Transforming education for girls in Nigeria: : Baseline research summary report

The data from the baseline study suggests that TEGINT is working in complex local environments and that the picture of girls’ education is different in particular locations. However, girls identify a number of key obstacles they encounter, and the support given by the school to learning and teaching, progression and exam performance may be an important aspect of helping girls to be clearer about these obstacles and what to do about them. There appear to be important links between girls’ attainment and capacity to reflect with teachers’ qualifications and in-service training. There also appears to be an association with training of parents and girls’ outcomes, suggesting this may be a key focus area. Both areas need further investigation, as do the form of levies charged, and the effects of how schools have worked on aspects of HIV. Several problems were identified with school committees: a lack of training for many, lack of capacity to monitor administrative records, and very few women - both on the committees and involved in making decisions on issues such as school fees or the content of education. The work of the school committees did not seem to have major effects on girls’ outcomes, but this may be partly because many are dysfunctional and when action does take place it may not be strategic or take into account the needs and rights of girls. The relationship between girls’ aspiration and understanding of change and processes associated with school organisation and management is a key area for further research and action. There were concerning levels of violence reported and little knowledge by school communities, girls or their parents about what steps to take. There appeared to be some association between gender-based violence and the imposition of school fees, as some girls reported being forced to engage in transactional sex for school fees. While early marriage was mentioned by all groups as a matter of concern, more needs to be known about how and why this is practised, and what it tells us about gender relations and schooling. The study confirms the importance of further investigation into working in a sustained and strategic way at multiple levels with teachers, parents, Village Heads, school committees, communities and girls themselves to transform the education of girls. It highlights the importance of looking at both in-school and out-of-school factors to bring about significant change for gender equality