Integrating gender response into Kaduna State education budget
By Aisha Gambo, News Agency of Nigeria (NAN)
Education is catalyst to social, economic and national development. To achieve their potential, governments at all levels are encouraged investments in the sector.
Investment in education has the potential enhance access to quality teaching and learning process for upcoming generations and boost enrolment.
Such investment should not only be in the form of infrastructure but also instructional materials and capacity building for teaching and non-teaching.
This stimulates a safe environment and provides equal opportunities for girls and boys to be empowered and educated.
These equip them with the necessary skills realise their full potential and contribute to societal development.
However, some cultural and societal norms in Nigeria prioritise the education of boys over girls.
This has resulted to gender disparities in education attainment as girls face other barrier to access and complete their education.
According to UNICEF 7.6 million girls are Out Of School in Nigeria while 3.9 million at the primary and 3.7 million at the junior secondary level.
UNICEF further said that 48 per cent of OOS girls are in the northwest and northeast.
A survey by Kaduna State Bureau of Statistics in 2020 shows that 31.1 per cent of children within the primary school age are out of school, adding that 31.9 per cent of children within the junior secondary school age are out of school in the state.
However, the survey also revealed that the distribution of out-of-school cases in the state consist of 63.7 per cent male and 36.3 per cent female.
Government interventions in enhancing gender responsive education.
Over the years the Kaduna state government has increased budgetary allocation to education sector to reinvigorate basic and post basic levels to enhance access to free and quality for all.
For instance, the state government earmarked N26. 2 billion for Education in 2024 approved budget.
The sum of N12.5 billion was allocated to the ministry of education; N2.7 billion to State Universal Basic Education (SUBEB)while the remaining N11 billion was shared among the state-owned tertiary institutions; schools quality assurance authority and library board.
The state also developed a 10-year Education Sector Plan (ESP) named Kaduna State 2019 – 2029 Education Sector Strategic Plan.
It is a comprehensive and strategic framework developed with support of development partners to guide planning, implementation and evaluation of education policies and programmes.
UNICEF says achieve Sustainable Development Goal 4 which is inclusive and equitable quality education for all, a Gender-responsive Education Sector Planning (GRESP) is essential.
This is because GRESP is a holistic approach to advancing gender equality in and through education, including learning and learning environments, teacher education and practice, curriculum and administration among others.
To advance gender equality in education, education systems need to be gender responsive by design which include funding of girl child education.
At the Kaduna State ministry of education, an exclusive department for gender ,now female education was created to tackle issues related to girl child education.
Each year, the department is funded to execute gender related programmes such as second chance education, sensitisation on gender based violence, creation of water and sanitation facilities in schools among others.
The director of planning in the ministry, Salisu Baba-Lawal, said that government prioritises gender equality and social inclusion as such has allocated a large sum of money to achieve it.
“We have provisions for gender in our annual budget which fund gender related projects.
” In 2021, a sum of N7 million was allocated to gender, N4 million was budgeted for the year 2022, N5 million allocated in 2023 and in 2024 , N12 million was allocated to female education”, he said.
Following the money
For many years, the gender department in the Kaduna State ministry of education has been conducting activities that address challenges of both girls.
But with the recent review in 2024, which changed the department’s name to female education it now prioritises female education.
However, that doesn’t stop it from conducting activities or projects that would benefit the male gender.
Though a detailed breakdown of the budget expenditures were not made available, the department explained the programmes and projects they conducted.
The Deputy Director, Female Education, Hajiya Aishatu Muhammad, that explained that the ministry had provided second chance for girls who dropped out of school due to early marriage or pregnancy.
She said that school uniforms, socks and sandals were provided for the girls while teachers were paid stipends for staying over time as most classes were done in the afternoon.
Another project the ministry was to provide Water and Sanitation and Hygiene (WASH) facilities in schools with boys and girls having separate toilets to ease themselves during school hours.
Abdullahi said the ministry with the support from World Bank’s Adolescent Girls Initiative for Learning and Empowerment (AGILE) project built toilets and boreholes making the school environment conducive for the girl child.
“It may interest you to know that, the ministry of education in collaboration with AGILE, nominated amongst the existing staff we have in the school ,a Gender Based Violence (GBV) focal person.
“We even have a Grievance Response Mechanism (GRM) officer and we have a suggestion box in the schools to serve as a channel for reporting incidents”, she said.
Abdullahi, who doubles as the AGILE focal person, said that since the implementation of the project, the enrolment, retention and completion of female students has increased as they now feel more comfortable learning.
Parents, expert call for improvement
Malama Hajara Abubakar, a widow and a mother of four girls, recounts her struggle in ensuring her children get an education.
“Their father died when three of them were in junior secondary school; I had to do menial jobs to get them learning materials and pay other expenses the schools may request even though it’s a public school.
“But when they completed their SS 3 I couldn’t afford to pay for their exams, so I married them off; I wanted them to further their education but couldn’t.
“So when my youngest daughter completed SS3, I raised N10, 000 and pleaded with my neighbour who was a head a teacher in a private school to assist me and she did.
“Now that girl is working and taking care of me ‘, she said.
Abubakar says there are many parents like her who cannot afford to pay for their children’s final exams, and urged governments to look into the matter.
In spite government’s effort to provide free and quality education to children and return out of school children to schools to school, some education experts say there is still need for improvement.
Hadiza Umar, founder of communication for children and international development, while commending Kaduna State Government’s effort in address gender parity in schools said there was need for gender related programmes and policies to be scaled up.
She also said some of the programmes like the second chance education, sexual health reproductive awareness campaign among others should cut across all the schools in the state.
Umar says giving free education to girls but leaving them to pay for their senior secondary school exams would not achieve the desired results.
“Government should focus on paying for SSCE and JAMB because most of them can’t move forward and can’t get certificates to continue to even get a job.
“They cannot get admission and are unable a job that can help them generate some funds and further her education’’, she said.
While some experts advocate payment of Senior Secondary School exams fees, others demand effective monitoring and evaluation of the implementation of gender programmes.
Dr Hassana Shuaibu, Senior programme Officer, Ace Charity, says a breakdown on the expenditure of the female education budget should be available to ensure effective monitoring and evaluation.
She reiterated the need for an education sector plan that is gender responsive and the importance of funding of GRESP as well as transparency and accountability of the education budgeting. (NANFeatures)
**If used please credit the writer and News Agency of Nigeria**
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