NEWS AGENCY OF NIGERIA
Environment

Strengthening WASH infrastructure for Girls’ Education in Kaduna

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By Aisha Gambo, News Agency of Nigeria (NAN)

The lack of proper Water, Sanitation, and Hygiene (WASH) facilities in Nigerian schools continues to hinder students’ education, especially for girls.

Many students are forced to endure unsanitary conditions, leading to health risks, absenteeism, and disruptions in their learning.

Bilkisu Yahaya, a Senior Secondary 3 (SS3) student at Government Secondary School, Rigasa, in Igabi Local Government Area, struggles to relieve herself while in school.

The toilets remain locked due to a lack of water.

“We have toilets, but we don’t use them because there is no water to clean them. The solar-powered borehole we had is damaged.

“When I need to use the toilet, I either wait until I get home or go behind the classroom,” she explained.

Like Yahaya, many girls in her school face the same challenge following the breakdown of the borehole.

A visit by a News Agency of Nigeria (NAN) correspondent to Government Girls’ Secondary School (GGSS) Maimuna Gwarzo in Unguwar Sunusi, Kaduna South Local Government Area, revealed a similar situation.

The toilets were also locked, in spite being constructed by the state government in collaboration with the Adolescent Girls Initiative for Learning and Empowerment (AGILE) project.

The initiative was designed to provide safe and hygienic spaces for schoolgirls.

Hussaina Abudulkadir, a Junior Secondary 3 (JS3) student, revealed that she and her friends had resorted to open defecation due to the toilet closures.

“We have to buy sachet water or bring water from home to drink and clean ourselves,” she said.

The lack of functional WASH facilities in schools poses a serious threat to girls’ education in Nigeria.

Poor sanitation contributes to absenteeism, for menstruating girls, who struggle to attend classes without proper hygiene facilities.

According to the Nigeria Multiple Indicator Cluster Survey (MICS), children under 18 are the most deprived of WASH facilities, with about 70 per cent lacking access to clean water and sanitation.

A UNICEF Nigeria report from 2021 revealed that only 37 per cent of schools had basic water supply services, while 35 per cent had basic sanitation services.

Additionally, just 30 per cent of schools had basic hygiene services, and only 11 per cent provided gender-sensitive WASH facilities.

The lack of these facilities disproportionately affects female students, especially during menstruation, leading to increased absenteeism.

The situation is worse in rural areas, where only 31 per cent of schools have access to basic water services, compared to 49 per cent in urban areas.

Similarly, sanitation access is lower in rural schools, with just 23 per cent having functional facilities, whereas urban schools fare slightly better at 44 per cent.

A report by WASH Nigeria highlights how poor WASH facilities contribute to increased school absenteeism and the spread of waterborne diseases, negatively impacting students’ health and academic performance.

Analysts say addressing this crisis requires government intervention, community involvement, and civil society engagement to ensure not just the provision but also the sustainable maintenance of WASH infrastructure in schools.

They opined that a proper WASH system in schools should include an improved water source with a reliable supply, separate, functional sanitation facilities for boys and girls, and handwashing stations with soap and water.

Although the Kaduna State Government, through the World Bank-funded AGILE Project, provided 2,629 WASH facilities in schools in 2022, many institutions struggle to maintain them.

A teacher at GGSS Maimuna Gwarzo, who pleaded anonymity, disclosed that students are sometimes forced to fetch water from nearby staff quarters as a form of punishment.

“It has been over three months since the borehole broke down, so the toilets remain closed to prevent further damage, as they cannot be used without water,” she said.

In response to the situation, the Deputy Director of the Kaduna State Ministry of Health explained that the government has tasked School-Based Management Committees (SBMCs) with maintaining school facilities, particularly WASH infrastructure.

“SBMC members are residents of the communities where the schools are located, and they are responsible for ensuring the facilities are maintained,” she stated.

Malam Auwal Abubakar, Vice Principal of Government Secondary School, Rigasa, confirmed that their solar-powered borehole failed a few months after installation in 2022.

“We contacted an engineer, who estimated the repair cost at ₦600,000, but our efforts, along with the SBMC, to raise the amount were unsuccessful,” he said.

“I wrote to AGILE about the issue and also spoke to the media. Eventually, AGILE sent a team of engineers who repaired the borehole a few weeks ago.

“Now, we have water, and the toilets are open for the girls to use,” he added.

Unfortunately, this is not the case at GGSS Maimuna Gwarzo, where the borehole remains faulty.

The school’s principal, Aisha Jummai, said she engaged the SBMC to find a solution, but the engine failure prevented water from being pumped.

“Parents have been reluctant to contribute to repairs because it is a public school offering free education,” she noted.

On the way forward, Dr Peter Adamu, a lecturer in the Department of Economics at Kaduna State University, has urged the government, communities, and civil society organisations to adopt a culture of maintenance.

“The government must develop a structured plan for school facility maintenance, including allocating funds for WASH and other essential infrastructure,” he said.

Adamu, who is also a member of the Civil Society on Open Budget and Open Contracting in Kaduna State, recommended hiring dedicated cleaners to maintain the toilets instead of assigning students, which disrupts their learning.

“Parents and community members must collaborate with school authorities to ensure facilities are properly maintained,” he added.

He also stressed that Civil Society Organisations (CSOs) have a role to play in reporting such issues to the government for swift intervention.

All in all, Stakeholders insist that the persistent neglect of WASH facilities in schools continue to disrupt girls’ education in Kaduna state.

While projects like AGILE have greatly improved access to WASH facilities, stakeholders say poor maintenance and limited community involvement remain key challenges.

To address this, they opined that the state government must integrate WASH facility maintenance into its Education Sector Plan (ESP).

This will ensure effective management and gender-responsive policies that prioritise girls’ needs.

Furthermore, it is believed that local communities and civil society organisations would play their part in providing essential sanitation facilities while ensuring a sustainable maintenance strategy. (NANFeatures)

General News

Nigeria to host 7th African Spelling Bee April 9

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By Akpan Glory

Nigeria is set to host the 7th African Spelling Bee (ASB) from April 9 to 13, marking the first time the prestigious competition will be held in a West African nation.

Mr Abdulsalam Ibrahim, National Coordinator of the Nigeria Spelling Bee, announced this in an interview with the News Agency of Nigeria (NAN) in Abuja on Monday.

Established in 2016, the ASB has previously been hosted by South Africa, Kenya, Uganda, and Malawi.

The Nigeria Spelling Bee, operating under the Bee Spelling Competition Initiative, serves as the Local Organising Committee (LOC) for this year’s event.

Endorsed by the Federal Ministry of Education, the organisation conducts spelling competitions across all Nigerian states and represents the country in international contests, including the ASB.

According to Ibrahim, the African Spelling Bee was founded with the vision of celebrating the African child, inspiring literacy, and creating a platform for connection and confidence-building among young learners.

He stated that the competition aims to enhance literacy and academic excellence while cultivating a strong reading culture.

The national coordinator noted that the competition also seeks to develop self-esteem and interpersonal skills while building human capital through capacity development.

He said it also aims to promote community-based partnerships and celebrate the cultural diversity and unity of African children.

He noted that this year’s event will bring together the top National Spelling Bee Champions from over 20 African countries.

They include; Benin, Botswana, Côte d’Ivoire, Ethiopia, The Gambia, Ghana, Kenya, Liberia, Malawi, Nigeria, Rwanda, Sierra Leone, South Africa, Sudan, Tanzania, Uganda, Zambia, and Zimbabwe.

“The ASB embodies the spirit of Pan-Africanism by uniting young people from diverse backgrounds to celebrate linguistic prowess and cultural heritage.

“Through spelling competitions, African general knowledge quizzes, and cultural exchanges, the event fosters unity and mutual respect among participants, nurturing a generation poised to lead and transform the continent”.

Ibrahim highlighted Nigeria’s strong track record in the ASB, having secured multiple championship titles in previous editions.

He also noted that Nigerian spellers are preparing to defend the Senior Championship title won by Praises Minabowa in the last African Spelling Bee, reflecting the nation’s commitment to educational excellence and youth development.

“The upcoming event in Abuja is expected to be the largest yet, with more than 20 African countries anticipated to participate, each presenting their top six champions vying for the coveted title of African Spelling Bee Champion in both the senior and junior categories.

“Beyond being a competition, the event will be a celebration of Africa’s rich linguistic and cultural heritage, reflecting the continent’s dedication to fostering education, unity, and excellence among its youth,” Ibrahim said. (NAN)

Edited by Tosin Kolade

Education

How Regent became West Africa’s top secondary school – UK Inspectors

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By Funmilayo Adeyemi

The Regent Secondary School, Abuja, has been named the first and only secondary school in Nigeria and West Africa to be rated ‘outstanding’ across all nine categories by British Schools Overseas (BSO) inspectors.

The inspection, commissioned by the UK Department for Education (DfE), places Regent Secondary School, Abuja, among an elite group of international schools globally.

The inspection, conducted by Penta International and led by Dr Mark Evans, found the school to provide the highest quality of education and care.

Evans told the News Agency of Nigeria (NAN) on Monday that the Feb. 2025 inspection assessed education quality and pupils’ spiritual, moral, social, and cultural development.

Other areas evaluated included the welfare, health, and safety of pupils; the suitability of staff, supply staff, and proprietors; and the premises and accommodation.

He added that the provision of information to parents, the handling of complaints and grievances, leadership and management, and boarding provision were also examined.

He explained that the purpose of the inspection was to inform parents of pupils in British Schools Overseas about how their standards compare to those of independent schools in England.

“Inspectorates approved by the DfE and monitored by Ofsted carry out inspections on British schools overseas and produce reports that are made available to parents and prospective parents.

“These reports inform parents and prospective parents about the quality of provision within the inspected school and its compatibility with independent schools in England,” he said.

Evans described the quality of education at Regent Secondary School as “broad, innovative, and child-centred,” praising its effectiveness in engaging students and delivering excellent academic outcomes.

“Students consistently achieve significantly above global averages, with 98 per cent securing A-C grades at the International General Certificate of Secondary Education (IGCSE), a globally recognised qualification, nearly half of which are A* or A grades”.

He commended the school for its exceptional spiritual, moral, social, and cultural development, underpinned by its core values of ‘Respect, Responsibility, and Resourcefulness’.

He also highlighted how students developed an excellent understanding of tolerance, open-mindedness, and respect for the beliefs, cultures, and views of others.

Commending the school’s boarding facilities, Evans described them as ‘exemplary’, noting that “boarders feel safe, secure, comfortable, and enjoy their accommodation.

“Students are a true credit to the school, consistently demonstrating outstanding conduct, empathy, and academic dedication.

“This landmark achievement is the direct result of the collective efforts, commitment, and cooperation of the entire school community; students, parents, teachers, support staff, leadership team, and governing board.

“Together, their contributions have cultivated a thriving educational environment that nurtures globally-minded, academically accomplished, and socially responsible young individuals,” he added.

Highlighting the school’s leadership and management as key strengths, he praised its clear strategic vision and effective management practices.

“Leadership consistently fosters a culture of continuous improvement, ensuring a thriving academic and personal environment for both students and staff”.

The Principal of the school, Mr Philip Reynolds, while receiving the inspectors’ report, stated, “This recognition reflects the high standards we uphold at Regent Secondary School, Abuja.

“It is a proud moment for our school community and a testament to the dedication of our students and staff”.

Reynolds further described the achievement as a defining milestone for the school, having been rated outstanding in all nine categories.

He said this accomplishment was based on the school’s unwavering commitment to excellence, teamwork, and continuous improvement.

“The school’s outstanding achievements reflect not only its commitment to academic excellence but also the strength of its inclusive, nurturing community.

“This success is built on the dedication of students who embrace learning, teachers who inspire and challenge, parents who provide unwavering support, and a leadership team that continuously drives innovation and excellence in education,” he added.

NAN reports that the school now joins its sister institution, Regent Primary School, which achieved an Outstanding inspection rating in 2023, making it the first and only primary school in West Africa to receive this recognition.

Also, at the 2024 Cambridge Awards ceremony for top performance in Cambridge examinations in Nigeria, Regent Secondary School, Abuja, was recognised for producing the highest number of awardees. (NAN)

Edited by Tosin Kolade

General News

Kuwait commits to empower 200,000 out-of-school children in Kaduna

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Empowerment

By Sarafina Christopher

The Kuwaiti government has reiterated its commitment to empowering 200,000 out-of-school children in Kaduna State, through the Reaching Out-of-School Children (ROOSC) project.

Mr Salim Almuzayen, the Ambassador of the State of Kuwait to Nigeria, made this announcement during the 64th National Day and 34th Liberation Day commemoration of Kuwait in Abuja.

Almuzayen explained that the initiative aimed to provide equitable access to quality primary education, especially for children with disabilities, girls, and adolescents in Kaduna State.

He noted that the project, funded by the Kuwait Fund for Arab Economic Development in collaboration with partners and UNICEF, was designed to support more than 200,000 students.

The Ambassador also highlighted the long-standing bilateral relations between Kuwait and Nigeria, dating back to the 1960s, when the Al-Sabah School was built in Kaduna.

“It reflects the depth of these historical relations and shows the potential for further cooperation in various areas between our two friendly countries,” he added.

On his part, Mr Adeolu Okenla, the Senior Councillor of the Middle East and Gulf Division at the Ministry of Foreign Affairs, lauded the strong diplomatic ties between Nigeria and Kuwait.

These ties, he noted, began in 1971, with collaboration in political and economic areas.

Okenla explained that Kuwait’s National Day and Liberation Day were significant milestones in the country’s history.

“The National Day marks Kuwait’s independence from British protection in 1961, while the Liberation Day commemorates the country’s freedom from Iraqi occupation in 1991.

“Kuwait has made significant progress since then, becoming a wealthy and safe country with a high standard of living,” he said.

He further commended Kuwait for its contributions to regional peace and development, particularly within the Gulf Cooperation Council.

Okenla also expressed appreciation for Kuwait’s free education policy, which spans from primary school to university and has contributed to a 96.46 per cent adult literacy rate in the country. (NAN)

Edited by Abiemwense Moru

Education

Niger Govt. invests N1bn on special needs education

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By Rita Iliya

Gov. Umaru Bago of Niger says the state will invest N1 billion on the provision of education for children with special needs.

 

Bago announced this during the inauguration of Resources, Inclusivity and Strategic Communication (RISE) project on Wednesday in Minna.

 

It is organised by Farid Centre in collaboration with MacArthur Foundation and the Joint National Association of Persons with Disability (JONAPWD).

 

The governor said that the state government was partnering with Farid Centre to establish a pilot scheme of Schools for Special Needs in four public schools in Minna.

 

He said the pilot schools would be at IBB Primary School, Bosso Primary School, School for Children with Special Needs and Dutsen Kura Primary School.

 

Bago also announced a donation of N50 million to the centre and another N25 million each for the four pilot schools.

 

The governor said the N1 billion would be used to establish the pilot schemes across the 25 local government areas as part of efforts to scale up the special needs education project.

 

He commended Farid Centre for coming up with the initiative aimed at attending to the needs of people with disabilities and special needs as well as making education free, accessible and inclusive.

 

Earlier in her address, Hajiya Jummai Gimba, the Chief Executive Officer and Co-Founder of Farid Centre, said the initiative was aimed at integrating children with special needs into inclusive learning environments.

 

She noted that Niger ranks among the top 15 worst states in Nigeria for the problem of out-of-school children, with a staggering 57.1 per cent of children lacking access to education.

 

“At the Farid Centre, we believe that the true measure of a society’s progress is how well it includes and uplifts its most vulnerable populations,” she said.

 

Gimba expressed gratitude to MacArthur Foundation and partners at JONAPWD for their support, saying the project was about building an educational framework that recognises diversity as a strength and inclusion as a necessity.

 

In her remarks, Hajiya Hadiza Mohammed, Commissioner for Basic and Secondary Education, reaffirmed the state government’s commitment to promoting inclusive education for children with special needs.

 

She stressed the importance of integrating children with special needs into mainstream classrooms because of its benefits of social integration, academic performance, teacher skills and community building.

 

Mohamed called on educators, community leaders and advocates to work collaboratively to ensure that every child has access to quality education and the opportunity to thrive alongside their peers.

 

In their separate remarks Alhaji Yahaya Abubakar, Etsu of Nupe and Dr Umar Farouk, Emir of Minna, commended the initiative aimed at increasing enrollment of children, especially those with special needs, in schools.(NAN)

Edited by Francis Onyeukwu/Maureen Atuonwu

General News

FG commits to girls’ education, empowerment

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By Funmilayo Adeyemi

The Minister of State for Education, Prof. Suwaiba Ahmed, has reiterated the Federal Government’s commitment to strengthening support for girls’ education and empowerment in the country.

Ahmed spoke in Abuja on Thursday during a road walk for the Adolescent Girls Initiative for Learning and Employment (AGILE) programme.

The News Agency of Nigeria (NAN) reports that the inscription for the AGILE road walk is tagged Madubi, and the programme is designed to improve secondary education for girls in Nigeria.

Madubi is a Hausa word meaning “mirror” and it aims to increase public awareness and action on girls’ education.

The minister stressed the importance of girls’ education in driving national development, noting that more support would be given to the initiative.

According to her, the road walk is for “the girl to see herself in us as a mirror for a better future.

“We support every programme that seeks to empower the girl-child.

“At the Federal Ministry of Education, we have our own programme that we are going to launch soon to ensure that we empower the girl-child.

“But AGILE is wonderful in terms of giving opportunity to the girl-child by providing access and opportunity for the girl-child to flourish in our society.

“We hope to see other programmes that will ensure every girl-child has the opportunity to reach her full potential,” she said.

Also speaking, the AGILE National Project Coordinator, Mrs Amina Haruna, said the initiative was established to ensure that no girl is left behind in education and to reduce the number of out-of-school children.

Haruna explained that educating girls leads to societal transformation, saying that the slogan Madubi symbolises the girl as a reflection of society.

Sharing the project’s success stories, Haruna said the initiative was being implemented in 18 states, resulting in the construction of classrooms, provision of WASH facilities, and distribution of learning materials to schools.

“We have renovated about 10,000 classrooms. We have built about 475 schools.

“Where there’s a primary school, we try to build a junior secondary school. Where there’s a junior secondary school, we build a senior secondary school.

“We are doing this to bring schools closer to the girls. We don’t want the girls to walk long distances before reaching school.

“And according to the education policy, no girl-child or any child should have to walk more than five kilometres to access school.

“So that transition from one level to the next will be easier for adolescent girls,” she said.

The national coordinator further stated that in 2025, plans were underway to accelerate progress by constructing more classrooms, expanding WASH facilities, and providing more scholarships to the poorest households.

Regarding the challenges of girls’ education due to social norms, she said the organisation was partnering with the Sultan Foundation to address any resistance from communities hosting the projects. (NAN) (www.nannews.ng)

Edited by Tosin Kolade

Education

FG deploys 30 mobile labs, virtual headsets to boost education in North East

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By Talatu Maiwada

The Federal Government, through the Accelerated Senior Secondary Education Programme (ASSEP), has provided 30 mobile laboratories and virtual reality headsets to enhance educational development in the North East.

Mrs Sa’adatu Shehu, Chairperson of the ASSEP Project Implementation Committee, announced this during a Stakeholders’ Engagement Meeting and Programme Assessment on Monday in Yola.

The News Agency of Nigeria (NAN) recalls that the ASSEP intervention project was launched on May 20, 2024 by Vice President Kashim Shettima in Bauchi.

Shehu explained that the programme, an initiative of the Office of the Vice President and funded by the North East Development Commission (NEDC), aims to address gaps in the quality of secondary education across Adamawa, Bauchi, Borno, Gombe, Taraba, and Yobe states.

She said the provision of instructional materials is designed to equip students with the academic knowledge and practical skills required for the modern workforce.

“The region has faced persistent challenges due to conflict, limited infrastructure, and gaps in teacher quality and educational resources.

“As part of the Renewed Hope Agenda, ASSEP is transforming education in Northeast Nigeria by focusing on Science, Technology, Engineering, Mathematics, and Agriculture (STEMA).

“This initiative aims to improve student learning, foster healthy competition, and promote excellence in STEMA subjects,” she said.

Mrs Aisha Umar, Permanent Secretary of the Ministry of Education and Human Capital Development, Adamawa, commended the Federal Government for the initiative, describing it as a great step towards improving education in the region.

She noted that the Northeast has suffered from longstanding neglect in the education sector due to persistent conflict.

Umar encouraged teachers and students to embrace the programme, emphasising its potential to transform education in Adamawa.

She also expressed gratitude to the NEDC for its efforts, stating that the initiative would significantly reduce the number of out-of-school children and enhance teacher capacity.

Mrs Godiya Mamza, a teacher at General Murtala Mohammed College also praised the NEDC, noting that the training provided under the initiative has greatly improved her teaching skills and students’ learning outcomes. (NAN) www.nannews.ng

Edited by Nabilu Balarabe/Tosin Kolade

Features

Second Chance Education for Kaduna Girls: Challenges and way forward

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By Aisha Gambo, News Agency of Nigeria (NAN)

Bilkisu Aminu was just 16 when she was married off by her parents.

Coming from a less privileged background in Igabi Local Government Area, Kaduna, young Bilkisu had keen interest in learning. She wanted to become a medical doctor.

“When a well-to-do suitor came to my house seeking my hand in marriage, I told him I would continue my education after marriage because I was in JSS 1 when he proposed.

“But he refused, he said he didn’t want me to go to school after marriage and my dad didn’t give me the support I needed; so I kept begging even after marriage.

“I kept my uniform in a safe place because I love school and would want to return.

Aminu is now 21 and divorced with a child. Her interest in learning is reignited. She wants to go back to school but does not know where to start.

According to a report by Save the Children78 per cent of girls in the northern region of Nigeria are married before the age of 18, while 44 per cent of girls are married before their 18th birthday in the whole country.

The report titled “State of the Nigerian Girl Report – An Incisive Diagnosis of Child Marriage” shows that child marriage is more prevalent in the northwest and northeast of Nigeria.

The report also states that 48 per cent of girls were married by age 15 and 78 per cent were married by age 18.

A survey by the Kaduna State Bureau of Statistics in 2020 shows that 31.1 per cent of children within the primary school age were out of school.

It also showed that 31.9 per cent of children within the junior secondary school age were out of school in the state.

Kaduna State’s Second Chance Policy

The Kaduna State School Census Report 2020 revealed that 25 per cent of adolescent girls dropped out of school. This is due to factors like early marriage, insecurity and poverty, among others.

With this development, the Kaduna state government developed an Education Policy in 2019 which made provision for Second Chance Education (SCE)

The state also developed a 10-year Education Sector Plan (ESP) named Kaduna State 2019 – 2029 Education Sector Strategic Plan.

The plan is a comprehensive and strategic framework developed with the support of development partners to guide planning, implementation and evaluation of education policies and programmes.

UNICEF says to achieve Sustainable Development Goal 4, which is inclusive and equitable quality education for all, a Gender-Responsive Education Sector Planning (GRESP) is essential.

The Director of Planning, Kaduna State Ministry of Education, Salisu Lawal, stated that SCE is being implemented with support from development partners for girls who dropped out because they got married.

He said the programme had so far reached 14 communities in 10 Local Government Areas across the state with about 700 drop-out married adolescent girls benefitting since inception in 2018.

Aisha Muhammad, Deputy Director,  Female Education stated that the department creates awareness in communities and engages traditional and religious leaders on the need for drop-out married girls to go to school.

“Those leaders now announce in churches and mosques urging girls interested in going back to school to join the programme.

“We also engage husbands and show them the importance of education to their wives and family at large.

“Some will agree while others will not and some of the adolescent girls who dropped out to get married may later get divorced.

“Others may lose their husbands and come back to school while some who dropped out of school due to medical challenges would want to go back to school.

She said that the ministry is planning to scale up the programme to other local government areas.

Beneficiaries’ Plea

Rabi’at Aliyu, an enrollee in SCE, called on the government to adjust the school time for married women, saying most married women find it hard to be in school in the morning.

Aliyu, who married at the age of 15, could not complete her secondary education as she dropped out of school after JSS 3.

After having her first child, Aliyu decided to go back to school but her husband would not allow her.

She eventually got divorced and remarried. The new husband is supportive; he allowed her to go back to school.

Aged 21, Aliyu enrolled in Government Secondary School, Rigasa and is now in SS 2.

“My challenge started when I got pregnant; I had to go on a break because it wasn’t easy and the school authorities understood.

“Whenever there is a need for me to go back home during school hours, the school authorities allow me because they are aware I’m married.

“I want to become a journalist that is why I’m not giving up,” she said.

Another beneficiary attending Government Secondary School (GSS), Rido in Chikun LGA, Nafisa Aminu, who is a nursing mother, urged the government to include virtual learning in the SCE programme

“We go to school late due to house chores and children; my attention is usually divided since we are not allowed to bring babies to the class.

“If we can get a crèche where we can keep our children till lessons are over, it will help us a lot; we can learn online or on radio just like the way it happened during COVID-19,” she said.

Experts advocate programme flexibility, awareness 

In spite of efforts by the state government to sustain the SCE policy, some experts are of the view that more needs to be done for effective implementation.

Barr. Jennifer Abaji , Founder, Basileia Vulnerable Persons Rights Initiative (BVPRI), stated that one of the things stopping married adolescent girls from joining the second chance education programme is insufficient flexibility.

“We are advocating for the Kaduna state government to leverage ICT to make this second chance education programme more flexible.

“That means instead of the girl getting worried about always getting to school, the school can get to the married adolescents through remote learning.

“Our organisation has successfully convinced the government to allow out-of-school married adolescents to be able to learn from home leveraging ICT.

“We are glad that the government has bought into it and they are excited to review the second chance programme and they promised to invite us to the review of the entire policy,” he said.

According to Abaji, the second chance programme has not been fully utilised saying it would have reached more people if it was flexible.

She recommended that skills acquisition should be added to the programme so that married girls can be able to solve some small financial issues and take care of themselves properly.

Abaji called on the government to ensure that these out-of-school married adolescents are able to have access to the technological tools needed to learn remotely.

As some experts advocate the flexibility of the programme by leveraging ICT, others are calling for intensified awareness campaigns on the programme.

Mrs Margaret John, the principal of Babban Sauran Junior Secondary School stated that most of the girls who are interested in going back to school are not well informed about the programme.

“The government needs to step up in advertisement in jingles both on television and radio.

“It should also use government schools to invite communities around and inform them on the need to bring out these interested girls.

“Most of the problem now is that they are not even aware of the opportunities and if they do, the response would be very interesting,” she said.

Stakeholders however agree that the SCE policy of Kaduna State represents a transformative initiative to address the educational challenges faced by adolescent girls, particularly those impacted by early marriage and other socio-economic barriers.

While significant progress has been made in providing opportunities for school dropouts to return to learning, much remains to be done to enhance its impact.

Flexibility in the programme, including virtual learning options and provision of childcare facilities, as well as the integration of skills acquisition, can help address the unique needs of married girls and young mothers.

Moreover, intensified awareness campaigns are crucial to ensuring that more girls and their families are informed about the programme’s existence and benefits.

As the Kaduna State government works to scale up the initiative, collaboration with stakeholders and leveraging technology will be key to ensuring that no girl is left behind in the pursuit of education.

By empowering these young women, the state not only transforms their lives but also strengthens the foundation for a more inclusive and prosperous society. (NANFeatures)

**If used please credit the writer and News Agency of Nigeria

General News

Former VC urges college to broaden STEM education

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By Peter Okolie

A former Acting Vice Chancellor, Imo State University, Prof. Peter Akah, has urged institutions in the country to prioritise  Science, Technology, Engineering, and Mathematics (STEM) education.

 

Akah made the call in a lecture to mark the 75th anniversary celebration of Bishop Shanahan College (BSC), Orlu, near Owerri, on Saturday.

 

The News Agency of Nigeria (NAN) reports that the diamond jubilee celebration, has theme, “Honouring our Past, Celebrating our Present, and Inspiring our Future,”.

 

It was attended by members of the college alumni, students and prominent Nigerians.

 

Akah, an alumnus of the college, emphasised the need for the institution to continue evolving to meet the changing demands of society.

 

He called for the incorporating of sophisticated digital literacy programmes and establishment of coding laboratories to equip students with the necessary skills to thrive in a technologically-advanced society.

 

“Strategies should be in place to ensure that the curriculum is consistently updated, incorporating critical thinking, problem-solving, and research components that maintain students at the forefront of intellectual and academic growth,” he said.

 

The former vice chancellor underscored the importance of mentorship programmes, workshops on career development, smart classroom technology and new innovations to maintain the college’s academic track record.

 

He also called for the construction of a modern sports complex, counselling and wellness centre, among others, at the college.

 

Akah disclosed that the college had produced 17 professors and five vice chancellors, while a good number had been appointed judges or served in government’s positions.

 

According to him, there is no area of human endeavours that BSC Old Boys are not doing “fantastically marvelous”, be it engineering, pharmacy, architecture, surveying, civil service, teaching, medicine, religious and traditional institutions or business.

 

He said the celebration aimed to foster a sense of unity among the community, alumni, and students, and to motivate current and future students on principles that the college had upheld.

 

In a speech, the National President of BSC Old Boys Association, Hyacinth Mbachu, called for the establishment of more branches in the country and diaspora to foster physical, social interactions among members.

 

Mbachu commended the Old Boys for embarking on various projects that had lifted the aesthetic value and functionality of the college.

 

Earlier, the Catholic Bishop of Orlu Diocese, Most Rev. Tochukwu Ukwuoma, urged the alumnus not to lose hope in the face of challenges.

 

He commended them for celebrating the diamond jubilee and solicited more support from the body to give the college a facelift.

 

The Principal of the College, Rev. Fr. Chidubem Ohaeri, also assured the association that he would continue to promote morals, character, academic excellence and human development of the students in the college.

 

NAN reports that the celebration also featured the launch of BSC Endowment Fund, meant to support the college’s development and sustainability. (NAN)(www.nannews.ng)

Edited by Sam Oditah

General News

Advocacy group assesses IDPs education in Niger

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By Rita Iliya

High Level Women Advocacy (HiLWA) in Saturday visited the Internally Displaced Persons (IDPs) camp in Niger to assess the living conditions and education of the girl-child.

 

President of HiLWA in Niger, Hajiya Hassana Adamu, led a delegation to the IDPs camp at Central Primary School, Gwada, Shiroro Local Government Area of Niger.

 

The News Agency of Nigeria (NAN) reports that HILWA is a non-governmental organisation that sensitise rural communities on the importance of girl-child education.

 

Adamu explained that the visit was to assess the living standards and education of out-of-school children, particularly the female ones.

 

She said that HiLWA’s focused on promoting girl-child education, adding that the organisation was concerned about the lack of guidance and counselling for the girls.

 

She observed that the girls in the IDPs camp were not exposed to the importance of education, adding that HILWA would take the issue up with the state chairman of Universal Basic Education.

 

“Although we sensitised the girls on the benefits of education, there is need for alternative location for the IDPs instead of the school premises,” she said.

 

She added that the organisation also plans to advocate for the provision of guidance and counselling officers to educate the girls on the importance of education.

 

The Head Mistress of Central Primary School, Gwada, Mrs Justina Barde, said that the IDPs presence in the school premises was affecting the education of pupils.

 

She also highlighted the accommodation challenges, stating that six families, including males and females, live in a single classroom, posing a danger to the female children.

 

Some of the girls who spoke, Rita Iliya and Jennifer Nehemiah, expressed their desire to become a medical doctor and a tailor respectively, in spite of their irregular attendance at school.

 

NAN reports that the organisation presented items, including cartons of biscuits, detergents, soap, and bags of pure water, to the IDPs.

 

NAN also reports that the delegation includes female permanent secretaries, officials from the Adolescent Girls’ Child Education (AGILE) and the Niger state Child Rights Agency.(NAN)

Edited by Ismail Abdulaziz

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