By Aisha Gambo
The Kaduna State Government, in collaboration with key stakeholders, has validated draft Gender in Education and Life Skills Policies aimed at promoting inclusive and holistic learning across the state.
The validation workshop, held in Kaduna, brought together education experts, government officials, development partners, and civil society organisations to review and strengthen the policy documents before final adoption.
The Commissioner for Education, Prof. Abubakar Sani, said that the policies were designed to address systemic challenges in the education sector and ensure inclusivity, equity, and improved learning outcomes across the state.
He noted that the Gender in Education Policy sought to tackle persistent inequalities that hinder access, participation, and achievement in education, particularly among girls and other vulnerable groups.
According to him, the policy provides a strategic framework to promote safety, fairness, and inclusivity in schools.
He added that a major innovation in the policy was its foundation on detailed, Local Government Area (LGA)-specific education analyses, rather than the conventional “one-size-fits-all” approach.
“This is the first time any Nigerian state has systematically analysed and documented the unique educational challenges, opportunities, and resources of each of its 23 LGAs as the basis for policy development,” he said.
The commissioner explained that the Life Skills Policy was aimed at equipping learners with competencies beyond academics, including critical thinking, resilience, communication, and decision-making skills needed to thrive in an ever-changing world.
He described the validation process as a critical stage in policy development, noting that stakeholders’ inputs would ensure the documents were inclusive, practical, and reflective of realities on the ground.
Speaking during a panel session at the event, Malam Bashir Muhammad, the Permanent Secretary, Ministry of Internal Security and Home Affairs, said the life skills policy introduces a shift in the education curriculum by embedding entrepreneurial skills as core learning components.
He noted that in spite of the presence of multiple development partners supporting education in the state, interventions had remained fragmented, necessitating a unified framework to coordinate efforts.
“We have taken ownership of these things, that is why in the policy, we have a robust institutional and implementation arrangement, so that even if there are no partners, of course, we will take it upon ourselves to do it.
“All the policy implementation arrangements will be put in the budget. We have a budget for it. And we also have, in addition to our operational plans, the sector implementation plan for the state,” she said.
The Director Planning, Ministry of Education, Salisu Baba-Lawal, said there would be continuous review of the policies to track progress and address challenges.
On social challenges such as child marriage, teenage pregnancy, and gender-based violence, stakeholders highlighted that increased school enrolment, retention, and completion, especially for girls, would significantly reduce such issues.
Executive Director, Centre for Girls’ Education, Habiba Mohammed, noted that education and life skills would empower girls with confidence and decision-making ability.
“When girls are educated and acquire life skills, they can make informed choices, resist harmful practices, and contribute meaningfully to society,” she said.
Similarly,Maryam Dangaji, Adolescent Girls Initiative for Learning and Empowerment (AGILE) Project Coordinator, Kaduna, said effective implementation of the policies would address challenges such as early marriage, teenage pregnancy, and gender-based violence.
She noted that one of the core objectives of the Life Skills Policy “is to ensure that the girl-child is enrolled in school, transitions successfully across classes, is retained, and completes her secondary education.”
Other stakeholders, such as the Reaching Out Of School Children project, also highlighted the importance of the two policies in ensuring equal access to education for children and adolescents.(NAN)(www.nannews.ng)
Edited by Muhammad Lawal
