemale
educationandNGEI.Aminorlimitationisthatotherteammembershadtotranslateforthe
evaluator,althoughthisisnotbelievedtohavesignificantlyaffectedthefindings.
Thedeskreviewwasconstrainedbypoorrecordkeeping.Theearliestavailableminutesforany
meetingoftheTWGwereforMay2006.Noreportsofactivitiesweremaintainedoravailableto
theconsultant,andmanydocumentshadnodates,especiallythosepreparedbeforetheofficial
launchin2008.Itwasthereforenotpossibletoidentifyactivitiescompletedsincetheinception
24
oftheNGEI.Itwasnecessarytorelyonthememoriesofsomefoundationmembers,butthey
couldnotrememberexactdatesofactivities.Reportsofstateactivitieswerealsopoorlykept
(onlyafewPowerPointpresentationsatmeetingsbysomestateswereavailabletothe
consultant).Theconsultantdidnotseeanyannualreportspreparedateitherstateornational
levels.Itwasalsonotpossibletoobtaininformationfromotherstates,becausecontactpeople
didnotrespondtotheconsultant’semailstoprovideinformationabouttheirNGEI‐related
activities.
25
3.
Context:Countrybackground,educationsector
Thischapterprovidesbriefbackgroundinformationonthecountry,aswellasasuccinct
overviewoftheeducationsectorandtheprogresstowardsgirls’educationandgenderequality.
Keyissuesaffectinggirls’educationandgenderequalityarealsohighlighted.
3.1
Countrybackground
NigeriaisborderedbyChadandtheNigertothenorth,Cameroontotheeast,theAtlanticOcean
tothesouth,andBenintothewest.Nigeriahasapopulationofabout140millionaccordingto
the2006PopulationandHousingCensus.Thecountryisdividedinto36statesandaFederal
CapitalTerritory,and774localgovernmentareas(LGAs).Foradministrativepurposes,Nigeria
isdividedintosixgeopoliticalzones,namely:theNorth‐West,North‐East,North‐Central,South‐
South,South‐East,andSouth‐Westzones.Thepopulationismadeupofmorethan350ethno‐
linguisticgroupswiththetwomajorreligionsbeingIslamandChristianity.
3.2
Nigeria’seducationsector
Nigeriarecognizesthateducationisafundamentalhumanrightandisasignatorytothemajor
conventionsprotectingtherightsofwomenandchildren.Thelegalframeworkforeducationin
NigeriaistheNationalPolicyonEducation(NPE)adoptedafterthe1969NationalCurriculum
Conference.Itwasfirstpublishedin1977,andrevisedin1981,1998,2004and2008.Amajor
featureoftheNPEisthe6‐3‐3‐4system,whichprovidesforasix‐yearprimaryeducation,three
yearsofjuniorsecondaryschool,threeyearsofseniorsecondaryschool,andfouryearsof
tertiaryeducation.
UniversalBasicEducationwasintegratedintotheNationalPolicyonEducation(NPE)inthe
2003revision.TheCompulsory,Free,UniversalBasicEducationAct2004andOtherRelated
Mattersprovidesforuniversalaccesstoeducationatalllevels–basic,post‐basic(senior
secondary),tertiary,non‐formal,technicalandvocationalandspecialneedsgroupsofyouthand
adults(FME,2008).Primaryandjuniorsecondaryeducationconstitutesbasiceducationthatis
freeandcompulsory.Basiceducationalsoincorporatesearlychildhoodcareanddevelopment.
Educationwasplacedontheconcurrentlegislativelistinthe1999constitution.Therefore,the
responsibilityforthemanagementofeducationrestswithallthreetiersofgovernment(federal,
stateandlocal),allofwhichareinvolvedinthedeliveryofeducation.Accordingtothe
constitutionalprovisions,themainresponsibilitiesofthefederalgovernmentinbasiceducation
areintherealmofpolicyformulation,coordinationandmonitoring.Directcontrolbythefederal
governmentismainlyatthetertiarylevel.
Tocarryoutitsmandate,theFederalMinistryofEducation(FME)isstructuredintoeight
departmentsandthreestatutoryunits.Thestateministriesofeducationhavesimilarstructures
tothoseoftheFMEwithminorvariationsdeterminedbypeculiaritiesofeachstate.Althoughthe
FMEhasoverallresponsibilityforformulating,harmonizingandcoordinatingpoliciesand
monitoringqualityinservicedeliveryintheeducationsector,theministryisadvisedinthe
dischargeoftheseresponsibilitiesbytheNationalCouncilonEducation,thehighestpolicy‐
formulatingbodyoneducationalmatters.ItiscomposedoftheFederalMinisterofEducation
26
andtheStateCommissionersforEducation(FME,2003,2005).Variousregulatoryand
implementationagenciesandcommissionshavebeenestablishedtoimplementtheNPE.The
FMEinterfaceswithits21parastatalsforthepurposeofsupervision,throughitsoperationsand
servicedepartments.Theseparastatalsaredividedintofourmajorgroupsbasedontheir
functions.
Atthestatelevel,educationalparastatalssuchastheSUBEBs,StateMassEducationAgencies,
StatePost‐PrimaryEducationBoards,TeachingServiceCommissions,schoolmanagement
boards,stategoverningcouncilsoftertiaryinstitutionsandscholarshipboardsareinplace,with
responsibilityforteachers’recruitmentanddeployment,remuneration,welfare,disciplineand
disbursementoffunds.Someofthemalsoensuretheregulationandsupervisionofstatelevel
educationalactivities.LocalGovernmentEducationAuthoritiesaredirectlyinchargeof
educationatthelocallevel(FME,2003,2005).
3.3
Girls’educationinNigeria
The2005NationalSchoolCensusrevealedanetprimaryenrolmentratioof83.7percent,witha
malenetenrolmentratioof87.01percentandafemalenetenrolmentratioof81.3percent
(UNICEF,2008),suggestingthatasubstantialproportionofchildrenofprimaryschoolageare
notenrolledinschool.Therearealsosignificantgeographicalandgenderdisparitiesinaccess
betweenthesouthernandnorthernpartsofthecountry.Whiletherehavebeenimprovements
ingirls’enrolmentthroughouttheyears,astudybytheUnitedNationsEducational,Scientific
andCulturalOrganization(UNESCO)andUNICEFthatmeasuredexclusionfromprimary
educationshowedthatmorethan4milliongirlsaged4–11yearsdonotattendschoolinNigeria.
Itwasalsonotedthatprogressingirls’enrolmentandattendancemustbetwiceasrapidasitis
nowifNigeriaistomeettheMillenniumDevelopmentGoalofachievinggenderparityin
educationby2015.Thegenderdisparitiesagainstgirlsarehighestinthenorthernpartsofthe
country.
27
Figure1–Genderparityindexandnetattendanceratios
Underlyingcausesofgendergapsineducationinclude:ignoranceandlackofawarenessofthe
valueofgirls’education,widespreadpoverty(morehalfofNigerianslivebelowthepoverty
line),inadequateschoolinfrastructure(classroomspace,furniture,water,toilets,etc.),cultural
andreligiousbiases(preferenceforboys,misinterpretationofreligioustenets,sendinggirlsto
generatemoneythatwillbeusedtobuykayandaki–thefurnitureandotherutensilstheywill
taketotheirhusbands’homes,etc.),earlymarriageandteenagepregnancy.Effortsarebeing
madetoaddressthesefactorsthroughvariousgender‐sensitivepoliciesandprogrammesto
promotegirls’accesstoeducation,includingthroughthecontributionsofNGEI.
UNICEFNigeriaandotherdevelopmentpartnershavepartneredwiththegovernments(federal
andstate)topromotegirls’educationinNigeria,andvariousgirls’educationinitiativesaimedat
enhancinggirls’enrolmentandcompletionrateshavebeenimplementedinthecountry.Before
theNGEI,anumberofinitiativestoaddressgirls’educationwereimplementedinNigeria,allof
whichembodiedtheidealsofUNGEI.TheyincludetheAfricanGirls’EducationInitiative,the
StrategyforAccelerationofGirls’EducationinNigeriaandtheongoingGEP.Thegirls’education
initiatives–theStrategyforAccelerationofGirls’EducationinNigeria(SAGEN),SAGENPlusand
theAfricanGirls’EducationInitiative(AGEI)–weredevelopedinlinewiththefollowing:
 The1990ConventionontheRightsoftheChild(CRC)domesticatedastheChildRights
Act(2003);
 The1976ConventionontheEliminationofallFormsofDiscriminationAgainstWomen
(CEDAW);
 EFAgoals;and
 TheMDGs,especiallythefollowingeducationtargets:
o MDG2onachievingUniversalPrimaryEducation;
o MDG3ongenderparityandempowermentofwomen;and
28
o
MDG6oncombatingHIVandAIDSandotherendemicdiseasesby2015.
Inadditiontotheseinitiatives,severalNGOs,bothindividuallyand/orundertheumbrellaofthe
CivilSocietyActionCoalitiononEducationforAll(CSACEFA),havebeenengagedinactivities
andpolicydialoguewithgovernmentagenciestopromoteEFAgoalsandgirls’educationin
Nigeria.TheseincludetheFederationofMuslimWomen’sAssociationsinNigeria(FOMWAN),
theForumforAfricanWomenEducationistsinNigeria(FAWEN),ChangeManagers
International,ActionAidNigeriaandCSACEFA,whichwassetupin2002afterNGOsattended
theUnitedNationsEducationSummitinDakarin2000.
However,despitethedifferentpre‐NGEIinitiativestoaddressgendergapsineducationin
Nigeria,severalchallengespersisted,especiallywithregardtoretention,completionand
transitionratesofgirls.Therewasalackofcommitmenttoeffectivelyimplementexisting
nationalpoliciesandinternationalconventionsthataddressededucationissues,especiallyatthe
stategovernmentlevels.Therewerealsogapsbetweenimplementationbyfederalandstate
governments,especiallyifstategovernmentsdidnotbuyintoordomesticatepoliciesdeveloped
atthefederallevel.Furthermore,mostpoliciesweregenericinnatureandtargetedbothboys
andgirls,withgirlsoftenlosingoutduringimplementation.NGEIwascreatedtoaddresssome
ofthesedeficiencies.
4.
EstablishmentandevolutionofUNGEIatthecountrylevel
ThischapterprovidesanoverviewoftheestablishmentandevolutionofNGEI.Itoutlinesthe
objectivesandstructuresthatmaketheNGEIfunction,describesitsvariouslevelsofoperation,
andoutlinesitskeystrategiesandactivities.AfullerassessmentofNGEIachievementsand
challengeswillfollowinchapters5and6,whichdealwiththeevaluationfindings.
4.1
EstablishmentofNGEI
AlthoughUNGEIidealswerealreadyentrenchedinthegirls’educationinitiativesdiscussed
earlier,theformaldomesticationofUNGEIwasdeclaredatastakeholders’meetinginMay2005.
Beforethis,NigeriahadbeenrepresentedattheGlobalActionMeetinginBrasiliain2004.Under
theauspicesofUNICEFandthefederalMinistryofEducation(FME),anumberoflineministries
andcivilsocietyorganization(CSOs),someofwhichhadparticipatedinpreviousgirls’education
initiatives,attendedthismeetingwheretheywereinvitedtobepartnersinNGEI.ThusUNGEI
wasdomesticatedasNGEIinNigeria.
ThepartnershipmodelofNGEIisoneofcollaborationbetweendevelopmentpartners,the
federalgovernmentandgovernmentagencies(suchastheUBEC),CSOsandotherstakeholders,
suchasschool‐basedmanagementcommittees(SBMCs),traditionalandreligiousleaders,
communities,parentsandpupils.TheFirstLadiesatnationalandstatelevels(wivesofthe
PresidentandStateGovernors)werebroughtinaspatronstoaccordpoliticalrecognitiontothe
partnership.WhileUNICEFwastocoordinatedevelopmentpartners,thefederalMinistryof
Educationwasexpectedtodrivetheprocess,andCSOswereexpectedtocontributetheirvarious
competenciestohelppromotegirls’educationinNigeriaandengageinpolicydialoguewith
policymakers.
29
Atechnicalworkinggroup(TWG)wassetuptomanagetheprocess,withrepresentativesfrom
UNICEF,theFME,theUBECandtheCSACEFA.TheNGOpartners,whoareallmembersof
CSACEFA,wereselectedonthebasisoftheirpotentialtocontributetothepromotionofgirls’
educationinNigeria.Itwasdecidedtousethenorthernstates,wheregenderdisparitiesin
educationwerewidestandwhereUNICEFwasalreadyimplementingtheGEP,asentrypoints
forNGEI.TheformerFirstLady,HajiyaTuraiYar’Adua,officiallylaunchedtheNGEIpartnership
inBauchion28March2008.
AccordingtoNGEI,itsvisionandmissionareasfollows(NGEIundated2;NGEI,2009b):
Vision:Thevisionistobecome“anationwhereallchildreninNigeriahaveequalaccessto
qualityeducationatalllevels.”
Mission:TheNGEImissionis“toensurequalityoflifeforallgirlsinNigeriathroughquality
educationwheregenderdisparityandallinhibitingfactorstogirls’educationarecompletely
eliminated.”
Objectives/goalsoftheNGEI:ThemainobjectiveofNGEIistoencouragegovernmentand
CSOstointensifysupportforgirls’educationandsharegoodpracticestopromotegirls’
education.ThegoalofNGEIistonarrowthegendergapinprimaryandsecondaryeducationand
toensurethatby2015,allchildrencompleteprimaryschooling,withboysandgirlshavingequal
accesstoalllevelsofeducation.ThiswillcontributetowardsprogressinNigeria’seffortsto
achieveMDGs2and3,aswellasEFAgoals.Itsaimistobeacatalystincreatingagirls’
educationpartnershipforthepromotionofgirls’education.
TermsofreferenceweredevelopedtospellouttherolesofnationalandstateTWGs.However,
rolesandresponsibilitiesofindividualpartnershavenotbeendocumented.Whiletheconceptof
theNGEIpartnershipappearedhazytomanyofthestakeholdersinterviewed(especiallyto
thoseoutsidethegovernancestructure),manystakeholders,especiallytheimplementers,
agreedthatNGEIprovidesaplatformforclosecollaborationongirls’education.Someofthose
interviewedsaid,forexample:
“NGEIisaforumtogivegirls’educationaloudvoice.”
“Itisaprogrammetogivestrength/impetustowardsenrolment,retentionandtransition
ofgirls.”
“Itisacollaborationbetweengovernmentandorganizedbodiesconcernedwithand
interestedingirlchildeducation.”
“Itislikeanadvocateforfemaleeducation.Itisusedtosensitizevillagerstosendgirlsto
school.”
“Itisanumbrellaofalleffortstoaddressconstraintsongirls’accesstoeducation.”
30
“Itismoreofanadvocacytool.”
“Itisabodythatcancoordinateallgirls’educationactivities.WithNGEIinplace,many
voicescometogethertopushforactionconcerninggirls’education.”
“Itleadstobetterorganizationofactivities,bettercoordinationandtherefore,more
progress.”
ThuswhilemanystakeholderswerenottooclearaboutwhattheNGEIpartnershipinvolves,
theycouldseethetranslationintoactivitiesandoutcomesinthenameofNGEI.Thusitwasclear
thattherewasneedforbetterinformationaboutUNGEIandNGEIamongstakeholders.
4.2
StructureandmembershipofNGEI
TheNGEIpartnershipoperatesatthenationallevelandthestatelevel.Atmeetingsheldduring
thenationallaunchinBauchiinMarch2008,itwasdecidedthat:atthestatelevel,NGEIshould
bedomiciledeitherattheSUBEBortheStateMinistryofEducation.TheFirstLadyofthestate
wastoassistinequippingtheNGEISecretariat.
Figure2–StructureoftheUNGEIpartnership
Nationallevel:NGEINationalTWG
Members:UNICEF,FME,UniversalBasicEducationCommission,CSOs
Committees:Advocacy,InformationandCommunication,andFund‐Raising
Statelevel:StateNGEISteeringCommittees
Members:StateMinistryofEducation,SUBEB,lineministries,CSOs,children’s
andwomen’srepresentatives,SBMCs,LocalGovernmentEducationCouncils
(educationauthorities),traditionalandreligiousleaders,media
4.2.1
UNGEIatthenationallevel
AsshowninFigure2,thenational‐levelpartnershipconsistsofaTWG,whichmanagesthe
partnership.Itismadeupof:
31
a. Internationaldevelopmentpartners–UNICEF(theonlyinternationaldevelopment
partnermember)providestheanchorandthedirectionforUNGEIactivities.It
coordinatesdevelopmentpartners’contributionstothepromotionoffemaleeducation
inNigeria,inparticular,theWorldBankandtheUnitedKingdomDepartmentfor
InternationalDevelopment(DFID),whichsupportgirls’educationandgenderequality
programmesinNigeria.UNICEFhasco‐chairednationalNGEImeetingswithFMEand
CSACEFA.Ithasalsofundedcapacitybuildingongender‐sensitiveadvocacyandbudget
tracking,aswellasthemappingofgoodpracticesinNigeria.
b. TheFME,astheofficialpartner,drivestheNGEIprocess.UNICEFsupportsNGEIthrough
fundingsupportforgirls’educationactivitiesbytheFME.
c. CSOs,undertheumbrellaoftheCSACEFA,providetheSecretariatforNGEI.TheChairof
theNationalTWGhasusuallybeenanon‐governmentpartner.Thepresentchairisthe
ActionAidrepresentativeontheTWG.
TheTWGinitiallycomprisedaboutninemembers,includingafewcommittedCSOsactively
involvedingirl’seducationactivities.Thenumberhasbeenincreasedrecentlytobringinmore
partners.Therearethreesubcommittees:Advocacy,Information/Communication,and
Fundraising.Accordingtoitsoperationalguidelines(NGEI,2009b),thenational‐levelTWGisto:
o Coordinateallactivitiesrelatingtogirls’educationonbehalfoftheForum;
o Reviewanddocumentstatereportsandupdatesfordissemination;
o ConductmonitoringandevaluationofNGEIactivitiesatalllevels;and
o Conductadvocacy,networkingandcollaborationwithstakeholders.
AstheUNGEISecretariat,theCSACEFAisexpectedto:coordinateallNGEIactivities,followup
activitieswithappointedsubcommittees,disseminateinformationatalllevels,developand
maintaintheNGEIdatabase,conveyandissuenoticeofmeetings,developandcirculatedraft
agendas,liaisewiththestateNGEIregardingreportsonbehalfoftheNGEInationalTWG,and
coordinatecapacitybuildingactivities.
4.2.2
UNGEIatthestatelevel
WhileaboutninenorthernstateswerereportedtobepartoftheNGEIpartnership,
documentaryevidenceavailabletotheconsultantshowsthatNGEIhasbeenofficiallylaunched
onlyinfourstates–Bauchi(March2008),Niger(November2009),Katsina(June2009)and
Sokoto(May2010).OtherstateswhereNGEIactivitiesaretakingplaceare:Adamawa,Borno,
Gombe,PlateauandYobe.ContactshavealsobeenmadewithJigawa,Kaduna,KanoandLagos,
whichpreparedplanstolaunchNGEI,butnoactionhasbeenforthcomingsinceNGEIwas
launchedinBauchiin2008.Theyareofteninvitedtothetwice‐yearlyJointMeetingsoftheNGEI
nationalTWGandstatechapters.
32
Sincepolicyimplementationisatthestatelevel,thepartnershipismorebroad‐basedatthestate
level,withmembershipoftheSteeringCommitteescuttingacrossdifferentstakeholdersinthe
state.Inthetwostatesvisited(BauchiandNiger),aswellasindocumentaryevidencefromthe
othertwostateswhereNGEIhasbeenofficiallylaunched(KatsinaandSokoto),thepartnersare
aslistedinFigure4.1.
InBauchi,KatsinaandNigerStates,NGEIwaslaunchedbythestateFirstLadies(wivesofState
Governors).NGEIisdomiciledintheMinistryofEducationinNigerState,withtheDirectorof
Planning,ResearchandStatisticsasChairmanandanAssistantDirectoroftheDepartmentasNGEI
DeskOfficerandSecretaryofthe22‐memberSteeringCommittee.InBauchi,theSecretariatis
domiciledattheSUBEB,andwasequippedbythestateFirstLady.Ithasa22‐member
Technical/SteeringCommittee.InKatsinaState,NGEIhasa25‐memberCommitteewithanofficeat
theGovernor’sOfficecourtesyofthestateFirstLady,HajiyaFatimaIbrahimShema.InSokotoState,
NGEIisdomiciledintheMinistryofWomen’sAffairs,whichalsoorganizedthelaunchingceremony,
andhasa25‐memberTechnical/SteeringCommittee.UNICEFDeskOfficers(Ministrystaffassigned
tohandleUNICEF‐supportedprojects)attheMinistryofEducationandSUBEBsaswellastheGEP
SpecialProjectsCoordinatoratthestatelevelaremembersofStateNGEITechnical/Steering
Committees.
KeyrolesofStateSteeringCommitteesareto:
 Developstrategiesforandembarkonadvocacy,sensitizationandmobilizationforthe
promotionofgirls’education;
 Acceleratetheimplementationofgirls’educationactivitiesandwomenempowerment;
 Identify,documentandreplicategoodpracticesongirls’educationatthestatelevel;
 GivequarterlyreportsandupdatestothenationalTWG;and
 Conductbudgettracking,monitoringandevaluationofgirls’educationactivities.
Termsofreferencehavebeendevelopedfornationalandstate‐levelTWGs.Atitsinauguration,
membersweretoldthatNGEIisnotsupportedbyanyfundsandthattheyshouldthereforelook
inward.TheywerealsotoldtointegrateNGEIprinciplesintotheirownindividualorganizations’
programmesandtoprojecttheGirls’EducationInitiativeateveryopportunitywiththeaidofthe
media.
Table1–KeystrategiesandactivitiesofUNGEI
Strategies
Advocacy/
sensitization
Targetgroups/
beneficiaries
Expectations
Policymakers at
national/statelevels
Encouragethemto
adoptNGEIand
inauguratethe
initiativeatthestate
level
Traditional/religious
leaders,
communities,
parentsandpupils
Activities
Advocacyvisitstostates/LGAs,
traditionalandreligious
leaders,communities
Policydialoguewithstate
educationofficials
Integrategender
concernsintoeducation Advocacytrainingworkshop
33
Strategies
Targetgroups/
beneficiaries
InaugurationofNGEIstate
chapters
States
Capacitybuilding
Nationalandstate
NGEIchapters
Expectations
sectorplansand
budgets
supportedbyUNICEF
PromotionofNGEI
principlesatthestate
level
Launchingofstatechapters
Developmentof
capacitytodocument
bestpractices
TrainingworkshopsandJoint
MeetingsofnationalTWGsand
statechapterssupportedby
UNICEF
Capacitybuildingfor
advocacy
Resourcemobilization
Government,donors,
corporatebodiesand
individuals
Documentation/dissemination Policymakers,
ofbestpractices
communityand
religiousleaders,
communities,
parents
Activities
Radioandtelevisionphone‐in
shows,dramasand
documentariesonbenefitsof
girls’education
Identificationofstakeholders
anddevelopmentofplansfor
establishmentoffunctional
NGEIstatechapters
ParticipationatUNGEI
internationalworkshops
(GlobalAdvisoryCommittee
meetings)
Togenerateresources
forNGEIactivitiesand
reducedependenceon
UNICEF
NGEIWeekproposedtoreach
differentstakeholderstoraise
funds
Disseminationofbest
practicesforpromoting
girls’education
Researchonbestpracticesto
promotegirls’educationin
selectedstates
Lobbyingofficialstoinclude
budgetforNGEIinstatebudget
(NigerState)
Documentationofbest
practicesinnewsletters(GEP2
NewsletterinNigerState),and
inreportsandhumaninterest
stories(BauchiState)
34
5.
FindingswithrespecttoUNGEIoutcomes
Thischapterpresentsthesubstantivefindingsoftheevaluationforthethreeoutcomeareasof
UNGEI.Indiscussingeachoftheseoutcomeareas,theevaluationfollowsacontributionanalysis
approachbyconsecutively:i)outliningthesituationwithrespecttotheoutcomeareabefore
UNGEI;ii)describingthesituationtoday;iii)assessingtheimpactofthechangesthattookplace;
iv)identifyingtheinputsandcontributionofNGEItothearea;andv)makinganassessmentof
therelevance,effectivenessandefficiencyofNGEIinvolvement.
Table1showsthekeyactivitiesimplementedbyNGEIpartnersatnationalandstatelevels.
Similaractivitiesarebeingcarriedoutatbothnationalandstatelevels,butwithdifferenttarget
groups.
5.1
Outcome1–Policiespromotinggirls’educationandgenderequalityarein
existence
5.1.1
BeforeNGEI
Table2showspre‐andpost‐NGEIdomesticeducationpoliciesinNigeria
Table2–Pre‐andpost‐NGEIpolicies/initiatives
Pre‐NGEI
Post‐NGEIpolicies


NPE(1977,1981,1998,2004)
NationalPolicyforWomen(2000)





Compulsory,FreeUniversalBasic
EducationAct(2004)andother
AlliedMatters
ChildRightsAct(2003)

AGEI


SAGEN

NationalGenderPolicy(2007)
NationalGenderinBasicEducation
Policy(2007)andImplementation
Guidelines
StateStrategicEducationSector
Plans–SESPs(2008/2010)
StrategicEducationSector
OperationalPlans–SESOP
(2008/2010)
NationalEducationRoadMap
(2008)
AsshowninTable2,variouseducationandgenderequalitypolicieswerealreadybeing
implemented.Inaddition,Nigeriahadalsoratifiedorsignedvariousinternationalagreements
andconventionsrelatingtotherightsofwomenandchildren,educationforall,etc.Someof
theseagreementsandconventionsare:
o TheCRC(ratifiedin1991)anddomesticatedastheChildRightsAct(2003);
35
o TheCEDAW(1985);
o TheAfricanUnionCharterontheRightsandWelfareoftheChild(1990andratifiedin
2000);
o TheMDGs(2000);and
o TheEFADeclarationandPlanofAction(2000).
BoththeMDGs(goals2and3)andtheEFAgoals(3,4and5)emphasizedaccesstoeducationby
allwithemphasisonthepromotionofgenderparityineducation.Theeducationpoliciesin
Nigeriawere,however,genericandtargetedallchildrenofschoolage.Despiteallofthese
policiesandinitiatives,educationstatisticsandvariousreviewsoftheeducationsector(FME,
2003,2005)hadrevealedthatmillionsofchildrenwereoutofschoolandthatwidegendergaps
ineducationstillexisted.
Similarly,inresponsetoapushtointegrategenderconcernsintodevelopmentprocesses,
(especiallyaftertheBeijingConference),aNationalPolicyforWomenwasadoptedin2000.
Earlieron,in1989,theNationalCommissionforWomenwassetupatthenationallevel,while
similarbodieswereestablishedatstatelevels.In1995,theCommissionwasupgradedtothe
FederalMinistryofWomenAffairs–andatstatelevels,theCommissionswerealsoupgradedto
StateMinistriesofWomenAffairs.
5.1.2
ChangesafterNGEI
TheexpectedoutputsforOutcome1arethedevelopmentof:

NationalPolicyonGenderinBasicEducation;

GuidelinesfortheimplementationoftheNationalPolicyonGenderinBasicEducation;
and

Manualongender‐sensitiveplanning.
TheexpectedoutputsforOutcome1havebeendelivered.AsshowninTable3,theNational
PolicyonGenderinBasicEducationhasbeendeveloped,ashavetheImplementationGuidelines.
Thepolicyandguidelineshavebeendisseminatedtostates,andadditionalcopiesarebeing
producedforwiderdissemination.However,thepolicyhasnotbeendomesticatedbystates,and
somestakeholdersseethisasalimitationonitsimplementationatthestatelevel.Itshouldalso
bemadeavailabletothepublic(inlibraries,bookshops,etc.)andnotonlytogovernment
officials.Amanualforintegratinggenderintostatedevelopmentplanswasproducedand
disseminatedin2006bytheNationalPlanningCommission.Genderconcernswereintegrated
intostatedevelopmentplansandintoStrategicEducationSectorPlansthatwereproducedin
about20states(inboththenorthernandsouthernpartsofNigeria)between2008and2010,
withtechnicalandfundingsupportfromUNICEF.
36
Table3–Outcome1:Expectedoutcomesandindicators
Expectedoutcomes
Indicators
Whetheroutcomeachieved
GenderinBasicEducationis
utilizedinthedevelopmentof
SESPsandtheSESOP
Nationalpolicyframeworks
thatsupportgirls’education
Policywasutilizedinthe
preparationofSESPs
Gender‐sensitiveeducation
plansimplementedand
improvingeducationforgirls
Increasedbudgetsallocatedto Provisionsofpolicyandsector
girls’education
planshavebeenintegrated
intothe2010education
budgetandfundshavebeen
allocated
Theexpectedoutcomeslistedabovehavebeenachieved:
a. TheGenderinBasicEducationPolicywasusedasaninputintothedevelopmentofstate
SESPsandoftheSESOP.
b. Strategiesidentifiedinthepolicyandintheeducationsectorplansarebeingintegrated
intoeducationbudgets.
c. TheChildRightsCharterwasdomesticatedastheChildRightsActinNigeriain2003.
SincetheestablishmentoftheNGEI,severalstateshavealsodomesticateditandare
implementingitsprovisions.Forexample,inNigerState,theActwasdomesticatedin
April2010.Summariesoftheprovisionsrelatingtoforcedmarriageandchild
withdrawalhavebeencirculatedtoschoolsandSBMCs.Alegaladviserwasseconded
fromtheStateMinistryofJusticetoprocessallreportedcasesofwithdrawalofgirls,
includingprosecutingthemincourtafterdialoguehasfailed.
d. TheUBEC(representedintheNGEITWG)ispromotingthechild‐friendlyschool
programmethroughitsgrantstoSUBEBs.Allnewschoolsorrenovationofschoolsmust
begender‐friendly–i.e.,separatetoiletsforboysandgirls,provisionoffurnitureand
learningmaterials,water,etc.
e. Asaresultofincreasedprovisionofschoolspacesforgirlsandwomen,andfinancial
support(scholarshipsatsecondaryschoolsandCollegesofEducation),thebudgetfor
girls’educationhasincreased.InNigerState,thegovernmentprovided5millionNaira
fortheNGEISteeringCommitteein2010tosupportitsactivities.
5.1.3
Impactofchanges
Asaresultofpolicychangesfavouringgirls’education,therehasbeenanincreaseinthe
enrolmentandcompletionratesforgirls.Thetransitionratestojuniorsecondaryschoolhave
alsoincreased,andthegendergaphasimproved(seeAnnex9).Figure2suggeststhat
improvementswerebetteramongmoreaffluenthouseholds,thusindicatingtheneedfor
37
scholarshipstoimproveschoolattendance.Manymarriedwomenhavealsoseizedthe
opportunitiestogobacktoschoolaftermarriage.
5.1.4
ContributionbyNGEI
ContributionsbyNGEIpartnersintopolicychangeshaveincluded:

Policydialoguewithpolicymakersandsensitizationofreligiousandtraditionalleaders,
parentsandgirlshasledtoincreasedawarenessoftheimportanceofgirls’education.
Thishasgeneratedademandformoreplacesinschools,whichhastobemetby
policymakers.

TheparticipationofofficialsfromMinistriesofEducationatfederalandstatelevelsas
NGEITWG/SteeringCommitteesinNGEIactivitieshasenhancedtheirabilitiesto
influencepolicydecision‐makingandintegrateNGEIdecisionsintotheirministries’
programmesandbudgets(forexample,promotionofMothers’AssociationsinFederal
UnitySchool).

InputsfromstatepatronsofNGEIinthepersonofStateFirstLadies(wivesof
Governors)whohavechampionedgirls’educationhavefacilitatedtheadoptionof
gender‐friendlyeducationpolicies.Forexample,theFirstLadiesinNiger(HajiyaJummai
BabangidaAliyu)andBauchi(HajiyaAishaIsaYuguda)Stateshavebeenattheforefront
ofadvocacyandsensitizationcampaignstoLGAs,traditionalandreligiousleadersand
policymakersintheirrespectivestates.Forexample,theFirstLadyofBauchiStateled
theNGEIteamforpolicydialoguewithgovernmenttoreplicatetheGEPinthe14LGAs
thatwerenotincludedinGEP1.HerofficeisrepresentedonthestateNGEISteering
Committeebyoneofherassistants.TheFirstLadyofNigerState,throughherNGOcalled
LifeRehabFoundation,spearheadedactivitiesleadingtothelaunchingofNGEIinthe
state.

IndividuallyandcollectivelyasmembersoftheCSACEFAandNGEISteeringCommittees,
CSOshavealsocontributedtotheadoptionofgender‐sensitivepoliciesandprogrammes.
TheCSACEFAisusuallyinvitedtomeetingsoftheNigeriaEducationCouncil,oneofthe
highesteducationpolicy‐makingbodiesinthecountry.Similarly,FOMWANisusually
invitedtomeetingswheredecisionsconcerningMuslimwomenaremade,especially
sincereligionisusedasanexcusefordenyinggirlsaccesstoeducationinthenorthern
partsofthecountry.WRAPAprovidesfreelegalservicestogirlswhoarebeing
threatenedwithwithdrawalorforcedmarriageinNigerState.
38
5.1.5.Assessmentoftherelevance,effectivenessandefficiencyofNGEIinputsintopolicychanges
TheactivitiesofNGEIpartnersinadvocatingforpolicychangestoaddressgirls’educationin
particularareveryrelevant,astheyarecomplementinggovernmenteffortstomeettheMDGs
andEFAgoals.Theyarealsoeffectivebecausetheyareachievingthedesiredresultsof
increasingfemaleenrolmentandcompletionratesandreducingthegendergapineducationin
Nigeria.
5.2
Outcome2–Bestpracticesinfacilitatinggirls’educationandgenderequalityare
knownandinstitutionalized
5.2.1
BeforeNGEI
Anumberofbestpracticestoaddressfemaleeducationhadalreadybeenadoptedsincepre‐
independencedaysbybothgovernmentandmissionarysocieties.Theseinclude:
1. All‐girls’collegesbygovernment:Boththefederalandregionalgovernmentshadintroduced
all‐girls’schools,suchasQueen’sCollegeLagos(federal),Queen’sSchool,Ede(Western
Region),andQueen’sCollegeEnugu(EasternRegion).Thefederalgovernmentalso
introducedtheFederalGovernmentColleges(UnitySchools)inthe1970s.Ofthe104Unity
Schools,38wereall‐girls’schools,whileonlytwowereall‐boys’collegesandtheremaining
weremixedschools.
2. All‐girls’schoolsbymissionarybodies:Missionariesalsointroducedall‐girls’secondary
schools–QueenAminaCollegeZaria(Catholic),BaptistGirlsCollege,Agbor,etc.However,
mostofthemwerefee‐paying,althoughmanyregionalgovernmentsofferedscholarshipsto
giftedstudents–bothmalesandfemales.
3. Financialsupportforgirls’education:Someregionshadspecialscholarshipstopromote
girls’education;forexample,intheformerNorthernRegion,scholarshipsweregiventogirls
fortheirHigherSchoolCertificate/GeneralCertificateofEducationAdvancedLevelstudies,
aswellasfortheiruniversityeducation.However,onlyafewgirlsqualifiedforthese
scholarships.
Althoughinstitutionalizedbyeducationagencies,thesegoodpracticeswerenotidentifiedor
documentedassuch.
5.2.2
ChangesafterNGEI
TheexpectedoutputsforOutcome2are:

Goodpracticesdocumentedanddisseminated.

Partners’capacityfordocumentationofgoodpracticesdeveloped.
Theexpectedoutputshavebeenproduced:Goodpracticeshavebeendocumentedandarebeing
disseminated:
39
1. Documentation:NGEI(national)commissionedastudyin2005todocumentgood
practicesinselectedstates.ThefindingsweredisseminatedataStakeholders’Workshop
in2007.Arrangementsarenowbeingmadetopublishthereport,whichhasbeen
delayed.Atpresent,stateSteeringCommitteesroutinelyidentifyanddocumentgood
practicesthathavebeenintegratedintopolicestopromotegirls’educationby
governmentandotheragencies.
2. Publicationofgoodpractices:TheFederalMinistryofWomenAffairs(2010)has
releasedapublicationongoodpracticesforpromotinggirls’educationinNigeria.
3. Dissemination:GEP2Newsletters(NigerState)havedisseminatedsomegoodpractices
fromtheGEP.Similarly,ActionAidNigeria(apartnerorganization)initsnewsletter,
Maishela,hasdocumentedgoodpracticesfromitsEnhancingGirls’BasicEducationin
NorthernNigeriaprojectinselectednorthernstates.
4. Capacitybuildingforidentifyinggoodpractices:TheNationalTWGorganizedatraining
workshopforstatepersonneltoenhancetheircapacitytoidentifyanddocumentgood
practices.
GoodpracticesaresharedduringNGEITWG/SteeringCommitteejointmeetings,whichareheld
twiceyearly,andatstate‐levelmeetings.TheyarealsosharedduringmeetingsofFMEwithState
MinistryofEducationofficials.Table4showsprogressmadewithrespecttotheindicators
identifiedforOutcome2.
Table4–IndicatorsandprogressmadetowardsachievingOutcome2
Expected
outcome
Indicators
Progressmade
Implementationof Financialincentivesto
gender‐sensitive
reducebarriersin
programmes
education
informedby
knowledgeofgood
practices
Severalstatesgivefinancialincentivestoreduce
barrierstoeducation.Forexample,inBauchi,Katsina
andNigerStates,thereisfreeeducationforallchildren
uptoseniorsecondaryoruniversitylevel.The
GovernmentofNigerStatealsopaysexaminationfees
fortheseniorsecondaryschoolexaminations.
TheChildRightsActmakesprovisionforsafetyofgirls
goingtoschool.
Measuresforsafetyof
girlsgoingtoschool
InBauchiState,girlsinschooluniformhavefreebus
ridestoschoolinthestatecapital.
Measuresagainstsexual TheChildRightsActprovidesformeasuresagainst
harassmentand
sexualharassment.ItwasdomesticatedinNigerState
violence
in2010.
Schoolswithseparate
toilets
Schoolsarebeingrenovatedandseparatetoiletsfor
boysandgirlsareprovided.InNigerState,outofthe
40
Expected
outcome
Indicators
Progressmade
2,900primaryschools,about1,000havetoilets.
Gender‐responsive
materials,curriculum
andteachingmaterials
InNovember2010,UNICEFheldaworkshoptoreview
learningmaterialsusedinschoolsfortheirgender
responsiveness.
Teachersandschool
managerstrainedin
genderequality
Trainingworkshopshavebeenorganizedformembers
ofSBMCsundertheGEP.SBMCsmustincludethehead
teacherandwomen.
Programmessupporting TheUniversalBasicEducationActprovidesforre‐entry
girls’re‐entrytoschool ofgirlstoschool.InNigerState,theSecondChance
afterpregnancy
programmeprovidesforre‐entryofgirls/womento
school.
5.2.3
Impactsofchanges
Educationauthoritieshaveinstitutionalizedseveralbestpractices.Policydecisionstargeting
girls’educationinNigeriaarenowinformedbyknowledgeofgoodpractices,whichserveas
lessonslearnedforstateswithpersistentgendergapsineducation.Goodpracticesfor
promotinggirls’educationhavebeenintegratedintoeducation‐sectorpoliciesandplans.The
inclusionofeducationpolicymakersasmembersofNGEITechnicalCommitteeshasfacilitated
theirknowledgeofgoodpracticesandtheirintegrationintopoliciesandplans.
Box1:GoodPractice1–FemaleTeachers’TrainingScholarshipScheme
TheNationalCertificateofEducation(NCE)Teachers’ScholarshipSchemewasinitiatedunder
theGEP.Itisaimedatincreasingthenumberoffemaleteacherstoserveasrolemodelsinrural
communitieswherefemaleenrolmentinbasiceducationislow.
Underthescheme,youngwomenareadmittedintoathree‐yearprogramme.Eachstudent
receivesfromhersponsorsastipendof50,000Nairaperyearforupkeep.Uponcompletion,the
youngwomenaretoreturntotheircommunitiestoteach.Theschemebeganduringthe
2008/09academicyearandisnowinitsthirdyear.SponsorsincludeUNICEF(50studentsper
yearundertheGEP),thestategovernments(throughtheSUBEB),LGAsandNGOs(LifeRehab
FoundationinNigerState).
InBauchiState,about721girlsarebeneficiariesofthescholarshipandarestudentsatthe
CollegeofEducation,Azare.InNigerState,978beneficiariesareenrolledattheCollegeof
Education,Minna,with512sponsoredbyLGAsafteradvocacybythestateNGEI.
Stakeholderscommendtheprogrammebecauseitwillproducefemaleteachers,ofwhichthere
arecurrentlyveryfew,especiallyinthenorthernstates.Secondly,theybelievethattherecruit
41
andtrainmethodismorelikelytoimproveteacherretentioninruralcommunitiesinsteadof
recruitingteachersaftertheyhavecompletedtheNCEprogramme,asmanyofthoseteachers
leaveassoonastheygetbetterjobs.
Box2:GoodPractice2–SecondChanceprogramme formarriedwomen
TheSecondChanceprogrammeprovidesopportunitiesformarriedwomenwhowereforcedto
withdrawfromschoolasaresultofmarriageorteenagepregnancytoreturntoschoolwithout
havingtopaytuition.Theprogrammeistargetedtothosewhohavecompletedprimary
education.WhiletheprogrammehasexistedinNigerStatesincethelate1980s,itwasonly
introducedinBauchiStatein2008afterNGEIadvocacy.AMarriedWomen’sCollegehasbeen
establishedineachemirateinBauchiState.InNigerState,theprogrammehasbeenexpanded
fromoneWomen’sDayCollegeperemiratetooneperLGAafterNGEIadvocacy.
Theprogrammehasenabledmanywomentoaccesssecondaryeducation.AttheWomen’sDay
CollegeinMinna,itwasestablishedin1991andexpandedin2006.About1,516studentsare
enrolledatbothjuniorandseniorsecondaryschoollevels.Inadditiontoformaleducation,skills
acquisitionprogrammesarealsoavailableattheschool.Someoftheclassroomshaveasmanyas
80or90students.InBauchi,about200studentsareenrolledattheMarriedWomen’sCollege.
Thewomenhaveembracedtheopportunity,assomeofthemhavebeenchallengedbytheir
husbands,whohavemarriedyounger,educatedwomen.
5.2.4
ContributionsbyNGEI
ThecontributionsofNGEIhaveincluded:

Advocacyandpolicydialoguewitheducationagencies:InNigerState,NGEIadvocacyon
theneedforprogrammesforgirlsforcedtodropoutasaresultofpregnancyorearly
marriageledtoanincreaseinthenumberofWomen’sDayColleges,fromoneper
emiratetooneperLGA.PolicydialogueinBauchiStateledtotheintroductionofMarried
Women’sCollegesineachofthesixemiratesinthestate.

Sensitizationabouttheimportanceofgirls’education:Sensitizationaroundthe
inaugurationofNGEIinNigerStateledtotheintroductionofscholarshipschemesforall
children.Thescholarshipschemewasinitiallytobeforgirlsonly,buttherewasprotest
regardingdiscriminationagainstboys.

Organizationoftrainingworkshopsforpartners:WorkshopsweresupportedbyUNICEF
totrainstatepartnersonhowtoidentifyanddocumentgoodpractices.However,the
trainingworkshop(nodateprovided)wasalongtimeago(tofacilitatethestudyofbest
practicescommissionedin2005),andthereisaneedformoreworkshopstotrain
currentmembersonhowtoidentifybestpractices.

DisseminationduringNGEIworkshops:GoodpracticesaredisseminatedatNGEI
meetings,whichareheldfourtimesayear.Twooftheworkshops(jointmeetingsof
42
nationalandstatecommittees)arerotatedbetweenpartnerstates,andmembersof
NGEISteeringCommitteesinthestatesareinvitedtoparticipate.

5.2.5
Trainingworkshopsforschoolmanagers:WorkshopshavebeenheldforSBMCson
schoolmanagementandthepromotionofgenderequalityinaccesstoeducation.
CSACEFA(partner)hasfacilitatedsomeoftheworkshops.
Assessmentoftherelevance,effectivenessandefficiencyoftheNGEIcontribution
AlthoughsomegoodpracticeshaveprecededNGEIinNigeria,theywerenotrecognizedassuch
andwerenotdocumentedfordissemination.WithsensitizationbyNGEIontheneedto
documentanddisseminatetheminNGEIpartnershipstates,bestpracticesandhumaninterest
stories(casestudies)arenowbeingroutinelydocumentedanddisseminatedduringmeetings.
Thedocumentationanddisseminationareimplementedefficientlyandatnoadditionalcost,
sincetheyarebuiltintotheNGEIprocess.Thisisimportant,sinceNGEIhasnosupportingfunds
ofitsown.
TheseidealsofNGEIhavealsobeenbuiltintotheindividualandcollectiveactivitiesofNGEI
partners.Disseminationhasalsobeeneffective,asthesegoodpracticesserveaslessonslearned
forotherstateswithwidegendergapsthatmaywanttoadopt/adaptthesepracticesintheir
ownenvironments.Thesegoodpracticeshavecontributedtotheincreaseinfemaleenrolment
ratesinthenorthernstates.Theyhavealsobeeneffectiveduringthepre‐NGEIperiodin
reducingthegendergapsinthesouthernstates.
Howsustainablearethesegoodpractices?Anincreasingnumberofstates,especiallyinthe
northernpartsofNigeria,areadoptingthesegoodpractices.Severalsouthernstatesandthe
FederalGovernmentadoptedsomeofthesegoodpracticesinthepasttoaddressgendergapsin
education.Thusthechangesaresustainable,althoughtheavailabilityoffundsforeducationwill
influencetheratesatwhichtheyareinstitutionalizedbyindividualstates.However,itis
necessarytopublishanddisseminategoodpracticestoeducationstakeholdersalloverthe
country.
5.3
Outcome3–FacilitationbyNGEIofaneffectivepartnershipforgirls’education
andgenderequality
5.3.1
BeforeNGEI
Table5–Pre‐andpost‐NGEIpartnershipsforgirls’educationinNigeria
Pre‐NGEI





AGEI
StrategyforAccelerationofGirls’
EducationinNigeria
Girls’EducationProject
FOMWAN–sinceformationin1985
CSACEFA–formedin2000toaddress
Post‐NGEI





InaugurationofNGEIin2005
FormallaunchingofNGEIinBauchiin
2008
NGEIBauchi–March2008
NGEINiger–November2009
NGEIKatsina–June2009
43
Pre‐NGEI
Post‐NGEI
educationissues

NGEISokoto–May2010

Operationalbutnotformallylaunched
in10states–Benue,Borno,Gombe,
Jigawa,Kaduna,Kano,Lagos,Zamfara,
NassarawaandPlateau
Table5summarizesinitiativesandpartnershipstopromotegirls’educationpre‐andpost‐NGEI,
whichhavebeendescribedinaprevioussection.However,thegirls’educationinitiatives–AGIN
andSAGEN–wereofshortdurations,whileFOMWANandCSACEGFAwerenotasbroad‐based
asNGEI,whichinvolvesawiderangeofstakeholders.
5.3.2
ChangesafterNGEI
TheexpectedoutcomeforOutcome3isthatNGEIpartnershipsareoperationalatnationaland
statelevels.
AsshowninaprecedingsectionandinTable5,NGEIisfullyfunctionalatthenationalleveland
infourstates.Itisoperatinginsomeotherstates,buttherewasnodocumentaryevidence
availabletotheconsultantthatNGEIhasbeenlaunchedorthataSteeringCommitteeisinplace
inthesestates,althoughtheysubmittedplanstosetupNGEIchaptersasfarbackas2009.The
limitednumberofstrongCSOsinthesestates,aswellasalackofpoliticalwillorinterestinthe
primaryissuesofconcern(femaleenrolmentandattendance)mayhavehinderedprogressin
launchingtheNGEIinmorestates.Assomestakeholderspointedout,itisnecessarytohave
someonewhoispassionateaboutanissuetodriveit.LimitedfundingfortheNationalTWGto
intensifyadvocacytothesestatesisalsoafactor.
Thepartnershipisveryfunctionalinthosestateswhereithasbeenformallylaunched.Such
stateshaveengagedinvariousactivities,suchas:
 Sensitizationcampaignstocommunities,traditionalandreligiousleaders(including
Emirs);
 Policydialoguewithpolicymakers;
 Listingofgirl‐childhawkersinBauchiState;etc.
InKatsinaandNigerStates,effortshavebeenmadetoestablishLocalGovernmentchaptersof
NGEI.Girls’EducationCommitteeshavebeensetupinsomeoftheLocalGovernmentsinNiger
State(forexample,PaikoroLGA,whereafemaleistheLocalGovernmentEducationSecretary).
Women’sAssociationshavebeenformedinprimaryschools,whileinsomesecondaryschools,
Girls’Clubshavebeenformed(forexample,GwamDaySecondarySchoolinPaikoroLGA).
ProgresstowardsOutcome3
44
TheexpectedoutputsforOutcome3are:
1. TermsofreferenceandguidelinesforNGEIimplementationaredeveloped;
2. Partnershipsatnationalandstatelevelsareformed;and
3. Capacitiesofpartnersarestrengthenedingendermainstreaming.
Thethreeexpectedoutputshavebeendelivered,asanalysedbelow:
Termsofreferenceandguidelines:Althoughtheseweredifficulttoretrieve,termsof
reference(TORs)andguidelineshavebeendevelopedatboththenationalandstatelevels.
OperationalandmembershipguidelinesandTORsforstatesweredevelopedduringthenational
launchinginBauchiinMarch2008.Themembershipshouldbeinter‐sectoralandaccommodate
allstakeholdersinthestate.TheTechnicalCommitteeistopartnerwithstategovernmentwhile
thecivilsociety(CSACEFA)istoserveastheleadtechnicaladvisor.Therolesand
responsibilitiesofpartnerswerealsoagreeduponduringthenationallaunchingofNGEIin
Bauchi(NGEI,2008c).
TheNationalTWGmeetstwiceayear(attheUNICEFOffice)andholdstwoJointMeetingsofthe
NationalTechnicalWorkingGroupandStatechaptersinpartnershipstates.StateTechnical
Committeesholdquarterlymeetings.Jointmeetingsaretoappraisestateandnationalchapter
workplans,examinestrategies,sharegoodpracticesandidentifychallengesinthepromotionof
girls’education.Statechaptersareexpectedtobringreportsoftheiractivitiestothemeetings.
TORsandguidelineswerereportedinvariousminutesofmeetingsheldbythenationalTWG,
althoughtherewasnocopyofanyMemorandumofUnderstandingavailable.Thereisneedto
prepareacomprehensivebrochureordocumentdescribingguidelinesandTORsforeaseof
reference.
Partnershipsareformedatnationalandstatelevels/numberofactiveorganizations:
AsshowninTable5,partnershipshavebeenformedatnationalandstatelevels.Thekeypartner
organizationsatthenationallevelare:CSACEFA,ChangeManagersInternationalNetwork,
FOMWAN,FAWEN,ActionAidNigeria,theSocietyforEmpowermentandSelfReliance(SESER)
andtheNigeriaWomenEmpowermentNetwork(NAWENO).AfewNGOsthatwereinvitedfrom
non‐NGEIstatesattheearlyphaseofNGEInolongerparticipateinNGEImeetingsbecauseof
inabilitytotraveltherequireddistancesandinadequatefunds.SuchNGOscanbeusedto
spearheadformationofNGEIchaptersintheirstates.
InNigerState,keypartnerNGOsinclude:FOMWAN,WRAPA,theNationalCouncilofWomen’s
Societies,theLifeRehabFoundationandCSACEFA(statechapter).ThereareafewactiveNGOs
workingoneducationalissuesinthestate,allofwhicharemembersofthestateNGEITechnical
CommitteeandwerecollectivelyinvolvedinthesensitizationvisitstotheLGAsand
communities.TheyalsointegrateNGEIidealsintotheirindividualorganizationalactivities.The
LifeRehabFoundationforWomen(foundedbythestateFirstLady)spearheadedthelaunching
ofNGEIinthestate.Ithasalsoawardedscholarshipsto40femalestudentsaspartoftheFemale
45
TeachersTrainingScholarshipSchemeinthestate.WRAPAoffersfreelegalservicestogirls
threatenedwithforcedmarriageorwithdrawalfromschool.FOMWAN,whichhasbranchesin
35states,hasestablishedprimaryandsecondaryschoolsnationwide,withemphasisongirls’
education.ItalsoorganizesanAnnualEducationSummitongirls’education.
InBauchiState,inadditiontovariouslineministriesandofficialagenciessuchastheAdultand
Non‐FormalEducationAgency,keyNGOpartnersinclude:FOMWAN,theWomenEmpowerment
InitiativeofNigeria,theCommunityActionforPopularParticipation,theWomenDevelopment
AssociationforSelfSustenance,theDevelopmentExchangeCentre,andRAHAMAWomen
Development.TheOfficeoftheFirstLadyisalsorepresentedintheTechnicalCommittee.
Althoughseveralkeystakeholders’groupshavebeeninvitedtobepartners,thepartnershiphas
excludedtheacademicandintellectualcommunityworkingongenderequalityandeducation
issues.
Capacitiesofmembersstrengthenedforgendermainstreaming
Thecapacityofpartnersforgendermainstreaminghasbeenstrengthenedthroughparticipation
atgendertrainingworkshops:

TheFederalMinistryofWomenAffairshasorganizedanumberofgenderbudgeting
workshopsforitsownstaffaswellasforbudgetofficersofministries,departmentsand
agencies.

TheUN‐Womenorganizedseveralgendertrainingandgenderbudgetworkshopsfor
variousstakeholders–lineministries,themedia,NGOs,etc.,byitselfandthroughthe
NationalCentreforEconomicManagementandAdministration.

AspartoftheGEP,UNICEFhassupportedtrainingprogrammesforSBMCsonschool
managementfromagenderperspectiveandtheimportanceofgirls’education.

TheJointMeetingsoftheNationalTWGandstatechaptersofNGEIalsoprovide
opportunitiesforstrengtheningmembers’capacityforgendermainstreaming.

ThecapacitiesofGEPConsultantsandGenderDesksfromUNICEF,theGenderEducation
UnitofMinistriesofEducationandUniversalBasicEducationbodiesforgender
mainstreaminghavebeendeveloped.
Thus,manyofthemembersoftheTechnicalCommitteesandNGOshavehadopportunitiesto
participateingendertrainingworkshopsandhavebuilttheircapacitiesforgender
mainstreaming.However,partnersatstatelevelsrequirefurthercapacitybuildinginadvocacy,
developmentofworkplansandfundraising.Atthenationallevel,capacityneedstobeenhanced
inleadershipskills,workshopmethodsandstrategicplanningthroughworkshopsaswellas
studytoursformembersofTWGs.
Collaborationbetweenanddegreeofsatisfactionbymemberorganizations
46
JointworkplansaredrawnupannuallybyTechnicalCommittees(since2008)anddiscussed
duringthejointmeetingsofnationalandstatechaptersofNGEI.Atthestatelevel,ajoint
workplandevelopedbytheTechnicalCommitteeoutlinespriorityissues,keyactivitiestobe
implemented,responsiblepartners,targetgroups,timelines,expectedoutputsandoutcomes,
andrequiredresources.Atthenationallevel,duetothesmallersize,activitiesareassignedto
committeesorindividualsbasedonthecompetenciesofpartnerorganizations.Itisexpected
thattheactivitieswillbeintegratedintotheirorganization’songoingprogrammes,sincethereis
nobudgetforNGEI.Atthenationallevel,UNICEFhasprovidedfundingandtechnicalsupportfor
NGEImeetingsandsomeactivities(suchasadvocacy/monitoringvisitstostatechapters),
introducingtheminunderthebudgetforGEPactivities.InNigerState,theMinistryofEducation
providedabudgetof5millionNairaforNGEIactivitiesin2010,whileSUBEBsupportsNGEI
meetings(refreshments,etc.).InBauchiState,theTechnicalCommitteehashaddialogueswith
governmentagenciestomainstreamNGEIplannedactivitiesintotheirbudgets(forexample,the
MarriedWomen’sCollegesbySUBEBandtheMinistryofEducation).
Participationinthepartnershipisvoluntary,asnomemberisdisciplinedfornotexecutingan
activityorattendingmeetings.Atthenationallevel,becauseofthesmallersize,activitiesand
meetingsoftheTWGhaveoftenbeenrescheduledduetomembers’involvementwiththeir
primaryassignmentsintheirorganizations.However,theorganizationsarewillingto
participateinpartnershipactivitiesbecausetheyfitintotheirownobjectivesandprogrammes.
Partnershavebeenverycommittedandwillingtogivetheirtimeandenergyforthecauseof
promotinggirls’educationintheirstates.Duringstateawarenesscampaigns,membersof
TechnicalCommitteestravelledlongdistancesindifficultandsometimesdangerousterrainsto
getthemessageofgirls’educationtothegrassroots.
Mostofthereservationsaboutthepartnershipwereexpressedatthenationallevel.Some
partnerscomplainedaboutthelackofaproperstructureandhazinessofNGEIatthenational
level,aswellastheinadequatespecificationoftherolesandresponsibilitiesofNGEITWG
members/officers,thelifespanoftheTWG,etc.Lackofa‘structure’andlegalstatuswillmakeit
difficultforNGEItoobtainindependentfunding.NGEIappearedtobebetterdefinedatthestate
level,wheretherolesandresponsibilitiesofpartnerswereoutlinedintheworkplansandthere
wasaDeskOfficerfortheTechnicalCommittee.
LinkswithregionalandglobalUNGEI
TherelationshipbetweenNGEIandtheRegionalOfficeisrelativelyweak.TheUNICEFRegional
FocalOfficemaintainsarelationshipwiththecountrypartnershipinthefollowingways:

NGEIworkplansareforwardedtotheRegionalFocalOfficeforitsinputs.Progress
reportsarealsosenttotheRegionalOffice.

In2009,theeducationspecialistattheRegionalOfficevisitedNigeriatofacilitatethe
JointMeetingofthenationalTWGandstateSteeringCommittees,whichwasheldin
Kaduna.ThevisionandobjectivesofUNGEIwereexplainedtoparticipants.Duringthe
47
visit,theFocalPersonaccompaniedmembersoftheNGEITWGonadvocacyvisitsto
differentstakeholders.

TheRegionalOfficeorganizedtheUNGEIE4ConferenceinDakar,whereNGEIwas
represented.

However,itappearsthatthecommunicationbetweenNGEIandtheRegionalFocalOffice
occursonlythroughtheUNICEFNigeriaoffice.Asaresult,membersoftheNGEITWGare
notawareoftheUNGEIRegionalOfficeorwhatsupporttheycanexpectfromthe
RegionalOffice.ItmaybenecessaryfortheRegionalFocalPersontomaintaindirect
contactwiththeNGEISecretariatsothattheNGEISecretariatcaninteractdirectlywith
theRegionalOffice.
Similarly,linkswiththeglobalpartnershipappeartobelimitedtotheparticipationofNGEI
representativesatglobalmeetings.
5.3.3
Impactsofthechanges
Overall,onemayconcludethatfunctionalpartnershipshavebeenestablishedinNigeriaat
nationalandstatelevels,especiallyinthosestateswhereNGEIhasbeenformallylaunchedand
isfullyfunctional.TheNGEIpartnershipismorevisibleatthestatelevel,whereplansand
policiesareimplemented.However,statesinthesouthernpartofNigeriaareyettobe
integratedintotheNGEI.AvailablerecordsshowthatonlyLagosStatehadbeencontacted,but
therehasbeennodevelopmentsincethen.
TheevaluationfindsthatprogresshasbeenmadetowardstheachievementofthethreeUNGEI
outcomes.TheNGEIpartnershipisfullyfunctionalatthenationallevelsandinsomestatesinthe
northernpartsofNigeria.
48
6.
Overallassessmentoftherelevance,effectivenessandefficiency
oftheNGEIpartnership
6.1
KeyfeaturesoftheNGEIpartnership
Therearevariousdefinitionsofapartnership.Aworkingdefinitionofapartnershipis“a
collaborativerelationshipbetweenentitiestoworktowardsharedobjectivesthroughamutually
agreeddivisionoflabour”(WorldBank,1998,citedinAxelrod,2001).Apartnershipisalso
definedas“agroupoforganizationswhosememberscommittoanagreedpurposeandshared
decision‐makingtoinfluenceaneternalinstitutionortarget,whileeachmembermaintainsits
autonomy”(Raynor,2010).Itisalsoseenas“anarrangementforpoolingandmanagingof
resourcesandmobilizationofcompetenciesandcommitmentsbypublic,businessandcivil
societypartnerstocontributetoagoal”(IIEP,2010).Giventhesedefinitions,towhatextentdoes
theNGEIpartnershipmodelmeettheglobaldefinitionsoftheidealpartnership?Thisis
describedinTable6.
Table6–FeaturesoftheNGEIpartnership
Featuresofa
partnership
KeyfeaturesoftheNGEIpartnership
Inclusiveness
TheNGEIpartnershipisinclusive–allrelevanteducationstakeholderswere
invitedtobepartners.TheNGEIpartnershipmodelisacollaborationof
developmentpartners,educationpolicymakers(MinistriesofEducationand
theiragencies),CSOs,traditionalandreligiousleaders,parentsandfemale
students(Girls’Clubs).However,theacademiccommunityhasnotbeen
involvedaspartners.
Multiplelevelsof
activities
NGEIactivitiestargetstakeholdersatthenationalandstatelevelsandatthe
locallevel(incommunities).
Common
goals/vision
NGEIpartnersshareacommongoalandvisiontopromotegirls’education
inNigeria.Thesehavebeenidentifiedandagreeduponintheoperational
guidelines.
Poolingof
resources
NGEIpartnershipconsistsofdifferentorganizationswithdifferent
competencies,whicharepooled.Jointworkplansassignresponsibilitiesto
partnersbasedontheirhumanandotherresources.Thisisimportant,since
NGEIhasnobudgetofitsown.
Jointgovernance
NGEIpartnershipismanagedbyaTWGatthenationallevelandbySteering
Committeesatthestatelevel.Theirrolesandresponsibilitiesaredetailedin
thetermsofreference.
49
TheNGEI,therefore,hasallofthefeaturesofapartnership.Buthoweffectiveandefficientisthe
NGEIpartnership?Thisanalysisentailsidentifyingthestrengthsandweakness,aswellasthe
opportunitiesandthreats,facingtheNGEIpartnership.
6.2
StrengthsoftheNGEIpartnership
StakeholdersidentifiedthestrengthsoftheNGEIpartnershipasfollows:

NGEIisrelevanttotheNigeriancontext.Itaddressesissuesthatareofprioritypolicy
concerninNigeria–achievingtheMDGandEFAgoalstowhichNigeriaissignatory.

Collaborationbetweendifferentorganizationswithdifferentcompetenciestoparticipate
incampaignsforgirls’educationwithresultingsynergy.Theseincludetime,human
resources,expertise,etc.

TheestablishmentofstructuresthatcansustainNGEIideals,suchasSBMCs,Women’s
Associations,Girls’ClubsandNGOswithinterestinpromotingfemaleeducation.

Successinpromotinggendermainstreamingintheeducationsectorandstateplansand
budgets.Itwasdifficultinthepasttogetgenderissuesintobudgetsandplans.

Coordinationandbetterorganizationofgirls’educationactivitiesbyNGEIpartnership.

PressurebyNGEIpartnersonthebureaucracytoaddressgirls’educationconcerns.(i.e.,
“achorusofvoices”).

Mobilizationofsupportforgirls’educationamongtraditionalandreligiousleaders,
communitiesandparents.

EfficiencyintheuseofresourcesaspartnerorganizationstointegrateNGEIidealsand
activitiesintotheirownprogrammes,thusmakingimplementationcost‐effective.

Theoverallresulthasbeenapositiveimpactongirls’education–anincreasein
enrolment,retentionandcompletionratesforgirlsinschool.
6.3
WeaknessesoftheNGEIpartnership
Identifiedweaknessesinclude:

LackofabudgettosupportNGEIactivitiesleadingtonon‐executionofactivitiesin
workplans.Forexample,thenationalTWGhadtorolloverits2010workplanto2011,
andatthetimeoftheevaluation,littlehadbeendone.

Lackoftimebypartnersbecauseofconcentrationontheprimaryactivitiesoftheir
organizations.Thisaffectsattendanceatmeetingsandimplementationofactivities.

Thevoluntarynatureofthepartnershipaffectsthelevelofcommitmentbypartners.
Somepartnersweremoreenthusiasticthanothers.Thismaybeduetolackofa
memorandumofunderstandingdetailingtherolesandobligationsofindividualpartners.
50

Lackofdocumentation(dedicatednewsletterorbrochure)aboutNGEIanditsactivities.
InformationaboutNGEIisonlyavailableintheminutesofmeetings(someofwhichare
notdated),whichareavailableonlytomembersoftheTWGs.Asaresult,many
stakeholdersineducationoutsidethegovernancestructuredonotknowaboutNGEIand
UNGEI.

TheabsenceofstrongNGOswithnationalreachisalimitingfactor(FOMWANcomes
closesttothis,withpresencein35states).ManyNGOsoperateinonlyoneorafew
states.CSACEFAisnotverystronginmanystates.

LackofadedicatedDeskOfficeratthenationallevelwhocanbeafocalpointfor
informationanddataabouttheNGEI.AlthoughCSACEFAistheSecretariat,theProgram
OfficerwhocoversNGEImeetingshasherownscheduleofwork.Lackofafull‐timeDesk
Officerwhocanorganizerecordsanddatabases,coordinateNGEIactivitiesatthe
nationallevelandlinkwithstatesbetweenmeetingsmakesitdifficulttoobtaindataand
informationabouttheNGEI.UNICEFprovideddocumentsusedfortheevaluation.
6.4
OpportunitiesfortheNGEIpartnership
TherearemanypositivefactorsthatcanpromotethesustainabilityofNGEIasapartnershipand
buildonitsachievements:

Politicalwilltopromotegenderissues.Thereisapro‐genderatmosphereinNigeria.
Thereispresentlyalotofagitationfor35percentrepresentationofwomenin
government.Toachievethis,womenhavetobepreparedthrougheducation.

ThereisafavourablepolicyenvironmentforNGEItofunction.Genderisbeing
mainstreamedintosector,stateandnationalplansinNigeria.

Thepresenceofdevelopmentpartnersandothereducationinitiatives(suchasthe
NorthernEducationInitiativeandtheEmiratesEducationFoundationinNigerState)
thatcomplementNGEIactivities.
6.5
ThreatstotheNGEIpartnership
SomeofthesuccessfactorshavealsocreatedthreatsforthefutureofNGEIandthesustainability
ofachievements,including:

Fearofbeingco‐optedbyFirstLadies:StateswhereNGEIhasbeenlaunchedandis
activearethosewheretheFirstLadieshavebeenverysupportive–Bauchi,Katsinaand
Niger.TheFirstLadieshavebeenattheforefrontofactivitiestopromotegirls’education.
ThusthequestioniswhethertheNGEIshouldbeindependentoftheFirstLadiesor
whetheritshouldbeseenastheir‘pet’project.Thisisamatterforconcern,asithasboth
advantagesanddisadvantages.WhatifthesucceedingFirstLadyisnotinterestedin
NGEI?
51

Inadequateinfrastructure:Sensitizationhasgeneratedhighdemandforschoolplacesfor
primaryandjuniorsecondaryschools,marriedwomen’s(secondchance)colleges,non‐
formaleducationopportunitiesforadultwomen,etc.Growthinfacilitieshastokeep
pacewiththeincreaseindemand.Severalschoolsareovercrowded,withinadequate
facilities(classrooms,hostelaccommodationatCollegesofEducationfortrainee
teachers,etc.).Lackoffacilitiescanresultinpoorperformanceorleadtotherejectionof
childrenbyschoolsduetoalackofspace,andthismaydiscourageparentsandhusbands
fromsendingtheirdaughters/wivestoschool.Somefemaletraineeteachershave
withdrawnfromtheprogrammeattheAzareCollegeofEducationinBauchiStateasa
resultofpoorhostelaccommodation.

Economicempowermentofwomen:Motherskeeptheirdaughtersawayfromschool
becausetheyneedthemtoearnadditionalincomeforthefamily.Womenneedtobe
empoweredsothattheycankeeptheirchildreninschool.

Persistenceofthekayandaki(trousseau)practice,wherebydaughters/parentshaveto
raisethemoneywithwhichtobuyvariousfurnitureandotherutensils(beds,televisions,
refrigerators,etc.)totaketotheirhusbands’homeswhentheygetmarried.Girlsfrom
poorhomesmaybeforcedtodropoutofschooltohawkgoodstoraisethemoney.This
practicecanbecounterproductiveforthesuccessofNGEIinenhancingthetransitionto
secondaryschoolsandhigherlevelsofeducation.

Widespreadunemployment:Educationshouldtranslateintodecentjobs.Ifjobsarenot
availableaftergraduation,parentsmaybereluctanttosendtheirchildrentoschool.
AssuranceofautomaticemploymentforgraduatesoftheFemaleTeachersTraining
ScholarshipProgrammewasafactorenhancingitspopularitywithruralrecipients.They
aretoreturntotheircommunitiestoteachforatleasttwoyearsandserveasrole
models.
6.6
Complementaryeducationinitiatives
AfewinitiativesthatpromoteeducationandcomplementNGEIactivitiesarebrieflydescribed
below.Someofthemtargetgirlsdirectly(e.g.,thescholarshipscheme),whileothersbenefitboth
boysandgirlsthroughimprovedlearningenvironments.
1. EmiratesEducationFoundation
InNigerState,eachoftheeightemirateshasanEmirateEducationFoundation.Contributions
comefromindigenes,whopayanannuallevy,aswellasfromfriendsoftheemirate.Thestate
governmentgivesamatchinggranttoemiratesthathaveraisedanappreciableamount.The
fundsarespentoneducationalactivities–renovationandconstructionofclassroomblocks,
schoolfurnitureandboreholes,awardofscholarships,registrationofstudentsforexaminations,
etc.In2007–2008,theEmiratesEducationFoundationraisedandspentatotalof
295,921,149.65Nairaoneducationprojects,andin2010,theemiratesraisedabout200million
Nairaforeducationprojects(NigerStateMinistryofEducation).Theemirateshavealsobeen
sensitizedabouttheimportanceofgirls’education.
52
2. NorthernEducationInitiative
TheNorthernEducationInitiativeisaimedatimprovingeducationinBauchiandSokotoStates.
Itfocusesonimprovementinteacherquality,dataandgirls’education,aswellasonbuilding
capacitiesforeducationsectorplanning.RAHAMAisoneoftheNGOsassistinginimplementing
theinitiative,whichissupportedbytheUnitedStatesAgencyforInternationalDevelopment
(USAID).TheinitiativesupportsvulnerablechildreninTsagaya(IntegratedKoranic)schools.
Schoolmaterialsareprovidedforchildrenunderthisinitiative–schooluniforms,books,
sandals,etc.Italsosupportsskillsacquisitionbythechildren.Girlsareprovidedwithwrappers
andhygienepacks.TheNorthernEducationInitiativepaystheMallamsinTsagayaSchools5,000
Nairamonthly.Basiceducationteachersarepaid7,500Naira,whilecraftteachersarepaid2,000
Nairamonthly.
3. WardDevelopmentProgrammeineducation
NigerStatehasaWardDevelopmentProgrammethatwasimplementedthroughWard
Committees.Eachofthe274wardsinthestateisgiven1,000,000Nairamonthlytobespenton
warddevelopmentactivitiesbytheMinistryofLocalGovernment.Ofthetotalamount,100,000
Nairamustbespentoneducation.Themoneyisspentonconstructionandrenovationof
classroomblocksandfurniture,sciencelaboratories,repairofboreholes,etc.Thisgrant
complementstheself‐helpeffortsofwards.Astheyremarked,theynowacknowledgethat
schooldevelopmentisnotagovernmentaffairalone.
4. AmbassadorsGirls’ScholarshipScheme
TheAmbassadorsGirls’ScholarshipSchemeispartoftheUnitedStatesPresident’sAfrican
EducationInitiativeProgram.Itstartedin2002,andFOMWANwasoneoftheNGOschosento
implementtheprogrammeinNigeria.Theprogrammecommencedin2005/06,andthetarget
groupswereschool‐agechildrenwhowerenotinschool,aswellasorphans,girlsaffectedby
HIVandAIDS,streetchildreninrefugeecampsanddisabledchildren.TwoLGAsineachoffour
stateswereincluded–Nassarawa,NigerandOgunStatesandtheFederalCapitalTerritory.The
programmewasinitiallyforgirlsonly,butboyswerelaterincluded.Itwasextendedbytwo
yearsandendedwiththe2010/11academicyear.
KeyNGEIpartnersareinvolvedintheseinitiatives.StateMinistriesofEducationoverseeallof
theinitiatives,whileCSOsassistinimplementingsomeoftheactivities,suchastheAmbassadors
Girls’ScholarshipSchemeandtheNorthernEducationInitiative.
53
7.
Conclusions
ThischapterusesfindingsfrompreviouschapterstosummarizetheNGEIpartnership,aswellas
itsactivitiesandachievements.
7.1
NGEIactivitiesandobjectives
ThekeyobjectivesofNGEIaretoencouragetheGovernmentofNigeriaandCSOstointensify
supportforgirls’educationandsharegoodpracticestopromotegirls’education,withthe
overallgoalofnarrowingthegendergapinprimaryandsecondaryeducation.Inthisrespect,
NGEIisto:
o
o
o
o
Coordinateallactivitiesrelatingtogirls’educationonbehalfoftheForum.
Reviewanddocumentstatereportsandupdatesfordissemination.
ConductmonitoringandevaluationofNGEIactivitiesatalllevels.
Conductadvocacy,networkingandcollaborationwithstakeholders.
TheevaluationfindsthattheNGEIpartnershiphasmadesignificantprogressinactualizingsome
ofitsobjectives,asstatedabove.Thepartnershipiscoordinatingactivitiesrelatingtogirls’
educationinstateswhereitisoperational.Itis,however,limitedtothenorthernstates,where
gendergapsineducationremainhigh.Southernstatesthathavemovedtowardsgenderequality
inaccesstobasiceducationhavenotshownmuchinterestinthepartnership.WhileNGEI
reviewsstatereportsduringjointmeetings,suchreportshavenotbeendisseminatedoutside
thegovernancestructureofNGEI.Also,NGEIhashadlimitedsuccessinmonitoringitsactivities
atalllevels,mainlyduetolackoffunding.Howeveradditionalsuccesseswererealisedin
conductingadvocacyandcollaborationwithstakeholders–government,communities,religious
andtraditionalleaders,etc.
7.2
ProgresstowardsachievementofUNGEIexpectedoutcomes
ThethreeUNGEIexpectedoutcomesare:
1. Policiesthatpromotegirls’educationandgenderequalityareinexistence;
2. Bestpracticesinfacilitatinggirls’educationandgenderequalityareknownand
institutionalized;and
3. UNGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality.
Policiesthatpromotegirls’educationandgenderequalityareinplace:SincetheNGEI
partnershipwasestablished,policiestargetedatpromotinggirls’educationandgenderequality
havebeendeveloped.TheNationalGenderinBasicEducationPolicyandtheNationalGender
Policywereapprovedin2007afterstakeholderworkshopsthatinvolvedNGEIpartnersas
participantstoreviewthedrafts.Thestrategiestoaddressfemaleeducationconcernshavebeen
integratedintostateeducationsectorstrategicplans.
54
Bestpracticesareknownandinstitutionalized:Goodpracticesarebeingroutinelyidentified
anddocumented.AnincreasingnumberofstatesinnorthernNigeriahaveinstitutionalizedgood
practicesforpromotinggirls’educationintheireducationprogrammes.TheMinistryofWomen
Affairs(2010)publishedacompendiumofgoodpracticesforpromotinggirls’educationfrom
theexperiencesofdifferentstates,whiletheNGEIpartnershipisintheprocessofpublishinga
reportofastudyofgoodpracticesinsixselectedstatesthatitcommissionedin2005.Thereport
waspresentedatastakeholderworkshopin2007.
NGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality:TheNGEI
partnershiphasbeeneffectiveinthosestateswhereithasbeenlaunched–Bauchi,Katsina,
NigerandSokoto.IthasbroughtallrelevantstakeholdersintothestateSteeringCommitteesand
coordinatedeffortsofdifferentstakeholderstopromotefemaleeducation.Partnerorganizations
havebeenverycommittedandhaveintegratedNGEIactivitiesintotheirprogrammes.Each
partnerexaminestheworkplanandidentifieshowitcancontributetoimplementingthe
activitiesintheplan.However,thereislimitedinformationaboutNGEIbeyondmembersofthe
TWG.Thereisalsoaneedtodisseminatetheactivitiestoallstakeholders.Furthermore,the
impactisgreateratthestatelevel,whereeducationpoliciesandprogrammesareimplemented.
InadequatefundsandtimehavelimitedtheactivitiesofthenationalTWG.Improvedfundingwill
enablethenationalbodytobettermonitorNGEIactivitiesatthestatelevel.Theacademic
communityisyettobeinvolvedinthepartnership.
Thus,NGEIhasmadesignificantprogresstowardsachievingthethreeUNGEIoutcomes.Since
theNGEIwasestablished,educationpoliciesandplanshavebecomemoregenderfriendly.Good
practiceshavebeendocumentedandarebeinginstitutionalizedinnorthernstateswheregender
gapsineducationremainhigh.TheNGEIpartnershiphasbeeneffectiveinmobilizing
stakeholderstopromotefemaleeducation.Theoverallresultisthatthroughouttheyears,
femaleenrolment,retentionandcompletionrateshaveincreased.
7.3
Promotinggirls’educationinNigeria
ThroughtheNGEIstructure,partnershavebeenabletopromotefemaleeducationinthe
northernstateswherethepartnershipisfunctional.Factorsthathavecontributedtoincreased
femaleenrolmentinclude:awareness‐raisingcampaignsbystateTWGmemberstocommunities,
traditionalandreligiousleaders,parents,etc.;theuseofSBMCstoraiseawarenessaboutfemale
educationandparticipateinschooldevelopment;house‐to‐housecampaignsbyfemalemembers
oftheSBMCs,theparticipationofstateFirstLadiesinspearheadingtheNGEIcampaignforgirls’
education,etc.
Mothers,whohavebeenencouragedtoformWomen’sAssociations,havebeensensitizedabout
theimportanceoffemaleeducation.Astheyreported,“womenhavebeencheatedinthepast,now
theytooshouldbenefitfromeducationsothattheytoocanbecomeLocalGovernmentChairmen
andparticipateindecision‐making.”
Theresulthasbeenanincreaseinfemaleenrolment,andclassroomshavebecomeovercrowded.
Evenolderwomen(somewitheightchildren)haveenrolledinadultliteracyclasses,withfemale
55
membersofSBMCsshowingtheway.Theconsultantaskedsomeofthewomen(fromthe
Women’sAssociationofGwamPrimarySchool)todemonstratewhattheylearnedinadult
classes–arithmetic,writing,etc.,–andtheywereveryproudoftheirachievementsandeagerto
showthemoff.
7.4
ContributionofNGEItochangesaroundgirls’education
ThefindingsofthisreporthaveshownthatsinceNGEIwasestablishedin2005,thefollowing
changeshavetakenplaceregardingfemaleeducation,especiallyinstateswithwidegendergaps
ineducation:

Adoptionofgender‐sensitiveeducationpoliciesandplansatthenationalandstate
levels;

Increaseinfemaleenrolment,attendanceandcompletionratesleadingtocontinued
declineingendergapsineducation,especiallyattheprimaryschoollevel;

Improvementsinthetransitionratesofgirlsfromprimarytojuniorprimaryschool;

Increasesintheadoptionofbestpracticesforpromotinggirls’educationbyauthorities
instateswithwidegendergapsineducation;and

Greaterunderstandingofgenderissuesandwillingnesstointegrategenderconcerns
intotheeducationsector,stateandnationalpoliciesandplansbypolicymakers.
TowhatextentcanthesechangesbeattributedtotheNGEIpartnership?Wouldthesechanges
havetakenplacewithoutNGEI?Itshouldbenotedthatfemaleenrolmenthasalsoimprovedin
stateswhereNGEIisnotoperational.Onemayconcludethatwhileallofthechangescannotbe
attributedtotheNGEIpartnershipalone,NGEIhasbeenacatalystandhasacceleratedthepace
ofchangeinattitudestowardsfemaleeducation.
Accordingtoonestakeholder,“thekeyisinthecoordinationofeffortsaddressedattackling
constraintsonfemaleeducation.TherewouldhavebeenchangeswithoutNGEI,butnotina
coordinatedmanner.”Theeffortsarenowchannelledthroughthepartnership.InsteadofCSOs
makingdiscordantnoisesasactivists,theyarepartofastakeholdergroupthatmeetswith
policymakersandotherrelevantgroupstopromotefemaleeducation.Thatis,allstakeholders,
includingbeneficiaries,becomepartofproblemandsolutionidentification,asopposedtobeing
hindrances.NGEIpartnershaveplayedakeyroleinbreakingdownseveralofthebarriersto
femaleeducation,especiallyinthenorthernpartsofNigeria,wherenegativeattitudeshave
persistedovertime.Otherinitiativeshavealsocontributedtoimprovementsingirls’education.
Furthermore,manyoftheactivitiesappeartosomestakeholderstobeanextensionoftheGEP
activities(aDFID‐supportedprojectbeingmanagedbyUNICEF).Onestakeholder(Bauchi)
identifiedtheGEPastheturningpointingirls’educationinthenorthernpartsofNigeria.Thus,
thereisconfusioninsomestakeholders’mindsandtheyfinditdifficulttodistinguishbetween
thetwo(GEPandNGEI).SinceNGEIwasintroducedintostatesviathosestateswhereGEPis
56
beingimplemented,whathashappenedisthatthroughNGEIadvocacy,statesweresensitizedto
adoptgoodpracticesfromtheGEPtoincreasegirls’accesstoeducation.Forexample,replication
ofGEP1,extensionoftheFemaleTeachers’TrainingScholarshipScheme(GEP2supports50
femalestudentsperstate,whilestatesthatbuyinsupportadditionalstudents),community
sensitization,etc.,aresomeexamples.NGEITechnicalCommitteesarealsosupportedbyGEP
Consultants,GEPDeskOfficers,GEPSpecialProjectsCoordinators,UNICEFofficers,etc.Itisin
thissensethatNGEIisacatalyst.Ithasgeneratedamomentumamongcommunities,parents
andpolicymakingwithrespecttogirls’education.
7.5
Viewsofbeneficiaries
Thebeneficiarieswhohavebecomepartners–membersofSBMCs(whichincludetheVillage
Head,religiousleader,headteacher,headboyandheadgirl,fathersandmothersasmembers),
Women’sAssociationsandfemalestudents–wereallverypleasedwiththeongoingchanges.
Accordingtothewomen:
“Inthepast,onlymenmadethedecisions;nowwomenwanttobepartofdecision‐making.Women
arebetterdecision‐makers.Oureyesarenowopen.”
“Whentheeducationteamcamelasttime,thereweremoremen.WhentheEducationSecretary(a
female)arrived,everyonestoodup.Thiswasbecausesheiseducated.Today,therearemorewomen
intheteam;outofsixpeopleatthehightable,onlyoneisaman.Awomanisleadingtheteam.”
(malememberoftheSBMC).
Thefemalestudentsarealsohappyattheopportunitytobeinschool.Theyhaveheardofthe
saying,‘whatamancando,awomancandobetter’.Todoanythingbetterthanaman,girlsmust
beeducated.
ThecommunitymemberspraisedtheSBMCmembersfortheircommitmenttopromotinggirls’
education,especiallythefemalemembers,whosensitizedmothers.Everyavailableopportunity
wasused–marriageandchild‐namingceremonies,marketplaces,etc.TheSBMCswillhelpto
promotesustainabilityofthegirls’educationmovement.Thebeneficiaries,however,
emphasizedtheneedtoincreaseandimproveeducationalinfrastructuretomeettheincreased
enrolmentofbothgirlsandwomen(adultliteracyprogrammes).Thisobservationwaspassed
ontotheeducationofficialswhowereobserversduringthesessions.
7.6
Relevance,effectivenessandefficiencyofNGEI
NGEIisrelevantintheNigeriancontextbecauseitcontributestoNigeria’seffortstomeetMDGs
2and3andtheEFAgoalsofachievinguniversalaccesstobasiceducationandreducinggender
gapsineducation.Nigeriaissignatorytobothagreementsandisimplementingpoliciesto
achievethesegoals,andNGEIcomplementstheseefforts.Itiseffectivebecauseithas
contributedto:theadoptionofgender‐sensitiveeducationpoliciesandplans;increasesin
femaleenrolment,attendanceandcompletionrates;andthereintegrationofpregnantand
marriedgirlsintoschools.NGEIactivities–whicharefocusedmainlyinthenorthernpartsofthe
57
country,wheregendergapsineducationarewidest–havehadsignificantimpacts.Itsactivities
arealsoimplementedinanefficientmannerbecausetheyarebuiltintopartners’programmes,
andarethereforecost‐effective.
7.7

7.8
RelationshipwithregionalUNGEI
AlthoughtheregionaleducationexpertcametoNigeriain2009tofacilitatethejoint
meetingofnationalandstateTechnicalCommittees,therelationshipbetweenNGEI
SecretariatandtheRegionalOfficeisrelativelyweak.WhileNGEIsendsprogressreports
andworkplanstotheRegionalOffice,communicationsappeartoberoutedthroughthe
UNICEFcontactpersonandnottotheNGEISecretariat.Asaresult,manymembersof
NGEITWGsarenotawareoftheUNGEIRegionalOfficeorwhatsupporttheycanexpect
fromtheoffice.ItmaybenecessaryfortheRegionalFocalPersontoalsohavedirect
contactwiththeNGEISecretariatsothattheTWGcaninteractdirectlywiththeRegional
Office.
RelationshipwithglobalNGEI
WithrespecttoglobalUNGEI,somemembersoftheTWG/CommitteehaveparticipatedinGlobal
AdvisoryCommitteemeetingsinBrasilia(2004),BurkinaFaso(2009)andParis(2009).Onlythe
reportforthe2004meetingwasavailable.NGEIhasalsosentreportsofitsactivitiestoUNGEI
headquarters.Sincenoannualreportswereshowntotheconsultant,itwasnotclearwhether
thesereportsareonlysentondemandinresponsetoquestionnairesfromtheUNGEI
Secretariat.ThesewerenotavailabletotheconsultantfromtheNGEISecretariat(theconsultant
accessedtworeports/profilesoftheNGEIfromtheUNGEIwebsite).
58
8.
Lessonslearned
Thischapterpresentslessonslearnedforgirls’educationandgenderequalityandfortheUNGEI
countryandglobalpartnerships.
8.1
Overalllessonsaroundgirls’educationandgenderequality

Sustainedadvocacytopolicymakersandtraditionalandreligiousleaders,aswellas
continuousmobilizationofstakeholders,contributedtoincreasesinschoolenrolment
andtheretentionofgirlsatalllevelsofeducation.

SBMCsandWomen’sAssociationsaregoodmechanismsforpromotingfemaleeducation.

Partnershipsbetweenpolicymakers,CSOsandotherstakeholdersenhancetheadoption
ofgender‐sensitiveeducationpoliciesandprogrammes.

Therecruitandtrainmethodforemployingteachersisabetterwayofrecruitingfemale
teachersthanrecruitmentaftertraining.Retentionofteachersislikelytobehigherthan
whenalreadytrainedteachersarerecruited.Thisisbecausesuchteachersmayhave
optedforbecomingateacheroutoffrustration(unabletosecureapreferredjobor
admissiontouniversity).

TheSecondChanceprogramme,whichallowsgirlswhodroppedoutofschoolbecauseof
forcedwithdrawal,marriageorpregnancytoreturntoschool(Women’sDayColleges),is
agoodwaytopromotefemaleeducation.
8.2
LessonsfortheNGEIpartnership

Theuseoffemalerolemodelsduringthesensitizationcampaignsinruralcommunities,
suchasfemaleEducationSecretaries/GEPConsultants,whocanusethemselvesas
examplesofthebenefitsoffemaleeducation,hasapositiveeffectonyounggirlswho
aspiretobelikethem.

TheinvolvementofstateFirstLadiesinspearheadingthesensitizationcampaignsonthe
benefitsoffemaleeducationtocommunities,emiratesandLGAs,andgovernment
advocacyarekeyfactorsinchangingattitudestowardsfemaleeducationandenhancing
thereleaseofgovernmentfundsforNGEIactivities.

Inadequateprovisionofinfrastructuretomeetincreasesindemandforplacesinschool
canhaveanegativeeffectontheachievementsofthepartnership.
8.3
LessonsforUNGEIglobally

Thereisaneedtostrengthenthelinksbetweenthecountrypartnerships(Secretariat)
andUNGEIregionalandglobaloffices.MostoftheNGEIpartnersareinthedarkabout
59
theexistenceandrolesoftheRegionalOffice,partlybecausecommunicationisbetween
theUNICEFcountryandregionaloffices.

UNGEImayneedtoexpanditsscopebyincludingissuessuchasthequalityofeducation
andgenderinsecondaryeducationonitsagenda.ThefocusofUNGEIongenderequality
inbasiceducationispartlyresponsibleforthelackofinterestonthepartofthecountry’s
southernstatesintheNGEIpartnership,sincemostofthemhaveachievedorarecloseto
achievinggenderequalityatthebasiceducationlevel.
60
9.
Recommendations
ThischaptersuggestsrecommendationsforsustainingNGEIandscalingupthepartnershipto
statesthathavenotshownenthusiasmforthepartnership.
9.1
SustainingNGEI
Whileallofthechangesaroundgirls’educationcannotbeattributedtoNGEI,thepartnership
hasgeneratedmomentumregardinggirls’educationinNigeria,andhasmadeimpactsthat
shouldbesustained.Already,structureshavebeenputinplacethatcanhelptosustainNGEIin
thestateswhereitisfullyfunctional–SBMCs,NGEITechnicalCommittees,Women’s
Associations,etc.Gender‐sensitivepoliciesandsectorplanshavealreadybeendeveloped.Itis
recommendedthat:

TheNGEInationalTWGshouldintensifyadvocacyeffortstonationalandstateeducation
agenciestopromotetheestablishmentofthesestructureswheretheydonotexistand
strengthenthemwheretheyarealreadyfunctional.TheTWGshouldbeencouragedtoadd
issuesoffemaleeducationtoitsagenda,especiallyinstateswheretheNGEIpartnershipis
notonground.

TheNGEITechnicalCommitteesatnationalandstatelevelsshouldengageinadvocacytoall
statestodomesticatetheNationalGenderinEducationPolicyandintegratecritical
challengestofemaleeducationintheirrespectivestates.Alternately,statesthathavenotyet
donesoshouldbesensitizedtodevelopandimplementgender‐sensitiveeducationsector
plans.

TheTWGshouldbuildthecapacityofrelevantNGOs(membersoftheCSACEFA)toprovide
technicalsupportforNGEIintheirstates.
9.2
Monitoring/disseminationofNGEIactivities
NGEIhasgeneratedalotofinformationaboutitsactivities,conductedresearch,documented
somegoodpractices,etc.However,mostofthisinformationisonlyavailableintheminutesof
meetingsorinPowerPointpresentations,whichareonlyavailabletopartners.Furthermore,
mostoftheinformationisavailablefromtheUNICEFofficeandnotfromtheNGEISecretariat
(CSACEFA)itself.Theconsultantwasnotshownanyannualreportsofactivities,reportsofjoint
meetingsofthenationalandstatechapters,etc.(Theconsultantsawonlyonereportofajoint
meetingofnationalandstatechaptersatHaskeHotel,Minna.)Asaresult,veryfewpeople
outsidethemembershipofNGEITechnicalCommitteesarewellinformedaboutthepartnership
anditsactivities.TheSecretariatshouldbearepositoryofinformation/dataaboutNGEI.Itis
thereforerecommendedthatforimprovedrecord‐keepingandeasyaccesstoinformationabout
NGEI:

TheNationalTWGshouldhaveaSecretariat(anequippedofficeofitsown),which
shouldbedomiciledeitherattheCSACEFA(thepresentSecretariat),theUBEC,orthe
FederalMinistryofEducation.
61

Afull‐timeNGEIDeskOfficershouldbeengagedtoruntheNGEInationalSecretariatona
day‐to‐daybasistoprovideafocal/referencepointfornationalNGEIactivities.

AprofileofNGEIshouldbepreparedfordisseminationtoinformNigeriansaboutwhat
NGEIstandsfor.

NGEIDeskOfficersatnationalandstatelevelsshouldbuildaninstitutionalmemoryfor
allNGEIactivitiesanddocumentation–termsofreferences,guidelines,etc.

TheNGEIshouldcompileanddisseminateinnovativegoodpracticesforpromotinggirls’
educationinNigeria.
9.3
ScalingupUNGEItonon‐participatingstates
ThefocusofUNGEIisonpromotinggenderparityinbasiceducation.Asaresult,statesinthe
southernpartofthecountryhavenotshownenthusiasmaboutNGEI.Activitiesaretherefore
limitedtostatesinthenorthernpartofthecountrywheregendergapsineducationarestill
wide.NGEIhasbeenlaunchedinonlyfourstatesandisoperationalinanotherninestates.To
addressthisandmakeitatrulyNigerianinitiativethatcoversthemajority(andpreferablyall)
ofthestates,itisrecommendedthat:

TheNGEITWGshouldpayanadvocacyvisittothepresentFirstLady,DamePatience
Jonathan,tobetheGrandPatronofNGEIand,ifpossible,tore‐launchNGEIwithafocus
onthesouthernpartsofthecountryinordertobringinstateswhereNGEIisnot
functional.

TheTWGshouldalsotargettheFirstLadies’Forum–ameetingofthewivesofthe
PresidentandStateGovernors–andencouragethemtoincludegirls’educationmatters
intheiragenda,aswellasspearheadtheestablishmentorcontinuationoftheNGEIin
theirstates.StateTechnicalCommitteesshouldtargetthewivesofChairmenofLGAsto
promotetheadoptionofNGEIatlocallevels.

TheCSACEFAshouldundertakeresearchinnon‐participatingstatestoidentifycritical
girls’educationchallengesthatcanbeusedforadvocacyinsuchstatestolaunchNGEI.
Alternatively,theNGEITechnicalWorkingGroupcansubmitaproposaltofunding
agenciesandengageeducationfacultiestoconductthisresearchinnon‐participating
states.

TheFederalMinistryofWomenAffairs,whichhasnotbeenactivelyinvolvedatthe
nationallevel,shouldbebroughtonboard,asgirls’educationisagenderissue.Itshould
linkwithStateMinistriesofWomenAffairstojointhepartnershipinordertopromote
femaleeducationinNigeria.
9.4
Expandingfundingsources
NGEIhasnoseparatebudgetforitsactivities.Inadequatefundshavebeenamajorconstrainton
theimplementationofactivitiesontheworkplansofnationalandstatechapters.NGEIshould
62
notbeseenasaUNICEFaffair,relyingonthefinancialsupportofUNICEFforallofitsactivities.
NGEITechnicalCommitteesshouldseekfundsfromothersources.Itisrecommendedthat:

TheNGEITWGshouldorganizefundraisingactivitiesorwriteproposalstofunding
agenciesforsupporttoimplementitsactivities.Thishasbeenonitsworkplanand
shouldbeimplemented.Specialprojectaccountscanbecreatedforsuchfunds.

TheFederalMinistryofEducation,StateMinistryofEducation,UBECandSUBEBsshould
createabudgetforNGEIactivitiesandmaintenanceoftheirSecretariatsintheirown
budgetproposals.
9.5
BroadeningthescopeofUNGEI
ThefocusofUNGEIisonpromotinggenderequalityinbasiceducation.Mostofthesouthern
statesofNigeriahavefullyornearlyachievedgenderparityatthislevel.Theyaremore
concernedwithgenderparityatsecondaryandhigherlevels.Itisthereforesuggestedthat:

UNGEIshouldbroadenitsscopetoincludequalityofbasiceducationaswellasgender
issuesinsecondaryandhighereducation.
63
Annexes
Annex1:Abbreviatedtermsofreferencefortheformativeevaluation
oftheUnitedNationsGirls’EducationInitiative
Purposeofassignment:
TheoverallpurposeoftheevaluationistoexploretheextenttowhichtheUNGEIpartnershipis
achievingitsintendedoutcomesatthecountrylevel,andtheextenttowhichtheglobalefforts
arecontributingtotheeffectivenessandefficiencyoftheUNGEIpartnership.
MajortaskstobeaccomplishedbytheConsultingInstitute:
Theconsultantwillberesponsiblefortheprofessionalconductoftheevaluationinaccordance
withthetermsofreference,theUnitedNationsEvaluationGroup’sNormsandStandardsfor
Evaluation1andCodeofConductforEvaluation2,andwill:
 AssistinsettingupareferencegroupforstakeholdersinconsultationwithUNGEIfocal
pointsand/orUNICEFeducationofficers;
 Customize,reviewandvalidatedatacollectiontools,(questionnaires,interview
questionsandprotocols);
 Collectdataandprocess;
 Designandfacilitateconsultativeworkshopsandmeetingsandwriteworkshopreports;
and
 Preparecountryreports–draftandfinalreports–anddevelopPowerPoint
presentations;and,ensurethattheevaluationmanagerisregularlyinformedofthe
progressoftheevaluation,aswellasofpossiblecausesofdelaysandissuestoresolve.
Specifically,theevaluationwillprovidedetailedanswerstothefollowing:
Outcome1–Policiespromotegirls’educationandgenderequality
a. WhatdoestheUNGEIpartnershipatthecountrylevellooklike?(Thisisamorein‐depth
descriptionofthecountrypartnership,formedfromdeskreviewandin‐country,also
answeringthequestionsofwhethertherearetermsofreferenceforthepartnership,
whetherthereisanannualworkplan,andtheprocessthatistypicallyundertakento
comeupwithanannualworkplanforthepartnership.)
b. IsthereagreementamongpartnersabouttheproposedUNGEIresultsframework?
c. DoestheUNGEIcoordinationmechanismandactivitiesofpartnersatthecountrylevel
contributetonationalpoliciespromotinggirls’educationandgenderequality?
1 <www.uneval.org/papersandpubs/documentdetail.jsp?doc_id=22>. 2 <www.unevaluation.org/documentdownload?doc_id=100&file_id=547>. 64
WhatconstitutesthefullUNGEIcountry‐levelpartnership?Thismacro‐levelmappingofthe
partnershipwillaskthefollowingquestionsforthenationalpartnershipsnotparticipatinginthe
exercise:Isthereaformalizedpartnershipwithtermsofreference?Isthereanagreedannual
workplan?Ifso,(a)describethepartnership'smainactivities;and(b)Aretheworkplanresults
reportedannuallytotheUNGEIRegionalFocalPoint?
Outcome2–Bestpracticesinfacilitatinggirls’educationandgenderequalityareknown
andinstitutionalized
Countrypartnerships:
a. Doesthecountrypartnershiphaveaccesstobestknowledge,policiesandpracticesin
facilitatinggirls’educationandgenderequalityfromsourcesattributabletothe
partnership?
b. Whatefforthasthepartnershipmadetoensurethatthisknowledgeisapplied?
c. Doweneedtoknowwhatresultsmayhaveemanatedfromtheseapplications/the
possiblelong‐termprojectionofthetrend?
Outcome3–UNGEIfacilitatesaneffectivepartnershipforgirls’educationandgender
equality
Countrypartnerships:
a. WhatistheaddedvalueofUNGEI(i.e.,whataresomeofyourachievementsthatwere
madepossibleasaresultofworkingunderthepartnership)?
b. Howeffectivelydoesthecountrycoordinationmechanismpromotemeasuringand
achievingresults?
c. Doesthecountrycoordinationmechanismworkinamannerthatenhancesthe
effectivenessofUNGEI?‐(effectivepractices,gapsandconstraints)
Methodology/informationsources:
Theevaluationstudywillbemainlyamixed‐methodstudythatseekstodescribethebaselinefor
UNGEIworkandjudgeitagainstevaluationcriteria.Datawillbecollectedfrommultiplesources:
aformaldeskreview,interviewsofkey/eliteinformants,interviewsand/orfocusgroupsof
importantgroupsofbeneficiaries,self‐administeredsurveysanddirectobservationsofactivities
withbeneficiarieswhereverpossible.Whereopportunityoccurs,theevaluationmethodology
willalsoexaminethepossibilityofdoingacomparisontoorganizationsfocusingongenderin
theeducationsectorbutnotparticipatinginthepartnership,and/orinterviewthemto
determinetheirperceptions.Theevaluationwillalsoconductasecondaryanalysisofexisting
data.
Payment
Firstpayment(30percent)–Aftersubmissionofaworkshopreport,acceptedfinalized
methodologyanddatacollectioninstrumentsandInceptionReport.TheInceptionReport,
detailingevaluationactivities,willincludethepurpose,objectives,scope,methodologyand
65
timelineoftheevaluation.Itwillpresentpreliminaryfindingsfromthedeskreviewandinclude
therevisedtermsofreference,workandtravelplans,methodology,proposedinterviewlists,
visits,andstructureforthefinalreport.TheInceptionReportwillbe15–20pageslong,including
thetermsofreferenceandworkplan,andwillbepresentedataformalmeetingofthein‐country
referencegroup.Thepaymentwillbemadeequivalentto11daysofwork,by31March2011.
Secondpayment(70percent)–AftersubmissionoftheEvaluationReport.ThefinalEvaluation
Reportwillinclude:
1. Concreteexamplesofhownationalpoliciespromotegirls’educationandgenderequality
asaresultofUNGEIinputs;
2. Examplesofbestpracticesinfacilitatinggirls’educationandgenderequality,and
proposalsofhowtheycanbepopularizedandinstitutionalized;
3. AnassessmentofhowUNGEIfacilitatesaneffectivepartnershipforgirls’educationand
genderequalityinparticipatingcountries/regions;
4. Therevisedandvalidateddraftofthemonitoringandevaluationframework,with
documentationofactivitiesundertakenineachcountrytovalidateit;and
5. Clear,evidence‐basedconclusionsandrecommendationstobeconsideredbytheGlobal
AdvisoryCommittee.
TheEvaluationReportwillnotexceed80pages,includingtheexecutivesummaryand
appendices.Appendiceswillincludethetermsofreference,descriptionofmethodology,listof
backgroundmaterialsused,listofpeopleinterviewed,PowerPointpresentations,andworkshop
materials.Thepaymentwillbemadeequivalentto32dayswork,by5June,2011.
Tentativeschedule:Formajorevaluationactivities,estimatedtobecompletedwithinaperiod
offivemonths.Theexpectedtimelineandwillbefinalizedafterconsultationwithparticipating
countries/regions.
Figure1:Proposedtimelineforevaluation(indicative,forplanningpurposesonly)
Task
Person
days
Planning
start
finish
1. Participateintheorientationworkshopanddraftand review
questionnairesfortheevaluation
5days
22January 28January
2011
2011
2. Adaptandfinalizemethodologyanddatacollectioninstruments
(andin‐countrydeskreviews)
5days
7March
2010
11March
2011
3. Presentinceptionreports
1day
14March
2011
25March
2011
Datacollectionanddataanalysis
66
4. Conductprimarydata‐collectionactivities(interviews,surveys,
etc.)
15days
04April
2011
22April
2011
5. Conductdataanalysisanddevelopfirstdraftofcountryreport
15days
25April
2011
13May
2011
Reporting
6. Submitandpresentfinalcountryreportstocountryreference
group;reviewandfinalizereport
2days
16May
2011
27May
2011
67
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69
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NineteenNorthernStates’,undated5.
NigeriaGirls’EducationInitiative,‘GuidelinesforNGEIAdvocacyVisits’,undated6.
NigeriaGirls’EducationInitiative,‘ReportonCommunityParticipationintheGambianEducationSystem’,
undated7.
NigeriaGirls’EducationInitiative,‘NigeriaGirls’EducationInitiative’,undated8.
NigeriaGirls’EducationInitiative,‘Mothers’Association–DetailedConcept’,undated9.
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CommitteeMeeting’,Brasilia,Brazil,6–7November2004.
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States’,NGEIandtheCivilSocietyActionCoalitiononEducationforAll,incollaborationwith
UNICEF,2005.
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ChapterLaunch’,29March2008.
70
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MissionandVision’,2008b.
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CommitteeMeeting’,10April2008,2008c.
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Education,Abuja,2009.
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Hotel.Kaduna,Adamawa,Borno,Gombe,TarabaandYobeStates,NGEITakeoffandMonitoring
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2009,UNHouse,UNICEFOffice,Abuja,2009b.
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December,2009,2009c.
NigeriaGirls’EducationInitiative,‘OutlineofActivitiesforNGEITechnicalWorkingGroup,July–December
2009’,2009d.
NigeriaGirls’EducationInitiative,‘NationalNGEIWorkPlan2009’,2009e.
NigeriaGirls’EducationInitiative,‘NGEIMissionandVision’,TechnicalWorkingGroup,October2009,
2009f.
NigeriaGirls’EducationInitiative,‘JointNGEIMeeting’,HaskeHotel,Minna,23–24March2010.
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Group,Abuja,2010a.
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UNICEFOffice,Abuja,2010b.
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Office,Abuja,5May2010,2010c.
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Office,Abuja,3June2010,2010d.
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Annex3:UNGEIformativeevaluation–CompositionoftheReference
Group
S/N
Name
Organization/agency
1
Ms.RosemaryEffiong
NationalCoordinator,SocietyforEmpowermentandSelf
Reliance
2
Mrs.LaraiS.Ahmed
FederationofMuslimWomenAssociationsofNigeria
3
AlhajiMohammedSani
Usman
GEPConsultant,SpecialEducationDivision,Federal
MinistryofEducation
4
Ms.AnnaBarksMadziga
ProgrammeManager,NAWENO,Abuja
5
Ms.AdelolaAdegbesan
Coordinator,FAWEN,Abuja
6
Ms.FeliciaI.Onibon
President/CEO,ChangeManagersInternationalNetwork,
Abuja
7
Ms.ChiomaOsuji
CivilSocietyActionCoalitiononEducationforAll,Abuja
9
Ms.JosephineKanu
FAWEN
10
Ms.F.Y.Paiko
GenderEducationBranch,FederalMinistryofEducation,
Abuja
11
Ms.N.T.Kpalobi
ChiefEducationOfficer,Gender,FederalMinistryof
Education,Abuja
12
Ms.H.T.Abdu
AssistantDirector,GenderEducationBranch,Federal
MinistryofEducation,Abuja
13
Ms.S.E.Okafor
DeputyDirector,SpecialEducation,FederalMinistryof
Education,Abuja
14
Ms.F.O.Adeola
AssistantDirector,Gender,FederalMinistryofEducation,
Abuja
15
Ms.O.P.Oshiba
ChiefEducationOfficerGender,FederalMinistryof
Education,Abuja
16
Ms.R.U.Johnsons
EducationOfficerGender,FederalMinistryofEducation,
Abuja
74
17
Ms.AzukaMenkiti
ProgrammeOfficer(Education)ActionAidNigeria,Abuja
18
Ms.DoyinOrugun
GenderDeskOfficer,UBEC,Abuja
19
Ms.LorettaOgbobilea
AssistantDirector,SpecialNeedsEducationandServices
Branch,FederalMinistryofEducation,Abuja
20
Dr.AliceAkunga
Chief,Education,UNICEFOffice,Abuja
20
Dr.DanjumaAlmustafa
Planning,MonitoringandEvaluationSpecialist,UNICEF
FieldOffice,BauchiState
21
Mr.YinkaAtoyebi
MonitoringandEvaluationConsultant,UNICEF,Abuja
Fieldteams–NigerandBauchiStates
BauchiState
Name
Department/agency
1
AlhajiMohammedSani
Usman
GEPConsultant,SpecialEducationDivision,Federal
MinistryofEducation
2
HajiyaHalimaJibril
GEPStateProjectsCoordinator,BauchiState
3
Dr.IbrahimAlabura
Abubakar
Chairman,BauchiNGEITechnicalCommittee
4
Ms.FeliciaIsaiahOdu
DevelopmentExchangeCentre
5
Mr.UmarSani
UNICEFDeskOfficer,BauchiStateMinistryofEducation,
Bauchi
6
ProfessorChristianaE.E.
Okojie
NationalConsultant
NigerState
1
AlhajiMohammedSani
Usman
GEPConsultant,SpecialEducationDivision,Federal
MinistryofEducation
2
Mrs.NaomiMaiguwa
GEPStateProjectCoordinator,NigerState
3
HajiyaAishatuBawa
HeadTeacher,RepresentingFME
75
4
Ms.RamatuHaruna
EducationSecretary,PaikoroLocalGovernment
EducationAuthority
5
ProfessorChristianaE.E.
Okojie
NationalConsultant
ParticipantsatCairoWorkshop,January2011
1
Dr.AliceAkunga
UNICEF,Abuja
2
Mrs.StellaOkafor
DeputyDirector,SpecialEducation,FederalMinistryof
Education,Abuja
3
Dr.DanjumaAlmustafa
Planning,MonitoringandEvaluationSpecialist,UNICEF
FieldOffice,Bauchi
4
ProfessorChristianaE.E.
Okojie
UniversityofBenin,NationalConsultant
76
Annex4:Listofpersonsinterviewedandselectedparticipantsatfocus
groupsessions
Date
Abuja
Monday,9May
Tuesday,10
May
Name
NGEITWG
Mrs.S.Okafor
Mrs.LorettaOgbobilea
Tuesday,10
May
Wednesday,11
May
Mrs.H.T.Abdu
Mrs.R.U.Johnsons
Mrs.O.P.Oshiba
Mrs.F.Y.Paiko
MallamIbrahimSuleman
Thursday,12
May
Mr.UluAwaArua
Mrs.DoyinOrugun
Mrs.FeliciaOnibon
HajiyaMaryamIdris
Othman
Mrs.LaraiS.Ahmed
Ms.RosemaryEffiong
Ms.ChiomaOsuji
Mr.V.I.Uji
Mr.R.A.Badmus
Dr.Abdukkareem
Mrs.M.Olokun
Mrs.ObyOkwuonu
Friday,13May
Ms.M.Yau
Tuesday,31
May
NigerState
Monday,16
May
Monday,16
May
Tuesday,17
May
Ms.AzukaMenkiti
Mrs.NaomiMaiguwa
NGEISteeringCommittee
HajiyaHadizaM.Dazhi
Organization
NationalTWG,Abuja
DeputyDirector,SpecialEducation(FME),Abuja
AssistantDirector,ManagementofRegulatory
Agencies(FME),Abuja
AssistantDirector,SpecialNeedsEducationand
ServicesBranch(FME),Abuja
AssistantDirector,GenderEducation(FME),Abuja
EducationOfficer,GenderEducation(FME)
ChiefEducationOfficer,GenderEducation(FME)
PrincipalAssistantChiefEducationOfficer(FME)
DirectorSocialMobilization,UBEC,Abuja
DeskOfficer,GirlChildEducation,UBEC,Abuja
President/CEO,ChangeManagersInternational
Network,Abuja
NationalPresident(Amirah),FOMWAN,Abuja
Volunteer,FOMWAN,Abuja
NationalCoordinator,SESER,Abuja
ProgrammeOfficer,CSACEFA,Abuja
DeputyDirector,Education,NCCE,Abuja
ChiefProgrammeOfficer–French–NCCE,Abuja
ActingDirector,AcademicProgrammes,NCCE,
Abuja
AssistantDirector,Planning,Researchand
Statistics,NCCE,Abuja
AssistantDirector,OrphansandVulnerable
Children,FederalMinistryofWomenAffairsand
SocialDevelopment,Abuja
ProgrammeOfficerEducation,T.Y.Danjuma
Foundation,Abuja
ActionAidProgrammeOfficer(Education),and
Chairperson,NGEInationalTWG
GEPStateProjectCoordinator,Ministryof
Education,Minna
MinistryofEducation,Minna
DeskOfficer,WomenandGirlChildEducation,
MinistryofEducation,Minna
77
Mr.J.K,Mamman
Mr.GarbaYahaya
Mr.IsahIsako
Mr.MahmoodSani
HajiyaAminatMohammed
HajiyaHauwaAbdul
HajiyaAishatAhmed
Mrs.EstherS.Sule
Dr.MukhtariAdoJibril
IsaAbdullahiAloma
Mr.MusaS.Muhammed
Representatives
Wednesday,18
May
PrinceJ.AliyuGwam
Mr.DanjumaTanko
Mr.SulemanM.Bello
Mr.DanjumaBello
SBMC
AlhajiGarbaS.Iyah
MallamAbdullaiUsman
GwamWomenFarmers’
CooperativeMultipurpose
Society
HajiyaJumaiAdamu
Girls’Club
Mrs.RamatuHaruna
Thursday,19
May
Mrs.LoisKolo
Mr.YahuzaAbdullahi
Aguye
Mrs.EstherI.Abe
Mr.G.O.Oseni
Mrs.LaiatuDanladi
HajiyaFatimaB.Farouq
Director,InspectorateDivisionSchools,Ministryof
Education,Minna
Director,Planning, ResearchandStatistics,Ministry
ofEducation,Minna
DeputyDirector, Planning,ResearchandStatistics,
NGEIDeskOfficer,MinistryofEducation,Minna
DeputyDirector,SUBEB,Minna
DeputyDirector,Planning,ResearchandStatistics,
SUBEB,Minna
DeputyDirector,SUBEB,Minna
SBMCandCBConsultant,SUBEB,Minna
DeputyProvost,NigerStateCollegeofEducation,
Minna
TSPDConsultant,CollegeofEducation,Minna
C/D,BAPAL,CollegeofEducation,Minna
DeputyDirector,BAPAL,CollegeofEducation,
Minna
FemaleTraineeTeachersScholarshipScheme,
CollegeofEducation,Minna(FGDwith20students)
ViceChairman,PaikoroLocalGovernment,Niger
State
EducationSecretary,PaikoroLocalGovernment
EducationAuthority,NigerState
Chairman,SBMCCentral,PaikoroLocal
Government,NigerState
Chairman,PTACentral,PaikoroLocalGovernment,
NigerState
DeskOfficer(UNICEF),PaikoroLocalGovernment
EducationAuthority
GwamPrimarySchool,Gwam,PaikoroLGA,Niger
State
TraditionalLeader,Gwam,PaikoroLGA,Niger
State,ChairmanofSBMC
ReligiousLeader,Gwam,PaikoroLGA
Women’sAssociation,Gwam,PaikoroLGA,Niger
State
WomenLeader,Gwam,PaikoroLGA,NigerState
DaySecondarySchool,Gwam,PaikoroLGA,Paikoro
LGA(representatives)
ViceChairman,NigerStateCSACEFA,Minna,Niger
State
Secretary,NigerStateCSACEFA,Minna,NigerState
SecretaryLoisKoloFoundation,Minna
ActingCoordinator,WRAPA,Minna
ChairTechnicalCommittee,LifeRehabilitation
FoundationforWomanhood,Minna
Member,TechnicalCommittee,LifeRehabilitation
FoundationforWomanhood,Minna
78
Mr.LukemanM.Inuwa
Mr.LawrenceOgamune
Mr.AlabiSuleman
HajiyaAishaLemu(Junior)
Mrs.AishetuM.Usman
Mrs.AminatAbdulkadir
Friday,20May
Mrs.ZainabHamid
Mrs.AminaW.Muhammad
Mrs.AishatuAliyu
Mrs.AishaM.Bello
Mrs.HauwaT.Yakubu
Mr.ZakariBosso
HajiyaAishaN.Isiyaku
BauchiState
Tuesday,24
May2011
AlhajiJibrinIsah
Secretary,TechnicalCommittee,LifeRehabilitation
FoundationforWomanhood,Minna
ProjectOfficer,LifeRehabilitationFoundationfor
Womanhood,Minna
ProjectScheduleOfficer,LifeRehabilitation
FoundationforWomanhood,Minna
Amirah,FOMWAN,NigerState
Member, SchoolBoard,FOMWAN,NigerState
Chairperson,HealthCommittee,FOMWAN,Niger
State
FOMWANFocalPerson, RaviLGA,NigerState
FinancialSecretary,FOMWAN,NigerState
Assistant Secretary,FOMWAN,NigerState
Principal,Women’sDayCollege,Minna
VicePrincipal(Administration),Women’sDay
College,Minna
VicePrincipal(Academic),Women’sDayCollege,
Minna
Director,PlanningResearchandStatistics,Niger
SUBEB,Minna
BoardSecretary,NigerSUBEB,Minna
Mrs.SaratuYinusa
EducationSpecialist,UNICEF,DFieldOffice,Bauchi
MairamaB.Dikwa
Mr.DanjumaAlmustafa
EducationOficer,UNICEF,DFieldOffice,Bauchi
ProjectOfficer,Planning,Monitoringand
Evaluation,UNICEFDFieldOffice,Bauchi
NGEISecretariat,BauchiSUBEB,Bauchi(FGD)
Chairman,BauchiNGEISteeringCommittee
GEPStateProjectCoordinator,BauchiState
DeskOfficer,BauchiNGEI,SUBEB,Bauchi
AdultandNon‐FormalEducationAgency,Bauchi
State
MinistryofInformation,Bauchi
RAHAMAWomenDevelopmentProgramme,Bauchi
WomenEmpowermentInitiative,Bauchi
FOMWAN,Bauchi
WomenDevelopmentAssociationforSelf
Sustenance,Bauchi
PublicRelationsOfficer,OfficeoftheFirstLady,
StatePatronofNGEI,Bauchi
CommunityActionforPopularParticipation,
Bauchi
DevelopmentExchangeCentre,Bauchi
NGEISteeringCommittee
Dr.IbrahimA.Abubakar
Mrs.HalimaJibril
Mrs.MaimunaAminu
Mrs.AsabeLawal
Mr.M.Bello
Mrs.MariamMusa
Mrs.LindaN.Sogi
Mrs.MaryamMusa
Mrs.SarahDaniel
Mrs.LadidiAishatuYaro
Mrs.EmmanuellaJiya
Wednesday,
25May2011
Mrs.FeliciaIsaiah
SBMC
AlhajiAbbasIsrah
AjiyariPrimarySchool,DarazoLocalGovernment
Area(FGD)
ChairmanSBMC,AjiyariPrimarySchoolandVillage
79
AlhajiGarbaAminuDarazo
Wednesday,
25May2011
Thursday,26
May2011
HajiyaMaryamAlhassan
Mr.IbrahimA.Halilu
Mr.AbdullahiIbrahim
Mr.AliyuMakama
Dr.GarbaIbrahim
Mrs.MiriamY.Iliya
Friday,27
May2011
Mrs.HabibaA.Ali
Mrs.HadizaMusa
Mrs.IbrahimKilishi
AlhajiAbdullahiDabo
Mrs.TabithaShawulu
Mr.BalaMohammedNana
AlhajiMuhammedAnwal
Ibrahim
Mr.DanzomiZakari
Mr.FatehAsmuA.
Mr.A.BShehu
Mr.TijaniAbdullahi
Mr.UsmanM,Adamu
Dr.IbrahimYabo
HisRoyalHighnessUsman
BilyaminuOthman
HajiyaTalatuMohdBashir
Mrs.MaryamMusa
Mr.UmarSani
Head,DarazoLGA
ReligiousLeaderandmemberSBMC,Ajiyari
PrimarySchool
GenderDeskOfficer,DarazoLGA
GEPDeskOfficer,DarazoLGA
HeadofServices,Administration,DarazoLGA
HeadofServices, SpecialServices,DarazoLGA
Provost,CollegeofEducation,Azare
Registrar,CollegeofEducation,Azare
DeputyBursar,CollegeofEducation,Azare
Librarian,CollegeofEducation,Azare
TPAConsultant,CollegeofEducation,Azare
HRH,TheEmirofDass,DassEmirate,BauchiState
Principal,MarriedWomen’sSecondarySchool,
Jahun,Bauchi
Programme Officer(Education),RAHAMA,Bauchi,
andCSACEFACoordinator
Programme Director,RAHAMA,Bauchi
Programme Officer,RAHAMA,Bauchi
Teacher,FOMWANModelPrimary/Secondary
School,FederalLowCostEstate,Bauchi
FOMWANModelPrimary/SecondarySchool,
FederalLowCostEstate,Bauchi
ExecutiveChairman,BauchiSUBEB,Bauchi
Director,UpperBasicEducation,SUBEB,Bauchi
Director,MonitoringandEvaluation,SUBEB,
Bauchi
PermanentSecretary,BauchiStateMinistryof
Education,Bauchi
DirectorPlanning,MinistryofEducation,Bauchi
Director,SpecialServices,MinistryofEducation,
Bauchi
UNICEFDeskOfficer,MinistryofEducation,Bauchi
80
Annex5:TimelineofUNGEIevents
Date
Internationalcontext
Countrycontext
Nigeriabecameindependenton19
October1960andbecametheFederal
RepublicofNigeriathreeyearslater.
1960s
EstablishmentoftheNational
CommissionforWomenin1989asa
follow‐uptotheBeijingConference
andintenseadvocacybywomen(with
thenFirstLadyMrs.Maryam
Babangidaaschampion).Commissions
forWomenweresetupatnationaland
statelevels.
TheBetterLifeProgrammewas
initiatedbythenFirstLadyMrs.
Babangidain1985,andwas
targetedatruralwomen.
Programmesimplemented
includedhealth,educationand
welfareprogrammes;cooperative
developmenttoenhancewomen’s
accesstocredit,landand
agriculturalinputs;andworkshops
onincome‐generatingactivities.The
programmesucceededinimproving
thelivesofmanywomen.Amajor
outcomewasitssuccessinraising
awarenessoftheplightofwomenin
1970s
1980s
EducationpolicyinNigeria
UNGEIinNigeria
TheNPEwasadoptedafterthe
1969NationalCurriculum
Conference.Itwasfirstpublished
in1977,andwasrevisedin1981,
1998and2004.Amajorfeatureof
theNPEisthe6‐3‐3‐4system,
whichprovidesforsixyearsof
primaryeducation,threeyearsof
juniorsecondaryschool,three
yearsofseniorsecondaryschool,
andfouryearsfortertiarystudies.
Mostoftheeducationpoliciesin
NigeriatodayhingeontheNPE.
TheNPE wasrevisedin1981.
TheBlueprintonWomen
EducationinNigeriawaslaunched
in1986.Thisledtothe
establishmentofWomen
EducationUnitsinMinistriesof
Education.
81
Date
Internationalcontext
March1990WorldConferenceon
EducationforAll,inJomtien,
Thailand,adoptstheWorld
DeclarationonEFA,whichstates
thateveryonehasarightto
1990s education.Theconference
recognizesthesetbacksexperienced
inthe1980sbymanySouthnations
andmakesacommitmentto
meetingthebasiclearningneedsof
everycitizen.
EFAAssessment1999–2000,
involvingsixregionalconferences,
revealsthattheEFAagendahas
beenneglected.
Countrycontext
Nigeria.
NationalCommissionforWomenwas
EstablishmentoftheNational
upgradedtoMinistryofWomenAffairs CommissionforMassLiteracy,
andSocialDevelopmentin1995.
AdultandNon‐FormalEducation
aspartofthedesiretoeliminate
illiteracyinNigeria.Itsfunctionis
todevelopstrategiestoeliminate
illiteracyinNigeria.
1999
2000
UnitedNationsMillennium
Summitin2000:189worldleaders
signuptotrytoendpovertyby
2015whentheyagreetomeetthe
MDGs.TheMDGsrecognizethe
centralityofgenderequalityasa
goalinitself(Goal3),aswellasthe
importanceofthegender
dimensionsofeachoftheother
goals.
WorldEducationForum:164
governmentsadopttheDakar
FrameworkforAction,inwhichthey
promisetocommitthenecessary
resourcesandeffortstocreatea
comprehensiveandinclusive
EducationpolicyinNigeria
NationalPolicyforWomenpassed
intolawin2000.Thepolicywasan
attempttointegratewomenfullyinto
nationaldevelopmentas‘equal
partners,decision‐makersand
beneficiaries’byremovalofgender‐
basedinequalities.Itaspiredto
includewomeninallspheresof
nationallife,includingeducation,
scienceandtechnology,healthcare,
employment,agriculture,industry,etc.
Italsoaimedateliminatingnegative
aspectsofNigerianculturethatare
harmfultowomen.
UNGEIinNigeria
TheUniversalBasicEducation
programmewaslaunchedin
Nigeriain1999todemonstrate
Nigeria’scommitmenttoEFA
goals.Itwaspremisedonanine‐
yearbasiceducationprogramme–
sixyearsofprimaryschooland
threeyearsofjuniorsecondary
school,withattentiongivento
earlychildhoodcareeducation.
82
Date
2001
2002
Internationalcontext
educationsystemforall.
UNGASSissuesaDeclarationof
CommitmentonHIV/AIDSthat
includesimportantlanguageon
addressingthegenderdimensions
ofthepandemic“stressingthat
genderequalityandthe
empowermentofwomenare
fundamentalelementsinthe
reductionofthevulnerabilityof
womenandgirlstoHIV/AIDS.”
G8Washington,D.C.,approvesthe
EFAActionPlanandtheFast
TrackInitiativeamid
overwhelmingsupportfromthe
internationalcommunity.
EFA,Amsterdam.April2002:
Developingcountriesandtheir
externalpartnersagreeataDutch‐
WorldBanksponsoredconference
onbroadprinciplesforscalingup
EFAefforts;theNetherlands
commits135millionEurostoset
theprocessinmotion.
G8Kananaskis,Canada.June
2002:agreementtosignificantly
increasebilateralassistanceforthe
achievementofEFAandtowork
withbilateralandmultilateral
agenciestoensureimplementation
oftheFastTrackInitiative.
EFAGlobalMonitoringReport
establishedtomonitorprogress
towardsthesixEFAgoals.
InternationalConferenceon
FinancingforDevelopment
(Monetary,Mexico):Thefirst
majorattemptbytheUnitedNations
Countrycontext
EducationpolicyinNigeria
UNGEIinNigeria
AfricanGirls’EducationInitiative
(2001–2003)wasestablishedin2001
inNigeriawithsubstantialfunding
fromNorway.Itsaimsweretoincrease
girls’enrolmentandcompletionrates,
reducegirls’drop‐outandrepetition
rates,andreducesignificantlyor
eliminategendergapsinprimary
schoolenrolmentandcompletion
rates.
ANationalEFAForumwassetup
in2001,withaNational
Coordinatorappointedfromthe
civilsociety.
InMay2002,theFederalGovernment
ofNigeria,inajointventurewith
UNICEF,publishedtheanalysisofthe
situationofwomenandchildrenin
Nigeriainapublicationtitled,
‘Children’sandWomen’sRightsin
Nigeria:Awakeupcall’.The
publicationprovidedacomprehensive
assessmentofthedistressingburdens
thatpovertyimposesonNigerian
womenandchildren.
83
Date
2003
2004
Internationalcontext
andtheinternationalcommunityto
integratetrade,monetaryand‐
financialmattersintoaconsolidated
frameworkforachieving
developmentresults.
February2003:RomeDeclaration
ontheharmonizationofaid.The
developmentcommunitycommits
toworktowardsaligningits
assistancearoundcountry
developmentprioritiesandto
harmonizedonorpoliciesand
prioritiesaroundcountrysystems.
FTIDonorsMeeting–Paris,
March2003:Donorsagreeon
modusoperandifortheFastTrack
Initiativethatiscountrydriven,as
wellassecurefundingfortheseven
countriesandagreeonanoperating
frameworkfortheFastTrack
Initiative.TheFastTrackInitiative
CatalyticFundisestablished.Itaims
toprovidetransitionalgrants
throughoutamaximumof2–3years
toenablecountrieslacking
resourcesatthecountrylevel,but
withFastTrackInitiative‐endorsed
educationsectorplanstoscaleup
theimplementationoftheirplans.
TheEducationProgramme
DevelopmentFundwasestablished
inNovember2004asafunding
windowundertheFastTrack
Initiativetosupportlow‐income
countriesinimprovingthequality
andsustainabilityoftheireducation
sectorplanningandprogramme
development.
Countrycontext
EducationpolicyinNigeria
UNGEIinNigeria
SAGENestablishedinNigeriabythe
UniversalBasicEducation
FederalMinistryofEducationand
integratedintotheNPEinthe
UNICEFinsomepriorityfocusstates.
2003revision.
Oneofthegoalsistoensurethatby
2015,allchildrenhaveaccesstoand
completefreeandcompulsory
primaryeducation.Anotherkeygoalis
toeliminategenderdisparitiesin
primaryandsecondaryeducationby
2005andensuregenderequalityin
educationby2015.
DomesticationofChild’sRightsActin
Nigeria.
StrategyfortheAccelerationofGirls’
EducationinNigeriaextendedto
becomeSAGEN+.
GEPPhase1:2004–2007.TheGEPwas
initiatedin2004,andinvolvedthe
FederalMinistryofEducation,DFID
andUNICEF.Theoverallgoalwasto
eliminategenderdisparityinprimary
andsecondaryeducation,preferablyby
2005,andtoalllevelsofeducationnot
TheFreeandCompulsory
UniversalBasicEducationAct
(2004)andOtherRelatedMatters
passedintolaw.Bythisact,every
governmentinNigeriaisto
providefree,compulsoryand
universalbasiceducationtoevery
childofprimaryandsecondary
schoolage.TheUBECwassetupto
managetheUniversalBasic
Educationprogramme.
84
Date
2005
Internationalcontext
March2005,ParisDeclaration
endorsedbymorethan100
Ministers,HeadsofAgenciesand
otherseniorofficialswho
committedtheircountriesand
organizationstocontinueto
increaseeffortsinthe
harmonization,alignmentand
managementofaidforresultswith
asetofactionsandindicatorsthat
couldbemonitored.
UnitedNationsWorldSummit,
NewYork,September2005:
Delegatesaccusedofproducinga
'watered‐down'outcomedocument,
whichmerelyreiteratedexisting
pledges.However,itreferredtothe
centralityofgenderequalityto
humansecurityandhuman
development,andaffirmedthat
achievinggenderequalitygoals
dependedonthefull
implementationoftheBeijing
Platformanditsfive‐yearreview.It
Countrycontext
laterthan2015.GEP1was
implementedinsixnorthernstates–
Bauchi,Borno,Jigawa,Katsina,Niger
andSokoto.
EducationpolicyinNigeria
UNGEIinNigeria
RevisionofNationalPolicyfor
Education.
ANationalFrameworkfor
Educationwaspublishedin2004.
Itarticulatedgovernanceand
managementstructuresand
strategiesbasedonstrong
involvementofgovernmentin
educationprovision,repositioning
ofministriesofeducation,the
rationalizationofparastatalsfor
efficiencyandeffectiveness,
reviewingandenhancing
monitoringmechanisms,andthe
establishmentofSBMCs.
InaugurationofNigerianGirls’
EducationInitiativeinMay2005.
85
Date
Internationalcontext
ledtotheadoptionofadditional
targetsandindicatorsunderthe
MDGs–includingreproductive
healthandrightsandsex‐
disaggregateddataoninformal
employment.
CommitteeontheRightsoftheChild
(41stsession),Geneva.
2006
2007
CommitteeontheRightsofthe
Child(45thSession).
KeepingourPromiseson
Education,takesplaceinMay
2007,Brussels,organizedbythe
EuropeanCommission,theUnited
KingdomandtheWorldBank.The
meetingseeksconcreteproposals
andcommitmentsforactionto
deliveronthepromisetogiveallof
theworld'schildrenafullprimary
educationby2015.
Countrycontext
Preparationofthemanual–
‘MainstreamingGenderintoStates
EconomicEmpowermentand
DevelopmentStrategy(SEEDS):A
PracticalManual’–bytheNational
PlanningCommission.
EducationpolicyinNigeria
NationalActionPlanforEducation
waslaunched.Itidentifiedpriority
directionsforachievingEFA,
UniversalBasicEducationandthe
MDGs.Targetswereadultliteracy
andnon‐formaleducation,human
capacitydevelopmentand
eliminatinggenderdisparities
througheducationofgirlsand
women.
NationalGenderPolicyandits
Ten–YearStrategicPlanfor
StrategicImplementationFramework EducationpreparedbytheFederal
andPlan,2008–2013.Producedbythe MinistryofEducation.Thevision
FederalMinistryofWomenAffairs.
wastobecomeanemerging
Theoverallgoalofthepolicyisto
economymodeldeliveringsound
buildajustsocietydevoidof
educationpolicyandmanagement
discriminationandtoharnessthe
forthepublicgood.Themission
potentialofallsocialgroups
wastopromotequalityeducation
regardlessofsex.Importantobjectives andlifelonglearningrelevantto
includeestablishingaframeworkfor
thedynamicsofglobalchange
genderresponsivenessinallpublic
througheffectivepolicy
andprivatespheres,aswellas
formulation.
developingandapplyinggender
mainstreamingapproaches,toolsand NationalPolicyonGenderinBasic
instrumentsthatarecompatiblewith
EducationanditsGuidelinesfor
themacroeconomicframework.
Implementationofthepolicyare
developed.Itisseenasaresponse
tothechallengesofachieving
genderequalityineducationin
Nigeria.Itsmissionistoensure
genderequalityinthedeliveryof
basiceducationprogrammesin
Nigeria.Itsgoalistoensureequal
accesstobasiceducationandto
promoteretention,completion
andhighperformanceforall
UNGEIinNigeria
86
Date
2008
Internationalcontext
Countrycontext
EducationpolicyinNigeria
UNGEIinNigeria
pupils,especiallydisadvantaged
childrenandgirls.
NationalPolicyfortheIntegrated
EarlyChildhoodDevelopment.The
policysoughttoensureagood
startinlifeforallNigerian
childrenunder5yearsoldthrough
theprovisionofadequatehealth
care,nutrition,accesstosafewater
andsanitation,earlylearning,
psychosocialstimulationand
protection.
Phase2oftheGEP(GEP2): 2008–2011.
NationallaunchingoftheNGEIon
GEP2isbeingimplementedinfour
28March2011bytheFirstLady,
states–Bauchi,Katsina,Nigerand
HajiyaTuraiYarAdua,inBauchi.
Sokoto.TheGEPhashelpedtoincrease
enrolment,attendanceandretentionof
LaunchingoftheNGEI,BauchiState.
pupils,especiallygirls.GEP2aimedat
establishingcrediblesectorplansand
enhancingcapacityfordecentralized
schoolmanagement.
September2008,Accrasummit
onaideffectiveness:Donor
countriesagreetoendthe
fragmentationofaid.
Donorsagreetodonatehalfofaid
directlytogovernmentsoflow‐
incomecountries,ratherthanto
individualprojects.Donorsalso
agreetocoordinateaidbetter.
2009
2010
2011
DevelopmentofRoad Mapforthe
NigerianEducationSectorinApril
2009.Themissionistouse
educationasatoolforfostering
developmentofallNigerian
citizenstotheirfullpotentialinthe
promotionofastrong,democratic,
egalitarian,prosperous,
indissolubleandsovereignnation
underGod.
DevelopmentofSESPSandSESOPs
inpilotstateswithfinancial
supportfromUNICEF.
DevelopmentofSESPSandSESOPs
inseveralstateswithfinancial
supportfromUNICEF.
LaunchingofKatsinaStateChapter
ofNGEIinJune2009.
LaunchingofNigerStateChapterof
NGEIinNovember2009.
LaunchingofSokotoStateChapter
ofNGEIinMay2010.
87
Annex6:Completedevaluationframework
Outcome1:Policiespromotegirls’educationandgenderequality
Context:Whatwasthesituationatlevelzero?WhatwashappeningbeforetheUNGEIpartnershipwasputinplace?
ThelegalframeworkforeducationinNigeriaistheNPE,whichwasadoptedafterthe1969NationalCurriculumConference.Itwasfirstpublishedin1977and
revisedin1981,1998,2004and2008.AmajorfeatureoftheNPEisthe6‐3‐3‐4system,whichprovidesforsixyearsofprimaryeducation,threeyearsofjunior
secondaryschool,threeyearsofseniorsecondaryschoolandfouryearsoftertiaryeducation.UniversalBasicEducationhasbeenintegratedintotheNPE.The
Compulsory,Free,UniversalBasicEducationAct2004andOtherRelatedMattersprovidesforuniversalaccesstoeducationatalllevels.Theestablishmentof
theUBECallowedforincreasedfundingforbasiceducation.EducationisontheconcurrentlegislativelistintheConstitutionandtheresponsibilityforthe
managementofeducationrestswiththethreetiersofgovernmentinNigeria–Federal,StateandLocalGovernment.Atthestatelevel,theSUBEBhasbeen
establishedtomanagebasiceducation.Variousreviewsoftheeducationsectorhadrevealedtheexistenceofgendergapsineducation,especiallyinthe
northernpartsofNigeria.
Inputs:WhatdidtheUNGEIpartnershipdo?Whatproblemsdiditidentifyandhowdiditaddressthem?Whatotherinputsandprocessestookplacethroughoutthesame
period?
UNGEIwasdomesticatedinNigeriaastheNGEI.Itwaslaunchedin2005asaforumtoencouragegovernmentandCSOstointensifyeffortstopromotegirls’educationin
Nigeria.Itsactivitiesincludeadvocacy,networkingandcollaborationwithstakeholders;capacitybuilding;inaugurationofstatechaptersanddocumentationofbest
practices.Themajorityofexistingpoliciesweregenericinnatureandtargetedbothboysandgirls.Therewasalsoaneedtoemphasizethepromotionofgenderparity
ineducation.
Outcomes:Whathasbeentheeffectontheparticipationofgirlsineducation?
Relevance:WeretheobjectivesofUNGEIsupportfrom
theglobalandcountrypartnershiprelevant?Wasthe
designappropriate?
Immediateeffectsandintermediateoutcomes:Whatweretheeffectsandintermediateoutcomesinterms
ofeffectivenessandefficiency?(Immediateeffectsrefertoprocesses,andintermediateoutcomesreferto
changesinsectorpolicy,expenditureandservicedelivery.)
Effectiveness– TowhatextentdidUNGEIcontribute
tomakingeducationsectorpoliciessensitivetogirls’
educationandgenderequality?
Efficiency– HoweconomicallywasUNGEIsupport
translatedintoresults?
88
Outcome1:Policiespromotegirls’educationandgenderequality
TheobjectivesofUNGEIandthecountrypartnership
 SinceNGEI,theNationalGenderinBasicEducationPolicyhasbeendeveloped(2007),alongwithits
(NGEI)arerelevanttotheprioritiesoftheeducation
ImplementationGuidelines.SESPshavebeendevelopedinabout20statesinNigeria,includingBauchi
sectorandNigeria’sdevelopmentpriorities.Nigeriaisa
andNiger.
signatorytovariousinternationalagreementsthat
 Variousreviewsoftheeducationsectorhaveprovidedinformationaboutgirls’educationandgender
supportgenderequalityandwomen’seducation.
inequalitiesineducationinNigeria.ImplementationofsomeprogrammessuchastheGEPinsome
northernstateshasalsoaddedtotheinformationongendergapsineducationandprogressmadein
TheUNGEIglobalpartnershiphasprovidedsome
closingthesegapsinaccesstoeducation.
capacitybuildingthroughtheparticipationofsome
 Recenteducationpolicieshavebeeninformedbythisknowledgeandinformation,forexamplethe
nationalpartnersatUNGEIglobalmeetings.
NationalPolicyonGenderinBasicEducationaswellastheSESPs.Anumberofgoodpracticeshavebeen
adoptedinvariousstatesasaresultofbetterinformation.
Thereisroomforimprovementincommunication
 NGEIpartnershavecontributedinvariouswaystothegenderawarenesseducationpolicyenvironment
betweentheglobalUNGEIofficeandcountrypartners
inNigeria.Inputshaveincluded:
o Dialoguewithpolicymakersandsensitizationofreligiousandtraditionalrulers,
outsideUNICEF.
communities,parentsandgirlsontheimportanceofgirls’education.
o Inputsbystatepatrons(girls’educationchampions)havecontributedtotheadoptionof
goodpracticesforpromotinggirlseducation.
o InputsbyCSOsindividuallyandcollectivelyhavecontributedtotheadoptionofgender‐
sensitiveeducationpolicies.
 WhileitisdifficulttoquantifythecontributionofNGEI,theinitiative’sactivitieshavehelpedtopromote
awarenessoftheimportanceofgirls’educationamongallrelevantstakeholders.
 Efficiency:Thisisdifficulttoassess,sincethereisnobudgetforNGEI.Partnershavetriedtoimplementactivitiespromotinggirls’educationwithintheirindividual
organization’sprogrammesastheirowncontribution.Thishasbeenefficient,asithasachievedresultsatminimumcostsutilizingthecompetenciesofpartners.
 Effectiveness:Thepartnership’sactivitiesareeffectivebecausetheyhavecontributedtothedesiredresultsofincreasingfemaleenrolmentandcompletionratesand
reducinggendergapsineducationinNigeria.
Sustainability:Arethechangesthattookplaceinpolicyandplanning,finance,capacity,monitoringandevaluation,andaideffectivenessinterventionslikelytosurvive?
Howresilientarethebenefitstorisks?
 Howdurablearetheimprovements?
 Whatarethemainriskstosustainability?
Thechangesthathavetakenplacearesustainablebecausesomestructureshavebeenputinplacethatwillsustainthem.TheseincludetheSBMCs,Mothers’
Associations,Girls’Clubs,etc.Membersofthesestakeholdergroupshavebeensensitizedontheimportanceofgirls’education.
Outcome2:Bestpracticesinfacilitatinggirls’educationandgenderequalityknownandinstitutionalized
Context:Whatwasthesituationatlevelzero?WhatwashappeningbeforetheUNGEIpartnershipwasputinplace?
89
AnumberofgoodpracticestoaddressfemaleeducationhadalreadybeenadoptedinNigeriasincepre‐independencedaysbybothgovernmentandmissionary
societies,suchasall‐girls’schoolsandscholarshipsforfemalestudents.However,beforeNGEI,therewasnodocumentationofgoodpractices.
Inputs:WhatdidtheUNGEIpartnershipdo?Whatproblemsdiditidentifyandhowdiditaddressthem?Whatotherinputsandprocessestookplaceoverthesameperiod?
NGEIpartnershipcommissionedastudyin2005todocumentgoodpracticesforpromotinggirls’educationinselectedstates.Stateteamsweretrainedtoenhancetheir
capacitiestoidentifyanddocumentgoodpractices.ThefindingsweredisseminatedataStakeholdersWorkshopin2007.Variouspartnersroutinelydocumentbest
practicesanddisseminatethemthroughnewsletters.AcompendiumofgoodpracticeshasbeenpublishedbytheFederalMinistryofWomenAffairs(2010).
Outcomes:Whathasbeentheeffectondecision‐makingandprioritysetting?Dothesereflectknowledgeandunderstandingofbestpractices?
Severalstateshaveadoptedgoodpracticesforpromotinggirls’educationinNigeria.NigerandBauchiStateshaveintroduced freeeducationforboysandgirlsupto
universitylevel.Women’sDay/MarriedWomen’sCollegeshavebeenexpandedinNigerStateandintroducedinBauchiState,respectively,toenablewomen/girlswho
havedroppedoutofschoolduetoearlymarriageorpregnancytocontinuetheireducation.Documentationofgoodpracticesandtheirdisseminationhasservedas
lessonslearnedforotherstateswhowanttoreplicatethesegoodpracticesintheirownstates.
Immediateeffectsandintermediateoutcomes:Whatweretheeffectsandintermediateoutcomesintermsofeffectiveness,
Relevance–Weretheobjectivesof
andefficiency?(Immediateeffectsrefertoprocesses,andintermediateoutcomesrefertochangesintheuseofbestpractices.)
UNGEI’ssupportfromtheglobaland
countrypartnershiprelevant?Wasthe
Efficiency– HoweconomicallywasUNGEIsupporttranslatedinto
Effectiveness– TowhatextentdidUNGEIcontribute
designappropriate?
results?
tothedisseminationandinstitutionalizationofbest
practicesingirls’educationandgenderequality?
 Goodpracticeshavebeenidentified,documented  Apartfromtheinitialstudyofgoodpracticescommissionedbythe
 Identificationofgoodpracticesis
NGEI,goodpracticesarenowroutinelydocumentedbypartners.
anddisseminatedinNigeria.
relevant,asitprovideseducation
Thishasreducedcostsofdocumentationofgoodpractices.
authoritieswithexamplesofwhat  Knowledgeandinformationaboutbestpractices

TheinclusionofpolicymakersasmembersofNGEITechnical
hasandhasnotworkedin
ingirls’educationandgenderequalityin
WorkingCommitteesatnationalandstatelevelshasfacilitated
differentenvironments,whichthey
educationhasincreasedandisnowavailablein
theirknowledgeofgoodpracticesandtheirintegrationinto
maywanttoadaptorreplicatein
bookformat(FederalMinistryofWomenAffairs),
policiesandplans..
theirownenvironments.
innewsletters(Girls’EducationProjectinNiger
State,andActionAidNigeria)andintheminutes
 Overall,policydecisionstargeting
ofmeetings/workshopsofNGEIatnationaland
girls’educationareinformedby
statelevels.
knowledgeofgoodpracticesin
girls’education.
 NGEIpartnersroutinelydocumentgoodpractices
intheireverydayactivitiesaspartoftheir
 Therewasonlylimitedsupport
contributiontothepartnership.Thishasproved
fromtheglobalpartnershipinthe
effective,asgoodpracticesaredocumentedona
documentationofbestpracticesin
routinebasis.
Nigeria.
Sustainability:Arethechangesthattookplaceintermsofknowledgeandinstitutionalizationofbestpracticeslikelytosurvive?Howresilientarethebenefitstorisks?Good
practicesshouldbecompiledanddisseminatedtostatesoutsidetheNGEPpartnership.Fundingmayaffecttheabilityofstatestoadoptthepractices.
90
Outcome3:UNGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality
Context:Whatwasthesituationatlevelzero?WhatwashappeningbeforetheUNGEIpartnershipwasputinplace?
BeforeNGEIwaslaunched,theFederalGovernmenthadpartneredwithvariousdevelopmentpartnerstoaddresseducationissuesinNigeria.TheAGEIandSAGEN
precededNGEI.SeveralNGOs,bothindividuallyandundertheumbrellaoftheCSACEFA,hadbeenengagedinpolicydialoguewithgovernmentagenciestopromote
educationforallandgirls’educationinparticular.
Inputs:WhatdidtheUNGEIpartnershipdo?Whatproblemsdiditidentifyandhowdiditaddressthem?Whatotherinputsandprocesses tookplacethroughoutthesame
period?
Despitetheseinitiativesandefforts,therewasalackofcommitmenttoeffectivelyimplementexistingnationalpoliciesand internationalagreementsthataddressed
educationissues,especiallyatthestatelevels,wherepoliciesareimplemented.Thereweregapsbetweenimplementationbyfederalandstategovernments,especially
wherestategovernmentsdidnotbuyintoordomesticatepoliciesdevelopedatthefederallevel.Inaddition,educationpoliciestargetedboysandgirls,withgirlsoften
losingoutduringimplementation.NGEIsoughttoaddresssomeoftheselapses.
Outcomes:Whathasbeentheeffectonthequalityofpartnerships?
WhateffecthasUNGEIhadon:
 ThenumberofmemberorganizationsthatareengagedinUNGEI’sactivities?
Thedegreeofsatisfactionofmemberorganizations?
TheNGEIpartnershipmodelisoneofcollaborationbetweendevelopmentpartners,theFederal/StateMinistryofEducationandgovernmentagenciessuchastheUBEC,
CSOsandotherstakeholdersatnationalandstatelevels.ATWGhasbeensetuptomanagetheprocess.Asimilarstructureisinplaceatthestatelevel.Termsof
referenceandguidelineshavebeendevelopedspellingouttherolesoftheTWGsatthenationalandstatelevels.NGEIpartnershipisfullyfunctionalatthenationallevel
andoperationalinfourstates–Bauchi,Niger,KatsinaandSokoto.Itisoperationaltosomeextentinsomeotherstates,suchasBorno,Gombe,Jigawa,Kaduna,Kano,
LagosandZamfara,althoughthereisnodocumentaryevidencetoshowthatthepartnershiphasbeenlaunchedinthesestates.EffortshavebeenmadetoestablishLocal
GovernmentChaptersoftheNGEIinKatsinaandNigerStates.SeveralCSOsaremembersofthepartnershipatboththenationalandstatelevels.WivesofState
GovernorswhoarepatronsofNGEIatstatelevelshavebeenkeychampionsforgirls’educationinstateswherethepartnershiphasbeenlaunched.
Thepartnershipisfullyfunctionalinthestateswhereithasbeenformallylaunched.Theyhaveengagedinactivitiessuchassensitizationcampaignstocommunities,
traditionalandreligiousleaders,policymakers,parentsandgirls.JointmeetingsofnationalandstateTWGsprovideopportunitiesforstrengtheningmembers’capacity
forgendermainstreaming.Workplansaredrawnuptonationalandstatelevelsbypartners.Participationinthepartnershipisvoluntary.Lackoftime,especiallyatthe
nationallevel,hasmeantthatmeetingsandactivitieshavetoberescheduled,Generally,partnershaveshownhighlevelsofcommitment.Mostofthereservationsabout
thepartnershiphavebeenexpressedatthenationallevel,wheresomememberscomplainedoflackofaproperstructureandhazinessofNGEIatthenationallevel,
inadequatespecificationofrolesandresponsibilitiesofNGEITWGmembers/officers,lifespanoftheTWG,etc.TheNGEIappearedtobebetterdefinedatthestatelevel,
whererolesandresponsibilitiesofpartnersareoutlinedintheworkplansandtherewasaDeskOfficerforthepartnership.
Relevance–Weretheobjectivesof
UNGEI’ssupportfromtheglobaland
countrypartnershiprelevant?Wasthe
designappropriate?
Immediateeffectsandintermediateoutcomes:Whatweretheeffectsandintermediateoutcomesintermsofeffectiveness
andefficiency?(Immediateeffectsrefertoprocesses,andintermediateoutcomesrefertochangesinsectorpolicy,expenditureand
servicedelivery.)
Effectiveness– TowhatextentdidUNGEIcontribute
Efficiency– HoweconomicallywasUNGEIsupporttranslatedinto
tobuildingamoreeffectivepartnershipforgirls’
results?
educationatthecountrylevel?
91

Inclusionofpolicymakersas
partnershasensuredthatNGEI
activitiesarerelevanttothe
prioritiesoftheeducationsector
andofthecountry.




NGEIpartnershiphasbeenmoreeffectivethan
previousinitiativesbecauseitinvolvesall
relevantstakeholders–developmentpartners,
UNICEF,CSOsandlineministries,aswellas
beneficiarieswhohavebecomepartnersin
promotinggirls’education.
NGEIhasevolvedasapartnershipforpromoting
girls’education.Itisdescribedasaforumtogive
girls’educationaloudvoice.
Variousagencieshavehelpedtoorganize
capacity‐buildingworkshops,whichhavebeen
attendedbypartnersthroughouttheyears.
Jointworkplansarepreparedbymembersofthe
TWGatnationalandstatelevels.Workplansare
reviewedduringjointmeetingsofnationaland
statepartnersheldtwiceayear.
 Collaborationbetweenpartnerswithdifferentcompetencieshas
reducedtransactioncosts,asmembershavebeenwillingto
integrateNGEIobjectives/activitiesintotheirorganizations’
programmes.Thishasresultedinefficiencyintheuseof
resources.
 WivesofStateGovernorsinstateswhereNGEIisfullyfunctional
havesupportedthepartnershipwiththeirtimeandfinancesto
implementvariousactivities.
Sustainability:Arethechangesthattookplaceintermsofknowledgeandinstitutionalizationofbestpracticeslikelytosurvive?Howresilientarethebenefitstorisks?
 Howdurablearetheimprovements?StructureshavebeenputinplacetosustainNGEIactivities.Thereisaneedforsustainedadvocacyandawareness‐raising
efforts.
 Whatarethemainriskstosustainability?Inadequatefundingcanbeamajorconstrainttosustainability.
92
Monitoringcriteria
Annex7:NigeriaLogicModel
Vision:Allgirlsandboysareempoweredthroughqualityeducationtorealizetheir
fullpotentialandcontributetotransformingsocietieswheregenderequality
Goal:UNGEIcontributestotheachievementofEFA
andMDGgoalsforgenderequalityandgirls’
educationthroughastrongpartnershipatglobal,
regionalandcountrylevels
Outcome1a:
National policy on gender in
basic education utilized in
development of
SESP/SESOP
Output1a:
Nationalpolicyon
genderinBE????
developed
Outcome1b2:
Gender‐sensitive
educationplans
implementedand
improvingeducationfor
i l
Output1b:
Guidelinesfor
implementationofthepolicy
developed
Output1c:
Manualongender‐
sensitiveplanning
developed
Outcome2:
Bestpracticesinfacilitatinggirls’
educationandgenderequalityare
knownandinstitutionalized
Outcome2:
Implementationofgender‐sensitive
educationprogrammesinformedby
knowledgeofgoodpractices
Output2a:
Goodpractices
documentedand
disseminated
Output2b:
Partners’capacitiesin
documentationofgood
practicesenhanced
Outcome3:
UNGEIfacilitatesaneffective
partnershipforgirls’education
andgenderequality
Outcome3:
UNGEIpartnershipsatnationalandstatelevels
areoperationalandusingsetguidelinesto
promoteeducationforgirlsandgender
equality
Output3a:Termsof
referenceandguidelines
forUNGEIimplementation
developed
Output3b:
Partnershipsatnational
andstatelevelsformed
Output3c:Partners
capacitiesstrengthened
ingender
mainstreaming
IMPLEMENTATION
Outcome1:
Policiespromotegirls’education
andgenderequality
RESULTS
Criteriaformonitoringand
evaluationofUNGEIgoals:
 Numberofgirlsandboysout
ofschool
 Numberofgirlsandboys
completingprimary
education
 Girls’andboys’secondary
participationrates
Criteriaformonitoringand
evaluationofOutcome1:
NumberofUNGEIcountries
with:
 nationalpolicyframeworks
thatsupportgirls’education
 budgetsallocatedtogirls’
education
Criteriaformonitoringand
evaluationofOutcome2:
Evidenceof:
 Financialincentivestoreduce
barrierstogirls’education
 Measuresforsafetyforgirls
goingtoschool
 Measuresagainstsexual
harassment/violence
 Schoolswithseparatetoilets
 Gender‐responsive
materials,curriculumand
teachingguides
 Teachersandschool
managerstrainedingender
equality
 Programmessupportinggirls’
re‐entrytoschoolafter
pregnancy
CriteriaforM&EOutcome3:
 #ofmemberorganizations
activelyengaginginUNGEI
activities
 Degreeofsatisfactionof
93
memberorganizations
Annex8:Educationstatistics
Changesinenrolmentandgendergapinprimaryeducation,1999–2009
Year/state
1999
Male
Female
Total
Percent female
GPI
Bauchi
397,711
253,703
651,414
38.95
0.64
Niger
233,285
128,025
361,310
35.43
0.55
AllNigeria
10,058,434
7,848,894
17,907,328
43.83
0.78
2009
Bauchi
383,116
297,315
680,431
43.69
0.78
Niger
342,011
229,547
571,558
40.6
0.67
AllNigeria
11,766,839
10,090,172
21,857,011
46.16
0.86
Sources:UNICEFdatabaseforthe36states,1999–2007;UBEC,2010,PrimarySchoolEnrolment2009,NationalSurvey.
Trendsinprimaryeducation
Year
Netenrolment
rationinprimary
education
1990
68
67
58
N/A
2000
95
97
76.7
64.1
2001
95
97
76.7
N/A
2002
N/A
96
N/A
N/A
2003
N/A
84
82
60.4
2004
81.1
74
82
60.4
2005
84.6
74
69.2
76.2
2006
87.9
74
67.5
80.2
2007
89.6
74
67.5
81.4
2008
88.8
72.3
N/A
80.0
2009
N/A
N/A
N/A
N/A
Proportionofpupils
startingPrimary1
whoreachPrimary
5(percent)
Primary6
completionrate
(percent)
Literacyrateof
15–24‐year‐olds,
maleandfemale
(percent)
94
2015target
100
100
100
100
Source:Nigeria:MillenniumDevelopmentGoals,Report2010.
Ratioofboystogirlsinprimaryeducationbystate
Source:AnnualAbstractofStatistics,2009b.
95
Trendsinprimaryandjuniorsecondaryenrolments:2006–2010
Year
Male
Female
Total
1999
2000
2001
2002
2003
2004
2005
2006*
2007*
2008*
2009*
2010*
10,058,434
10,745,128
10,605,722
11,070,610
14,433,764
11,824,494
12,168,834
12,492,091
11,683,503
10,768,742
10,791,896
11,027,686
7,848,894
8,413,413
8,457,812
8,791,071
11,338,280
9,571,016
9,907,567
10,369,793
9,948,567
9,223,567
9,289,080
9,636,119
17,907,328
19,158,541
19,063,534
19,861,689
25,772,044
21,395,510
22,076,401
22,861,884
21,632,070
19,992,309
20,080,976
20,663,805
Percent
female
43.83
43.91
44.37
44.26
43.99
44.73
44.88
45.09
45.99
46.14
46.26
46.63
GPI
78.03
78.29
79.74
79.41
78.55
80.94
81.24
83.01
85.15
85.65
86.07
87.38
Sources:FME,2011,NigerianDigestofEducationStatistics,2006–2010.
UNICEF,databaseforthe36states,1999–2007.
Enrolmentsatjuniorsecondaryschoolandseniorsecondaryschool,2006–2010
Juniorsecondaryschool
Per
cent
female
Seniorsecondaryschool
Per
cent
female
2005/06 1,653,753
1,281,219
2,934,972
43.65
1,525,767
1,177,044
2,702,811
43.55
2006/07 1,942,672
1,530,466
3,473,138
44.07
1,464,868
1,071,863
2,536,731
42.25
2007/08 2,150,037
1,784,024
3,934,061
45.35
1,659,774
1,966,507
3,626,281
54.23
2008/09 2,413,235
2,022,016
4,435,251
45.59
1,835,357
1,556,710
3,392,067
45.89
2009/10 2,703,938
2,305,289
5,010,227
46.01
2,201,215
1,845,222
4,046,437
45.60
Sources:FME,2011,NigerianDigestofEducationStatistics,2006–2010.
UNICEF,databaseforthe36states,1999–2007.
96
Annex9:SummaryofprogresstowardsMDGtargets
ProgresstowardsMDGtargetsandcurrentstatus–June2010
1
Goal
Eradicateextreme
povertyandhunger
Status
Slow– Thereislesspovertythanin2000,butthedataarenotclear.Five
outofevery10Nigeriansstillliveinpoverty.Growthhasnotbeen
sufficientlyequitableorgeneratedenoughjobstoreducepovertyfurther.
Nutritionhasimproved.
Achieveuniversal
Average – Manymorechildrenareinschool.Nineoutofevery10eligible
primaryeducation
childrenattendschoolasaresultoftheUniversalBasicEducation
Programmeinterventionsandenrolmentsinprivateschools.However,
disadvantagedgroupsarestillexcludedandthequalityofeducation
remainspoor.
Promotegenderequality Average – Someimprovementingenderparity.Ninegirlsattendschool
andempowerwomen
forevery10boys.Economicandpoliticalempowermentremainselusive.
Acommonreasonforthedisparityintherateofgirlsandboyscompleting
schooling,especiallyatthesecondarylevel,ispoorornon‐existentwater
andsanitation.
Reducechildmortality
Average – Significantreductions,butprogressneedstobeaccelerated.
Improvematernal
Slow– Thedatafor2008showasignificantimprovement,butthegap
health
betweenthecurrentsituationandthetargetisstillverylarge.
CombatHIVandAIDS,
Average – TheprevalenceofHIVandAIDSinthepopulationhasfallen
malariaandother
from5percenttounder4percent.Ratesofmalariainfectionhave
diseases
dropped,butthediseasestillaccountsfor300,000deathsperyearon
average.Impressiveprogressagainstpolio.
Ensureenvironmental
Slow– Accesstosafewaterandsanitationhasnotimprovedsignificantly
sustainability
andotherenvironmentalproblems,suchaserosion,coastalfloodingand
climatechange,areincreasing.
Developaglobal
Average – Thebenefitsofdebtreliefhavenotbeenmatchedbyan
partnershipfor
increaseinaid.Tradeandaccesstomarketsarestillunequal.Rapid
development
increaseinaccesstoinformationandcommunicationtechnologies,
teledensityandregionalinitiatives(NewPartnershipforAfrica’s
Development,EconomicCommunityofWestAfricanStates,etc.).
2
3
4
5
6
7
8
Source:NigeriaMillenniumDevelopmentGoalsReport2010;CountDownStrategy2010–2015.
PotentialtoachievetheMDGs
Goal/
Target
MDG1
Target1
Target2
MDG2
MDG3
Target4
Goal/target
Eradicateextremepovertyandhunger.
Halvebetween1990and2015theproportionofpeopleliving
inextremepoverty.
Halve,between1990and2015,theproportionofpeople
sufferingfromhunger.
Achieveuniversalprimaryeducation.
Ensurethatby2015,childreneverywhere,boysandgirls
alikewillbeabletocompleteafullcourseofschooling.
Promotegenderequalityandempowerwomen.
Eliminategenderdisparityinprimaryandsecondary
education,preferablyby2005andtoalllevelsofeducation
Potentialto
meettarget
Good
Supportive
policy
environment
Weak
Average
Average
Average
Average
Average
Average
97
nolaterthan2015.
Reducechildmortality.
Reducebytwothirds,between1990and2015,theunder‐5
Average
Average
mortalityrate.
MDG5
Improvematernalhealth.
Target6
Reducebythreequarters,between1990and2015,the
Average
Weak
maternalmortalityrate.
CombatHIVandAIDS,malariaandotherdisease.
MDG6
Havehaltedby2015andbegintoreversethespreadofHIV
Good
Average
Target7
andAIDS.
Target8
Havehaltedby2015andbegintoreversetheincidenceof
malariaandotherdiseases.
Average
Average
MDG7
Ensureenvironmentalsustainability.
Target9
Integratetheprinciplesofsustainabledevelopmentinto
Weak
Weak
countrypoliciesandprogrammesandreversethelossof
environmentalresources.
Target10
Halve,by2015,theproportionofthepopulationwithout
Weak
Average
accesstosafedrinkingwaterandbasicsanitation.
MDG8
Developaglobalpartnershipfordevelopment.
Target11
Dealcomprehensivelywithdebtproblems.
Good
Good
Target12
Incooperationwiththeprivatesector,makeavailablethe
Good
Average
benefitsofnewtechnologies,especiallyinformationand
communicationstechnologies.
Source:NigeriaMillenniumDevelopmentGoalsReport2010/CountDownStrategy2010–2015.
MDG4
Target5
United Nations Girls’ Education Initiative
c/o UNICEF
Education Section
Programmes
3 United Nations Plaza
New York, NY 10017, USA
Email: [email protected]
Web: http://www.ungei.org
l