The Nigerian government has launched the National Policy on Gender in Education.
The newly launched document is now an all inclusive policy that makes specific provision for access to education by both boys and girls, beyond basic education level.
Speaking during the launch, the Permanent secretary of the Federal Ministry of Education, Sonny Echono stated that the revised National Policy on Gender in Education was a step in the right direction as it cuts across all levels of education, captures emerging issues and cross cutting issues.
He urged all sectors and states to ensure that the policy was used as a tool for achieving not only gender equality and equity but achievement of SDG 2030 Agenda.
The Chief of Education UNICEF Nigeria, Saadhna Panday, expressed the Fund’s delight in working with the Nigerian government and other partners in bringing the policy to reality.
Transformative Political Will
Panday emphasised that the launch of the Policy was a demonstration of the transformative political will and strategic investment being made in girls’ education in Nigeria.
According to her, “this policy will increase girl’s participation in education – from cash transfer programmes, to compacts with men and with communities, to multiple, flexible, and certified learning pathways, to investing in skills development for girls”.
“Our challenge going forward is not to figure out what to do to achieve gender equality, but how to deliver these proven strategies through sustainable delivery mechanisms with speed, scale, and quality.”
“Even before COVID-19, the world was off track in achieving SDG4 and SDGS. In this UN decade of action, it is critical that countries like Nigeria with large, youthful populations are at the forefront of driving transformative change to achieve the SDGs. Success in Nigeria will deliver success for Africa and indeed for the globe.”
Nigeria has made bold strides in closing the gender gap in education, but significant regional disparities remained in enrolment, retention, and transition rates for girls. This is fueled by factors like high rates of poverty, safety and security concerns, gender biases and social norms and traditions.
“The COVID-19 pandemic and levels of insecurity in some parts of the country has rolled back hard-fought gains in education participation. Too many girls are at very high risk of never returning to the classroom. in middle income countries, poor academic performance and drop out & also becoming a boy’s phenomenon,” she said.
She stated that UNICEF was ready to work with government, partners, communities, teachers parents, and students to deliver high quality education services for every girl and boy.
UNESCO Regional Advisor for Higher Education and Information Communication Technology (ICT), Abdoulaye Salifou, called on stakeholders to ensure that the policy does not end on the shelves.
Reported and Monitored
He said all must be done to ensure that it was implemented, reported and monitored, adding that it was important to articulate indicators for monitoring implementation of the policy.
Salifou said large gender gaps existed in access to learning, achievements and continuation in education. In many settings, most often at the expense of girls.
Lateefah Ibrahim
