Kogi State Launches Project To Boost Girls’ Education, Empowerment

The Kogi State government has launched the Adolescent Girls Initiative for Learning and Empowerment (AGILE) project, a World Bank-supported initiative aimed at improving access to education and empowerment opportunities for adolescent girls.

The initiative seeks to bridge educational and socio-cultural gaps that have hindered many young girls from reaching their full potential.

Speaking at the project’s stakeholders’ meeting in Lokoja, Project Manager, Dr. Abdulhakeem Bello emphasised the need for collaboration among stakeholders to ensure effective implementation.

He noted that for the project to succeed, there must be synergy between policymakers, implementers, and the communities it serves.

This collaboration, he said, “would help create a conducive learning environment through the construction of new infrastructure, renovation of existing facilities, and continuous training of teachers.”

Building on this, Dr. Bello reaffirmed AGILE’s commitment to breaking barriers that have long kept adolescent girls out of school.

He explained that “the initiative, implemented in partnership with the Ministry of Education, aims to make schooling more appealing for girls aged 10-20. By working closely with parents, communities, and institutions, AGILE hopes to address social and economic challenges that discourage girls from pursuing education.”

To further strengthen its impact, the project would go beyond academics by promoting social and behavioral change.

According to Dr. Bello, AGILE will not only equip girls with essential skills but also provide financial assistance and scholarships to ensure they remain in school. This, he stressed, will help reduce dropout rates and empower young girls with the tools they need for a brighter future.

Echoing Dr. Bello’s sentiments, AGILE’s Communication Specialist, Bishop Aturu, underscored the critical role of data collection in driving the project’s success.

He explained that “accurate data will help in monitoring progress and identifying areas that need improvement.”

Aturu called for strong stakeholder support, particularly from parents, teachers, and local communities, to ensure the project achieves its intended goals.

By fostering community engagement and awareness, AGILE aims to sustain its impact and address potential challenges early.

At the end of the meeting, stakeholders made key recommendations, including strengthening collaboration with state actors, ensuring the inclusion of persons with disabilities, prioritising continuous teacher training, and fast-tracking implementation strategies for broader coverage.

Their input, according to project leaders, will play a crucial role in shaping AGILE’s next steps and maximizing its reach.

Mercy Chukwudiebere