formative evaluation of the united nations girls ... · the united nations girls’ education...
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Formative Evaluation of The United Nations Girls’ Education Initiative
Nigeria Report July 2012
FormativeEvaluationofTheUnitedNationsGirls’EducationInitiative
NigeriaReport
UnitedNationsGirls’EducationInitiative(UNGEI)
July2012
©UnitedNationsGirls’EducationInitiative(UNGEI),NewYork,2012
Thisevaluationisaworkingdocument.Itspurposeistofacilitaterapidexchangeofknowledgeandperspectivesandtostimulatediscussion.ThecontentsofthispaperdonotnecessarilyreflectthepoliciesortheviewsofUNGEI.Thepaperhasnotbeeneditedtoofficialpublicationsstandards,andUNGEIacceptsnoresponsibilityforerrors.
Photocredit:©UNICEF/NYHQ2008‐1063/ChristineNesbitt
Contents
Contents........................................................................................................................................................................................3
Acknowledgements.................................................................................................................................................................6
Acronyms.....................................................................................................................................................................................8
ExecutiveSummary.................................................................................................................................................................9
1. Introduction..............................................................................................................................................................15
1.1 Backgroundandpurposeoftheevaluation.......................................................................................15
1.2 Aimsandobjectivesoftheevaluation..................................................................................................15
1.3 Scopeoftheevaluationatthecountrylevel......................................................................................16
1.4 Structureofthisreport...............................................................................................................................18
2. Evaluationprocessandmethodology............................................................................................................19
2.1 Theinception/preparationphase..........................................................................................................19
2.2 Keyactivitiesundertakenduringthepreparationphase.............................................................19
2.3 TheLogicModel.............................................................................................................................................20
2.4 Datacollectionmethods.............................................................................................................................21
2.5 Samplingframe..............................................................................................................................................21
2.6 Datacollectioninstruments......................................................................................................................22
2.7 Fieldwork..........................................................................................................................................................23
2.8 Dataanalysis...................................................................................................................................................23
2.9 Methodologylimitations............................................................................................................................24
3. Context:Countrybackground,educationsector........................................................................................26
3.1 Countrybackground....................................................................................................................................26
3.2 Nigeria’seducationsector.........................................................................................................................26
3.3 Girls’educationinNigeria.........................................................................................................................27
4. EstablishmentandevolutionofUNGEIatthecountrylevel.................................................................29
4.1 EstablishmentofNGEI................................................................................................................................29
5. FindingswithrespecttoUNGEIoutcomes...................................................................................................35
5.1 Outcome1–Policiespromotinggirls’educationandgenderequalityareinexistence.35
5.2 Outcome 2 – Best practices in facilitating girls’ education and gender equality areknownandinstitutionalized...................................................................................................................................39
5.2.1 BeforeNGEI.....................................................................................................................................................39
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6. Overallassessmentoftherelevance,effectivenessandefficiencyoftheNGEIpartnership...49
7. Conclusions................................................................................................................................................................54
8. Lessonslearned.......................................................................................................................................................59
Annexes.....................................................................................................................................................................................64
Annex1:AbbreviatedtermsofreferencefortheformativeevaluationoftheUnitedNationsGirls’EducationInitiative..............................................................................................................................................................64
Annex2:Bibliography.........................................................................................................................................................68
Annex3:UNGEIformativeevaluation–CompositionoftheReferenceGroup...........................................74
Annex4:Listofpersonsinterviewedandselectedparticipantsatfocusgroupsessions......................77
Annex5:TimelineofUNGEIevents...............................................................................................................................81
Annex6:Completedevaluationframework...............................................................................................................88
Annex7:NigeriaLogicModel..........................................................................................................................................93
Annex8:Educationstatistics............................................................................................................................................94
Annex9:SummaryofprogresstowardsMDGtargets..........................................................................................97
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Listoftablesandfigures
Table1–KeystrategiesandactivitiesofUNGEI......................................................................................................33
Table2–Pre‐andpost‐NGEIpolicies/initiatives....................................................................................................35
Table3–Outcome1:Expectedoutcomesandindicators....................................................................................37
Table4–Outcome2:IndicatorsandprogressmadetowardsachievingOutcome2...............................40
Table5–Preandpost‐NGEIpartnershipsforgirls’educationinNigeria....................................................43
Table6–FeaturesofNGEIpartnership.......................................................................................................................49
Figure1–Genderparityindexandnetattendanceratios...................................................................................28
Figure2–StructureoftheUNGEIpartnership.........................................................................................................31
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Acknowledgements
IwouldliketothankallofthemembersoftheNigeriaGirls’EducationInitiative(NGEI)NationalTechnicalWorkingGroupfortheirtimeandcooperationineditingthefieldinstrumentsandcompletingtheNigerianEvaluationFramework.Iwishtothankthefollowingmembers,who,inaddition,gaveindividualinterviewsaspartnerorganizations:Mrs.StellaOkafor,DeputyDirectorSpecialEducation,FederalMinistryofEducation;Mrs.FeliciaOnibon,CEOofChangeManagersInternational;Ms.RoseEffiong,NationalCoordinatorofSocietyforEmpowermentandSelfReliance;Ms.ChiomaOsuji,ProgrammeOfficeroftheCivilSocietyActionCoalitiononEducationforAll;andHajiyaMaryamIdrisOthman,theNationalPresident(Amirah)ofFOMWAN.Mygratitudealsogoestothefollowing:Ms.MargaretYauoftheT.Y.DanjumaFoundation;Ms.AzukaMenkitiofActionAidNigeriaandChairoftheNGEITechnicalWorkingGroup;andMallamIbrahimSulemanandMrs.DoyinOrugun,bothoftheUniversalBasicEducationCommission,Abuja.
IwouldalsoliketothankallofthemembersoftheNigerStateNGEITechnicalCommittee;Mrs.NaomiMaiguwa,theGirls’EducationProjectStateProjectsCoordinator;Mr.GarbaYahaya,DirectorofPlanning,ResearchandStatisticsoftheMinistryofEducation(andChairoftheTechnicalCommittee);Mrs.EstherSule,DeputyProvostoftheNigerStateCollegeofEducationandherstaff;PrinceJ.AliyuGwam,DeputyChairmanofthePaikoroLocalGovernment;Mrs.RamatuHaruna,EducationSecretaryofthePaikoroLocalGovernmentandallotherstaffofthelocalgovernment;andallofthemembersoftheSchoolBasedManagementCommitteeandWomen’sAssociationofGwamPrimarySchool.Ialsowishtothankpartnernon‐governmentalorganizationsfortheircooperation;Mrs.LoisKolo,theViceChairmanofNigerState’sCivilSocietyActionCoalitiononEducationforAll;Mrs.LaiatuDanladi,ActingCoordinatoroftheWomen’sRightsAdvancementandProtectionAlternative,NigerState;HajiyaFatimaFarouq,ChairTechnicalCommitteeofLifeRehab,Minna;HajiyaAishatuLemu(Jr),Amirah,FederationofMuslimWomenAssociationofNigeria,NigerState;andthePrincipalofWomen’sDayCollege,Minna.IalsowishtothankAlhajiJibrinIsah,SecretaryoftheNigerStateUniversalBasicEducationBoard,andhisstafffortheircooperation.
ThanksalsogotoMrs.SaratuYinusa,EducationSpecialist,UNICEFBauchiOffice;members,BauchiNGEITechnicalCommittee;Dr.IbrahimAlaburaAbubakar,Chairman,BauchiNGEITechnicalCommittee;Mrs.HalimaJibril,Girls’EducationProjectStateProjectCoordinator,BauchiState;theProgrammeOfficersofthefollowingpartnernon‐governmentalorganizations:RAHAMA,WomenEmpowermentInitiative,FederationofMuslimWomenAssociationofNigeria,WomenDevelopmentAssociationforSelfSustenance,andtheDevelopmentExchangeCentre.Mythanksalsogototheschool‐basedmanagementcommitteeofAjiyariPrimarySchool,DarazoLocalGovernmentArea;theProvostandPrincipalOfficersofCollegeofEducation,Azare;AlhajiAbdullahiDabo,theChairmanBauchiStateUniversalBasicEducationBoardandhisDirectors;andAlhajiMohammedAnwalIbrahim,PermanentSecretaryoftheBauchiStateMinistryof
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Education.MyspecialthanksgotoHisRoyalHighness,UsmanBilyaminuOthman,theEmirofDass,forwelcomingtheEvaluationTeamtohispalace,andforhissupportforNGEI.
Thankyoutothefollowingforfacilitatingtheevaluationexercise:Dr.AliceAkunga,ChiefofEducation,UNICEFAbuja,forherpassionfortheNGEIandsupportfortheevaluation;Ms.JoyEliandMs.ChinweObi,bothofUNICEF,forlogisticarrangements;Dr.AlmustafaDanjuma,Planning,MonitoringandEvaluationSpecialist,UNICEFFieldOffice,Bauchi,forhiscontributiontothefinalizationofthefieldinstruments;andAlhajiUsmanSaniMuhammad,Girls’EducationProjectConsultant,FederalMinistryofEducation,Abuja,whosupportedtheconsultantduringthefieldtrips.IalsowishtocommendallNGEIpartnersfortheirenthusiasmfortheproject,giventhattheircontributionisvoluntary.Myappreciationalsogoestoallreviewersofthedraftreportfortheircomments,including:Dr.Almustafa,Planning,MonitoringandEvaluationSpecialist,UNICEFBauchiFieldOffice;andDr.J.AwotundeoftheUNICEFOffice,Abuja.
Finally,IwishtothankUNICEFNigeriaforgivingmetheopportunitytocarryoutthisassignment.
ChristianaOkojieNationalConsultant
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Acronyms
AGEI AfricanGirls’EducationInitiativeCEDAW ConventionontheEliminationofAllformsofDiscriminationAgainst
WomenCRC ConventionontheRightsoftheChildCSACEFA CivilSocietyActionCoalitiononEducationforAllCSO civilsocietyorganizationDFID DepartmentforInternationalDevelopmentEFA EducationforAllFAWEN ForumforAfricanWomenEducationistsinNigeriaFGD focus‐groupdiscussionFME FederalMinistryofEducationFOMWAN FederationofMuslimWomen’sAssociationsinNigeriaGEP Girls’EducationProjectLGA LocalGovernmentAreaMDG MillenniumDevelopmentGoalNCCE NationalCommissionforCollegesofEducationNGEI NigeriaGirls’EducationInitiativeNGO non‐governmentalorganizationNPE NationalPolicyonEducationSAGEN StrategyforAccelerationofGirls’EducationinNigeriaSBMC School‐basedmanagementcommitteeSESER SocietyforEmpowermentandSelfRelianceSESP StrategicEducationSectorPlanSESOP StrategicEducationSectorOperationalPlanSUBEB StateUniversalBasicEducationBoardTWG TechnicalWorkingGroupUBEC UniversalBasicEducationCommissionUNESCO UnitedNationsEducation,ScientificandCulturalOrganizationUNGEI UnitedNationsGirls’EducationInitiativeUNICEF UnitedNationsChildren’sFundWRAPA Women’sRightsAdvancementandProtectionAlternative
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ExecutiveSummary
Introduction
TheUnitedNationsGirls’EducationInitiative(UNGEI)waslaunchedinDakarin2000bythenUnitedNationsSecretary‐General,KofiAnan.UNGEIwascreatedinNigeriaastheNigerianGirls’EducationInitiative(NGEI)andwasformallyinauguratedinMay2005,althoughitwasprecededbytwoinitiativeswiththesameobjectiveofpromotinggirls’educationinNigeria–namely,theAfricanGirls’EducationInitiative(2001–2003)andtheStrategyfortheAccelerationofGirls’EducationinNigeria(2003).
Sincethen,NGEIhasbeenformallylaunchedinsomestatesandisoperationalinothers.ThisisthereportoftheformativeevaluationofNGEI–whichistherepresentationofUNGEIinNigeria.Thereportdocumentstheachievementsoftheinitiative,summarizeslessonslearned,highlightssomeofitsstrengthsandweaknesses,andsuggestsrecommendationstostrengthentheinitiativeandscaleituptotherestofthecountry.
Evaluationobjectivesandmethodology
TheformativeevaluationofUNGEIexplorestheextenttowhichtheUNGEIpartnershipisachievingitsintendedoutcomesatthecountrylevel,andtheextenttowhichglobaleffortsarecontributingtotheeffectivenessandefficiencyofthepartnership.Theevaluationisanchoredonacommonmonitoringandevaluationframework,whichhighlightsthefollowingoutcomes:
Policiesthatpromotegirls’educationandgenderequalityareinexistence;
Bestpracticesinfacilitatinggirls’educationandgenderequalityareknownandinstitutionalized;and
UNGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality.
TheevaluationsetouttodetermineifandhowNGEIhasaddedvaluetocountry‐levelresultsingirls’education.Sinceitisalwaysdifficulttoattributeresultstoonlyonesourceofinputs,actionsoractors,totheextentpossibletheevaluationsoughttooutlinethecontributionofNGEItooverallresultsthroughacontributionanalysis.Contributionanalysisfocusesonidentifyingthechangesthattookplace,andhowdifferentinputscontributedtothosechanges.
Evaluationmethodology
Themethodologyinvolvedpreparinganinceptionreport,whichincludedadocumentaryreviewofavailableinformationongirls’educationinNigeriaandrecordsonNGEI,aswellaspreparingfieldinstruments.Datawerecollectedthroughaformaldeskreview,interviewswithkeyinformants,focusgroupdiscussions,anddirectobservationsoftheactivitiesofbeneficiaries.TheNigerianEvaluationFrameworkandtheNigerianLogicModelwerepreparedtoguidetheevaluationquestioning.FieldworkinNigeriaconsistedofinteractionswiththeNational
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TechnicalWorkingGroupinAbuja,aswellasfieldvisitstotwostateswhereNGEIisfullyfunctional–BauchiandNiger.TheevaluationtargetedgovernancebodiesofNGEIatnationalandstatelevels,partnerorganizations(non‐governmentalorganizations)andbeneficiaries(whohavealsobecomepartners),suchasschool‐basedmanagementcommittees,women’sassociations,andtraditionalandreligiousleaders.Fieldworktookplacebetween8Mayand31May2011.
Countrycontext
The2005NationalSchoolCensusrevealedanetprimaryenrolmentratioof83.7percent,withamalenetenrolmentratioof87.01percentandafemalenetenrolmentratioof81.3percent(UNICEF,2008),suggestingthatasubstantialproportionofchildrenofprimaryschoolagearenotenrolledinschool.Therearealsosubstantialgeographicalandgenderdisparitiesinaccessbetweenthesouthernandnorthernpartsofthecountry,withgenderdisparitiesagainstgirlshighestinthenorth.
Underlyingcausesofgendergapsineducationinclude:ignoranceandlackofawarenessofthevalueofgirls’education,widespreadpoverty(morethanhalfofNigerianslivebelowthepovertyline),inadequateschoolinfrastructure(classroomspace,furniture,water,toilets,etc.),culturalandreligiousbiases(preferenceforboys,misinterpretationofreligioustenets,sendinggirlstohawktogeneratemoneythatwillbeusedtobuykayandaki(thefurnitureandotherutensilsthegirlwilltaketoherhusband’shome,etc.),earlymarriageandteenagepregnancy.UNICEFNigeriaandotherdevelopmentpartnershaveestablishedgovernment(federalandstate)partnershipstopromotegirls’educationinNigeria,andvariousgirls’educationinitiativesaimedatenhancinggirls’enrolmentandcompletionrateshavebeenimplementedinthecountry.
EstablishmentandevolutionofNGEI
TheformallaunchofNGEIwasdeclaredatastakeholder’smeetinginMay2005.ThepartnershipmodelofNGEIisoneofcollaborationbetweendevelopmentpartners,theFederalMinistryofEducationandgovernmentagencies(suchastheUniversalBasicEducationCommission),civilsocietyorganizationsandotherstakeholders(suchasschool‐basedmanagementcommittees,traditionalandreligiousleaders,communities,parentsandpupils).TheFirstLadiesatnationalandstatelevels(wivesofthePresidentandStateGovernors)werebroughtinaspatronstoaccordpoliticalrecognitiontothepartnership.WhileUNICEFisresponsibleforcoordinatingdevelopmentpartners,theFederalMinistryofEducationisexpectedtodrivetheprocess,whilecivilsocietyorganizationsaretocontributetheirvariouscompetenciestohelppromotegirls’educationinNigeria.ATechnicalWorkingGroupofninememberswassetuptomanagetheprocess.Itwasdecidedtousethenorthernstates,wheregenderdisparitiesineducationwerewidestandwhereUNICEFwasalreadyimplementingtheGirls’EducationProject,asentrypointsforNGEIintostates.FormerFirstLadyHajiyaTuraiYar’AduaofficiallylaunchedNGEIinBauchiStateon28March2008.Sincethen,NGEIhasbecomefullyfunctionalinfourstates–Bauchi,Katsina,Niger
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andSokoto–andisoperationalinnineothernorthernstates.Atthestatelevel,thereisaTechnical/SteeringCommitteetomanagethepartnership.Keystrategiesandactivitiesateachlevelare:advocacy/sensitizationtopolicymakers,traditional/religiousleadersandcommunities;inaugurationofstatechapters;capacitybuildingforadvocacyandidentificationanddocumentationofbestpractices;resourcemobilization;anddocumentationanddisseminationofbestpracticesforpromotinggirls’education.
3. FindingswithrespecttoUNGEIoutcomes
Outcome1:Policiespromotinggirls’educationandgenderequalityareinexistence
VariouseducationandgenderequalitypolicieswerealreadybeingimplementedbeforeNGEI,suchastheNationalPolicyonEducation,theCompulsoryFreeUniversalBasicEducationAct(2004),theNationalPolicyforWomen(2000),etc.Nigeriahadalsoratifiedorsignedvariousinternationalagreementsandconventionsrelatingtotherightsofwomenandchildren,educationforall,etc.SinceNGEI,theexpectedoutputsforOutcome1havebeenproduced,andtheNationalGenderinBasicEducationPolicy(2007)andImplementationGuidelines(2007)havebeendeveloped.Thepolicywasusedasinputforthedevelopmentofstrategiceducationsectorplansinseveralstates.TheChildRightsActhasbeendomesticatedinseveralstates,includingNiger.Policiestoreintegrategirlsafterpregnancy/marriagehavebeenadopted(inBauchi)orstrengthened(inNiger).Scholarshipprogrammestotrainfemaleteachershavealsobeenintroduced.SomeofthesechangeswerearesultofNGEIinputs,suchas:policydialoguewithpolicymakers,sensitizationofcommunitiesonthebenefitsofgirls’education,andinputsbystatepatronsofNGEI(wivesofStateGovernors)whospearheadedNGEIactivitiesintheirstates.Outcome2:Bestpracticesinfacilitatinggirls’educationandgenderequalityareknownandinstitutionalized
Sincebeforeindependence,anumberofbestpracticestoaddressgirls’educationhadbeenadoptedinNigeria,suchasall‐girls’secondaryschoolsandscholarshipsforgirls,forexample.However,theywerenotrecognizedordocumentedasgoodpractices.SinceNGEI,thetwoexpectedoutputsforOutcome2havebeenachieved–goodpracticesarenowbeingdocumentedanddisseminated,andthecapacityofstatepartnerstoidentifyanddocumentbestpracticeshasbeendevelopedthroughtraining.VariousNGEIpartnersareroutinelydocumentinganddisseminatinggoodpracticesthataresharedduringjointmeetingsofnationalandstatepartners.Overall,policydecisionstargetinggirls’educationinNigeriaareinformedbyknowledgeofgoodpractices.NGEIinputshaveincludedpolicydialogueandtrainingthroughcapacity‐buildingworkshops.Thedocumentationanddisseminationareimplementedefficientlyandatnoadditionalcost,sincetheyarebuiltintotheNGEIprocess.ThisisimportantbecauseNGEIhasnosupportingfundsofitsown.
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Outcome3:FacilitationbyNGEIofaneffectivepartnershipforgirls’educationandgenderequality
BeforeNGEIwasformallyinaugurated,theGovernmentofNigeriahadpartneredwithdevelopmentpartnerstoaddresseducationissuesinNigeria.TheAfricanGirls’EducationInitiativeandStrategyforAccelerationofGirls’EducationinNigeriawereexamplesofsuchpartnerships,buttheywereonlyoflimiteddurations.Atanon‐governmentallevel,theFederationofMuslimWomen’sAssociationsinNigeriaandtheCivilSocietyActionCommitteeonEducationforAllhavebeenactivelyinvolvedinpromotingeducationissues.However,thesecollaborationswerenotasbroad‐basedasNGEI,whichinvolvesawiderangeofstakeholders.
ThethreeexpectedoutputsforOutcome3havebeenproduced:NGEIhasdevelopedtermsofreferences,guidelinesandworkplansthatarebeingimplemented;NGEIpartnershipshavebeenformedatnationalandstatelevels;andthecapacityofnationalandstatepartnershasbeenstrengthenedforgendermainstreaming.NGEIisfunctioningatthenationallevelandhasbeenformallylaunched.Itisfullyfunctionalinfourstatesandoperationalinnineothers.However,statesinthesouthernpartofNigeriahavenotbeenintegrated.
4. Overallassessmentoftherelevance,effectivenessandefficiencyoftheNGEIpartnership
TheNGEIpartnershiphastheelementsofanidealpartnership–inclusiveness,jointgovernance,poolingofresourcesandcommonvisionandgoals.Oneofitsmainstrengthsistheinvolvementoflargegroupsofstakeholdersandthepoolingoftheircompetenciestoachievetheirobjectives.
5. Conclusion
Someofthepartnership’sactivitiesandachievementsincludethefollowing:
NGEIhasmadesignificantprogresstowardsachievingthethreeoutcomesofUNGEI.
ThroughNGEIstructures,NGEIhasbeenabletopromotefemaleeducation,andenrolmentandcompletionratesareincreasing.
ItmaybeconcludedthatwhileallofthechangescannotbeattributedtotheNGEIpartnershipalone,NGEIhasbeenacatalystandhasacceleratedthepaceofchangeinattitudestowardsfemaleeducation.Accordingtoastakeholder,“thekeyisinthecoordinationofeffortsaddressedattacklingconstraintsonfemaleeducation.TherewouldhavebeenchangeswithoutNGEI,butnotinacoordinatedmanner.”Effortsarenowchannelledthroughthepartnership.Insteadofcivilsocietyorganizationsmakingdiscordantnoisesasactivists,theyarepartofastakeholdergroupthatmeetswithpolicymakersandotherrelevantgroupstopromotefemaleeducation.NGEIhasalsogeneratedmomentumamongcommunities,parentsandpolicymakerswithrespecttogirls’education.
NGEIisrelevantintheNigeriancontextbecauseitcomplementsNigeria’seffortstomeetMillenniumDevelopmentGoals(MDGs)2and3andEducationforAllgoalsofachieving
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universalaccesstobasiceducationandreducinggendergapsineducation.Itiseffectivebecauseithascontributedto:adoptionofgender‐sensitiveeducationpoliciesandplans;increasesinfemaleenrolment,attendanceandcompletionrates;andreintegrationofpregnantandmarriedgirlsintoschools.Itsactivities,whicharefocusedmainlyinthenorthernpartsofthecountrywheregendergapsineducationarewidest,havehadsignificantimpacts.Activitiesarealsoimplementedinanefficientmannerbecausetheyarebuiltintotheprogrammesofpartners,soimplementationstrategiesarethereforecost‐effective.
6. Lessonslearned
Lessonsinclude:
Partnershipofpolicymakers,civilsocietyorganizationsandotherstakeholdersenhancestheadoptionofgender‐sensitiveeducationpoliciesandprogrammes.
Sustainedadvocacytopolicymakersandtraditionalandreligiousleaders,aswellascontinuousmobilizationofstakeholders,contributedtoincreaseinschoolenrolmentandretentionofgirlsatalllevelsofeducation.
Theinvolvementofchampionsforgirls’education,suchasstateFirstLadies,duringsensitizationvisitstocommunitieshadapositiveimpactonpromotinggirls’education.
7. Recommendations
(a) SustainingNGEI
Structuresinplace(school‐basedmanagementboards,women’sassociations,etc.)shouldbestrengthened.
NGEIshouldengageinadvocacytoallstatestodomesticatetheNationalPolicyonGenderinBasicEducationandintegrateitsprovisionsintotheirstateeducationsectorplans.
(b) DisseminationofNGEIactivities
Toensureproperrecord‐keepinganddisseminationofitsactivitieswithinthecountry,theNationalTechnicalWorkingGroupshouldhaveasecretariat(anequippedofficeofitsown),whichshouldbebasedeitherattheCivilSocietyActionCommitteeonEducationforAll(thepresentsecretariat)orattheUniversalBasicEducationCommission.Afull‐timeNGEIDeskOfficershouldbeengagedtoruntheNGEIsecretariatonaday‐to‐daybasis.
(c) ScalingupNGEItootherstates
NGEIshouldpayanadvocacyvisittotheFirstLadytobeGrandPatronofNGEI,targettheFirstLadies’Forumtoencouragethemtoincludegirl’seducationissuesontheiragenda,andstrengthenrelevantcivilsocietyorganizationstopushtheNGEIagendainstates.StateTechnical
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CommitteesshouldalsoreachouttothewivesofLocalGovernmentAreaChairmentopromoteNGEIatthelocallevel.
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1. Introduction
1.1 BackgroundandpurposeoftheevaluationResearchonfemaleeducationinmanycountrieshasshownthateducatinggirlsandwomeniscriticaltoeconomicdevelopment.Femaleeducationcreatespowerfulpoverty‐reducingsynergiesandyieldsseveralintergenerationalgains.Fordevelopingcountries,wherewomenrepresentanuntappedsourceofhumancapitalfordevelopment,policiestoreducegendergapsinaccesstoeducationcanyieldeconomicandsocialbenefitsthataccruetoindividuals,familiesandsocietyatlarge.Educationisalsoimportantbecauseitcanhelperadicatepovertyandhunger.Giventhebenefitsoffemaleeducation,itisimportanttopromoteequalaccesstoeducationforbothboysandgirls.
TheUnitedNationsGirls’EducationInitiative(UNGEI)waslaunchedinApril2000attheWorldEducationForuminDakarbythenUnitedNationsSecretary‐General,KofiAnnan.MemberStatesoftheUnitedNationswerechallengedtoadoptthisinitiativeatthecountrylevel.Inresponse,UNICEFintroducedtheideaofUNGEItoNigeriain2004.TheFederalMinistryofEducation(FME),incollaborationwithUNICEF,organizedastakeholders’meetingon6May2005todeliberateonhowgirls’educationcouldbepromotedinNigeriainordertoachieveMDG3onachievinggenderparityineducation.ThemeetinggavebirthtotheNigeriaGirls’EducationInitiative(NGEI),whichwasestablishedinNigeriain2005infulfilmentofthecountry’sobligationtoinformpartnersabouttheactivitiesofnon‐governmentalorganizations(NGOs)ongirls’educationandtodisseminatelessonslearned.NGEIisoneofthemainstrategiesdesignedtoaddressthecountry’sgendergapineducation.Itwasmandatedtoprovidestakeholderswithaplatformforactionandtogalvanizestakeholders’effortstogetgirlstogotoschool,remaininschoolandcompleteschooling.Sincethen,NGEIhasbeenlaunchedinanumberofstatesandhasengagedinvariousactivitiesatnationalandstatelevelstoactualizeUNGEIobjectives.ThisevaluationofNGEIispartofaformativeevaluationofUNGEIinselectedcountriesandregions.
1.2 AimsandobjectivesoftheevaluationThepurposeoftheformativeevaluationofUNGEIistoestablishtheextenttowhichtheUNGEIpartnershipisachievingitsintendedoutcomesatthecountrylevel,andtheextenttowhichglobalandregionaleffortsarecontributingtothepartnership’seffectivenessandefficiency.Theevaluationisanchoredonacommonmonitoringandevaluation(M&E)framework,whichhighlightsthefollowingkeyoutcomeareasofUNGEI:
Policiesthatpromotegirls’educationandgenderequalityareinexistence; Bestpracticesinfacilitatinggirls’educationandgenderequalityareknownand
institutionalized;and UNGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality.
TheoverallevaluationofUNGEIcoversengagementbyUNGEIatglobal,regionalandcountrylevels.Fourcountrieswereselectedfordetailedcasestudies:Egypt,Nepal,NigeriaandUganda
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(afifthcountry,Côted’Ivoire,hadtowithdrawfromtheevaluationbecauseofsecurityconcerns).Attheregionallevel,theevaluationfocusedonEastAsiaandthePacific.TheevaluationalsoincludedacomprehensivemappingoftheUNGEIpartnershipinallparticipatingcountries,aswellasdatacollectionandinterviewswithglobalstakeholders.ThisreportreflectsthefindingsoftheNigeriacountrystudyonly.Aseparateoverallevaluationreportpullstogetherthefindingsfromtheevaluationasawhole.ItisanticipatedthattheformativeevaluationwillhelpUNGEI:
Definethekeyelementsthatmakeastrongpartnershipforgirls’education; Validateoutcomestobeachievedineachcountryinordertoadvancethegirls’education
andgenderequalityagendasineducation; Collectempiricalbaselinedatainthecountriesandregionalpartnershipsparticipatingin
theevaluation,againstwhichprogressinfutureevaluativeworkscanbemeasured; MapthestatusofUNGEIpartnershipsinallcountriesandregions;and MapthegovernancestructureandadministrativecomponentsoftheUNGEIpartnership
atthecountry/regionalandgloballevels.
1.3 ScopeoftheevaluationatthecountrylevelTheNigeriacountryevaluationdocumentshowtheGirls’EducationInitiativehasinteractedwithandcontributedtoNigerianeducationprocesses,andhowthishasimpacted,orisexpectedtoimpact,girls’educationandgenderequalityineducation.Thus,thecountryevaluationwill:
Documentwhatkeychangeshavetakenplaceingirls’educationandgenderequality
overtimeinthethreeoutcomeareasofUNGEI; IdentifywhereandinwhatwaysUNGEIhasmadeaspecificcontributionorenhanced
thecontributionofothers; Provideevidenceoftheoutputsandoutcomesoftheseinterventions;and Finally,assesstherelevance,effectivenessandoutcomesofNGEIinterventions,aswell
astheirsustainability.TheevaluationalsomapstheUNGEIpartnership,itsgovernanceandadministrativestructure,operationalmechanism,anditscontributionstogender‐responsivechangesintheNigerianeducationsector.Theevaluationisexpectedtoprovidethefollowing:
ExamplesofhowNGEIinputshavecontributedtonationalpoliciesthatpromotegirls’
education; Examplesofbestpracticesinfacilitatinggirls’educationandgenderequality; AnassessmentofhowNGEIfacilitatesaneffectivepartnershipforgirls’educationand
genderequality; AvalidateddraftoftheM&Eframeworkwithdocumentationofactivitiesundertakento
validateit;and Evidence‐basedconclusionsandrecommendations.
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ThisrequiresidentifyingwhatkeychangeshavetakenplaceinNigeriawithrespecttogirls’educationandgenderequalitysinceNGEIwasformedandhowNGEIcontributedtothesechangesorenhancedthecontributionofothers.Italsorequiresanassessmentoftherelevance,effectivenessandefficiencyofNGEIinterventions,aswellastheimpactsandsustainabilityofthechanges.TheevaluationwillseektodetermineifUNGEIhasaddedvaluetocountry‐levelresultsingirls’education.Sinceitisalwaysdifficulttoattributeresultstoonlyonesourceofinputs,actionsoractors,totheextentpossible,theevaluationwilltrytooutlinethecontributionofUNGEIcontributiontooverallresultsthroughacontributionanalysis.Contributionanalysisfocusesonidentifyingthechangesthattookplace,andhowdifferentinputscontributedtothechanges.ThelogicalstepstodeterminethecontributionofUNGEIareasfollows:
WhatwasthecontextlikebeforeNGEI–whatwashappeningatlevel‘zero’? Whatchangedinthecontextovertime(frombeforeNGEIuntiltoday)? WhatdidNGEIdo(takingintoaccountinputsfromglobal/regional/countrylevels)? Whatinputs–(training,workshops,policy,evaluations,etc.)wereprovidedbyothers? Whatweretheoutcomes? WhatwastheaddedvalueofNGEItothechangesthattookplaceintermsofthe
relevance,effectivenessandefficiencyofNGEIinputs(forcountry,regionalandgloballevels)?
Howsustainablearethechangesthatwerebroughtabout?Thus,asemphasizedintheEvaluationGuide,thefollowingkeystepswereinvolved:
Comprehensivelymappingthesituationatlevel’zero’(beforeNGEI); Examiningwhatchangedintheenvironment; Documentinginputsbystakeholders; Documentingchanges;and DeterminingthedistinctivecontributionofNGEI.
Itshouldbenotedthatthelaststepiscrucialandrequiresundertakingacontributionanalysis.RatherthanexaminingwhatchangestookplaceandassumingthatbecausechangestookplaceandNGEIwaspresent,NGEImusthavecontributedtothechanges,contributionanalysisgoesfurthertoconstructaplausiblestoryofinfluence,examiningtowhatextentandinwhatwaysNGEIcontributed.Becausethisisaformativeevaluation,itisimportantthatthisassessmentnotonlylooksatoutcomesbutalsoatprocessesandstructuresthathavebeenputinplace,andhowtheseinfluenceormayinfluencefutureoutcomes.
Asstatedintheevaluationtermsofreference,theself‐evaluationexaminedonlyactivities/resultsthathavebeenundertakenorachievedthroughcollaborativeeffortsbytheformalpartnership(NGEI).ActivitiesrelatedtooneortwopartnersonlyandwhichtakeplaceoutsidetheNGEIpartnershiparrangement,e.g.,aninternationalorganizationfundinganactivityimplementedbytheMinistryofEducationoralocalNGO,wereexcludedfromtheevaluation.
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1.4 StructureofthisreportThisreportisdividedintoninechapters.Chapter1describesthescopeandobjectivesoftheevaluation,whilechapter2discussesthemethodology.Chapter3presentsthecountrybackgroundandadescriptionoftheeducationsectorinNigeria.Chapter4tracestheestablishmentandevolutionofUNGEI,whichwaslaunchedinNigeriaastheNGEI.Chapter5analysesprogressmadetowardstheachievementofthethreeUNGEIoutcomeareasofinterestbyNGEIinNigeria,whichshowedthatsignificantprogresshasbeenmadeforallthreeoutcomes.Inchapter6,thekeyfeaturesoftheNGEIpartnershiparehighlightedandananalysisofthestrengths,weaknesses,opportunitiesandthreats(SWOT)ofthepartnershipisdescribed.Chapter7presentstheconclusionsoftheevaluation,whilechapter8discusseslessonslearnedfromtheevaluationaroundgirls’educationandgenderequality,aswellaslessonspertainingtotheNGEIpartnershipandUNGEIglobally.Chapter9highlightssomerecommendationsbasedontheevaluationfindings.
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2. EvaluationprocessandmethodologyThischapteroutlinestheevaluationprocessandmethodology.Itdiscusses,amongotherthings,thevariousphasesoftheevaluation,theactivitiesthattookplace,theroleoftheLogicModelintheevaluationprocess.
2.1 Theinception/preparationphaseThepreparationphasefortheNigeriacountryevaluationstartedwiththeparticipationoftheNigerianevaluationteamattheOrientationandPlanningWorkshopfortheFormativeEvaluationofUNGEI,inCairofrom23‐27January2011.TheworkshopbroughttogethermembersoftheUNGEIevaluationteamincluding:national,regionalandinternationalconsultants,UNGEIfocalpoints,evaluationmanagersatcountryandregionallevels,aswellasUNICEFstafffromheadquartersandmembersoftheUNGEIM&Eworkinggroup(seeAnnex3).ThepurposeoftheworkshopwastoensureacommonunderstandingoftheobjectivesoftheUNGEIFormativeEvaluation,andtoensurefamiliaritybytheevaluationteamwiththeproposedmethodology,evaluationframework,evaluationtoolsandproducts.
Atcountrylevel,alocalreferencegroupguidedtheevaluation(seeAnnex9foralistofreferencegroupmembers).Thereferencegroupprovidedinputstotheevaluationprocessandreviewedthevariousproducts(inceptionreport,draftreportandfinalreport).
Theevaluationbeganwithapreparatoryphase.Themainoutputofthispreparatoryphasewastheinceptionreport,whichprovidedadetailedoutlineoftheevaluationmethodologyandapproachandhighlightedissuesemergingfromthepreliminarydeskreview.ThecountryinceptionreportswerecirculatedinApril2011,thusmeetingtherequirementthattheyshouldbeavailableatleast10daysbeforetheprimarydatacollectionworkinthecountrystarted.Thisallowedforinputsfromthecountrylevel(countryreferencegroupandPlanning/M&Especialists)andglobalstakeholders(theleadinternationalconsultant).
2.2 KeyactivitiesundertakenduringthepreparationphaseFocusduringthisstagewasondocumentationreviewandfine‐tuningtheevaluationmethodologyanddraftingfieldinstruments.Thekeyactivitiesundertakenduringthisphasewere:
StudyingtheoverallEvaluationGuide; Familiarizationwiththeliteratureongirl’seducationinNigeria; ReadingcountrydocumentsontheNGEI; ProducingsummaryfindingsonNGEI–formation,membership,structure,
achievementsandchallenges; Identifyinginformationgapsandkeyissuesthatrequirereviewand/orverification
duringfieldwork; Finalizingsamplingframeandlistofrespondents(stakeholdermap); Identifyingactivitiestobereviewed; Preparingdatacollectioninstruments–finalizingNigerianEvaluationFramework
andLogicModel,draftinginterviewschedulesandfocusgroupdiscussionguides;
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Finalizingactivityplanandtimelines; Meetingwithcountryreferencegroup/TechnicalWorkingGroup(TWG)todiscuss
evaluationmethodology,examinefieldinstrumentsanddiscussarrangementsforthefieldwork;and
Preparinginceptionreport.
ThepreparatoryworkcommencedinFebruary2011onreturnfromtheOrientationWorkshopforEvaluationConsultantsinCairo.Documentationongirls’educationinNigeriaandonNGEIactivitieswassenttothenationalconsultantfromtheUNICEFofficeinAbujainFebruary.Theprocessendedwithafive‐dayperiodbytheconsultantattheUNICEFofficeinAbujaduringwhichthefindingsofthedocumentreview,evaluationplananddraftfieldinstrumentswerediscussedwithmembersoftheNGEInationalTWG.Forpurposesoftheevaluation,theexistingNGEInationalTWGservedastheEvaluationReferenceGroup.InputswerealsoobtainedfromUNICEFPlanning/M&Especialistsandrelevantstaff(whotookthetimetosendtheircomments).
2.3 TheLogicModelAkeytoolfortheevaluationwastheNigerianLogicModel(seeAnnex8),whichisamodificationoftheUNGEILogicModelprovidedintheEvaluationGuide.Themodelexplainshowthepartnershipexpectstowork,aswellasthetheoryandunderlyingassumptions.Itlinksoutcomes(fortheshortandlongterm)toactivities(theresultschain)andtothevisionandgoalsofthepartnership.ItisimportantbecauseitexplainshowNGEIexpectstoreachUNGEIgoals.Animportantpartoftheevaluationistoassesstowhatextenttheexpectedoutcomesarebeingachieved.Thefollowingoutcomesweredefined:
ExpectedOutcome1:Policiespromotegirls’educationandgenderequality.
ExpectedOutcome1.1:TheNationalPolicyonGenderinBasicEducationisutilizedinthedevelopmentoftheStrategicEducationSectorPlan(SESP)andtheStrategicEducationSectorOperationalPlan(SESOP).
ExpectedOutcome1.2:Gender‐sensitiveeducationplansareimplementedandimprovingeducationforgirls.
Output1.1:NationalPolicyonGenderinBasicEducationdeveloped. Output1.2:GuidelinesfortheimplementationoftheNationalPolicyonGenderinBasic
Educationdeveloped. Output1.3:Manualongender‐sensitiveplanningdeveloped.
ExpectedOutcome2:Bestpracticesinfacilitatinggirls’educationandgenderequalityareknownandinstitutionalized.
Expectedoutcome2.1:Implementationofgender‐sensitiveeducationprogrammesinformedbyknowledgeofgoodpractices.
Output2.1:Goodpracticesdocumentedanddisseminated.
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Output2.2:Partners’capacityindocumentationofgoodpracticesenhanced.
ExpectedOutcome3:NGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality.
Expectedoutcome3.1:NGEIpartnershipsareoperationalatnationalandstatelevels.
Output3.1:TermsofreferenceandguidelinesforNGEIimplementationdeveloped. Output3.2:Partnershipsatnationalandstatelevelsareformed. Output3.3:Capacitiesofpartnersarestrengthenedingendermainstreaming.
2.4 DatacollectionmethodsDatacollectionmethodsincluded:
Formaldeskreview; Interviewswithkeyinformants,includingmembersofNGEITechnicalCommitteesand
keypartnersfromcivilsocietyorganizations(CSOs)atnationalandstatelevels; Collectionofprimarydatathroughinterviewsand/orfocusgroupdiscussionswith
importantgroupsofbeneficiaries;and Directobservationsofactivitiesofbeneficiaries(forexample,femalestudentsintheir
classrooms).
Thedeskreviewproducedquantitativeandqualitativedatathatwasusedasbaselineinformationandcomplementeddatacollectedfrominterviewsandfieldvisits.Thedeskreviewinvolvedareviewofgenderissuesintheeducationsectorandofpartnershipdocuments,activitiesandchallengesfaced.
2.5 SamplingframeNGEIisapartnershipoforganizationsdrawnfromtheUnitedNationsfamily,governments,civilsocietyandtheprivatesector,aswellascommunitiesandfamilies.Thus,theprimarystakeholdersfromwhomdatawascollectedincluded:
1. MembersoftheUnitedNationsfamily(UNICEF);2. Governmentagencies(federalandstateMinistriesofEducation,theUniversalBasic
EducationCommission[UBEC]andStateUniversalBasicEducationBoards(SUBEBs),NationalCommissionforCollegesofEducation[NCCE],andstateCollegesofEducation);
3. CSOs(keycivilsocietypartnersatnationalandstatelevels,suchastheFederationofMuslimWomen’sAssociationsinNigeria[FOMWAN],ChangeManagersInternationalNetwork,LifeRehabFoundation,Women’sRightsandProtectionAlternative[WRAPA]);
4. Beneficiariesoftheprogramme,suchasSchool‐BasedManagementCommittees(SBMCs),Mothers’Associations,Girls’Clubs,etc.;
5. OthersidentifiedbytheUNICEFoffice,federalMinistryofEducationandNGEIsteeringcommitteesatthestatelevel,suchastraditionalleaders.
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ThelistoforganizationsandindividualrespondentswhowereinterviewedandwithwhomfocusgroupsessionswereheldisshowninAnnex4.Questionnairesandfocusgroupdiscussion(FGD)guideswerepreparedforuseindatacollection.
AtthepreparatorymeetinginCairo,itwasdecidedthatNGEIactivitiesatthenationallevelandintwostates–BauchiandNiger–shouldbeexamined.ThesetwostateswereselectedpartlybecausetheNGEIpartnershiphasbeenactiveinbothstates,andalsobecausetheyrepresent50percentofstateswhereNGEIisfullyfunctional.TheothertwostateswhereNGEIisfullyfunctionalareSokotoandKatsina.Itwasalsodecidedthatatthestatelevel,oneLocalGovernmentArea(LGA)shouldbeselectedineachstate.However,duringthefieldworkinNigerState,thestatecapitalandanotherLGA(Paikoro)werevisited,whileinBauchiState,threeLGAsoutsidethestatecapital–Azare,DarazoandDass–werevisited.ThiswaspartlyduetothewiderdispersionofeducationalinstitutionsinBauchiState.Officialsofthestateeducationagencies(StateMinistryofEducationandtheSUBEB),StateNGEITWG,andtheLocalGovernmentEducationAuthoritywereinterviewed.OnecommunitywasselectedinoneoftheLGAs,andoneschoolintheselectedcommunitywasvisited.Intheselectedschools,FGDsessionswereheldwithMothers’Association/Girls’ClubsandtheSBMC.Discussionswerealsoheldwithtraditional/religiousleaders(whoaremembersofSBMCs)inthecommunitiesvisited.Whilethetwoselectedstatesdidnotrepresentnon‐performingstates,giventhetimeconstraint,itwasfeltthatlittlewouldbegainedbyvisitstostateswheretherewasnofunctioningNGEIbody,especiallybecausethedeskreviewhadidentifiedsomeofthereasonsfornon‐participationofsuchstates.TheseincludedafocusbyNGEIonnorthernstateswheregendergapswerewidest,alackofcapableNGOsinseveralstatestoprovidetechnicalsupportfortheprocess,andalackofpoliticalwillbytheFirstLadiesinthesestatestodrivetheprocessafterthenationallaunch.Informationaboutsomeofthestatesthatwerenotincludedinthefieldvisitswasobtainedfromdocumentaryreports.Moredetailedinformationcouldnotbeobtainedfromthesestatesbecausenoresponsewasreceivedtotheemailsandtextmessagessenttothecontactpersonsbytheconsultant.
2.6 DatacollectioninstrumentsTheUNGEIEvaluationFramework,modifiedfortheNigeriancontext(seevalidatedframeworkinAnnex7)wasusedtoobtaindetailedinformationfrompartnershipmembers.Inadditiontothis,shortinterviewandFGDschedulesweredeveloped,withquestionsderivedfromthemainframework.Thequestionnairesfocusedonidentifyingpartners’contributionstogirls’educationandtothepartnership,aswellastheirperceptionsabouttheimpacts,effectivenessandchallengesofthepartnership.Themethodsusedincluded:
Ashortinterviewscheduleforeducationagencies–MinistryofEducation/UBEC/SUBEB/LocalGovernmentEducationAuthorityofficials;
Ashortinterviewscheduleforpartners–InternationaldevelopmentpartnersandCSOofficials–toidentifytheirrolesandcontributionstothepartnershipaswellasascertaintheirviewsontherelevanceandachievementsofNGEI;
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Ashortinterviewscheduleforfoundationmembersofthepartnershiptotracktheevolutionofthepartnership;
FGDschedulesfortraditional/religiousleaders,SBMCs,Mothers’AssociationsandGirls’Clubs/EducationMovement.
2.7 FieldworkThedatacollectionprocesslastedthreeweeks,fromMonday,8May2011toTuesday,31May2011.Duringthefirstweek,theconsultantmetwithmembersoftheNationalTWGinAbuja.SeparatemeetingswereheldwithofficialsoftheGenderandEducationunitoftheFME,theUBEC,andprogrammeofficers/directorsofselectedpartnerCSOs.ThesecondweekwasspentinNigerState.TheconsultantheldmeetingswiththestateNGEISteeringCommittee,officialsoftheStateMinistryofEducation,theNigerSUBEB,andtheStateCollegeofEducation.TheconsultantvisitedPaikoroLGAandhelddiscussionswithmembersoftheSBMCandMothers’AssociationattheGwamPrimarySchoolandwiththeGirls’ClubofGwamSecondarySchool.DiscussionswerealsoheldwithpartnerCSOsinthestate.ThethirdweekwasspentinBauchiState,wheretheconsultantheldmeetingswiththeStateNGEITechnicalCommitteeandcivilsocietygroupsinBauchi.TheconsultantalsovisitedthreeLGAs.InDarazoLGA,theconsultanthelddiscussionswiththeSBMCandMothers’AssociationofAjiyariPrimarySchool.TheevaluationteamalsovisitedtheStateCollegeofEducationatAzareinAzareLGA.InDassLGA,theteampaidacourtesycallontheEmir,animportantpartneroftheBauchiStateNGEI.ThetriptoBauchiStateendedwithdebriefingsessionstotheChairmanoftheBauchiSUBEBandthePermanentSecretaryoftheBauchiStateMinistryofEducation.TheconsultantreturnedtoAbujatointerviewtheChairoftheNationalTWGon31May.DuringthefieldtripstotheLGAsandschoolsinthetwostates,theevaluatorwasaccompaniedbymembersoftheStateTechnicalCommittees,localgovernmentofficialsaswellastheGirls’EducationProject(GEP)consultantatthefederaleducationministry.Theywerealsoinattendanceduringthefocusgroupsessionsandinterviews,andassistedwithtranslations.TheTechnicalCommitteesarrangedallofthemeetings.UNICEFDeskOfficersattheLocalGovernmentSecretariatandEducationSecretaries(whowerealsoobserversduringtheFGDsessions)enlistedtheassistanceofSBMCChairmenandSecretariestoassemblemembersofSBMCsandWomen’sAssociations.Thisreportcombineselementsfromfieldvisitsandthedeskreview.
2.8 DataanalysisThefollowingstepswereinvolvedindataanalysis,whichwasprimarilybasedonfieldnotes,inadditiontodocumentaryanalysis:
1. Thoroughreviewoffieldnotestofamiliarizetheconsultantwiththekeytrendsinthedatacollected.
2. Classificationofdataintocategoriesrelatingtomajorthemesofinteresttotheresearchreport,asfollows:
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a. TheNGEIpartnershipwithsub‐headings:governancestructure,activities,achievements/effectiveness,strengths,weaknesses/challenges,relevanceandsustainability.
b. ScalingupNGEItootherstates.c. ThethreeUNGEIoutcomes–policiespromotinggirls’education,bestpracticesand
thepartnership.d. Recommendationsforimprovedperformance,sustainabilityofNGEI.
MostofthebeneficiariesdidnotreallyknowaboutNGEIorwhatitmeans;therefore,thefocuswasonsummarizingthefollowing:
Theirrolesinpromotinggirls’educationintheircommunities. Keyissues/challengesinpromotinggirls’education. Changesinfemaleenrolmentsandattendantproblemsemergingfromincreased
enrolments–infrastructure,teachers,over‐crowding,etc,intheircommunity.
Forthefieldobservation,thefieldteamvisitedthefacilitiesandhadbriefinteractionswithsomeofthestudentstofindouthowtheywerefaringandtolistentotheircomplaints–aboutinfrastructurefacilities,managementoftheirprogramme,etc.ThisprovidedabasisforsomeofthethreatstotheachievementsofNGEI.Followingthis,theevaluationfocusedon:
1. Summaryofinformationfromvariousgroupdiscussions/interviewsaccordingtothethematiccategoriesidentifiedabove.
2. Interpretationandsummaryofdataundereachcategory,identifyingsimilaritiesanddifferences.
2.9 MethodologylimitationsThemajorlimitationofthisevaluationisthatcoveragewaslimitedbecause,asexplainedearlier,itfocusedonthenationalchapterandonlytwostateswheretheNGEIpartnershipwasalreadyfunctional.StateswhereNGEIwasnotfullyfunctionalwereexcludedduetotimeconstraints,thesizeofthecountryandthelackofNGEIpersonnelontheground.Furthermore,thefieldtripshadtobedelayedbecauseofpost‐electionriotsthatinvolvedthetwoselectedstates–NigerandBauchi.Similarly,inthetwostates,politicaltensionsaswellaslongdistancesbetweencommunitieslimitedthenumberofcommunitiesthatcouldbereached.Thedistancetooneofthelocations(CollegeofEducation,Azare)wasmorethan200kilometresfromthestatecapital,Bauchi.Thus,ineffect,thisevaluationisareportofbestpracticesforpromotingNGEIinNigeria.IthighlightssomeofthefactorsthatcanbereplicatedinotherstatestopromotefemaleeducationandNGEI.Aminorlimitationisthatotherteammembershadtotranslatefortheevaluator,althoughthisisnotbelievedtohavesignificantlyaffectedthefindings.Thedeskreviewwasconstrainedbypoorrecordkeeping.TheearliestavailableminutesforanymeetingoftheTWGwereforMay2006.Noreportsofactivitiesweremaintainedoravailabletotheconsultant,andmanydocumentshadnodates,especiallythosepreparedbeforetheofficiallaunchin2008.Itwasthereforenotpossibletoidentifyactivitiescompletedsincetheinception
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oftheNGEI.Itwasnecessarytorelyonthememoriesofsomefoundationmembers,buttheycouldnotrememberexactdatesofactivities.Reportsofstateactivitieswerealsopoorlykept(onlyafewPowerPointpresentationsatmeetingsbysomestateswereavailabletotheconsultant).Theconsultantdidnotseeanyannualreportspreparedateitherstateornationallevels.Itwasalsonotpossibletoobtaininformationfromotherstates,becausecontactpeopledidnotrespondtotheconsultant’semailstoprovideinformationabouttheirNGEI‐relatedactivities.
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3. Context:Countrybackground,educationsectorThischapterprovidesbriefbackgroundinformationonthecountry,aswellasasuccinctoverviewoftheeducationsectorandtheprogresstowardsgirls’educationandgenderequality.Keyissuesaffectinggirls’educationandgenderequalityarealsohighlighted.
3.1 CountrybackgroundNigeriaisborderedbyChadandtheNigertothenorth,Cameroontotheeast,theAtlanticOceantothesouth,andBenintothewest.Nigeriahasapopulationofabout140millionaccordingtothe2006PopulationandHousingCensus.Thecountryisdividedinto36statesandaFederalCapitalTerritory,and774localgovernmentareas(LGAs).Foradministrativepurposes,Nigeriaisdividedintosixgeopoliticalzones,namely:theNorth‐West,North‐East,North‐Central,South‐South,South‐East,andSouth‐Westzones.Thepopulationismadeupofmorethan350ethno‐linguisticgroupswiththetwomajorreligionsbeingIslamandChristianity.
3.2 Nigeria’seducationsectorNigeriarecognizesthateducationisafundamentalhumanrightandisasignatorytothemajorconventionsprotectingtherightsofwomenandchildren.ThelegalframeworkforeducationinNigeriaistheNationalPolicyonEducation(NPE)adoptedafterthe1969NationalCurriculumConference.Itwasfirstpublishedin1977,andrevisedin1981,1998,2004and2008.AmajorfeatureoftheNPEisthe6‐3‐3‐4system,whichprovidesforasix‐yearprimaryeducation,threeyearsofjuniorsecondaryschool,threeyearsofseniorsecondaryschool,andfouryearsoftertiaryeducation.
UniversalBasicEducationwasintegratedintotheNationalPolicyonEducation(NPE)inthe2003revision.TheCompulsory,Free,UniversalBasicEducationAct2004andOtherRelatedMattersprovidesforuniversalaccesstoeducationatalllevels–basic,post‐basic(seniorsecondary),tertiary,non‐formal,technicalandvocationalandspecialneedsgroupsofyouthandadults(FME,2008).Primaryandjuniorsecondaryeducationconstitutesbasiceducationthatisfreeandcompulsory.Basiceducationalsoincorporatesearlychildhoodcareanddevelopment.
Educationwasplacedontheconcurrentlegislativelistinthe1999constitution.Therefore,theresponsibilityforthemanagementofeducationrestswithallthreetiersofgovernment(federal,stateandlocal),allofwhichareinvolvedinthedeliveryofeducation.Accordingtotheconstitutionalprovisions,themainresponsibilitiesofthefederalgovernmentinbasiceducationareintherealmofpolicyformulation,coordinationandmonitoring.Directcontrolbythefederalgovernmentismainlyatthetertiarylevel.Tocarryoutitsmandate,theFederalMinistryofEducation(FME)isstructuredintoeightdepartmentsandthreestatutoryunits.ThestateministriesofeducationhavesimilarstructurestothoseoftheFMEwithminorvariationsdeterminedbypeculiaritiesofeachstate.AlthoughtheFMEhasoverallresponsibilityforformulating,harmonizingandcoordinatingpoliciesandmonitoringqualityinservicedeliveryintheeducationsector,theministryisadvisedinthedischargeoftheseresponsibilitiesbytheNationalCouncilonEducation,thehighestpolicy‐formulatingbodyoneducationalmatters.ItiscomposedoftheFederalMinisterofEducation
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andtheStateCommissionersforEducation(FME,2003,2005).VariousregulatoryandimplementationagenciesandcommissionshavebeenestablishedtoimplementtheNPE.TheFMEinterfaceswithits21parastatalsforthepurposeofsupervision,throughitsoperationsandservicedepartments.Theseparastatalsaredividedintofourmajorgroupsbasedontheirfunctions.Atthestatelevel,educationalparastatalssuchastheSUBEBs,StateMassEducationAgencies,StatePost‐PrimaryEducationBoards,TeachingServiceCommissions,schoolmanagementboards,stategoverningcouncilsoftertiaryinstitutionsandscholarshipboardsareinplace,withresponsibilityforteachers’recruitmentanddeployment,remuneration,welfare,disciplineanddisbursementoffunds.Someofthemalsoensuretheregulationandsupervisionofstateleveleducationalactivities.LocalGovernmentEducationAuthoritiesaredirectlyinchargeofeducationatthelocallevel(FME,2003,2005).
3.3 Girls’educationinNigeriaThe2005NationalSchoolCensusrevealedanetprimaryenrolmentratioof83.7percent,withamalenetenrolmentratioof87.01percentandafemalenetenrolmentratioof81.3percent(UNICEF,2008),suggestingthatasubstantialproportionofchildrenofprimaryschoolagearenotenrolledinschool.Therearealsosignificantgeographicalandgenderdisparitiesinaccessbetweenthesouthernandnorthernpartsofthecountry.Whiletherehavebeenimprovementsingirls’enrolmentthroughouttheyears,astudybytheUnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)andUNICEFthatmeasuredexclusionfromprimaryeducationshowedthatmorethan4milliongirlsaged4–11yearsdonotattendschoolinNigeria.Itwasalsonotedthatprogressingirls’enrolmentandattendancemustbetwiceasrapidasitisnowifNigeriaistomeettheMillenniumDevelopmentGoalofachievinggenderparityineducationby2015.Thegenderdisparitiesagainstgirlsarehighestinthenorthernpartsofthecountry.
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Figure1–Genderparityindexandnetattendanceratios
Underlyingcausesofgendergapsineducationinclude:ignoranceandlackofawarenessofthevalueofgirls’education,widespreadpoverty(morehalfofNigerianslivebelowthepovertyline),inadequateschoolinfrastructure(classroomspace,furniture,water,toilets,etc.),culturalandreligiousbiases(preferenceforboys,misinterpretationofreligioustenets,sendinggirlstogeneratemoneythatwillbeusedtobuykayandaki–thefurnitureandotherutensilstheywilltaketotheirhusbands’homes,etc.),earlymarriageandteenagepregnancy.Effortsarebeingmadetoaddressthesefactorsthroughvariousgender‐sensitivepoliciesandprogrammestopromotegirls’accesstoeducation,includingthroughthecontributionsofNGEI.
UNICEFNigeriaandotherdevelopmentpartnershavepartneredwiththegovernments(federalandstate)topromotegirls’educationinNigeria,andvariousgirls’educationinitiativesaimedatenhancinggirls’enrolmentandcompletionrateshavebeenimplementedinthecountry.BeforetheNGEI,anumberofinitiativestoaddressgirls’educationwereimplementedinNigeria,allofwhichembodiedtheidealsofUNGEI.TheyincludetheAfricanGirls’EducationInitiative,theStrategyforAccelerationofGirls’EducationinNigeriaandtheongoingGEP.Thegirls’educationinitiatives–theStrategyforAccelerationofGirls’EducationinNigeria(SAGEN),SAGENPlusandtheAfricanGirls’EducationInitiative(AGEI)–weredevelopedinlinewiththefollowing:
The1990ConventionontheRightsoftheChild(CRC)domesticatedastheChildRightsAct(2003);
The1976ConventionontheEliminationofallFormsofDiscriminationAgainstWomen(CEDAW);
EFAgoals;and TheMDGs,especiallythefollowingeducationtargets:
o MDG2onachievingUniversalPrimaryEducation;o MDG3ongenderparityandempowermentofwomen;and
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o MDG6oncombatingHIVandAIDSandotherendemicdiseasesby2015.
Inadditiontotheseinitiatives,severalNGOs,bothindividuallyand/orundertheumbrellaoftheCivilSocietyActionCoalitiononEducationforAll(CSACEFA),havebeenengagedinactivitiesandpolicydialoguewithgovernmentagenciestopromoteEFAgoalsandgirls’educationinNigeria.TheseincludetheFederationofMuslimWomen’sAssociationsinNigeria(FOMWAN),theForumforAfricanWomenEducationistsinNigeria(FAWEN),ChangeManagersInternational,ActionAidNigeriaandCSACEFA,whichwassetupin2002afterNGOsattendedtheUnitedNationsEducationSummitinDakarin2000.
However,despitethedifferentpre‐NGEIinitiativestoaddressgendergapsineducationinNigeria,severalchallengespersisted,especiallywithregardtoretention,completionandtransitionratesofgirls.Therewasalackofcommitmenttoeffectivelyimplementexistingnationalpoliciesandinternationalconventionsthataddressededucationissues,especiallyatthestategovernmentlevels.Therewerealsogapsbetweenimplementationbyfederalandstategovernments,especiallyifstategovernmentsdidnotbuyintoordomesticatepoliciesdevelopedatthefederallevel.Furthermore,mostpoliciesweregenericinnatureandtargetedbothboysandgirls,withgirlsoftenlosingoutduringimplementation.NGEIwascreatedtoaddresssomeofthesedeficiencies.
4. EstablishmentandevolutionofUNGEIatthecountrylevelThischapterprovidesanoverviewoftheestablishmentandevolutionofNGEI.ItoutlinestheobjectivesandstructuresthatmaketheNGEIfunction,describesitsvariouslevelsofoperation,andoutlinesitskeystrategiesandactivities.AfullerassessmentofNGEIachievementsandchallengeswillfollowinchapters5and6,whichdealwiththeevaluationfindings.
4.1 EstablishmentofNGEIAlthoughUNGEIidealswerealreadyentrenchedinthegirls’educationinitiativesdiscussedearlier,theformaldomesticationofUNGEIwasdeclaredatastakeholders’meetinginMay2005.Beforethis,NigeriahadbeenrepresentedattheGlobalActionMeetinginBrasiliain2004.UndertheauspicesofUNICEFandthefederalMinistryofEducation(FME),anumberoflineministriesandcivilsocietyorganization(CSOs),someofwhichhadparticipatedinpreviousgirls’educationinitiatives,attendedthismeetingwheretheywereinvitedtobepartnersinNGEI.ThusUNGEIwasdomesticatedasNGEIinNigeria.ThepartnershipmodelofNGEIisoneofcollaborationbetweendevelopmentpartners,thefederalgovernmentandgovernmentagencies(suchastheUBEC),CSOsandotherstakeholders,suchasschool‐basedmanagementcommittees(SBMCs),traditionalandreligiousleaders,communities,parentsandpupils.TheFirstLadiesatnationalandstatelevels(wivesofthePresidentandStateGovernors)werebroughtinaspatronstoaccordpoliticalrecognitiontothepartnership.WhileUNICEFwastocoordinatedevelopmentpartners,thefederalMinistryofEducationwasexpectedtodrivetheprocess,andCSOswereexpectedtocontributetheirvariouscompetenciestohelppromotegirls’educationinNigeriaandengageinpolicydialoguewithpolicymakers.
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Atechnicalworkinggroup(TWG)wassetuptomanagetheprocess,withrepresentativesfromUNICEF,theFME,theUBECandtheCSACEFA.TheNGOpartners,whoareallmembersofCSACEFA,wereselectedonthebasisoftheirpotentialtocontributetothepromotionofgirls’educationinNigeria.Itwasdecidedtousethenorthernstates,wheregenderdisparitiesineducationwerewidestandwhereUNICEFwasalreadyimplementingtheGEP,asentrypointsforNGEI.TheformerFirstLady,HajiyaTuraiYar’Adua,officiallylaunchedtheNGEIpartnershipinBauchion28March2008.AccordingtoNGEI,itsvisionandmissionareasfollows(NGEIundated2;NGEI,2009b):Vision:Thevisionistobecome“anationwhereallchildreninNigeriahaveequalaccesstoqualityeducationatalllevels.”Mission:TheNGEImissionis“toensurequalityoflifeforallgirlsinNigeriathroughqualityeducationwheregenderdisparityandallinhibitingfactorstogirls’educationarecompletelyeliminated.”Objectives/goalsoftheNGEI:ThemainobjectiveofNGEIistoencouragegovernmentandCSOstointensifysupportforgirls’educationandsharegoodpracticestopromotegirls’education.ThegoalofNGEIistonarrowthegendergapinprimaryandsecondaryeducationandtoensurethatby2015,allchildrencompleteprimaryschooling,withboysandgirlshavingequalaccesstoalllevelsofeducation.ThiswillcontributetowardsprogressinNigeria’seffortstoachieveMDGs2and3,aswellasEFAgoals.Itsaimistobeacatalystincreatingagirls’educationpartnershipforthepromotionofgirls’education.
TermsofreferenceweredevelopedtospellouttherolesofnationalandstateTWGs.However,rolesandresponsibilitiesofindividualpartnershavenotbeendocumented.WhiletheconceptoftheNGEIpartnershipappearedhazytomanyofthestakeholdersinterviewed(especiallytothoseoutsidethegovernancestructure),manystakeholders,especiallytheimplementers,agreedthatNGEIprovidesaplatformforclosecollaborationongirls’education.Someofthoseinterviewedsaid,forexample:
“NGEIisaforumtogivegirls’educationaloudvoice.”
“Itisaprogrammetogivestrength/impetustowardsenrolment,retentionandtransitionofgirls.”
“Itisacollaborationbetweengovernmentandorganizedbodiesconcernedwithandinterestedingirlchildeducation.”
“Itislikeanadvocateforfemaleeducation.Itisusedtosensitizevillagerstosendgirlstoschool.”
“Itisanumbrellaofalleffortstoaddressconstraintsongirls’accesstoeducation.”
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“Itismoreofanadvocacytool.”
“Itisabodythatcancoordinateallgirls’educationactivities.WithNGEIinplace,manyvoicescometogethertopushforactionconcerninggirls’education.”
“Itleadstobetterorganizationofactivities,bettercoordinationandtherefore,moreprogress.”
ThuswhilemanystakeholderswerenottooclearaboutwhattheNGEIpartnershipinvolves,theycouldseethetranslationintoactivitiesandoutcomesinthenameofNGEI.ThusitwasclearthattherewasneedforbetterinformationaboutUNGEIandNGEIamongstakeholders.
4.2 StructureandmembershipofNGEI
TheNGEIpartnershipoperatesatthenationallevelandthestatelevel.AtmeetingsheldduringthenationallaunchinBauchiinMarch2008,itwasdecidedthat:atthestatelevel,NGEIshouldbedomiciledeitherattheSUBEBortheStateMinistryofEducation.TheFirstLadyofthestatewastoassistinequippingtheNGEISecretariat.
Figure2–StructureoftheUNGEIpartnership
4.2.1 UNGEIatthenationallevelAsshowninFigure2,thenational‐levelpartnershipconsistsofaTWG,whichmanagesthepartnership.Itismadeupof:
Nationallevel:NGEINationalTWG
Members:UNICEF,FME,UniversalBasicEducationCommission,CSOs
Committees:Advocacy,InformationandCommunication,andFund‐Raising
Statelevel:StateNGEISteeringCommittees
Members:StateMinistryofEducation,SUBEB,lineministries,CSOs,children’sandwomen’srepresentatives,SBMCs,LocalGovernmentEducationCouncils(educationauthorities),traditionalandreligiousleaders,media
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a. Internationaldevelopmentpartners–UNICEF(theonlyinternationaldevelopmentpartnermember)providestheanchorandthedirectionforUNGEIactivities.Itcoordinatesdevelopmentpartners’contributionstothepromotionoffemaleeducationinNigeria,inparticular,theWorldBankandtheUnitedKingdomDepartmentforInternationalDevelopment(DFID),whichsupportgirls’educationandgenderequalityprogrammesinNigeria.UNICEFhasco‐chairednationalNGEImeetingswithFMEandCSACEFA.Ithasalsofundedcapacitybuildingongender‐sensitiveadvocacyandbudgettracking,aswellasthemappingofgoodpracticesinNigeria.
b. TheFME,astheofficialpartner,drivestheNGEIprocess.UNICEFsupportsNGEIthroughfundingsupportforgirls’educationactivitiesbytheFME.
c. CSOs,undertheumbrellaoftheCSACEFA,providetheSecretariatforNGEI.TheChairoftheNationalTWGhasusuallybeenanon‐governmentpartner.ThepresentchairistheActionAidrepresentativeontheTWG.
TheTWGinitiallycomprisedaboutninemembers,includingafewcommittedCSOsactivelyinvolvedingirl’seducationactivities.Thenumberhasbeenincreasedrecentlytobringinmorepartners.Therearethreesubcommittees:Advocacy,Information/Communication,andFundraising.Accordingtoitsoperationalguidelines(NGEI,2009b),thenational‐levelTWGisto:
o Coordinateallactivitiesrelatingtogirls’educationonbehalfoftheForum;o Reviewanddocumentstatereportsandupdatesfordissemination;o ConductmonitoringandevaluationofNGEIactivitiesatalllevels;ando Conductadvocacy,networkingandcollaborationwithstakeholders.
AstheUNGEISecretariat,theCSACEFAisexpectedto:coordinateallNGEIactivities,followupactivitieswithappointedsubcommittees,disseminateinformationatalllevels,developandmaintaintheNGEIdatabase,conveyandissuenoticeofmeetings,developandcirculatedraftagendas,liaisewiththestateNGEIregardingreportsonbehalfoftheNGEInationalTWG,andcoordinatecapacitybuildingactivities.
4.2.2 UNGEIatthestatelevel
WhileaboutninenorthernstateswerereportedtobepartoftheNGEIpartnership,documentaryevidenceavailabletotheconsultantshowsthatNGEIhasbeenofficiallylaunchedonlyinfourstates–Bauchi(March2008),Niger(November2009),Katsina(June2009)andSokoto(May2010).OtherstateswhereNGEIactivitiesaretakingplaceare:Adamawa,Borno,Gombe,PlateauandYobe.ContactshavealsobeenmadewithJigawa,Kaduna,KanoandLagos,whichpreparedplanstolaunchNGEI,butnoactionhasbeenforthcomingsinceNGEIwaslaunchedinBauchiin2008.Theyareofteninvitedtothetwice‐yearlyJointMeetingsoftheNGEInationalTWGandstatechapters.
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Sincepolicyimplementationisatthestatelevel,thepartnershipismorebroad‐basedatthestatelevel,withmembershipoftheSteeringCommitteescuttingacrossdifferentstakeholdersinthestate.Inthetwostatesvisited(BauchiandNiger),aswellasindocumentaryevidencefromtheothertwostateswhereNGEIhasbeenofficiallylaunched(KatsinaandSokoto),thepartnersareaslistedinFigure4.1.
InBauchi,KatsinaandNigerStates,NGEIwaslaunchedbythestateFirstLadies(wivesofStateGovernors).NGEIisdomiciledintheMinistryofEducationinNigerState,withtheDirectorofPlanning,ResearchandStatisticsasChairmanandanAssistantDirectoroftheDepartmentasNGEIDeskOfficerandSecretaryofthe22‐memberSteeringCommittee.InBauchi,theSecretariatisdomiciledattheSUBEB,andwasequippedbythestateFirstLady.Ithasa22‐memberTechnical/SteeringCommittee.InKatsinaState,NGEIhasa25‐memberCommitteewithanofficeattheGovernor’sOfficecourtesyofthestateFirstLady,HajiyaFatimaIbrahimShema.InSokotoState,NGEIisdomiciledintheMinistryofWomen’sAffairs,whichalsoorganizedthelaunchingceremony,andhasa25‐memberTechnical/SteeringCommittee.UNICEFDeskOfficers(MinistrystaffassignedtohandleUNICEF‐supportedprojects)attheMinistryofEducationandSUBEBsaswellastheGEPSpecialProjectsCoordinatoratthestatelevelaremembersofStateNGEITechnical/SteeringCommittees.
KeyrolesofStateSteeringCommitteesareto: Developstrategiesforandembarkonadvocacy,sensitizationandmobilizationforthe
promotionofgirls’education; Acceleratetheimplementationofgirls’educationactivitiesandwomenempowerment; Identify,documentandreplicategoodpracticesongirls’educationatthestatelevel; GivequarterlyreportsandupdatestothenationalTWG;and Conductbudgettracking,monitoringandevaluationofgirls’educationactivities.
Termsofreferencehavebeendevelopedfornationalandstate‐levelTWGs.Atitsinauguration,membersweretoldthatNGEIisnotsupportedbyanyfundsandthattheyshouldthereforelookinward.TheywerealsotoldtointegrateNGEIprinciplesintotheirownindividualorganizations’programmesandtoprojecttheGirls’EducationInitiativeateveryopportunitywiththeaidofthemedia.
Table1–KeystrategiesandactivitiesofUNGEI
Strategies Targetgroups/beneficiaries
Expectations Activities
Advocacy/sensitization
Policymakers atnational/statelevels
Traditional/religiousleaders,communities,parentsandpupils
EncouragethemtoadoptNGEIandinauguratetheinitiativeatthestatelevel
Integrategenderconcernsintoeducation
Advocacyvisitstostates/LGAs,traditionalandreligiousleaders,communities
Policydialoguewithstateeducationofficials
Advocacytrainingworkshop
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Strategies Targetgroups/beneficiaries
Expectations Activities
sectorplansandbudgets
supportedbyUNICEF
Radioandtelevisionphone‐inshows,dramasanddocumentariesonbenefitsofgirls’education
InaugurationofNGEIstatechapters
States PromotionofNGEIprinciplesatthestatelevel
Launchingofstatechapters
IdentificationofstakeholdersanddevelopmentofplansforestablishmentoffunctionalNGEIstatechapters
Capacitybuilding NationalandstateNGEIchapters
Developmentofcapacitytodocumentbestpractices
Capacitybuildingforadvocacy
TrainingworkshopsandJointMeetingsofnationalTWGsandstatechapterssupportedbyUNICEF
ParticipationatUNGEIinternationalworkshops(GlobalAdvisoryCommitteemeetings)
Resourcemobilization Government,donors,corporatebodiesandindividuals
TogenerateresourcesforNGEIactivitiesandreducedependenceonUNICEF
NGEIWeekproposedtoreachdifferentstakeholderstoraisefunds
LobbyingofficialstoincludebudgetforNGEIinstatebudget(NigerState)
Documentation/disseminationofbestpractices
Policymakers,communityandreligiousleaders,communities,parents
Disseminationofbestpracticesforpromotinggirls’education
Researchonbestpracticestopromotegirls’educationinselectedstates
Documentationofbestpracticesinnewsletters(GEP2NewsletterinNigerState),andinreportsandhumanintereststories(BauchiState)
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5. FindingswithrespecttoUNGEIoutcomesThischapterpresentsthesubstantivefindingsoftheevaluationforthethreeoutcomeareasofUNGEI.Indiscussingeachoftheseoutcomeareas,theevaluationfollowsacontributionanalysisapproachbyconsecutively:i)outliningthesituationwithrespecttotheoutcomeareabeforeUNGEI;ii)describingthesituationtoday;iii)assessingtheimpactofthechangesthattookplace;iv)identifyingtheinputsandcontributionofNGEItothearea;andv)makinganassessmentoftherelevance,effectivenessandefficiencyofNGEIinvolvement.
Table1showsthekeyactivitiesimplementedbyNGEIpartnersatnationalandstatelevels.Similaractivitiesarebeingcarriedoutatbothnationalandstatelevels,butwithdifferenttargetgroups.
5.1 Outcome1–Policiespromotinggirls’educationandgenderequalityareinexistence
5.1.1 BeforeNGEI
Table2showspre‐andpost‐NGEIdomesticeducationpoliciesinNigeria
Table2–Pre‐andpost‐NGEIpolicies/initiatives
Pre‐NGEI Post‐NGEIpolicies
NPE(1977,1981,1998,2004) NationalGenderPolicy(2007) NationalPolicyforWomen(2000) NationalGenderinBasicEducation
Policy(2007)andImplementationGuidelines
Compulsory,FreeUniversalBasicEducationAct(2004)andotherAlliedMatters
StateStrategicEducationSectorPlans–SESPs(2008/2010)
ChildRightsAct(2003) StrategicEducationSectorOperationalPlans–SESOP(2008/2010)
AGEI NationalEducationRoadMap(2008)
SAGEN
AsshowninTable2,variouseducationandgenderequalitypolicieswerealreadybeingimplemented.Inaddition,Nigeriahadalsoratifiedorsignedvariousinternationalagreementsandconventionsrelatingtotherightsofwomenandchildren,educationforall,etc.Someoftheseagreementsandconventionsare:
o TheCRC(ratifiedin1991)anddomesticatedastheChildRightsAct(2003);
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o TheCEDAW(1985);
o TheAfricanUnionCharterontheRightsandWelfareoftheChild(1990andratifiedin2000);
o TheMDGs(2000);and
o TheEFADeclarationandPlanofAction(2000).
BoththeMDGs(goals2and3)andtheEFAgoals(3,4and5)emphasizedaccesstoeducationbyallwithemphasisonthepromotionofgenderparityineducation.TheeducationpoliciesinNigeriawere,however,genericandtargetedallchildrenofschoolage.Despiteallofthesepoliciesandinitiatives,educationstatisticsandvariousreviewsoftheeducationsector(FME,2003,2005)hadrevealedthatmillionsofchildrenwereoutofschoolandthatwidegendergapsineducationstillexisted.
Similarly,inresponsetoapushtointegrategenderconcernsintodevelopmentprocesses,(especiallyaftertheBeijingConference),aNationalPolicyforWomenwasadoptedin2000.Earlieron,in1989,theNationalCommissionforWomenwassetupatthenationallevel,whilesimilarbodieswereestablishedatstatelevels.In1995,theCommissionwasupgradedtotheFederalMinistryofWomenAffairs–andatstatelevels,theCommissionswerealsoupgradedtoStateMinistriesofWomenAffairs.
5.1.2 ChangesafterNGEITheexpectedoutputsforOutcome1arethedevelopmentof:
NationalPolicyonGenderinBasicEducation;
GuidelinesfortheimplementationoftheNationalPolicyonGenderinBasicEducation;and
Manualongender‐sensitiveplanning.
TheexpectedoutputsforOutcome1havebeendelivered.AsshowninTable3,theNationalPolicyonGenderinBasicEducationhasbeendeveloped,ashavetheImplementationGuidelines.Thepolicyandguidelineshavebeendisseminatedtostates,andadditionalcopiesarebeingproducedforwiderdissemination.However,thepolicyhasnotbeendomesticatedbystates,andsomestakeholdersseethisasalimitationonitsimplementationatthestatelevel.Itshouldalsobemadeavailabletothepublic(inlibraries,bookshops,etc.)andnotonlytogovernmentofficials.Amanualforintegratinggenderintostatedevelopmentplanswasproducedanddisseminatedin2006bytheNationalPlanningCommission.GenderconcernswereintegratedintostatedevelopmentplansandintoStrategicEducationSectorPlansthatwereproducedinabout20states(inboththenorthernandsouthernpartsofNigeria)between2008and2010,withtechnicalandfundingsupportfromUNICEF.
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Table3–Outcome1:Expectedoutcomesandindicators
Expectedoutcomes Indicators Whetheroutcomeachieved
GenderinBasicEducationisutilizedinthedevelopmentofSESPsandtheSESOP
Nationalpolicyframeworksthatsupportgirls’education
PolicywasutilizedinthepreparationofSESPs
Gender‐sensitiveeducationplansimplementedandimprovingeducationforgirls
Increasedbudgetsallocatedtogirls’education
Provisionsofpolicyandsectorplanshavebeenintegratedintothe2010educationbudgetandfundshavebeenallocated
Theexpectedoutcomeslistedabovehavebeenachieved:
a. TheGenderinBasicEducationPolicywasusedasaninputintothedevelopmentofstateSESPsandoftheSESOP.
b. Strategiesidentifiedinthepolicyandintheeducationsectorplansarebeingintegratedintoeducationbudgets.
c. TheChildRightsCharterwasdomesticatedastheChildRightsActinNigeriain2003.SincetheestablishmentoftheNGEI,severalstateshavealsodomesticateditandareimplementingitsprovisions.Forexample,inNigerState,theActwasdomesticatedinApril2010.SummariesoftheprovisionsrelatingtoforcedmarriageandchildwithdrawalhavebeencirculatedtoschoolsandSBMCs.AlegaladviserwassecondedfromtheStateMinistryofJusticetoprocessallreportedcasesofwithdrawalofgirls,includingprosecutingthemincourtafterdialoguehasfailed.
d. TheUBEC(representedintheNGEITWG)ispromotingthechild‐friendlyschoolprogrammethroughitsgrantstoSUBEBs.Allnewschoolsorrenovationofschoolsmustbegender‐friendly–i.e.,separatetoiletsforboysandgirls,provisionoffurnitureandlearningmaterials,water,etc.
e. Asaresultofincreasedprovisionofschoolspacesforgirlsandwomen,andfinancialsupport(scholarshipsatsecondaryschoolsandCollegesofEducation),thebudgetforgirls’educationhasincreased.InNigerState,thegovernmentprovided5millionNairafortheNGEISteeringCommitteein2010tosupportitsactivities.
5.1.3 ImpactofchangesAsaresultofpolicychangesfavouringgirls’education,therehasbeenanincreaseintheenrolmentandcompletionratesforgirls.Thetransitionratestojuniorsecondaryschoolhavealsoincreased,andthegendergaphasimproved(seeAnnex9).Figure2suggeststhatimprovementswerebetteramongmoreaffluenthouseholds,thusindicatingtheneedfor
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scholarshipstoimproveschoolattendance.Manymarriedwomenhavealsoseizedtheopportunitiestogobacktoschoolaftermarriage.
5.1.4 ContributionbyNGEIContributionsbyNGEIpartnersintopolicychangeshaveincluded:
Policydialoguewithpolicymakersandsensitizationofreligiousandtraditionalleaders,parentsandgirlshasledtoincreasedawarenessoftheimportanceofgirls’education.Thishasgeneratedademandformoreplacesinschools,whichhastobemetbypolicymakers.
TheparticipationofofficialsfromMinistriesofEducationatfederalandstatelevelsasNGEITWG/SteeringCommitteesinNGEIactivitieshasenhancedtheirabilitiestoinfluencepolicydecision‐makingandintegrateNGEIdecisionsintotheirministries’programmesandbudgets(forexample,promotionofMothers’AssociationsinFederalUnitySchool).
InputsfromstatepatronsofNGEIinthepersonofStateFirstLadies(wivesofGovernors)whohavechampionedgirls’educationhavefacilitatedtheadoptionofgender‐friendlyeducationpolicies.Forexample,theFirstLadiesinNiger(HajiyaJummaiBabangidaAliyu)andBauchi(HajiyaAishaIsaYuguda)StateshavebeenattheforefrontofadvocacyandsensitizationcampaignstoLGAs,traditionalandreligiousleadersandpolicymakersintheirrespectivestates.Forexample,theFirstLadyofBauchiStateledtheNGEIteamforpolicydialoguewithgovernmenttoreplicatetheGEPinthe14LGAsthatwerenotincludedinGEP1.HerofficeisrepresentedonthestateNGEISteeringCommitteebyoneofherassistants.TheFirstLadyofNigerState,throughherNGOcalledLifeRehabFoundation,spearheadedactivitiesleadingtothelaunchingofNGEIinthestate.
IndividuallyandcollectivelyasmembersoftheCSACEFAandNGEISteeringCommittees,CSOshavealsocontributedtotheadoptionofgender‐sensitivepoliciesandprogrammes.TheCSACEFAisusuallyinvitedtomeetingsoftheNigeriaEducationCouncil,oneofthehighesteducationpolicy‐makingbodiesinthecountry.Similarly,FOMWANisusuallyinvitedtomeetingswheredecisionsconcerningMuslimwomenaremade,especiallysincereligionisusedasanexcusefordenyinggirlsaccesstoeducationinthenorthernpartsofthecountry.WRAPAprovidesfreelegalservicestogirlswhoarebeingthreatenedwithwithdrawalorforcedmarriageinNigerState.
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5.1.5.Assessmentoftherelevance,effectivenessandefficiencyofNGEIinputsintopolicychanges
TheactivitiesofNGEIpartnersinadvocatingforpolicychangestoaddressgirls’educationinparticularareveryrelevant,astheyarecomplementinggovernmenteffortstomeettheMDGsandEFAgoals.TheyarealsoeffectivebecausetheyareachievingthedesiredresultsofincreasingfemaleenrolmentandcompletionratesandreducingthegendergapineducationinNigeria.
5.2 Outcome2–Bestpracticesinfacilitatinggirls’educationandgenderequalityareknownandinstitutionalized
5.2.1 BeforeNGEIAnumberofbestpracticestoaddressfemaleeducationhadalreadybeenadoptedsincepre‐independencedaysbybothgovernmentandmissionarysocieties.Theseinclude:
1. All‐girls’collegesbygovernment:Boththefederalandregionalgovernmentshadintroducedall‐girls’schools,suchasQueen’sCollegeLagos(federal),Queen’sSchool,Ede(WesternRegion),andQueen’sCollegeEnugu(EasternRegion).ThefederalgovernmentalsointroducedtheFederalGovernmentColleges(UnitySchools)inthe1970s.Ofthe104UnitySchools,38wereall‐girls’schools,whileonlytwowereall‐boys’collegesandtheremainingweremixedschools.
2. All‐girls’schoolsbymissionarybodies:Missionariesalsointroducedall‐girls’secondaryschools–QueenAminaCollegeZaria(Catholic),BaptistGirlsCollege,Agbor,etc.However,mostofthemwerefee‐paying,althoughmanyregionalgovernmentsofferedscholarshipstogiftedstudents–bothmalesandfemales.
3. Financialsupportforgirls’education:Someregionshadspecialscholarshipstopromotegirls’education;forexample,intheformerNorthernRegion,scholarshipsweregiventogirlsfortheirHigherSchoolCertificate/GeneralCertificateofEducationAdvancedLevelstudies,aswellasfortheiruniversityeducation.However,onlyafewgirlsqualifiedforthesescholarships.
Althoughinstitutionalizedbyeducationagencies,thesegoodpracticeswerenotidentifiedordocumentedassuch.
5.2.2 ChangesafterNGEI
TheexpectedoutputsforOutcome2are:
Goodpracticesdocumentedanddisseminated.
Partners’capacityfordocumentationofgoodpracticesdeveloped.
Theexpectedoutputshavebeenproduced:Goodpracticeshavebeendocumentedandarebeingdisseminated:
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1. Documentation:NGEI(national)commissionedastudyin2005todocumentgoodpracticesinselectedstates.ThefindingsweredisseminatedataStakeholders’Workshopin2007.Arrangementsarenowbeingmadetopublishthereport,whichhasbeendelayed.Atpresent,stateSteeringCommitteesroutinelyidentifyanddocumentgoodpracticesthathavebeenintegratedintopolicestopromotegirls’educationbygovernmentandotheragencies.
2. Publicationofgoodpractices:TheFederalMinistryofWomenAffairs(2010)hasreleasedapublicationongoodpracticesforpromotinggirls’educationinNigeria.
3. Dissemination:GEP2Newsletters(NigerState)havedisseminatedsomegoodpracticesfromtheGEP.Similarly,ActionAidNigeria(apartnerorganization)initsnewsletter,Maishela,hasdocumentedgoodpracticesfromitsEnhancingGirls’BasicEducationinNorthernNigeriaprojectinselectednorthernstates.
4. Capacitybuildingforidentifyinggoodpractices:TheNationalTWGorganizedatrainingworkshopforstatepersonneltoenhancetheircapacitytoidentifyanddocumentgoodpractices.
GoodpracticesaresharedduringNGEITWG/SteeringCommitteejointmeetings,whichareheldtwiceyearly,andatstate‐levelmeetings.TheyarealsosharedduringmeetingsofFMEwithStateMinistryofEducationofficials.Table4showsprogressmadewithrespecttotheindicatorsidentifiedforOutcome2.
Table4–IndicatorsandprogressmadetowardsachievingOutcome2
Expectedoutcome
Indicators Progressmade
Implementationofgender‐sensitiveprogrammesinformedbyknowledgeofgoodpractices
Financialincentivestoreducebarriersineducation
Severalstatesgivefinancialincentivestoreducebarrierstoeducation.Forexample,inBauchi,KatsinaandNigerStates,thereisfreeeducationforallchildrenuptoseniorsecondaryoruniversitylevel.TheGovernmentofNigerStatealsopaysexaminationfeesfortheseniorsecondaryschoolexaminations.
Measuresforsafetyofgirlsgoingtoschool
TheChildRightsActmakesprovisionforsafetyofgirlsgoingtoschool.
InBauchiState,girlsinschooluniformhavefreebusridestoschoolinthestatecapital.
Measuresagainstsexualharassmentandviolence
TheChildRightsActprovidesformeasuresagainstsexualharassment.ItwasdomesticatedinNigerStatein2010.
Schoolswithseparatetoilets
Schoolsarebeingrenovatedandseparatetoiletsforboysandgirlsareprovided.InNigerState,outofthe
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Expectedoutcome
Indicators Progressmade
2,900primaryschools,about1,000havetoilets.
Gender‐responsivematerials,curriculumandteachingmaterials
InNovember2010,UNICEFheldaworkshoptoreviewlearningmaterialsusedinschoolsfortheirgenderresponsiveness.
Teachersandschoolmanagerstrainedingenderequality
TrainingworkshopshavebeenorganizedformembersofSBMCsundertheGEP.SBMCsmustincludetheheadteacherandwomen.
Programmessupportinggirls’re‐entrytoschoolafterpregnancy
TheUniversalBasicEducationActprovidesforre‐entryofgirlstoschool.InNigerState,theSecondChanceprogrammeprovidesforre‐entryofgirls/womentoschool.
5.2.3 Impactsofchanges
Educationauthoritieshaveinstitutionalizedseveralbestpractices.Policydecisionstargetinggirls’educationinNigeriaarenowinformedbyknowledgeofgoodpractices,whichserveaslessonslearnedforstateswithpersistentgendergapsineducation.Goodpracticesforpromotinggirls’educationhavebeenintegratedintoeducation‐sectorpoliciesandplans.TheinclusionofeducationpolicymakersasmembersofNGEITechnicalCommitteeshasfacilitatedtheirknowledgeofgoodpracticesandtheirintegrationintopoliciesandplans.
Box1:GoodPractice1–FemaleTeachers’TrainingScholarshipSchemeTheNationalCertificateofEducation(NCE)Teachers’ScholarshipSchemewasinitiatedundertheGEP.Itisaimedatincreasingthenumberoffemaleteacherstoserveasrolemodelsinruralcommunitieswherefemaleenrolmentinbasiceducationislow.Underthescheme,youngwomenareadmittedintoathree‐yearprogramme.Eachstudentreceivesfromhersponsorsastipendof50,000Nairaperyearforupkeep.Uponcompletion,theyoungwomenaretoreturntotheircommunitiestoteach.Theschemebeganduringthe2008/09academicyearandisnowinitsthirdyear.SponsorsincludeUNICEF(50studentsperyearundertheGEP),thestategovernments(throughtheSUBEB),LGAsandNGOs(LifeRehabFoundationinNigerState).InBauchiState,about721girlsarebeneficiariesofthescholarshipandarestudentsattheCollegeofEducation,Azare.InNigerState,978beneficiariesareenrolledattheCollegeofEducation,Minna,with512sponsoredbyLGAsafteradvocacybythestateNGEI.Stakeholderscommendtheprogrammebecauseitwillproducefemaleteachers,ofwhichtherearecurrentlyveryfew,especiallyinthenorthernstates.Secondly,theybelievethattherecruit
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andtrainmethodismorelikelytoimproveteacherretentioninruralcommunitiesinsteadofrecruitingteachersaftertheyhavecompletedtheNCEprogramme,asmanyofthoseteachersleaveassoonastheygetbetterjobs.
Box2:GoodPractice2–SecondChanceprogramme formarriedwomenTheSecondChanceprogrammeprovidesopportunitiesformarriedwomenwhowereforcedtowithdrawfromschoolasaresultofmarriageorteenagepregnancytoreturntoschoolwithouthavingtopaytuition.Theprogrammeistargetedtothosewhohavecompletedprimaryeducation.WhiletheprogrammehasexistedinNigerStatesincethelate1980s,itwasonlyintroducedinBauchiStatein2008afterNGEIadvocacy.AMarriedWomen’sCollegehasbeenestablishedineachemirateinBauchiState.InNigerState,theprogrammehasbeenexpandedfromoneWomen’sDayCollegeperemiratetooneperLGAafterNGEIadvocacy.Theprogrammehasenabledmanywomentoaccesssecondaryeducation.AttheWomen’sDayCollegeinMinna,itwasestablishedin1991andexpandedin2006.About1,516studentsareenrolledatbothjuniorandseniorsecondaryschoollevels.Inadditiontoformaleducation,skillsacquisitionprogrammesarealsoavailableattheschool.Someoftheclassroomshaveasmanyas80or90students.InBauchi,about200studentsareenrolledattheMarriedWomen’sCollege.Thewomenhaveembracedtheopportunity,assomeofthemhavebeenchallengedbytheirhusbands,whohavemarriedyounger,educatedwomen.
5.2.4 ContributionsbyNGEI
ThecontributionsofNGEIhaveincluded:
Advocacyandpolicydialoguewitheducationagencies:InNigerState,NGEIadvocacyontheneedforprogrammesforgirlsforcedtodropoutasaresultofpregnancyorearlymarriageledtoanincreaseinthenumberofWomen’sDayColleges,fromoneperemiratetooneperLGA.PolicydialogueinBauchiStateledtotheintroductionofMarriedWomen’sCollegesineachofthesixemiratesinthestate.
Sensitizationabouttheimportanceofgirls’education:SensitizationaroundtheinaugurationofNGEIinNigerStateledtotheintroductionofscholarshipschemesforallchildren.Thescholarshipschemewasinitiallytobeforgirlsonly,buttherewasprotestregardingdiscriminationagainstboys.
Organizationoftrainingworkshopsforpartners:WorkshopsweresupportedbyUNICEFtotrainstatepartnersonhowtoidentifyanddocumentgoodpractices.However,thetrainingworkshop(nodateprovided)wasalongtimeago(tofacilitatethestudyofbestpracticescommissionedin2005),andthereisaneedformoreworkshopstotraincurrentmembersonhowtoidentifybestpractices.
DisseminationduringNGEIworkshops:GoodpracticesaredisseminatedatNGEImeetings,whichareheldfourtimesayear.Twooftheworkshops(jointmeetingsof
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nationalandstatecommittees)arerotatedbetweenpartnerstates,andmembersofNGEISteeringCommitteesinthestatesareinvitedtoparticipate.
Trainingworkshopsforschoolmanagers:WorkshopshavebeenheldforSBMCsonschoolmanagementandthepromotionofgenderequalityinaccesstoeducation.CSACEFA(partner)hasfacilitatedsomeoftheworkshops.
5.2.5 Assessmentoftherelevance,effectivenessandefficiencyoftheNGEIcontribution
AlthoughsomegoodpracticeshaveprecededNGEIinNigeria,theywerenotrecognizedassuchandwerenotdocumentedfordissemination.WithsensitizationbyNGEIontheneedtodocumentanddisseminatetheminNGEIpartnershipstates,bestpracticesandhumanintereststories(casestudies)arenowbeingroutinelydocumentedanddisseminatedduringmeetings.Thedocumentationanddisseminationareimplementedefficientlyandatnoadditionalcost,sincetheyarebuiltintotheNGEIprocess.Thisisimportant,sinceNGEIhasnosupportingfundsofitsown.
TheseidealsofNGEIhavealsobeenbuiltintotheindividualandcollectiveactivitiesofNGEIpartners.Disseminationhasalsobeeneffective,asthesegoodpracticesserveaslessonslearnedforotherstateswithwidegendergapsthatmaywanttoadopt/adaptthesepracticesintheirownenvironments.Thesegoodpracticeshavecontributedtotheincreaseinfemaleenrolmentratesinthenorthernstates.Theyhavealsobeeneffectiveduringthepre‐NGEIperiodinreducingthegendergapsinthesouthernstates.
Howsustainablearethesegoodpractices?Anincreasingnumberofstates,especiallyinthenorthernpartsofNigeria,areadoptingthesegoodpractices.SeveralsouthernstatesandtheFederalGovernmentadoptedsomeofthesegoodpracticesinthepasttoaddressgendergapsineducation.Thusthechangesaresustainable,althoughtheavailabilityoffundsforeducationwillinfluencetheratesatwhichtheyareinstitutionalizedbyindividualstates.However,itisnecessarytopublishanddisseminategoodpracticestoeducationstakeholdersalloverthecountry.
5.3 Outcome3–FacilitationbyNGEIofaneffectivepartnershipforgirls’educationandgenderequality
5.3.1 BeforeNGEI
Table5–Pre‐andpost‐NGEIpartnershipsforgirls’educationinNigeria
Pre‐NGEI Post‐NGEI
AGEI InaugurationofNGEIin2005 StrategyforAccelerationofGirls’
EducationinNigeria FormallaunchingofNGEIinBauchiin
2008 Girls’EducationProject NGEIBauchi–March2008 FOMWAN–sinceformationin1985 NGEINiger–November2009 CSACEFA–formedin2000toaddress NGEIKatsina–June2009
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Pre‐NGEI Post‐NGEI
educationissues NGEISokoto–May2010
Operationalbutnotformallylaunchedin10states–Benue,Borno,Gombe,Jigawa,Kaduna,Kano,Lagos,Zamfara,NassarawaandPlateau
Table5summarizesinitiativesandpartnershipstopromotegirls’educationpre‐andpost‐NGEI,whichhavebeendescribedinaprevioussection.However,thegirls’educationinitiatives–AGINandSAGEN–wereofshortdurations,whileFOMWANandCSACEGFAwerenotasbroad‐basedasNGEI,whichinvolvesawiderangeofstakeholders.
5.3.2 ChangesafterNGEI
TheexpectedoutcomeforOutcome3isthatNGEIpartnershipsareoperationalatnationalandstatelevels.
AsshowninaprecedingsectionandinTable5,NGEIisfullyfunctionalatthenationallevelandinfourstates.Itisoperatinginsomeotherstates,buttherewasnodocumentaryevidenceavailabletotheconsultantthatNGEIhasbeenlaunchedorthataSteeringCommitteeisinplaceinthesestates,althoughtheysubmittedplanstosetupNGEIchaptersasfarbackas2009.ThelimitednumberofstrongCSOsinthesestates,aswellasalackofpoliticalwillorinterestintheprimaryissuesofconcern(femaleenrolmentandattendance)mayhavehinderedprogressinlaunchingtheNGEIinmorestates.Assomestakeholderspointedout,itisnecessarytohavesomeonewhoispassionateaboutanissuetodriveit.LimitedfundingfortheNationalTWGtointensifyadvocacytothesestatesisalsoafactor.
Thepartnershipisveryfunctionalinthosestateswhereithasbeenformallylaunched.Suchstateshaveengagedinvariousactivities,suchas:
Sensitizationcampaignstocommunities,traditionalandreligiousleaders(includingEmirs);
Policydialoguewithpolicymakers;
Listingofgirl‐childhawkersinBauchiState;etc.
InKatsinaandNigerStates,effortshavebeenmadetoestablishLocalGovernmentchaptersofNGEI.Girls’EducationCommitteeshavebeensetupinsomeoftheLocalGovernmentsinNigerState(forexample,PaikoroLGA,whereafemaleistheLocalGovernmentEducationSecretary).Women’sAssociationshavebeenformedinprimaryschools,whileinsomesecondaryschools,Girls’Clubshavebeenformed(forexample,GwamDaySecondarySchoolinPaikoroLGA).
ProgresstowardsOutcome3
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TheexpectedoutputsforOutcome3are:
1. TermsofreferenceandguidelinesforNGEIimplementationaredeveloped;
2. Partnershipsatnationalandstatelevelsareformed;and
3. Capacitiesofpartnersarestrengthenedingendermainstreaming.
Thethreeexpectedoutputshavebeendelivered,asanalysedbelow:
Termsofreferenceandguidelines:Althoughtheseweredifficulttoretrieve,termsofreference(TORs)andguidelineshavebeendevelopedatboththenationalandstatelevels.OperationalandmembershipguidelinesandTORsforstatesweredevelopedduringthenationallaunchinginBauchiinMarch2008.Themembershipshouldbeinter‐sectoralandaccommodateallstakeholdersinthestate.TheTechnicalCommitteeistopartnerwithstategovernmentwhilethecivilsociety(CSACEFA)istoserveastheleadtechnicaladvisor.TherolesandresponsibilitiesofpartnerswerealsoagreeduponduringthenationallaunchingofNGEIinBauchi(NGEI,2008c).
TheNationalTWGmeetstwiceayear(attheUNICEFOffice)andholdstwoJointMeetingsoftheNationalTechnicalWorkingGroupandStatechaptersinpartnershipstates.StateTechnicalCommitteesholdquarterlymeetings.Jointmeetingsaretoappraisestateandnationalchapterworkplans,examinestrategies,sharegoodpracticesandidentifychallengesinthepromotionofgirls’education.Statechaptersareexpectedtobringreportsoftheiractivitiestothemeetings.
TORsandguidelineswerereportedinvariousminutesofmeetingsheldbythenationalTWG,althoughtherewasnocopyofanyMemorandumofUnderstandingavailable.ThereisneedtoprepareacomprehensivebrochureordocumentdescribingguidelinesandTORsforeaseofreference.
Partnershipsareformedatnationalandstatelevels/numberofactiveorganizations:
AsshowninTable5,partnershipshavebeenformedatnationalandstatelevels.Thekeypartnerorganizationsatthenationallevelare:CSACEFA,ChangeManagersInternationalNetwork,FOMWAN,FAWEN,ActionAidNigeria,theSocietyforEmpowermentandSelfReliance(SESER)andtheNigeriaWomenEmpowermentNetwork(NAWENO).AfewNGOsthatwereinvitedfromnon‐NGEIstatesattheearlyphaseofNGEInolongerparticipateinNGEImeetingsbecauseofinabilitytotraveltherequireddistancesandinadequatefunds.SuchNGOscanbeusedtospearheadformationofNGEIchaptersintheirstates.
InNigerState,keypartnerNGOsinclude:FOMWAN,WRAPA,theNationalCouncilofWomen’sSocieties,theLifeRehabFoundationandCSACEFA(statechapter).ThereareafewactiveNGOsworkingoneducationalissuesinthestate,allofwhicharemembersofthestateNGEITechnicalCommitteeandwerecollectivelyinvolvedinthesensitizationvisitstotheLGAsandcommunities.TheyalsointegrateNGEIidealsintotheirindividualorganizationalactivities.TheLifeRehabFoundationforWomen(foundedbythestateFirstLady)spearheadedthelaunchingofNGEIinthestate.Ithasalsoawardedscholarshipsto40femalestudentsaspartoftheFemale
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TeachersTrainingScholarshipSchemeinthestate.WRAPAoffersfreelegalservicestogirlsthreatenedwithforcedmarriageorwithdrawalfromschool.FOMWAN,whichhasbranchesin35states,hasestablishedprimaryandsecondaryschoolsnationwide,withemphasisongirls’education.ItalsoorganizesanAnnualEducationSummitongirls’education.
InBauchiState,inadditiontovariouslineministriesandofficialagenciessuchastheAdultandNon‐FormalEducationAgency,keyNGOpartnersinclude:FOMWAN,theWomenEmpowermentInitiativeofNigeria,theCommunityActionforPopularParticipation,theWomenDevelopmentAssociationforSelfSustenance,theDevelopmentExchangeCentre,andRAHAMAWomenDevelopment.TheOfficeoftheFirstLadyisalsorepresentedintheTechnicalCommittee.
Althoughseveralkeystakeholders’groupshavebeeninvitedtobepartners,thepartnershiphasexcludedtheacademicandintellectualcommunityworkingongenderequalityandeducationissues.
Capacitiesofmembersstrengthenedforgendermainstreaming
Thecapacityofpartnersforgendermainstreaminghasbeenstrengthenedthroughparticipationatgendertrainingworkshops:
TheFederalMinistryofWomenAffairshasorganizedanumberofgenderbudgetingworkshopsforitsownstaffaswellasforbudgetofficersofministries,departmentsandagencies.
TheUN‐Womenorganizedseveralgendertrainingandgenderbudgetworkshopsforvariousstakeholders–lineministries,themedia,NGOs,etc.,byitselfandthroughtheNationalCentreforEconomicManagementandAdministration.
AspartoftheGEP,UNICEFhassupportedtrainingprogrammesforSBMCsonschoolmanagementfromagenderperspectiveandtheimportanceofgirls’education.
TheJointMeetingsoftheNationalTWGandstatechaptersofNGEIalsoprovideopportunitiesforstrengtheningmembers’capacityforgendermainstreaming.
ThecapacitiesofGEPConsultantsandGenderDesksfromUNICEF,theGenderEducationUnitofMinistriesofEducationandUniversalBasicEducationbodiesforgendermainstreaminghavebeendeveloped.
Thus,manyofthemembersoftheTechnicalCommitteesandNGOshavehadopportunitiestoparticipateingendertrainingworkshopsandhavebuilttheircapacitiesforgendermainstreaming.However,partnersatstatelevelsrequirefurthercapacitybuildinginadvocacy,developmentofworkplansandfundraising.Atthenationallevel,capacityneedstobeenhancedinleadershipskills,workshopmethodsandstrategicplanningthroughworkshopsaswellasstudytoursformembersofTWGs.
Collaborationbetweenanddegreeofsatisfactionbymemberorganizations
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JointworkplansaredrawnupannuallybyTechnicalCommittees(since2008)anddiscussedduringthejointmeetingsofnationalandstatechaptersofNGEI.Atthestatelevel,ajointworkplandevelopedbytheTechnicalCommitteeoutlinespriorityissues,keyactivitiestobeimplemented,responsiblepartners,targetgroups,timelines,expectedoutputsandoutcomes,andrequiredresources.Atthenationallevel,duetothesmallersize,activitiesareassignedtocommitteesorindividualsbasedonthecompetenciesofpartnerorganizations.Itisexpectedthattheactivitieswillbeintegratedintotheirorganization’songoingprogrammes,sincethereisnobudgetforNGEI.Atthenationallevel,UNICEFhasprovidedfundingandtechnicalsupportforNGEImeetingsandsomeactivities(suchasadvocacy/monitoringvisitstostatechapters),introducingtheminunderthebudgetforGEPactivities.InNigerState,theMinistryofEducationprovidedabudgetof5millionNairaforNGEIactivitiesin2010,whileSUBEBsupportsNGEImeetings(refreshments,etc.).InBauchiState,theTechnicalCommitteehashaddialogueswithgovernmentagenciestomainstreamNGEIplannedactivitiesintotheirbudgets(forexample,theMarriedWomen’sCollegesbySUBEBandtheMinistryofEducation).
Participationinthepartnershipisvoluntary,asnomemberisdisciplinedfornotexecutinganactivityorattendingmeetings.Atthenationallevel,becauseofthesmallersize,activitiesandmeetingsoftheTWGhaveoftenbeenrescheduledduetomembers’involvementwiththeirprimaryassignmentsintheirorganizations.However,theorganizationsarewillingtoparticipateinpartnershipactivitiesbecausetheyfitintotheirownobjectivesandprogrammes.Partnershavebeenverycommittedandwillingtogivetheirtimeandenergyforthecauseofpromotinggirls’educationintheirstates.Duringstateawarenesscampaigns,membersofTechnicalCommitteestravelledlongdistancesindifficultandsometimesdangerousterrainstogetthemessageofgirls’educationtothegrassroots.
Mostofthereservationsaboutthepartnershipwereexpressedatthenationallevel.SomepartnerscomplainedaboutthelackofaproperstructureandhazinessofNGEIatthenationallevel,aswellastheinadequatespecificationoftherolesandresponsibilitiesofNGEITWGmembers/officers,thelifespanoftheTWG,etc.Lackofa‘structure’andlegalstatuswillmakeitdifficultforNGEItoobtainindependentfunding.NGEIappearedtobebetterdefinedatthestatelevel,wheretherolesandresponsibilitiesofpartnerswereoutlinedintheworkplansandtherewasaDeskOfficerfortheTechnicalCommittee.
LinkswithregionalandglobalUNGEI
TherelationshipbetweenNGEIandtheRegionalOfficeisrelativelyweak.TheUNICEFRegionalFocalOfficemaintainsarelationshipwiththecountrypartnershipinthefollowingways:
NGEIworkplansareforwardedtotheRegionalFocalOfficeforitsinputs.ProgressreportsarealsosenttotheRegionalOffice.
In2009,theeducationspecialistattheRegionalOfficevisitedNigeriatofacilitatetheJointMeetingofthenationalTWGandstateSteeringCommittees,whichwasheldinKaduna.ThevisionandobjectivesofUNGEIwereexplainedtoparticipants.Duringthe
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visit,theFocalPersonaccompaniedmembersoftheNGEITWGonadvocacyvisitstodifferentstakeholders.
TheRegionalOfficeorganizedtheUNGEIE4ConferenceinDakar,whereNGEIwasrepresented.
However,itappearsthatthecommunicationbetweenNGEIandtheRegionalFocalOfficeoccursonlythroughtheUNICEFNigeriaoffice.Asaresult,membersoftheNGEITWGarenotawareoftheUNGEIRegionalOfficeorwhatsupporttheycanexpectfromtheRegionalOffice.ItmaybenecessaryfortheRegionalFocalPersontomaintaindirectcontactwiththeNGEISecretariatsothattheNGEISecretariatcaninteractdirectlywiththeRegionalOffice.
Similarly,linkswiththeglobalpartnershipappeartobelimitedtotheparticipationofNGEIrepresentativesatglobalmeetings.
5.3.3 Impactsofthechanges
Overall,onemayconcludethatfunctionalpartnershipshavebeenestablishedinNigeriaatnationalandstatelevels,especiallyinthosestateswhereNGEIhasbeenformallylaunchedandisfullyfunctional.TheNGEIpartnershipismorevisibleatthestatelevel,whereplansandpoliciesareimplemented.However,statesinthesouthernpartofNigeriaareyettobeintegratedintotheNGEI.AvailablerecordsshowthatonlyLagosStatehadbeencontacted,buttherehasbeennodevelopmentsincethen.
TheevaluationfindsthatprogresshasbeenmadetowardstheachievementofthethreeUNGEIoutcomes.TheNGEIpartnershipisfullyfunctionalatthenationallevelsandinsomestatesinthenorthernpartsofNigeria.
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6. Overallassessmentoftherelevance,effectivenessandefficiencyoftheNGEIpartnership
6.1 KeyfeaturesoftheNGEIpartnership
Therearevariousdefinitionsofapartnership.Aworkingdefinitionofapartnershipis“acollaborativerelationshipbetweenentitiestoworktowardsharedobjectivesthroughamutuallyagreeddivisionoflabour”(WorldBank,1998,citedinAxelrod,2001).Apartnershipisalsodefinedas“agroupoforganizationswhosememberscommittoanagreedpurposeandshareddecision‐makingtoinfluenceaneternalinstitutionortarget,whileeachmembermaintainsitsautonomy”(Raynor,2010).Itisalsoseenas“anarrangementforpoolingandmanagingofresourcesandmobilizationofcompetenciesandcommitmentsbypublic,businessandcivilsocietypartnerstocontributetoagoal”(IIEP,2010).Giventhesedefinitions,towhatextentdoestheNGEIpartnershipmodelmeettheglobaldefinitionsoftheidealpartnership?ThisisdescribedinTable6.
Table6–FeaturesoftheNGEIpartnership
Featuresofapartnership
KeyfeaturesoftheNGEIpartnership
Inclusiveness TheNGEIpartnershipisinclusive–allrelevanteducationstakeholderswereinvitedtobepartners.TheNGEIpartnershipmodelisacollaborationofdevelopmentpartners,educationpolicymakers(MinistriesofEducationandtheiragencies),CSOs,traditionalandreligiousleaders,parentsandfemalestudents(Girls’Clubs).However,theacademiccommunityhasnotbeeninvolvedaspartners.
Multiplelevelsofactivities
NGEIactivitiestargetstakeholdersatthenationalandstatelevelsandatthelocallevel(incommunities).
Commongoals/vision
NGEIpartnersshareacommongoalandvisiontopromotegirls’educationinNigeria.Thesehavebeenidentifiedandagreeduponintheoperationalguidelines.
Poolingofresources
NGEIpartnershipconsistsofdifferentorganizationswithdifferentcompetencies,whicharepooled.Jointworkplansassignresponsibilitiestopartnersbasedontheirhumanandotherresources.Thisisimportant,sinceNGEIhasnobudgetofitsown.
Jointgovernance NGEIpartnershipismanagedbyaTWGatthenationallevelandbySteeringCommitteesatthestatelevel.Theirrolesandresponsibilitiesaredetailedinthetermsofreference.
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TheNGEI,therefore,hasallofthefeaturesofapartnership.ButhoweffectiveandefficientistheNGEIpartnership?Thisanalysisentailsidentifyingthestrengthsandweakness,aswellastheopportunitiesandthreats,facingtheNGEIpartnership.
6.2 StrengthsoftheNGEIpartnership
StakeholdersidentifiedthestrengthsoftheNGEIpartnershipasfollows:
NGEIisrelevanttotheNigeriancontext.ItaddressesissuesthatareofprioritypolicyconcerninNigeria–achievingtheMDGandEFAgoalstowhichNigeriaissignatory.
Collaborationbetweendifferentorganizationswithdifferentcompetenciestoparticipateincampaignsforgirls’educationwithresultingsynergy.Theseincludetime,humanresources,expertise,etc.
TheestablishmentofstructuresthatcansustainNGEIideals,suchasSBMCs,Women’sAssociations,Girls’ClubsandNGOswithinterestinpromotingfemaleeducation.
Successinpromotinggendermainstreamingintheeducationsectorandstateplansandbudgets.Itwasdifficultinthepasttogetgenderissuesintobudgetsandplans.
Coordinationandbetterorganizationofgirls’educationactivitiesbyNGEIpartnership.
PressurebyNGEIpartnersonthebureaucracytoaddressgirls’educationconcerns.(i.e.,“achorusofvoices”).
Mobilizationofsupportforgirls’educationamongtraditionalandreligiousleaders,communitiesandparents.
EfficiencyintheuseofresourcesaspartnerorganizationstointegrateNGEIidealsandactivitiesintotheirownprogrammes,thusmakingimplementationcost‐effective.
Theoverallresulthasbeenapositiveimpactongirls’education–anincreaseinenrolment,retentionandcompletionratesforgirlsinschool.
6.3 WeaknessesoftheNGEIpartnership
Identifiedweaknessesinclude:
LackofabudgettosupportNGEIactivitiesleadingtonon‐executionofactivitiesinworkplans.Forexample,thenationalTWGhadtorolloverits2010workplanto2011,andatthetimeoftheevaluation,littlehadbeendone.
Lackoftimebypartnersbecauseofconcentrationontheprimaryactivitiesoftheirorganizations.Thisaffectsattendanceatmeetingsandimplementationofactivities.
Thevoluntarynatureofthepartnershipaffectsthelevelofcommitmentbypartners.Somepartnersweremoreenthusiasticthanothers.Thismaybeduetolackofamemorandumofunderstandingdetailingtherolesandobligationsofindividualpartners.
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Lackofdocumentation(dedicatednewsletterorbrochure)aboutNGEIanditsactivities.InformationaboutNGEIisonlyavailableintheminutesofmeetings(someofwhicharenotdated),whichareavailableonlytomembersoftheTWGs.Asaresult,manystakeholdersineducationoutsidethegovernancestructuredonotknowaboutNGEIandUNGEI.
TheabsenceofstrongNGOswithnationalreachisalimitingfactor(FOMWANcomesclosesttothis,withpresencein35states).ManyNGOsoperateinonlyoneorafewstates.CSACEFAisnotverystronginmanystates.
LackofadedicatedDeskOfficeratthenationallevelwhocanbeafocalpointforinformationanddataabouttheNGEI.AlthoughCSACEFAistheSecretariat,theProgramOfficerwhocoversNGEImeetingshasherownscheduleofwork.Lackofafull‐timeDeskOfficerwhocanorganizerecordsanddatabases,coordinateNGEIactivitiesatthenationallevelandlinkwithstatesbetweenmeetingsmakesitdifficulttoobtaindataandinformationabouttheNGEI.UNICEFprovideddocumentsusedfortheevaluation.
6.4 OpportunitiesfortheNGEIpartnership
TherearemanypositivefactorsthatcanpromotethesustainabilityofNGEIasapartnershipandbuildonitsachievements:
Politicalwilltopromotegenderissues.Thereisapro‐genderatmosphereinNigeria.Thereispresentlyalotofagitationfor35percentrepresentationofwomeningovernment.Toachievethis,womenhavetobepreparedthrougheducation.
ThereisafavourablepolicyenvironmentforNGEItofunction.Genderisbeingmainstreamedintosector,stateandnationalplansinNigeria.
Thepresenceofdevelopmentpartnersandothereducationinitiatives(suchastheNorthernEducationInitiativeandtheEmiratesEducationFoundationinNigerState)thatcomplementNGEIactivities.
6.5 ThreatstotheNGEIpartnership
SomeofthesuccessfactorshavealsocreatedthreatsforthefutureofNGEIandthesustainabilityofachievements,including:
Fearofbeingco‐optedbyFirstLadies:StateswhereNGEIhasbeenlaunchedandisactivearethosewheretheFirstLadieshavebeenverysupportive–Bauchi,KatsinaandNiger.TheFirstLadieshavebeenattheforefrontofactivitiestopromotegirls’education.ThusthequestioniswhethertheNGEIshouldbeindependentoftheFirstLadiesorwhetheritshouldbeseenastheir‘pet’project.Thisisamatterforconcern,asithasbothadvantagesanddisadvantages.WhatifthesucceedingFirstLadyisnotinterestedinNGEI?
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Inadequateinfrastructure:Sensitizationhasgeneratedhighdemandforschoolplacesforprimaryandjuniorsecondaryschools,marriedwomen’s(secondchance)colleges,non‐formaleducationopportunitiesforadultwomen,etc.Growthinfacilitieshastokeeppacewiththeincreaseindemand.Severalschoolsareovercrowded,withinadequatefacilities(classrooms,hostelaccommodationatCollegesofEducationfortraineeteachers,etc.).Lackoffacilitiescanresultinpoorperformanceorleadtotherejectionofchildrenbyschoolsduetoalackofspace,andthismaydiscourageparentsandhusbandsfromsendingtheirdaughters/wivestoschool.SomefemaletraineeteachershavewithdrawnfromtheprogrammeattheAzareCollegeofEducationinBauchiStateasaresultofpoorhostelaccommodation.
Economicempowermentofwomen:Motherskeeptheirdaughtersawayfromschoolbecausetheyneedthemtoearnadditionalincomeforthefamily.Womenneedtobeempoweredsothattheycankeeptheirchildreninschool.
Persistenceofthekayandaki(trousseau)practice,wherebydaughters/parentshavetoraisethemoneywithwhichtobuyvariousfurnitureandotherutensils(beds,televisions,refrigerators,etc.)totaketotheirhusbands’homeswhentheygetmarried.Girlsfrompoorhomesmaybeforcedtodropoutofschooltohawkgoodstoraisethemoney.ThispracticecanbecounterproductiveforthesuccessofNGEIinenhancingthetransitiontosecondaryschoolsandhigherlevelsofeducation.
Widespreadunemployment:Educationshouldtranslateintodecentjobs.Ifjobsarenotavailableaftergraduation,parentsmaybereluctanttosendtheirchildrentoschool.AssuranceofautomaticemploymentforgraduatesoftheFemaleTeachersTrainingScholarshipProgrammewasafactorenhancingitspopularitywithruralrecipients.Theyaretoreturntotheircommunitiestoteachforatleasttwoyearsandserveasrolemodels.
6.6 Complementaryeducationinitiatives
AfewinitiativesthatpromoteeducationandcomplementNGEIactivitiesarebrieflydescribedbelow.Someofthemtargetgirlsdirectly(e.g.,thescholarshipscheme),whileothersbenefitbothboysandgirlsthroughimprovedlearningenvironments.
1. EmiratesEducationFoundation
InNigerState,eachoftheeightemirateshasanEmirateEducationFoundation.Contributionscomefromindigenes,whopayanannuallevy,aswellasfromfriendsoftheemirate.Thestategovernmentgivesamatchinggranttoemiratesthathaveraisedanappreciableamount.Thefundsarespentoneducationalactivities–renovationandconstructionofclassroomblocks,schoolfurnitureandboreholes,awardofscholarships,registrationofstudentsforexaminations,etc.In2007–2008,theEmiratesEducationFoundationraisedandspentatotalof295,921,149.65Nairaoneducationprojects,andin2010,theemiratesraisedabout200millionNairaforeducationprojects(NigerStateMinistryofEducation).Theemirateshavealsobeensensitizedabouttheimportanceofgirls’education.
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2. NorthernEducationInitiative
TheNorthernEducationInitiativeisaimedatimprovingeducationinBauchiandSokotoStates.Itfocusesonimprovementinteacherquality,dataandgirls’education,aswellasonbuildingcapacitiesforeducationsectorplanning.RAHAMAisoneoftheNGOsassistinginimplementingtheinitiative,whichissupportedbytheUnitedStatesAgencyforInternationalDevelopment(USAID).TheinitiativesupportsvulnerablechildreninTsagaya(IntegratedKoranic)schools.Schoolmaterialsareprovidedforchildrenunderthisinitiative–schooluniforms,books,sandals,etc.Italsosupportsskillsacquisitionbythechildren.Girlsareprovidedwithwrappersandhygienepacks.TheNorthernEducationInitiativepaystheMallamsinTsagayaSchools5,000Nairamonthly.Basiceducationteachersarepaid7,500Naira,whilecraftteachersarepaid2,000Nairamonthly.
3. WardDevelopmentProgrammeineducation
NigerStatehasaWardDevelopmentProgrammethatwasimplementedthroughWardCommittees.Eachofthe274wardsinthestateisgiven1,000,000NairamonthlytobespentonwarddevelopmentactivitiesbytheMinistryofLocalGovernment.Ofthetotalamount,100,000Nairamustbespentoneducation.Themoneyisspentonconstructionandrenovationofclassroomblocksandfurniture,sciencelaboratories,repairofboreholes,etc.Thisgrantcomplementstheself‐helpeffortsofwards.Astheyremarked,theynowacknowledgethatschooldevelopmentisnotagovernmentaffairalone.
4. AmbassadorsGirls’ScholarshipScheme
TheAmbassadorsGirls’ScholarshipSchemeispartoftheUnitedStatesPresident’sAfricanEducationInitiativeProgram.Itstartedin2002,andFOMWANwasoneoftheNGOschosentoimplementtheprogrammeinNigeria.Theprogrammecommencedin2005/06,andthetargetgroupswereschool‐agechildrenwhowerenotinschool,aswellasorphans,girlsaffectedbyHIVandAIDS,streetchildreninrefugeecampsanddisabledchildren.TwoLGAsineachoffourstateswereincluded–Nassarawa,NigerandOgunStatesandtheFederalCapitalTerritory.Theprogrammewasinitiallyforgirlsonly,butboyswerelaterincluded.Itwasextendedbytwoyearsandendedwiththe2010/11academicyear.KeyNGEIpartnersareinvolvedintheseinitiatives.StateMinistriesofEducationoverseealloftheinitiatives,whileCSOsassistinimplementingsomeoftheactivities,suchastheAmbassadorsGirls’ScholarshipSchemeandtheNorthernEducationInitiative.
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7. Conclusions
ThischapterusesfindingsfrompreviouschapterstosummarizetheNGEIpartnership,aswellasitsactivitiesandachievements.
7.1 NGEIactivitiesandobjectives
ThekeyobjectivesofNGEIaretoencouragetheGovernmentofNigeriaandCSOstointensifysupportforgirls’educationandsharegoodpracticestopromotegirls’education,withtheoverallgoalofnarrowingthegendergapinprimaryandsecondaryeducation.Inthisrespect,NGEIisto:
o Coordinateallactivitiesrelatingtogirls’educationonbehalfoftheForum.o Reviewanddocumentstatereportsandupdatesfordissemination.o ConductmonitoringandevaluationofNGEIactivitiesatalllevels.o Conductadvocacy,networkingandcollaborationwithstakeholders.
TheevaluationfindsthattheNGEIpartnershiphasmadesignificantprogressinactualizingsomeofitsobjectives,asstatedabove.Thepartnershipiscoordinatingactivitiesrelatingtogirls’educationinstateswhereitisoperational.Itis,however,limitedtothenorthernstates,wheregendergapsineducationremainhigh.Southernstatesthathavemovedtowardsgenderequalityinaccesstobasiceducationhavenotshownmuchinterestinthepartnership.WhileNGEIreviewsstatereportsduringjointmeetings,suchreportshavenotbeendisseminatedoutsidethegovernancestructureofNGEI.Also,NGEIhashadlimitedsuccessinmonitoringitsactivitiesatalllevels,mainlyduetolackoffunding.Howeveradditionalsuccesseswererealisedinconductingadvocacyandcollaborationwithstakeholders–government,communities,religiousandtraditionalleaders,etc.
7.2 ProgresstowardsachievementofUNGEIexpectedoutcomes
ThethreeUNGEIexpectedoutcomesare:
1. Policiesthatpromotegirls’educationandgenderequalityareinexistence;2. Bestpracticesinfacilitatinggirls’educationandgenderequalityareknownand
institutionalized;and3. UNGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality.
Policiesthatpromotegirls’educationandgenderequalityareinplace:SincetheNGEIpartnershipwasestablished,policiestargetedatpromotinggirls’educationandgenderequalityhavebeendeveloped.TheNationalGenderinBasicEducationPolicyandtheNationalGenderPolicywereapprovedin2007afterstakeholderworkshopsthatinvolvedNGEIpartnersasparticipantstoreviewthedrafts.Thestrategiestoaddressfemaleeducationconcernshavebeenintegratedintostateeducationsectorstrategicplans.
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Bestpracticesareknownandinstitutionalized:Goodpracticesarebeingroutinelyidentifiedanddocumented.AnincreasingnumberofstatesinnorthernNigeriahaveinstitutionalizedgoodpracticesforpromotinggirls’educationintheireducationprogrammes.TheMinistryofWomenAffairs(2010)publishedacompendiumofgoodpracticesforpromotinggirls’educationfromtheexperiencesofdifferentstates,whiletheNGEIpartnershipisintheprocessofpublishingareportofastudyofgoodpracticesinsixselectedstatesthatitcommissionedin2005.Thereportwaspresentedatastakeholderworkshopin2007.
NGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality:TheNGEIpartnershiphasbeeneffectiveinthosestateswhereithasbeenlaunched–Bauchi,Katsina,NigerandSokoto.IthasbroughtallrelevantstakeholdersintothestateSteeringCommitteesandcoordinatedeffortsofdifferentstakeholderstopromotefemaleeducation.PartnerorganizationshavebeenverycommittedandhaveintegratedNGEIactivitiesintotheirprogrammes.Eachpartnerexaminestheworkplanandidentifieshowitcancontributetoimplementingtheactivitiesintheplan.However,thereislimitedinformationaboutNGEIbeyondmembersoftheTWG.Thereisalsoaneedtodisseminatetheactivitiestoallstakeholders.Furthermore,theimpactisgreateratthestatelevel,whereeducationpoliciesandprogrammesareimplemented.InadequatefundsandtimehavelimitedtheactivitiesofthenationalTWG.ImprovedfundingwillenablethenationalbodytobettermonitorNGEIactivitiesatthestatelevel.Theacademiccommunityisyettobeinvolvedinthepartnership.
Thus,NGEIhasmadesignificantprogresstowardsachievingthethreeUNGEIoutcomes.SincetheNGEIwasestablished,educationpoliciesandplanshavebecomemoregenderfriendly.Goodpracticeshavebeendocumentedandarebeinginstitutionalizedinnorthernstateswheregendergapsineducationremainhigh.TheNGEIpartnershiphasbeeneffectiveinmobilizingstakeholderstopromotefemaleeducation.Theoverallresultisthatthroughouttheyears,femaleenrolment,retentionandcompletionrateshaveincreased.
7.3 Promotinggirls’educationinNigeria
ThroughtheNGEIstructure,partnershavebeenabletopromotefemaleeducationinthenorthernstateswherethepartnershipisfunctional.Factorsthathavecontributedtoincreasedfemaleenrolmentinclude:awareness‐raisingcampaignsbystateTWGmemberstocommunities,traditionalandreligiousleaders,parents,etc.;theuseofSBMCstoraiseawarenessaboutfemaleeducationandparticipateinschooldevelopment;house‐to‐housecampaignsbyfemalemembersoftheSBMCs,theparticipationofstateFirstLadiesinspearheadingtheNGEIcampaignforgirls’education,etc.
Mothers,whohavebeenencouragedtoformWomen’sAssociations,havebeensensitizedabouttheimportanceoffemaleeducation.Astheyreported,“womenhavebeencheatedinthepast,nowtheytooshouldbenefitfromeducationsothattheytoocanbecomeLocalGovernmentChairmenandparticipateindecision‐making.”
Theresulthasbeenanincreaseinfemaleenrolment,andclassroomshavebecomeovercrowded.Evenolderwomen(somewitheightchildren)haveenrolledinadultliteracyclasses,withfemale
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membersofSBMCsshowingtheway.Theconsultantaskedsomeofthewomen(fromtheWomen’sAssociationofGwamPrimarySchool)todemonstratewhattheylearnedinadultclasses–arithmetic,writing,etc.,–andtheywereveryproudoftheirachievementsandeagertoshowthemoff.
7.4 ContributionofNGEItochangesaroundgirls’education
ThefindingsofthisreporthaveshownthatsinceNGEIwasestablishedin2005,thefollowingchangeshavetakenplaceregardingfemaleeducation,especiallyinstateswithwidegendergapsineducation:
Adoptionofgender‐sensitiveeducationpoliciesandplansatthenationalandstatelevels;
Increaseinfemaleenrolment,attendanceandcompletionratesleadingtocontinueddeclineingendergapsineducation,especiallyattheprimaryschoollevel;
Improvementsinthetransitionratesofgirlsfromprimarytojuniorprimaryschool;
Increasesintheadoptionofbestpracticesforpromotinggirls’educationbyauthoritiesinstateswithwidegendergapsineducation;and
Greaterunderstandingofgenderissuesandwillingnesstointegrategenderconcernsintotheeducationsector,stateandnationalpoliciesandplansbypolicymakers.
TowhatextentcanthesechangesbeattributedtotheNGEIpartnership?WouldthesechangeshavetakenplacewithoutNGEI?ItshouldbenotedthatfemaleenrolmenthasalsoimprovedinstateswhereNGEIisnotoperational.OnemayconcludethatwhileallofthechangescannotbeattributedtotheNGEIpartnershipalone,NGEIhasbeenacatalystandhasacceleratedthepaceofchangeinattitudestowardsfemaleeducation.
Accordingtoonestakeholder,“thekeyisinthecoordinationofeffortsaddressedattacklingconstraintsonfemaleeducation.TherewouldhavebeenchangeswithoutNGEI,butnotinacoordinatedmanner.”Theeffortsarenowchannelledthroughthepartnership.InsteadofCSOsmakingdiscordantnoisesasactivists,theyarepartofastakeholdergroupthatmeetswithpolicymakersandotherrelevantgroupstopromotefemaleeducation.Thatis,allstakeholders,includingbeneficiaries,becomepartofproblemandsolutionidentification,asopposedtobeinghindrances.NGEIpartnershaveplayedakeyroleinbreakingdownseveralofthebarrierstofemaleeducation,especiallyinthenorthernpartsofNigeria,wherenegativeattitudeshavepersistedovertime.Otherinitiativeshavealsocontributedtoimprovementsingirls’education.
Furthermore,manyoftheactivitiesappeartosomestakeholderstobeanextensionoftheGEPactivities(aDFID‐supportedprojectbeingmanagedbyUNICEF).Onestakeholder(Bauchi)identifiedtheGEPastheturningpointingirls’educationinthenorthernpartsofNigeria.Thus,thereisconfusioninsomestakeholders’mindsandtheyfinditdifficulttodistinguishbetweenthetwo(GEPandNGEI).SinceNGEIwasintroducedintostatesviathosestateswhereGEPis
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beingimplemented,whathashappenedisthatthroughNGEIadvocacy,statesweresensitizedtoadoptgoodpracticesfromtheGEPtoincreasegirls’accesstoeducation.Forexample,replicationofGEP1,extensionoftheFemaleTeachers’TrainingScholarshipScheme(GEP2supports50femalestudentsperstate,whilestatesthatbuyinsupportadditionalstudents),communitysensitization,etc.,aresomeexamples.NGEITechnicalCommitteesarealsosupportedbyGEPConsultants,GEPDeskOfficers,GEPSpecialProjectsCoordinators,UNICEFofficers,etc.ItisinthissensethatNGEIisacatalyst.Ithasgeneratedamomentumamongcommunities,parentsandpolicymakingwithrespecttogirls’education.
7.5 Viewsofbeneficiaries
Thebeneficiarieswhohavebecomepartners–membersofSBMCs(whichincludetheVillageHead,religiousleader,headteacher,headboyandheadgirl,fathersandmothersasmembers),Women’sAssociationsandfemalestudents–wereallverypleasedwiththeongoingchanges.Accordingtothewomen:
“Inthepast,onlymenmadethedecisions;nowwomenwanttobepartofdecision‐making.Womenarebetterdecision‐makers.Oureyesarenowopen.”
“Whentheeducationteamcamelasttime,thereweremoremen.WhentheEducationSecretary(afemale)arrived,everyonestoodup.Thiswasbecausesheiseducated.Today,therearemorewomenintheteam;outofsixpeopleatthehightable,onlyoneisaman.Awomanisleadingtheteam.”(malememberoftheSBMC).
Thefemalestudentsarealsohappyattheopportunitytobeinschool.Theyhaveheardofthesaying,‘whatamancando,awomancandobetter’.Todoanythingbetterthanaman,girlsmustbeeducated.
ThecommunitymemberspraisedtheSBMCmembersfortheircommitmenttopromotinggirls’education,especiallythefemalemembers,whosensitizedmothers.Everyavailableopportunitywasused–marriageandchild‐namingceremonies,marketplaces,etc.TheSBMCswillhelptopromotesustainabilityofthegirls’educationmovement.Thebeneficiaries,however,emphasizedtheneedtoincreaseandimproveeducationalinfrastructuretomeettheincreasedenrolmentofbothgirlsandwomen(adultliteracyprogrammes).Thisobservationwaspassedontotheeducationofficialswhowereobserversduringthesessions.
7.6 Relevance,effectivenessandefficiencyofNGEI
NGEIisrelevantintheNigeriancontextbecauseitcontributestoNigeria’seffortstomeetMDGs2and3andtheEFAgoalsofachievinguniversalaccesstobasiceducationandreducinggendergapsineducation.Nigeriaissignatorytobothagreementsandisimplementingpoliciestoachievethesegoals,andNGEIcomplementstheseefforts.Itiseffectivebecauseithascontributedto:theadoptionofgender‐sensitiveeducationpoliciesandplans;increasesinfemaleenrolment,attendanceandcompletionrates;andthereintegrationofpregnantandmarriedgirlsintoschools.NGEIactivities–whicharefocusedmainlyinthenorthernpartsofthe
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country,wheregendergapsineducationarewidest–havehadsignificantimpacts.Itsactivitiesarealsoimplementedinanefficientmannerbecausetheyarebuiltintopartners’programmes,andarethereforecost‐effective.
7.7 RelationshipwithregionalUNGEI
AlthoughtheregionaleducationexpertcametoNigeriain2009tofacilitatethejointmeetingofnationalandstateTechnicalCommittees,therelationshipbetweenNGEISecretariatandtheRegionalOfficeisrelativelyweak.WhileNGEIsendsprogressreportsandworkplanstotheRegionalOffice,communicationsappeartoberoutedthroughtheUNICEFcontactpersonandnottotheNGEISecretariat.Asaresult,manymembersofNGEITWGsarenotawareoftheUNGEIRegionalOfficeorwhatsupporttheycanexpectfromtheoffice.ItmaybenecessaryfortheRegionalFocalPersontoalsohavedirectcontactwiththeNGEISecretariatsothattheTWGcaninteractdirectlywiththeRegionalOffice.
7.8 RelationshipwithglobalNGEI
WithrespecttoglobalUNGEI,somemembersoftheTWG/CommitteehaveparticipatedinGlobalAdvisoryCommitteemeetingsinBrasilia(2004),BurkinaFaso(2009)andParis(2009).Onlythereportforthe2004meetingwasavailable.NGEIhasalsosentreportsofitsactivitiestoUNGEIheadquarters.Sincenoannualreportswereshowntotheconsultant,itwasnotclearwhetherthesereportsareonlysentondemandinresponsetoquestionnairesfromtheUNGEISecretariat.ThesewerenotavailabletotheconsultantfromtheNGEISecretariat(theconsultantaccessedtworeports/profilesoftheNGEIfromtheUNGEIwebsite).
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8. Lessonslearned
Thischapterpresentslessonslearnedforgirls’educationandgenderequalityandfortheUNGEIcountryandglobalpartnerships.
8.1 Overalllessonsaroundgirls’educationandgenderequality
Sustainedadvocacytopolicymakersandtraditionalandreligiousleaders,aswellascontinuousmobilizationofstakeholders,contributedtoincreasesinschoolenrolmentandtheretentionofgirlsatalllevelsofeducation.
SBMCsandWomen’sAssociationsaregoodmechanismsforpromotingfemaleeducation.
Partnershipsbetweenpolicymakers,CSOsandotherstakeholdersenhancetheadoptionofgender‐sensitiveeducationpoliciesandprogrammes.
Therecruitandtrainmethodforemployingteachersisabetterwayofrecruitingfemaleteachersthanrecruitmentaftertraining.Retentionofteachersislikelytobehigherthanwhenalreadytrainedteachersarerecruited.Thisisbecausesuchteachersmayhaveoptedforbecomingateacheroutoffrustration(unabletosecureapreferredjoboradmissiontouniversity).
TheSecondChanceprogramme,whichallowsgirlswhodroppedoutofschoolbecauseofforcedwithdrawal,marriageorpregnancytoreturntoschool(Women’sDayColleges),isagoodwaytopromotefemaleeducation.
8.2 LessonsfortheNGEIpartnership
Theuseoffemalerolemodelsduringthesensitizationcampaignsinruralcommunities,suchasfemaleEducationSecretaries/GEPConsultants,whocanusethemselvesasexamplesofthebenefitsoffemaleeducation,hasapositiveeffectonyounggirlswhoaspiretobelikethem.
TheinvolvementofstateFirstLadiesinspearheadingthesensitizationcampaignsonthebenefitsoffemaleeducationtocommunities,emiratesandLGAs,andgovernmentadvocacyarekeyfactorsinchangingattitudestowardsfemaleeducationandenhancingthereleaseofgovernmentfundsforNGEIactivities.
Inadequateprovisionofinfrastructuretomeetincreasesindemandforplacesinschoolcanhaveanegativeeffectontheachievementsofthepartnership.
8.3 LessonsforUNGEIglobally
Thereisaneedtostrengthenthelinksbetweenthecountrypartnerships(Secretariat)andUNGEIregionalandglobaloffices.MostoftheNGEIpartnersareinthedarkabout
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theexistenceandrolesoftheRegionalOffice,partlybecausecommunicationisbetweentheUNICEFcountryandregionaloffices.
UNGEImayneedtoexpanditsscopebyincludingissuessuchasthequalityofeducationandgenderinsecondaryeducationonitsagenda.ThefocusofUNGEIongenderequalityinbasiceducationispartlyresponsibleforthelackofinterestonthepartofthecountry’ssouthernstatesintheNGEIpartnership,sincemostofthemhaveachievedorareclosetoachievinggenderequalityatthebasiceducationlevel.
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9. Recommendations
ThischaptersuggestsrecommendationsforsustainingNGEIandscalingupthepartnershiptostatesthathavenotshownenthusiasmforthepartnership.
9.1 SustainingNGEI
Whileallofthechangesaroundgirls’educationcannotbeattributedtoNGEI,thepartnershiphasgeneratedmomentumregardinggirls’educationinNigeria,andhasmadeimpactsthatshouldbesustained.Already,structureshavebeenputinplacethatcanhelptosustainNGEIinthestateswhereitisfullyfunctional–SBMCs,NGEITechnicalCommittees,Women’sAssociations,etc.Gender‐sensitivepoliciesandsectorplanshavealreadybeendeveloped.Itisrecommendedthat:
TheNGEInationalTWGshouldintensifyadvocacyeffortstonationalandstateeducationagenciestopromotetheestablishmentofthesestructureswheretheydonotexistandstrengthenthemwheretheyarealreadyfunctional.TheTWGshouldbeencouragedtoaddissuesoffemaleeducationtoitsagenda,especiallyinstateswheretheNGEIpartnershipisnotonground.
TheNGEITechnicalCommitteesatnationalandstatelevelsshouldengageinadvocacytoallstatestodomesticatetheNationalGenderinEducationPolicyandintegratecriticalchallengestofemaleeducationintheirrespectivestates.Alternately,statesthathavenotyetdonesoshouldbesensitizedtodevelopandimplementgender‐sensitiveeducationsectorplans.
TheTWGshouldbuildthecapacityofrelevantNGOs(membersoftheCSACEFA)toprovidetechnicalsupportforNGEIintheirstates.
9.2 Monitoring/disseminationofNGEIactivities
NGEIhasgeneratedalotofinformationaboutitsactivities,conductedresearch,documentedsomegoodpractices,etc.However,mostofthisinformationisonlyavailableintheminutesofmeetingsorinPowerPointpresentations,whichareonlyavailabletopartners.Furthermore,mostoftheinformationisavailablefromtheUNICEFofficeandnotfromtheNGEISecretariat(CSACEFA)itself.Theconsultantwasnotshownanyannualreportsofactivities,reportsofjointmeetingsofthenationalandstatechapters,etc.(TheconsultantsawonlyonereportofajointmeetingofnationalandstatechaptersatHaskeHotel,Minna.)Asaresult,veryfewpeopleoutsidethemembershipofNGEITechnicalCommitteesarewellinformedaboutthepartnershipanditsactivities.TheSecretariatshouldbearepositoryofinformation/dataaboutNGEI.Itisthereforerecommendedthatforimprovedrecord‐keepingandeasyaccesstoinformationaboutNGEI:
TheNationalTWGshouldhaveaSecretariat(anequippedofficeofitsown),whichshouldbedomiciledeitherattheCSACEFA(thepresentSecretariat),theUBEC,ortheFederalMinistryofEducation.
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Afull‐timeNGEIDeskOfficershouldbeengagedtoruntheNGEInationalSecretariatonaday‐to‐daybasistoprovideafocal/referencepointfornationalNGEIactivities.
AprofileofNGEIshouldbepreparedfordisseminationtoinformNigeriansaboutwhatNGEIstandsfor.
NGEIDeskOfficersatnationalandstatelevelsshouldbuildaninstitutionalmemoryforallNGEIactivitiesanddocumentation–termsofreferences,guidelines,etc.
TheNGEIshouldcompileanddisseminateinnovativegoodpracticesforpromotinggirls’educationinNigeria.
9.3 ScalingupUNGEItonon‐participatingstates
ThefocusofUNGEIisonpromotinggenderparityinbasiceducation.Asaresult,statesinthesouthernpartofthecountryhavenotshownenthusiasmaboutNGEI.Activitiesarethereforelimitedtostatesinthenorthernpartofthecountrywheregendergapsineducationarestillwide.NGEIhasbeenlaunchedinonlyfourstatesandisoperationalinanotherninestates.ToaddressthisandmakeitatrulyNigerianinitiativethatcoversthemajority(andpreferablyall)ofthestates,itisrecommendedthat:
TheNGEITWGshouldpayanadvocacyvisittothepresentFirstLady,DamePatienceJonathan,tobetheGrandPatronofNGEIand,ifpossible,tore‐launchNGEIwithafocusonthesouthernpartsofthecountryinordertobringinstateswhereNGEIisnotfunctional.
TheTWGshouldalsotargettheFirstLadies’Forum–ameetingofthewivesofthePresidentandStateGovernors–andencouragethemtoincludegirls’educationmattersintheiragenda,aswellasspearheadtheestablishmentorcontinuationoftheNGEIintheirstates.StateTechnicalCommitteesshouldtargetthewivesofChairmenofLGAstopromotetheadoptionofNGEIatlocallevels.
TheCSACEFAshouldundertakeresearchinnon‐participatingstatestoidentifycriticalgirls’educationchallengesthatcanbeusedforadvocacyinsuchstatestolaunchNGEI.Alternatively,theNGEITechnicalWorkingGroupcansubmitaproposaltofundingagenciesandengageeducationfacultiestoconductthisresearchinnon‐participatingstates.
TheFederalMinistryofWomenAffairs,whichhasnotbeenactivelyinvolvedatthenationallevel,shouldbebroughtonboard,asgirls’educationisagenderissue.ItshouldlinkwithStateMinistriesofWomenAffairstojointhepartnershipinordertopromotefemaleeducationinNigeria.
9.4 Expandingfundingsources
NGEIhasnoseparatebudgetforitsactivities.Inadequatefundshavebeenamajorconstraintontheimplementationofactivitiesontheworkplansofnationalandstatechapters.NGEIshould
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notbeseenasaUNICEFaffair,relyingonthefinancialsupportofUNICEFforallofitsactivities.NGEITechnicalCommitteesshouldseekfundsfromothersources.Itisrecommendedthat:
TheNGEITWGshouldorganizefundraisingactivitiesorwriteproposalstofundingagenciesforsupporttoimplementitsactivities.Thishasbeenonitsworkplanandshouldbeimplemented.Specialprojectaccountscanbecreatedforsuchfunds.
TheFederalMinistryofEducation,StateMinistryofEducation,UBECandSUBEBsshouldcreateabudgetforNGEIactivitiesandmaintenanceoftheirSecretariatsintheirownbudgetproposals.
9.5 BroadeningthescopeofUNGEI
ThefocusofUNGEIisonpromotinggenderequalityinbasiceducation.MostofthesouthernstatesofNigeriahavefullyornearlyachievedgenderparityatthislevel.Theyaremoreconcernedwithgenderparityatsecondaryandhigherlevels.Itisthereforesuggestedthat:
UNGEIshouldbroadenitsscopetoincludequalityofbasiceducationaswellasgenderissuesinsecondaryandhighereducation.
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Annexes
Annex1:AbbreviatedtermsofreferencefortheformativeevaluationoftheUnitedNationsGirls’EducationInitiative
Purposeofassignment:
TheoverallpurposeoftheevaluationistoexploretheextenttowhichtheUNGEIpartnershipisachievingitsintendedoutcomesatthecountrylevel,andtheextenttowhichtheglobaleffortsarecontributingtotheeffectivenessandefficiencyoftheUNGEIpartnership.
MajortaskstobeaccomplishedbytheConsultingInstitute:
Theconsultantwillberesponsiblefortheprofessionalconductoftheevaluationinaccordancewiththetermsofreference,theUnitedNationsEvaluationGroup’sNormsandStandardsforEvaluation1andCodeofConductforEvaluation2,andwill:
AssistinsettingupareferencegroupforstakeholdersinconsultationwithUNGEIfocalpointsand/orUNICEFeducationofficers;
Customize,reviewandvalidatedatacollectiontools,(questionnaires,interviewquestionsandprotocols);
Collectdataandprocess; Designandfacilitateconsultativeworkshopsandmeetingsandwriteworkshopreports;
and Preparecountryreports–draftandfinalreports–anddevelopPowerPoint
presentations;and,ensurethattheevaluationmanagerisregularlyinformedoftheprogressoftheevaluation,aswellasofpossiblecausesofdelaysandissuestoresolve.
Specifically,theevaluationwillprovidedetailedanswerstothefollowing:Outcome1–Policiespromotegirls’educationandgenderequality
a. WhatdoestheUNGEIpartnershipatthecountrylevellooklike?(Thisisamorein‐depthdescriptionofthecountrypartnership,formedfromdeskreviewandin‐country,alsoansweringthequestionsofwhethertherearetermsofreferenceforthepartnership,whetherthereisanannualworkplan,andtheprocessthatistypicallyundertakentocomeupwithanannualworkplanforthepartnership.)
b. IsthereagreementamongpartnersabouttheproposedUNGEIresultsframework?c. DoestheUNGEIcoordinationmechanismandactivitiesofpartnersatthecountrylevel
contributetonationalpoliciespromotinggirls’educationandgenderequality?
1 <www.uneval.org/papersandpubs/documentdetail.jsp?doc_id=22>. 2 <www.unevaluation.org/documentdownload?doc_id=100&file_id=547>.
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WhatconstitutesthefullUNGEIcountry‐levelpartnership?Thismacro‐levelmappingofthepartnershipwillaskthefollowingquestionsforthenationalpartnershipsnotparticipatingintheexercise:Isthereaformalizedpartnershipwithtermsofreference?Isthereanagreedannualworkplan?Ifso,(a)describethepartnership'smainactivities;and(b)AretheworkplanresultsreportedannuallytotheUNGEIRegionalFocalPoint?Outcome2–Bestpracticesinfacilitatinggirls’educationandgenderequalityareknownandinstitutionalizedCountrypartnerships:
a. Doesthecountrypartnershiphaveaccesstobestknowledge,policiesandpracticesinfacilitatinggirls’educationandgenderequalityfromsourcesattributabletothepartnership?
b. Whatefforthasthepartnershipmadetoensurethatthisknowledgeisapplied?c. Doweneedtoknowwhatresultsmayhaveemanatedfromtheseapplications/the
possiblelong‐termprojectionofthetrend?
Outcome3–UNGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality
Countrypartnerships:
a. WhatistheaddedvalueofUNGEI(i.e.,whataresomeofyourachievementsthatweremadepossibleasaresultofworkingunderthepartnership)?
b. Howeffectivelydoesthecountrycoordinationmechanismpromotemeasuringandachievingresults?
c. DoesthecountrycoordinationmechanismworkinamannerthatenhancestheeffectivenessofUNGEI?‐(effectivepractices,gapsandconstraints)
Methodology/informationsources:
Theevaluationstudywillbemainlyamixed‐methodstudythatseekstodescribethebaselineforUNGEIworkandjudgeitagainstevaluationcriteria.Datawillbecollectedfrommultiplesources:aformaldeskreview,interviewsofkey/eliteinformants,interviewsand/orfocusgroupsofimportantgroupsofbeneficiaries,self‐administeredsurveysanddirectobservationsofactivitieswithbeneficiarieswhereverpossible.Whereopportunityoccurs,theevaluationmethodologywillalsoexaminethepossibilityofdoingacomparisontoorganizationsfocusingongenderintheeducationsectorbutnotparticipatinginthepartnership,and/orinterviewthemtodeterminetheirperceptions.Theevaluationwillalsoconductasecondaryanalysisofexistingdata.
Payment
Firstpayment(30percent)–Aftersubmissionofaworkshopreport,acceptedfinalizedmethodologyanddatacollectioninstrumentsandInceptionReport.TheInceptionReport,detailingevaluationactivities,willincludethepurpose,objectives,scope,methodologyand
65
timelineoftheevaluation.Itwillpresentpreliminaryfindingsfromthedeskreviewandincludetherevisedtermsofreference,workandtravelplans,methodology,proposedinterviewlists,visits,andstructureforthefinalreport.TheInceptionReportwillbe15–20pageslong,includingthetermsofreferenceandworkplan,andwillbepresentedataformalmeetingofthein‐countryreferencegroup.Thepaymentwillbemadeequivalentto11daysofwork,by31March2011.Secondpayment(70percent)–AftersubmissionoftheEvaluationReport.ThefinalEvaluationReportwillinclude:
1. Concreteexamplesofhownationalpoliciespromotegirls’educationandgenderequalityasaresultofUNGEIinputs;
2. Examplesofbestpracticesinfacilitatinggirls’educationandgenderequality,andproposalsofhowtheycanbepopularizedandinstitutionalized;
3. AnassessmentofhowUNGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequalityinparticipatingcountries/regions;
4. Therevisedandvalidateddraftofthemonitoringandevaluationframework,withdocumentationofactivitiesundertakenineachcountrytovalidateit;and
5. Clear,evidence‐basedconclusionsandrecommendationstobeconsideredbytheGlobalAdvisoryCommittee.
TheEvaluationReportwillnotexceed80pages,includingtheexecutivesummaryandappendices.Appendiceswillincludethetermsofreference,descriptionofmethodology,listofbackgroundmaterialsused,listofpeopleinterviewed,PowerPointpresentations,andworkshopmaterials.Thepaymentwillbemadeequivalentto32dayswork,by5June,2011.Tentativeschedule:Formajorevaluationactivities,estimatedtobecompletedwithinaperiodoffivemonths.Theexpectedtimelineandwillbefinalizedafterconsultationwithparticipatingcountries/regions.
Figure1:Proposedtimelineforevaluation(indicative,forplanningpurposesonly)
Task Persondays
start finish
Planning
1. Participateintheorientationworkshopanddraftand reviewquestionnairesfortheevaluation
5days 22January2011
28January2011
2. Adaptandfinalizemethodologyanddatacollectioninstruments(andin‐countrydeskreviews)
5days 7March2010
11March2011
3. Presentinceptionreports 1day 14March2011
25March2011
Datacollectionanddataanalysis
66
4. Conductprimarydata‐collectionactivities(interviews,surveys,etc.)
15days 04April2011
22April2011
5. Conductdataanalysisanddevelopfirstdraftofcountryreport 15days 25April2011
13May2011
Reporting
6. Submitandpresentfinalcountryreportstocountryreferencegroup;reviewandfinalizereport
2days 16May2011
27May2011
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NigeriaGirls’EducationInitiative,‘ProposalfortheLaunchofNigerianGirls’EducationInitiative(NGEI)inNineteenNorthernStates’,undated5.
NigeriaGirls’EducationInitiative,‘GuidelinesforNGEIAdvocacyVisits’,undated6.
NigeriaGirls’EducationInitiative,‘ReportonCommunityParticipationintheGambianEducationSystem’,undated7.
NigeriaGirls’EducationInitiative,‘NigeriaGirls’EducationInitiative’,undated8.
NigeriaGirls’EducationInitiative,‘Mothers’Association–DetailedConcept’,undated9.
NigeriaGirls’EducationInitiative,‘ReportoftheUNGirls’EducationInitiative(UNGEI)GlobalAdvisoryCommitteeMeeting’,Brasilia,Brazil,6–7November2004.
NigeriaGirls’EducationInitiative,‘AReportonGoodPracticesinGirlChildEducationinSixSelectedStates’,NGEIandtheCivilSocietyActionCoalitiononEducationforAll,incollaborationwithUNICEF,2005.
NigeriaGirls’EducationInitiative,‘NGEITWGMeeting’,3–4May2006.
NigeriaGirls’EducationInitiative,‘WayForwardattheNGEITechnicalSessionduringtheBauchiStateChapterLaunch’,29March2008.
70
NigeriaGirls’EducationInitiative,‘KeyIssuesAgreedattheNGEIStateChapterLaunchinBauchi–NGEIMissionandVision’,2008b.
NigeriaGirls’EducationInitiative,‘NGEIMeetingonRolesofPartnersAgreedattheNGEI/UNICEFAdHocCommitteeMeeting’,10April2008,2008c.
NigeriaGirls’EducationInitiative,‘MinutesofNGEIPre‐MeetingofTWG’,7May2009,FederalMinistryofEducation,Abuja,2009.
NigeriaGirls’EducationInitiative,‘MinutesoftheNGEINationalMeeting’,17–20June2009,HamdalaHotel.Kaduna,Adamawa,Borno,Gombe,TarabaandYobeStates,NGEITakeoffandMonitoringPlan,2009a.
NigeriaGirls’EducationInitiative,‘MinutesofNGEITechnicalWorkingGroup’,29October–1November2009,UNHouse,UNICEFOffice,Abuja,2009b.
NigeriaGirls’EducationInitiative,‘ProgressReportoftheUNGEINationalTWG,NGEIMeeting’,7–12December,2009,2009c.
NigeriaGirls’EducationInitiative,‘OutlineofActivitiesforNGEITechnicalWorkingGroup,July–December2009’,2009d.
NigeriaGirls’EducationInitiative,‘NationalNGEIWorkPlan2009’,2009e.
NigeriaGirls’EducationInitiative,‘NGEIMissionandVision’,TechnicalWorkingGroup,October2009,2009f.
NigeriaGirls’EducationInitiative,‘JointNGEIMeeting’,HaskeHotel,Minna,23–24March2010.
NigeriaGirls’EducationInitiative,‘NationalNGEIWorkPlan2010’,NGEINationalTechnicalWorkingGroup,Abuja,2010a.
NigeriaGirls’EducationInitiative,‘NGEIAgendaforAdvocacyWorkshop’,23–24August2010,UNHouse,UNICEFOffice,Abuja,2010b.
NigeriaGirls’EducationInitiative,‘MinutesofNGEITechnicalWorkingGroupMeeting’,UNHouse,UNICEFOffice,Abuja,5May2010,2010c.
NigeriaGirls’EducationInitiative,‘MinutesofNGEITechnicalWorkingGroupMeeting’,UNHouse,UNICEFOffice,Abuja,3June2010,2010d.
NigeriaGirls’EducationInitiative,‘ReportoftheCommunications/MediaCommittee’,2010e.
NigeriaGirls’EducationInitiative,‘DraftConceptNote–Mothers’Clubs’,March2010f.
NigeriaGirls’EducationInitiative,‘SummaryofNGEIMainAchievements,Challenges,OpportunitiesandPerspectivesfor2011:DraftReportandNGEI2010WorkPlan’,2010g.
NigeriaGirls’EducationInitiative,‘UNGEIMeeting’,12February2010,UNHouse,UNICEFOffice,Abuja,2010h.
71
NigeriaGirls’EducationInitiative,‘MinutesofNGEITechnicalWorkingGroupMeeting’,UNHouse,UNICEFOffice,Abuja,2July2010,2010i.
NigeriaGirls’EducationInitiative,‘MinutesofNGEITechnicalWorkingGroupMeeting’,UNHouse,UNICEFOffice,Abuja,5November2010,2010j.
NigerStateMinistryofEducation,‘SynopsisofChildRightsLawofNigerState’,2010.
Obaji,C.N.,‘UNGEINigeria’sExperiencewithGirls’EducationandLinkageswithActiononAdultFemaleLiteracytoImpactinPovertyAlleviation’,UnitedNationsGirls’EducationInitiative,2005.
Okojie,C.E.E.,O.ChiegweandE.Okpokunu,‘GenderGapsinAccesstoEducationinNigeria’,ReportsubmittedtoFAWE,Nairobi,1996.
Okojie,C.E.E.,‘GenderandEducationasDeterminantsofHouseholdPovertyinNigeria’,inPerspectivesonGrowthandPoverty,editedbyRolphvanderHoevenandAnthonyShorrocks,,UnitedNationsUniversityPress/WorldInstituteforDevelopmentEconomicsResearch,2004
Onibon,F.,‘NigeriaGirls’EducationInitiative’,CSACEFAPresentationatNGEIMeeting,HamdalaHotel,Kaduna,17–20April2009.
Raynor,J.,‘WhatMakesanEffectiveCoalition?Evidence‐basedindicatorsofsuccess’,commissionedbytheCaliforniaEndowment,2009.
Tembon,Mercy,andLuciaFort,eds.,Girls’Educationinthe21stCentury–GenderEquality,EmpowermentandEconomicGrowth,WorldBank,Washington,D.C.,2008.
UnitedNationsChildren’sFund,StrategiesforGirls’Education,UNICEF,NewYork,2004.
UnitedNationsChildren’sFund,‘TheNigerianChild:Education–Bridgingthegapforgirls’,UNICEFNewsletter,vol.1,no.1,October–December2007.
UnitedNationsChildren’sFund,‘NigeriaInformationSheet:Girls’education’,UNICEFNigeriaCountryProgramme,September2007a.
UnitedNationsChildren’sFund/FederalMinistryofEducation,‘AssessmentofViolenceagainstChildrenattheBasicEducationLevelinNigeria’.FederalMinistryofEducationincollaborationwithUNICEF,2007.
UnitedNationsChildren’sFund,‘PromotingGirls’Education:TheexperienceofNigeria’,UnitedNationsGirls’EducationInitiative(UNGEI),InformationbyCountry–NigeriaNewsline.UNICEF,Abuja,2008.
UnitedNationsChildren’sFund,‘EducationDataBasefor36States:1999–2007’,UNICEF,Abuja,undated.
UnitedNationsChildren’sFund,‘Girls’EducationinNigeria’,undated.
UnitedNationsDevelopmentProgramme,HandbookonPlanning,MonitoringandEvaluatingforDevelopmentResults’,UNDP,NewYork,2009.
UnitedNationsEducational,ScientificandCulturalOrganization,GlobalMonitoringReport2008:Educationforallby2015–Willwemakeit?,UNESCOPublishing,OxfordUniversityPress,Paris,2008.
UnitedNationsEducational,ScientificandCulturalOrganization,GlobalMonitoringReport2010:Reachingthemarginalized’,UNESCOPublishing,OxfordUniversityPress,Paris,2010.
72
UnitedNationsEducational,ScientificandCulturalOrganization,EducationCounts:TowardstheMillenniumDevelopmentGoals,UNESCO,Paris,2010a.
UnitedNationsGirls’EducationInitiative,‘UNGEIat10:Ajourneytogenderequalityineducation’,UNGEI,NewYork,2010.
UnitedNationsGirls’EducationInitiative,“EquityandInclusivenessinEducation:Aguidetosupporteducationsectorplanpreparation,revisionandappraisal’,UNGEI,April2010,2010a.
UniversalBasicEducationCommission,‘TheCompulsory,Free,UniversalBasicEducationAct,2004andOtherRelatedMatters’,UBEC,Abuja,2005.
UniversalBasicEducationCommission,‘UBE:AflagshipprogrammeoftheFederalGovernmentofNigeria’,UBEC,Abuja,undated.
Usman,SaniM.,‘ExpectationsonImplementationoftheNationalPolicyonGenderinBasicEducationintheStates’,19June2008.
WorldBank,‘GenderEqualityandtheMillenniumDevelopmentGoals’,GenderandDevelopmentGroup,WorldBank,Washington,D.C.,2004.
WorldEconomicForum,‘GlobalGenderGapReport2010:Nigeriacountryprofile’,2010.
Ya’U,M.G.,‘Mothers’Associations’,NigeriaGirls’EducationInitiativeTechnicalWorkingGroup,2010.
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Annex3:UNGEIformativeevaluation–CompositionoftheReferenceGroup
S/N
Name Organization/agency
1 Ms.RosemaryEffiong NationalCoordinator,SocietyforEmpowermentandSelfReliance
2 Mrs.LaraiS.Ahmed FederationofMuslimWomenAssociationsofNigeria
3 AlhajiMohammedSaniUsman
GEPConsultant,SpecialEducationDivision,FederalMinistryofEducation
4 Ms.AnnaBarksMadziga ProgrammeManager,NAWENO,Abuja
5 Ms.AdelolaAdegbesan Coordinator,FAWEN,Abuja
6 Ms.FeliciaI.Onibon President/CEO,ChangeManagersInternationalNetwork,Abuja
7 Ms.ChiomaOsuji CivilSocietyActionCoalitiononEducationforAll,Abuja
9 Ms.JosephineKanu FAWEN
10 Ms.F.Y.Paiko GenderEducationBranch,FederalMinistryofEducation,Abuja
11 Ms.N.T.Kpalobi ChiefEducationOfficer,Gender,FederalMinistryofEducation,Abuja
12 Ms.H.T.Abdu AssistantDirector,GenderEducationBranch,FederalMinistryofEducation,Abuja
13 Ms.S.E.Okafor DeputyDirector,SpecialEducation,FederalMinistryofEducation,Abuja
14 Ms.F.O.Adeola AssistantDirector,Gender,FederalMinistryofEducation,Abuja
15 Ms.O.P.Oshiba ChiefEducationOfficerGender,FederalMinistryofEducation,Abuja
16 Ms.R.U.Johnsons EducationOfficerGender,FederalMinistryofEducation,Abuja
74
17 Ms.AzukaMenkiti ProgrammeOfficer(Education)ActionAidNigeria,Abuja
18 Ms.DoyinOrugun GenderDeskOfficer,UBEC,Abuja
19 Ms.LorettaOgbobilea AssistantDirector,SpecialNeedsEducationandServicesBranch,FederalMinistryofEducation,Abuja
20 Dr.AliceAkunga Chief,Education,UNICEFOffice,Abuja
20 Dr.DanjumaAlmustafa Planning,MonitoringandEvaluationSpecialist,UNICEFFieldOffice,BauchiState
21 Mr.YinkaAtoyebi MonitoringandEvaluationConsultant,UNICEF,Abuja
Fieldteams–NigerandBauchiStates
BauchiState
Name Department/agency
1 AlhajiMohammedSaniUsman
GEPConsultant,SpecialEducationDivision,FederalMinistryofEducation
2 HajiyaHalimaJibril GEPStateProjectsCoordinator,BauchiState
3 Dr.IbrahimAlaburaAbubakar
Chairman,BauchiNGEITechnicalCommittee
4 Ms.FeliciaIsaiahOdu DevelopmentExchangeCentre
5 Mr.UmarSani UNICEFDeskOfficer,BauchiStateMinistryofEducation,Bauchi
6 ProfessorChristianaE.E.Okojie
NationalConsultant
NigerState
1 AlhajiMohammedSaniUsman
GEPConsultant,SpecialEducationDivision,FederalMinistryofEducation
2 Mrs.NaomiMaiguwa GEPStateProjectCoordinator,NigerState
3 HajiyaAishatuBawa HeadTeacher,RepresentingFME
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4 Ms.RamatuHaruna EducationSecretary,PaikoroLocalGovernmentEducationAuthority
5 ProfessorChristianaE.E.Okojie
NationalConsultant
ParticipantsatCairoWorkshop,January2011
1 Dr.AliceAkunga UNICEF,Abuja
2 Mrs.StellaOkafor DeputyDirector,SpecialEducation,FederalMinistryofEducation,Abuja
3 Dr.DanjumaAlmustafa Planning,MonitoringandEvaluationSpecialist,UNICEFFieldOffice,Bauchi
4 ProfessorChristianaE.E.Okojie
UniversityofBenin,NationalConsultant
76
Annex4:Listofpersonsinterviewedandselectedparticipantsatfocusgroupsessions
Date Name OrganizationAbuja Monday,9May NGEITWG NationalTWG,AbujaTuesday,10May
Mrs.S.Okafor DeputyDirector,SpecialEducation(FME),Abuja
Mr.UluAwaArua AssistantDirector,ManagementofRegulatoryAgencies(FME),Abuja
Mrs.LorettaOgbobilea AssistantDirector,SpecialNeedsEducationandServicesBranch(FME),Abuja
Mrs.H.T.Abdu AssistantDirector,GenderEducation(FME),Abuja Mrs.R.U.Johnsons EducationOfficer,GenderEducation(FME) Mrs.O.P.Oshiba ChiefEducationOfficer,GenderEducation(FME) Mrs.F.Y.Paiko PrincipalAssistantChiefEducationOfficer(FME)Tuesday,10May
MallamIbrahimSuleman DirectorSocialMobilization,UBEC,Abuja
Mrs.DoyinOrugun DeskOfficer,GirlChildEducation,UBEC,AbujaWednesday,11May
Mrs.FeliciaOnibon President/CEO,ChangeManagersInternationalNetwork,Abuja
HajiyaMaryamIdrisOthman
NationalPresident(Amirah),FOMWAN,Abuja
Mrs.LaraiS.Ahmed Volunteer,FOMWAN,Abuja Ms.RosemaryEffiong NationalCoordinator,SESER,Abuja Ms.ChiomaOsuji ProgrammeOfficer,CSACEFA,AbujaThursday,12May
Mr.V.I.Uji DeputyDirector,Education,NCCE,Abuja
Mr.R.A.Badmus ChiefProgrammeOfficer–French–NCCE,Abuja Dr.Abdukkareem ActingDirector,AcademicProgrammes,NCCE,
Abuja Mrs.M.Olokun AssistantDirector,Planning,Researchand
Statistics,NCCE,Abuja Mrs.ObyOkwuonu AssistantDirector,OrphansandVulnerable
Children,FederalMinistryofWomenAffairsandSocialDevelopment,Abuja
Friday,13May Ms.M.Yau ProgrammeOfficerEducation,T.Y.DanjumaFoundation,Abuja
Tuesday,31May
Ms.AzukaMenkiti ActionAidProgrammeOfficer(Education),andChairperson,NGEInationalTWG
NigerStateMonday,16May
Mrs.NaomiMaiguwa GEPStateProjectCoordinator,MinistryofEducation,Minna
Monday,16May
NGEISteeringCommittee MinistryofEducation,Minna
Tuesday,17May
HajiyaHadizaM.Dazhi DeskOfficer,WomenandGirlChildEducation,MinistryofEducation,Minna
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Mr.J.K,Mamman Director,InspectorateDivisionSchools,MinistryofEducation,Minna
Mr.GarbaYahaya Director,Planning, ResearchandStatistics,MinistryofEducation,Minna
Mr.IsahIsako DeputyDirector, Planning,ResearchandStatistics,NGEIDeskOfficer,MinistryofEducation,Minna
Mr.MahmoodSani DeputyDirector,SUBEB,Minna HajiyaAminatMohammed DeputyDirector,Planning,ResearchandStatistics,
SUBEB,Minna HajiyaHauwaAbdul DeputyDirector,SUBEB,Minna HajiyaAishatAhmed SBMCandCBConsultant,SUBEB,Minna Mrs.EstherS.Sule DeputyProvost,NigerStateCollegeofEducation,
Minna Dr.MukhtariAdoJibril TSPDConsultant,CollegeofEducation,Minna IsaAbdullahiAloma C/D,BAPAL,CollegeofEducation,Minna Mr.MusaS.Muhammed DeputyDirector,BAPAL,CollegeofEducation,
Minna Representatives FemaleTraineeTeachersScholarshipScheme,
CollegeofEducation,Minna(FGDwith20students)Wednesday,18May
PrinceJ.AliyuGwam ViceChairman,PaikoroLocalGovernment,NigerState
Mrs.RamatuHaruna EducationSecretary,PaikoroLocalGovernmentEducationAuthority,NigerState
Mr.DanjumaTanko Chairman,SBMCCentral,PaikoroLocalGovernment,NigerState
Mr.SulemanM.Bello Chairman,PTACentral,PaikoroLocalGovernment,NigerState
Mr.DanjumaBello DeskOfficer(UNICEF),PaikoroLocalGovernmentEducationAuthority
SBMC GwamPrimarySchool,Gwam,PaikoroLGA,NigerState
AlhajiGarbaS.Iyah TraditionalLeader,Gwam,PaikoroLGA,NigerState,ChairmanofSBMC
MallamAbdullaiUsman ReligiousLeader,Gwam,PaikoroLGA GwamWomenFarmers’
CooperativeMultipurposeSociety
Women’sAssociation,Gwam,PaikoroLGA,NigerState
HajiyaJumaiAdamu WomenLeader,Gwam,PaikoroLGA,NigerState Girls’Club DaySecondarySchool,Gwam,PaikoroLGA,Paikoro
LGA(representatives)Thursday,19May
Mrs.LoisKolo ViceChairman,NigerStateCSACEFA,Minna,NigerState
Mrs.EstherI.Abe Secretary,NigerStateCSACEFA,Minna,NigerState Mr.G.O.Oseni SecretaryLoisKoloFoundation,Minna Mrs.LaiatuDanladi ActingCoordinator,WRAPA,Minna HajiyaFatimaB.Farouq ChairTechnicalCommittee,LifeRehabilitation
FoundationforWomanhood,Minna Mr.YahuzaAbdullahi
AguyeMember,TechnicalCommittee,LifeRehabilitationFoundationforWomanhood,Minna
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Mr.LukemanM.Inuwa Secretary,TechnicalCommittee,LifeRehabilitationFoundationforWomanhood,Minna
Mr.LawrenceOgamune ProjectOfficer,LifeRehabilitationFoundationforWomanhood,Minna
Mr.AlabiSuleman ProjectScheduleOfficer,LifeRehabilitationFoundationforWomanhood,Minna
HajiyaAishaLemu(Junior) Amirah,FOMWAN,NigerState Mrs.AishetuM.Usman Member, SchoolBoard,FOMWAN,NigerState Mrs.AminatAbdulkadir Chairperson,HealthCommittee,FOMWAN,Niger
State Mrs.ZainabHamid FOMWANFocalPerson, RaviLGA,NigerState Mrs.AminaW.Muhammad FinancialSecretary,FOMWAN,NigerState Mrs.AishatuAliyu Assistant Secretary,FOMWAN,NigerStateFriday,20May Mrs.AishaM.Bello Principal,Women’sDayCollege,Minna Mrs.HauwaT.Yakubu VicePrincipal(Administration),Women’sDay
College,Minna Mr.ZakariBosso VicePrincipal(Academic),Women’sDayCollege,
Minna HajiyaAishaN.Isiyaku Director,PlanningResearchandStatistics,Niger
SUBEB,Minna AlhajiJibrinIsah BoardSecretary,NigerSUBEB,MinnaBauchiStateTuesday,24May2011
Mrs.SaratuYinusa EducationSpecialist,UNICEF,DFieldOffice,Bauchi
MairamaB.Dikwa EducationOficer,UNICEF,DFieldOffice,Bauchi Mr.DanjumaAlmustafa ProjectOfficer,Planning,Monitoringand
Evaluation,UNICEFDFieldOffice,Bauchi NGEISteeringCommittee NGEISecretariat,BauchiSUBEB,Bauchi(FGD) Dr.IbrahimA.Abubakar Chairman,BauchiNGEISteeringCommittee Mrs.HalimaJibril GEPStateProjectCoordinator,BauchiState Mrs.MaimunaAminu DeskOfficer,BauchiNGEI,SUBEB,Bauchi Mrs.AsabeLawal AdultandNon‐FormalEducationAgency,Bauchi
State Mr.M.Bello MinistryofInformation,Bauchi Mrs.MariamMusa RAHAMAWomenDevelopmentProgramme,Bauchi Mrs.LindaN.Sogi WomenEmpowermentInitiative,Bauchi Mrs.MaryamMusa FOMWAN,Bauchi Mrs.SarahDaniel WomenDevelopmentAssociationforSelf
Sustenance,Bauchi Mrs.LadidiAishatuYaro PublicRelationsOfficer,OfficeoftheFirstLady,
StatePatronofNGEI,Bauchi Mrs.EmmanuellaJiya CommunityActionforPopularParticipation,
Bauchi Mrs.FeliciaIsaiah DevelopmentExchangeCentre,Bauchi Wednesday,25May2011
SBMC AjiyariPrimarySchool,DarazoLocalGovernmentArea(FGD)
AlhajiAbbasIsrah ChairmanSBMC,AjiyariPrimarySchoolandVillage
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Head,DarazoLGA AlhajiGarbaAminuDarazo ReligiousLeaderandmemberSBMC,Ajiyari
PrimarySchool HajiyaMaryamAlhassan GenderDeskOfficer,DarazoLGA Mr.IbrahimA.Halilu GEPDeskOfficer,DarazoLGA Mr.AbdullahiIbrahim HeadofServices,Administration,DarazoLGA Mr.AliyuMakama HeadofServices, SpecialServices,DarazoLGAWednesday,25May2011
Dr.GarbaIbrahim Provost,CollegeofEducation,Azare
Mr.A.BShehu Registrar,CollegeofEducation,Azare Mr.TijaniAbdullahi DeputyBursar,CollegeofEducation,Azare Mr.UsmanM,Adamu Librarian,CollegeofEducation,Azare Dr.IbrahimYabo TPAConsultant,CollegeofEducation,AzareThursday,26May2011
HisRoyalHighnessUsmanBilyaminuOthman
HRH,TheEmirofDass,DassEmirate,BauchiState
HajiyaTalatuMohdBashir Principal,MarriedWomen’sSecondarySchool,Jahun,Bauchi
Mrs.MiriamY.Iliya Programme Officer(Education),RAHAMA,Bauchi,andCSACEFACoordinator
Mrs.HabibaA.Ali Programme Director,RAHAMA,Bauchi Mrs.HadizaMusa Programme Officer,RAHAMA,BauchiFriday,27May2011
Mrs.IbrahimKilishi Teacher,FOMWANModelPrimary/SecondarySchool,FederalLowCostEstate,Bauchi
Mrs.MaryamMusa FOMWANModelPrimary/SecondarySchool,FederalLowCostEstate,Bauchi
AlhajiAbdullahiDabo ExecutiveChairman,BauchiSUBEB,Bauchi Mrs.TabithaShawulu Director,UpperBasicEducation,SUBEB,Bauchi Mr.BalaMohammedNana Director,MonitoringandEvaluation,SUBEB,
Bauchi AlhajiMuhammedAnwal
IbrahimPermanentSecretary,BauchiStateMinistryofEducation,Bauchi
Mr.DanzomiZakari DirectorPlanning,MinistryofEducation,Bauchi Mr.FatehAsmuA. Director,SpecialServices,MinistryofEducation,
Bauchi Mr.UmarSani UNICEFDeskOfficer,MinistryofEducation,Bauchi
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Annex5:TimelineofUNGEIevents
Date Internationalcontext Countrycontext EducationpolicyinNigeria UNGEIinNigeria
1960s Nigeriabecameindependenton19
October1960andbecametheFederalRepublicofNigeriathreeyearslater.
1970s
TheNPEwasadoptedafterthe1969NationalCurriculumConference.Itwasfirstpublishedin1977,andwasrevisedin1981,1998and2004.AmajorfeatureoftheNPEisthe6‐3‐3‐4system,whichprovidesforsixyearsofprimaryeducation,threeyearsofjuniorsecondaryschool,threeyearsofseniorsecondaryschool,andfouryearsfortertiarystudies.MostoftheeducationpoliciesinNigeriatodayhingeontheNPE.
1980s
EstablishmentoftheNationalCommissionforWomenin1989asafollow‐uptotheBeijingConferenceandintenseadvocacybywomen(withthenFirstLadyMrs.MaryamBabangidaaschampion).CommissionsforWomenweresetupatnationalandstatelevels.TheBetterLifeProgrammewasinitiatedbythenFirstLadyMrs.Babangidain1985,andwastargetedatruralwomen.Programmesimplementedincludedhealth,educationandwelfareprogrammes;cooperativedevelopmenttoenhancewomen’saccesstocredit,landandagriculturalinputs;andworkshopsonincome‐generatingactivities.Theprogrammesucceededinimprovingthelivesofmanywomen.Amajoroutcomewasitssuccessinraisingawarenessoftheplightofwomenin
TheNPE wasrevisedin1981.TheBlueprintonWomenEducationinNigeriawaslaunchedin1986.ThisledtotheestablishmentofWomenEducationUnitsinMinistriesofEducation.
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Date Internationalcontext Countrycontext EducationpolicyinNigeria UNGEIinNigeriaNigeria.
1990s
March1990WorldConferenceonEducationforAll,inJomtien,Thailand,adoptstheWorldDeclarationonEFA,whichstatesthateveryonehasarighttoeducation.Theconferencerecognizesthesetbacksexperiencedinthe1980sbymanySouthnationsandmakesacommitmenttomeetingthebasiclearningneedsofeverycitizen.
NationalCommissionforWomenwasupgradedtoMinistryofWomenAffairsandSocialDevelopmentin1995.
EstablishmentoftheNationalCommissionforMassLiteracy,AdultandNon‐FormalEducationaspartofthedesiretoeliminateilliteracyinNigeria.ItsfunctionistodevelopstrategiestoeliminateilliteracyinNigeria.
1999
EFAAssessment1999–2000,involvingsixregionalconferences,revealsthattheEFAagendahasbeenneglected.
TheUniversalBasicEducationprogrammewaslaunchedinNigeriain1999todemonstrateNigeria’scommitmenttoEFAgoals.Itwaspremisedonanine‐yearbasiceducationprogramme–sixyearsofprimaryschoolandthreeyearsofjuniorsecondaryschool,withattentiongiventoearlychildhoodcareeducation.
2000
UnitedNationsMillenniumSummitin2000:189worldleaderssignuptotrytoendpovertyby2015whentheyagreetomeettheMDGs.TheMDGsrecognizethecentralityofgenderequalityasagoalinitself(Goal3),aswellastheimportanceofthegenderdimensionsofeachoftheothergoals.WorldEducationForum:164governmentsadopttheDakarFrameworkforAction,inwhichtheypromisetocommitthenecessaryresourcesandeffortstocreateacomprehensiveandinclusive
NationalPolicyforWomenpassedintolawin2000.Thepolicywasanattempttointegratewomenfullyintonationaldevelopmentas‘equalpartners,decision‐makersandbeneficiaries’byremovalofgender‐basedinequalities.Itaspiredtoincludewomeninallspheresofnationallife,includingeducation,scienceandtechnology,healthcare,employment,agriculture,industry,etc.ItalsoaimedateliminatingnegativeaspectsofNigerianculturethatareharmfultowomen.
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Date Internationalcontext Countrycontext EducationpolicyinNigeria UNGEIinNigeriaeducationsystemforall.
2001
UNGASSissuesaDeclarationofCommitmentonHIV/AIDSthatincludesimportantlanguageonaddressingthegenderdimensionsofthepandemic“stressingthatgenderequalityandtheempowermentofwomenarefundamentalelementsinthereductionofthevulnerabilityofwomenandgirlstoHIV/AIDS.”
AfricanGirls’EducationInitiative(2001–2003)wasestablishedin2001inNigeriawithsubstantialfundingfromNorway.Itsaimsweretoincreasegirls’enrolmentandcompletionrates,reducegirls’drop‐outandrepetitionrates,andreducesignificantlyoreliminategendergapsinprimaryschoolenrolmentandcompletionrates.
ANationalEFAForumwassetupin2001,withaNationalCoordinatorappointedfromthecivilsociety.
2002
G8Washington,D.C.,approvestheEFAActionPlanandtheFastTrackInitiativeamidoverwhelmingsupportfromtheinternationalcommunity.EFA,Amsterdam.April2002:DevelopingcountriesandtheirexternalpartnersagreeataDutch‐WorldBanksponsoredconferenceonbroadprinciplesforscalingupEFAefforts;theNetherlandscommits135millionEurostosettheprocessinmotion.G8Kananaskis,Canada.June2002:agreementtosignificantlyincreasebilateralassistancefortheachievementofEFAandtoworkwithbilateralandmultilateralagenciestoensureimplementationoftheFastTrackInitiative.EFAGlobalMonitoringReportestablishedtomonitorprogresstowardsthesixEFAgoals.InternationalConferenceonFinancingforDevelopment(Monetary,Mexico):ThefirstmajorattemptbytheUnitedNations
InMay2002,theFederalGovernmentofNigeria,inajointventurewithUNICEF,publishedtheanalysisofthesituationofwomenandchildreninNigeriainapublicationtitled,‘Children’sandWomen’sRightsinNigeria:Awakeupcall’.ThepublicationprovidedacomprehensiveassessmentofthedistressingburdensthatpovertyimposesonNigerianwomenandchildren.
83
Date Internationalcontext Countrycontext EducationpolicyinNigeria UNGEIinNigeriaandtheinternationalcommunitytointegratetrade,monetaryand‐financialmattersintoaconsolidatedframeworkforachievingdevelopmentresults.
2003
February2003:RomeDeclarationontheharmonizationofaid.Thedevelopmentcommunitycommitstoworktowardsaligningitsassistancearoundcountrydevelopmentprioritiesandtoharmonizedonorpoliciesandprioritiesaroundcountrysystems.FTIDonorsMeeting–Paris,March2003:DonorsagreeonmodusoperandifortheFastTrackInitiativethatiscountrydriven,aswellassecurefundingforthesevencountriesandagreeonanoperatingframeworkfortheFastTrackInitiative.TheFastTrackInitiativeCatalyticFundisestablished.Itaimstoprovidetransitionalgrantsthroughoutamaximumof2–3yearstoenablecountrieslackingresourcesatthecountrylevel,butwithFastTrackInitiative‐endorsededucationsectorplanstoscaleuptheimplementationoftheirplans.
SAGENestablishedinNigeriabytheFederalMinistryofEducationandUNICEFinsomepriorityfocusstates.Oneofthegoalsistoensurethatby2015,allchildrenhaveaccesstoandcompletefreeandcompulsoryprimaryeducation.Anotherkeygoalistoeliminategenderdisparitiesinprimaryandsecondaryeducationby2005andensuregenderequalityineducationby2015.DomesticationofChild’sRightsActinNigeria.
UniversalBasicEducationintegratedintotheNPEinthe2003revision.
2004
TheEducationProgrammeDevelopmentFundwasestablishedinNovember2004asafundingwindowundertheFastTrackInitiativetosupportlow‐incomecountriesinimprovingthequalityandsustainabilityoftheireducationsectorplanningandprogrammedevelopment.
StrategyfortheAccelerationofGirls’EducationinNigeriaextendedtobecomeSAGEN+.GEPPhase1:2004–2007.TheGEPwasinitiatedin2004,andinvolvedtheFederalMinistryofEducation,DFIDandUNICEF.Theoverallgoalwastoeliminategenderdisparityinprimaryandsecondaryeducation,preferablyby2005,andtoalllevelsofeducationnot
TheFreeandCompulsoryUniversalBasicEducationAct(2004)andOtherRelatedMatterspassedintolaw.Bythisact,everygovernmentinNigeriaistoprovidefree,compulsoryanduniversalbasiceducationtoeverychildofprimaryandsecondaryschoolage.TheUBECwassetuptomanagetheUniversalBasicEducationprogramme.
84
Date Internationalcontext Countrycontext EducationpolicyinNigeria UNGEIinNigerialaterthan2015.GEP1wasimplementedinsixnorthernstates–Bauchi,Borno,Jigawa,Katsina,NigerandSokoto.
RevisionofNationalPolicyforEducation.ANationalFrameworkforEducationwaspublishedin2004.Itarticulatedgovernanceandmanagementstructuresandstrategiesbasedonstronginvolvementofgovernmentineducationprovision,repositioningofministriesofeducation,therationalizationofparastatalsforefficiencyandeffectiveness,reviewingandenhancingmonitoringmechanisms,andtheestablishmentofSBMCs.
2005
March2005,ParisDeclarationendorsedbymorethan100Ministers,HeadsofAgenciesandotherseniorofficialswhocommittedtheircountriesandorganizationstocontinuetoincreaseeffortsintheharmonization,alignmentandmanagementofaidforresultswithasetofactionsandindicatorsthatcouldbemonitored.UnitedNationsWorldSummit,NewYork,September2005:Delegatesaccusedofproducinga'watered‐down'outcomedocument,whichmerelyreiteratedexistingpledges.However,itreferredtothecentralityofgenderequalitytohumansecurityandhumandevelopment,andaffirmedthatachievinggenderequalitygoalsdependedonthefullimplementationoftheBeijingPlatformanditsfive‐yearreview.It
InaugurationofNigerianGirls’EducationInitiativeinMay2005.
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Date Internationalcontext Countrycontext EducationpolicyinNigeria UNGEIinNigerialedtotheadoptionofadditionaltargetsandindicatorsundertheMDGs–includingreproductivehealthandrightsandsex‐disaggregateddataoninformalemployment.
2006
CommitteeontheRightsoftheChild(41stsession),Geneva.
Preparationofthemanual–‘MainstreamingGenderintoStatesEconomicEmpowermentandDevelopmentStrategy(SEEDS):APracticalManual’–bytheNationalPlanningCommission.
NationalActionPlanforEducationwaslaunched.ItidentifiedprioritydirectionsforachievingEFA,UniversalBasicEducationandtheMDGs.Targetswereadultliteracyandnon‐formaleducation,humancapacitydevelopmentandeliminatinggenderdisparitiesthrougheducationofgirlsandwomen.
2007
CommitteeontheRightsoftheChild(45thSession).KeepingourPromisesonEducation,takesplaceinMay2007,Brussels,organizedbytheEuropeanCommission,theUnitedKingdomandtheWorldBank.Themeetingseeksconcreteproposalsandcommitmentsforactiontodeliveronthepromisetogivealloftheworld'schildrenafullprimaryeducationby2015.
NationalGenderPolicyanditsStrategicImplementationFrameworkandPlan,2008–2013.ProducedbytheFederalMinistryofWomenAffairs.Theoverallgoalofthepolicyistobuildajustsocietydevoidofdiscriminationandtoharnessthepotentialofallsocialgroupsregardlessofsex.Importantobjectivesincludeestablishingaframeworkforgenderresponsivenessinallpublicandprivatespheres,aswellasdevelopingandapplyinggendermainstreamingapproaches,toolsandinstrumentsthatarecompatiblewiththemacroeconomicframework.
Ten–YearStrategicPlanforEducationpreparedbytheFederalMinistryofEducation.Thevisionwastobecomeanemergingeconomymodeldeliveringsoundeducationpolicyandmanagementforthepublicgood.Themissionwastopromotequalityeducationandlifelonglearningrelevanttothedynamicsofglobalchangethrougheffectivepolicyformulation.NationalPolicyonGenderinBasicEducationanditsGuidelinesforImplementationofthepolicyaredeveloped.ItisseenasaresponsetothechallengesofachievinggenderequalityineducationinNigeria.ItsmissionistoensuregenderequalityinthedeliveryofbasiceducationprogrammesinNigeria.Itsgoalistoensureequalaccesstobasiceducationandtopromoteretention,completionandhighperformanceforall
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Date Internationalcontext Countrycontext EducationpolicyinNigeria UNGEIinNigeriapupils,especiallydisadvantagedchildrenandgirls.NationalPolicyfortheIntegratedEarlyChildhoodDevelopment.ThepolicysoughttoensureagoodstartinlifeforallNigerianchildrenunder5yearsoldthroughtheprovisionofadequatehealthcare,nutrition,accesstosafewaterandsanitation,earlylearning,psychosocialstimulationandprotection.
2008
September2008,Accrasummitonaideffectiveness:Donorcountriesagreetoendthefragmentationofaid.Donorsagreetodonatehalfofaiddirectlytogovernmentsoflow‐incomecountries,ratherthantoindividualprojects.Donorsalsoagreetocoordinateaidbetter.
Phase2oftheGEP(GEP2): 2008–2011.GEP2isbeingimplementedinfourstates–Bauchi,Katsina,NigerandSokoto.TheGEPhashelpedtoincreaseenrolment,attendanceandretentionofpupils,especiallygirls.GEP2aimedatestablishingcrediblesectorplansandenhancingcapacityfordecentralizedschoolmanagement.
NationallaunchingoftheNGEIon28March2011bytheFirstLady,HajiyaTuraiYarAdua,inBauchi.LaunchingoftheNGEI,BauchiState.
2009
DevelopmentofRoad MapfortheNigerianEducationSectorinApril2009.ThemissionistouseeducationasatoolforfosteringdevelopmentofallNigeriancitizenstotheirfullpotentialinthepromotionofastrong,democratic,egalitarian,prosperous,indissolubleandsovereignnationunderGod.DevelopmentofSESPSandSESOPsinpilotstateswithfinancialsupportfromUNICEF.
LaunchingofKatsinaStateChapterofNGEIinJune2009.LaunchingofNigerStateChapterofNGEIinNovember2009.
2010 DevelopmentofSESPSandSESOPs
inseveralstateswithfinancialsupportfromUNICEF.
LaunchingofSokotoStateChapterofNGEIinMay2010.
2011
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Annex6:Completedevaluationframework
Outcome1:Policiespromotegirls’educationandgenderequalityContext:Whatwasthesituationatlevelzero?WhatwashappeningbeforetheUNGEIpartnershipwasputinplace?
ThelegalframeworkforeducationinNigeriaistheNPE,whichwasadoptedafterthe1969NationalCurriculumConference.Itwasfirstpublishedin1977andrevisedin1981,1998,2004and2008.AmajorfeatureoftheNPEisthe6‐3‐3‐4system,whichprovidesforsixyearsofprimaryeducation,threeyearsofjuniorsecondaryschool,threeyearsofseniorsecondaryschoolandfouryearsoftertiaryeducation.UniversalBasicEducationhasbeenintegratedintotheNPE.TheCompulsory,Free,UniversalBasicEducationAct2004andOtherRelatedMattersprovidesforuniversalaccesstoeducationatalllevels.TheestablishmentoftheUBECallowedforincreasedfundingforbasiceducation.EducationisontheconcurrentlegislativelistintheConstitutionandtheresponsibilityforthemanagementofeducationrestswiththethreetiersofgovernmentinNigeria–Federal,StateandLocalGovernment.Atthestatelevel,theSUBEBhasbeenestablishedtomanagebasiceducation.Variousreviewsoftheeducationsectorhadrevealedtheexistenceofgendergapsineducation,especiallyinthenorthernpartsofNigeria.
Inputs:WhatdidtheUNGEIpartnershipdo?Whatproblemsdiditidentifyandhowdiditaddressthem?Whatotherinputsandprocessestookplacethroughoutthesameperiod?UNGEIwasdomesticatedinNigeriaastheNGEI.Itwaslaunchedin2005asaforumtoencouragegovernmentandCSOstointensifyeffortstopromotegirls’educationinNigeria.Itsactivitiesincludeadvocacy,networkingandcollaborationwithstakeholders;capacitybuilding;inaugurationofstatechaptersanddocumentationofbestpractices.Themajorityofexistingpoliciesweregenericinnatureandtargetedbothboysandgirls.Therewasalsoaneedtoemphasizethepromotionofgenderparityineducation.Outcomes:Whathasbeentheeffectontheparticipationofgirlsineducation?
Relevance:WeretheobjectivesofUNGEIsupportfromtheglobalandcountrypartnershiprelevant?Wasthedesignappropriate?
Immediateeffectsandintermediateoutcomes:Whatweretheeffectsandintermediateoutcomesintermsofeffectivenessandefficiency?(Immediateeffectsrefertoprocesses,andintermediateoutcomesrefertochangesinsectorpolicy,expenditureandservicedelivery.)
Effectiveness– TowhatextentdidUNGEIcontributetomakingeducationsectorpoliciessensitivetogirls’educationandgenderequality?
Efficiency– HoweconomicallywasUNGEIsupporttranslatedintoresults?
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Outcome1:Policiespromotegirls’educationandgenderequalityTheobjectivesofUNGEIandthecountrypartnership(NGEI)arerelevanttotheprioritiesoftheeducationsectorandNigeria’sdevelopmentpriorities.Nigeriaisasignatorytovariousinternationalagreementsthatsupportgenderequalityandwomen’seducation.TheUNGEIglobalpartnershiphasprovidedsomecapacitybuildingthroughtheparticipationofsomenationalpartnersatUNGEIglobalmeetings.ThereisroomforimprovementincommunicationbetweentheglobalUNGEIofficeandcountrypartnersoutsideUNICEF.
SinceNGEI,theNationalGenderinBasicEducationPolicyhasbeendeveloped(2007),alongwithitsImplementationGuidelines.SESPshavebeendevelopedinabout20statesinNigeria,includingBauchiandNiger.
Variousreviewsoftheeducationsectorhaveprovidedinformationaboutgirls’educationandgenderinequalitiesineducationinNigeria.ImplementationofsomeprogrammessuchastheGEPinsomenorthernstateshasalsoaddedtotheinformationongendergapsineducationandprogressmadeinclosingthesegapsinaccesstoeducation.
Recenteducationpolicieshavebeeninformedbythisknowledgeandinformation,forexampletheNationalPolicyonGenderinBasicEducationaswellastheSESPs.Anumberofgoodpracticeshavebeenadoptedinvariousstatesasaresultofbetterinformation.
NGEIpartnershavecontributedinvariouswaystothegenderawarenesseducationpolicyenvironmentinNigeria.Inputshaveincluded:
o Dialoguewithpolicymakersandsensitizationofreligiousandtraditionalrulers,communities,parentsandgirlsontheimportanceofgirls’education.
o Inputsbystatepatrons(girls’educationchampions)havecontributedtotheadoptionofgoodpracticesforpromotinggirlseducation.
o InputsbyCSOsindividuallyandcollectivelyhavecontributedtotheadoptionofgender‐sensitiveeducationpolicies.
WhileitisdifficulttoquantifythecontributionofNGEI,theinitiative’sactivitieshavehelpedtopromoteawarenessoftheimportanceofgirls’educationamongallrelevantstakeholders.
Efficiency:Thisisdifficulttoassess,sincethereisnobudgetforNGEI.Partnershavetriedtoimplementactivitiespromotinggirls’educationwithintheirindividualorganization’sprogrammesastheirowncontribution.Thishasbeenefficient,asithasachievedresultsatminimumcostsutilizingthecompetenciesofpartners.
Effectiveness:Thepartnership’sactivitiesareeffectivebecausetheyhavecontributedtothedesiredresultsofincreasingfemaleenrolmentandcompletionratesandreducinggendergapsineducationinNigeria.
Sustainability:Arethechangesthattookplaceinpolicyandplanning,finance,capacity,monitoringandevaluation,andaideffectivenessinterventionslikelytosurvive?Howresilientarethebenefitstorisks?
Howdurablearetheimprovements? Whatarethemainriskstosustainability?
Thechangesthathavetakenplacearesustainablebecausesomestructureshavebeenputinplacethatwillsustainthem.TheseincludetheSBMCs,Mothers’Associations,Girls’Clubs,etc.Membersofthesestakeholdergroupshavebeensensitizedontheimportanceofgirls’education.
Outcome2:Bestpracticesinfacilitatinggirls’educationandgenderequalityknownandinstitutionalizedContext:Whatwasthesituationatlevelzero?WhatwashappeningbeforetheUNGEIpartnershipwasputinplace?
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AnumberofgoodpracticestoaddressfemaleeducationhadalreadybeenadoptedinNigeriasincepre‐independencedaysbybothgovernmentandmissionarysocieties,suchasall‐girls’schoolsandscholarshipsforfemalestudents.However,beforeNGEI,therewasnodocumentationofgoodpractices.Inputs:WhatdidtheUNGEIpartnershipdo?Whatproblemsdiditidentifyandhowdiditaddressthem?Whatotherinputsandprocessestookplaceoverthesameperiod?NGEIpartnershipcommissionedastudyin2005todocumentgoodpracticesforpromotinggirls’educationinselectedstates.Stateteamsweretrainedtoenhancetheircapacitiestoidentifyanddocumentgoodpractices.ThefindingsweredisseminatedataStakeholdersWorkshopin2007.Variouspartnersroutinelydocumentbestpracticesanddisseminatethemthroughnewsletters.AcompendiumofgoodpracticeshasbeenpublishedbytheFederalMinistryofWomenAffairs(2010).
Outcomes:Whathasbeentheeffectondecision‐makingandprioritysetting?Dothesereflectknowledgeandunderstandingofbestpractices?Severalstateshaveadoptedgoodpracticesforpromotinggirls’educationinNigeria.NigerandBauchiStateshaveintroduced freeeducationforboysandgirlsuptouniversitylevel.Women’sDay/MarriedWomen’sCollegeshavebeenexpandedinNigerStateandintroducedinBauchiState,respectively,toenablewomen/girlswhohavedroppedoutofschoolduetoearlymarriageorpregnancytocontinuetheireducation.Documentationofgoodpracticesandtheirdisseminationhasservedaslessonslearnedforotherstateswhowanttoreplicatethesegoodpracticesintheirownstates.Relevance–WeretheobjectivesofUNGEI’ssupportfromtheglobalandcountrypartnershiprelevant?Wasthedesignappropriate?
Immediateeffectsandintermediateoutcomes:Whatweretheeffectsandintermediateoutcomesintermsofeffectiveness,andefficiency?(Immediateeffectsrefertoprocesses,andintermediateoutcomesrefertochangesintheuseofbestpractices.)Effectiveness– TowhatextentdidUNGEIcontributetothedisseminationandinstitutionalizationofbestpracticesingirls’educationandgenderequality?
Efficiency– HoweconomicallywasUNGEIsupporttranslatedintoresults?
Identificationofgoodpracticesisrelevant,asitprovideseducationauthoritieswithexamplesofwhathasandhasnotworkedindifferentenvironments,whichtheymaywanttoadaptorreplicateintheirownenvironments.
Overall,policydecisionstargetinggirls’educationareinformedbyknowledgeofgoodpracticesingirls’education.
TherewasonlylimitedsupportfromtheglobalpartnershipinthedocumentationofbestpracticesinNigeria.
Goodpracticeshavebeenidentified,documentedanddisseminatedinNigeria.
Knowledgeandinformationaboutbestpracticesingirls’educationandgenderequalityineducationhasincreasedandisnowavailableinbookformat(FederalMinistryofWomenAffairs),innewsletters(Girls’EducationProjectinNigerState,andActionAidNigeria)andintheminutesofmeetings/workshopsofNGEIatnationalandstatelevels.
NGEIpartnersroutinelydocumentgoodpracticesintheireverydayactivitiesaspartoftheircontributiontothepartnership.Thishasprovedeffective,asgoodpracticesaredocumentedonaroutinebasis.
ApartfromtheinitialstudyofgoodpracticescommissionedbytheNGEI,goodpracticesarenowroutinelydocumentedbypartners.Thishasreducedcostsofdocumentationofgoodpractices.
TheinclusionofpolicymakersasmembersofNGEITechnicalWorkingCommitteesatnationalandstatelevelshasfacilitatedtheirknowledgeofgoodpracticesandtheirintegrationintopoliciesandplans..
Sustainability:Arethechangesthattookplaceintermsofknowledgeandinstitutionalizationofbestpracticeslikelytosurvive?Howresilientarethebenefitstorisks?GoodpracticesshouldbecompiledanddisseminatedtostatesoutsidetheNGEPpartnership.Fundingmayaffecttheabilityofstatestoadoptthepractices.
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Outcome3:UNGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequalityContext:Whatwasthesituationatlevelzero?WhatwashappeningbeforetheUNGEIpartnershipwasputinplace?
BeforeNGEIwaslaunched,theFederalGovernmenthadpartneredwithvariousdevelopmentpartnerstoaddresseducationissuesinNigeria.TheAGEIandSAGENprecededNGEI.SeveralNGOs,bothindividuallyandundertheumbrellaoftheCSACEFA,hadbeenengagedinpolicydialoguewithgovernmentagenciestopromoteeducationforallandgirls’educationinparticular.
Inputs:WhatdidtheUNGEIpartnershipdo?Whatproblemsdiditidentifyandhowdiditaddressthem?Whatotherinputsandprocesses tookplacethroughoutthesameperiod?Despitetheseinitiativesandefforts,therewasalackofcommitmenttoeffectivelyimplementexistingnationalpoliciesand internationalagreementsthataddressededucationissues,especiallyatthestatelevels,wherepoliciesareimplemented.Thereweregapsbetweenimplementationbyfederalandstategovernments,especiallywherestategovernmentsdidnotbuyintoordomesticatepoliciesdevelopedatthefederallevel.Inaddition,educationpoliciestargetedboysandgirls,withgirlsoftenlosingoutduringimplementation.NGEIsoughttoaddresssomeoftheselapses.
Outcomes:Whathasbeentheeffectonthequalityofpartnerships?WhateffecthasUNGEIhadon:
ThenumberofmemberorganizationsthatareengagedinUNGEI’sactivities?Thedegreeofsatisfactionofmemberorganizations?
TheNGEIpartnershipmodelisoneofcollaborationbetweendevelopmentpartners,theFederal/StateMinistryofEducationandgovernmentagenciessuchastheUBEC,CSOsandotherstakeholdersatnationalandstatelevels.ATWGhasbeensetuptomanagetheprocess.Asimilarstructureisinplaceatthestatelevel.TermsofreferenceandguidelineshavebeendevelopedspellingouttherolesoftheTWGsatthenationalandstatelevels.NGEIpartnershipisfullyfunctionalatthenationallevelandoperationalinfourstates–Bauchi,Niger,KatsinaandSokoto.Itisoperationaltosomeextentinsomeotherstates,suchasBorno,Gombe,Jigawa,Kaduna,Kano,LagosandZamfara,althoughthereisnodocumentaryevidencetoshowthatthepartnershiphasbeenlaunchedinthesestates.EffortshavebeenmadetoestablishLocalGovernmentChaptersoftheNGEIinKatsinaandNigerStates.SeveralCSOsaremembersofthepartnershipatboththenationalandstatelevels.WivesofStateGovernorswhoarepatronsofNGEIatstatelevelshavebeenkeychampionsforgirls’educationinstateswherethepartnershiphasbeenlaunched.Thepartnershipisfullyfunctionalinthestateswhereithasbeenformallylaunched.Theyhaveengagedinactivitiessuchassensitizationcampaignstocommunities,traditionalandreligiousleaders,policymakers,parentsandgirls.JointmeetingsofnationalandstateTWGsprovideopportunitiesforstrengtheningmembers’capacityforgendermainstreaming.Workplansaredrawnuptonationalandstatelevelsbypartners.Participationinthepartnershipisvoluntary.Lackoftime,especiallyatthenationallevel,hasmeantthatmeetingsandactivitieshavetoberescheduled,Generally,partnershaveshownhighlevelsofcommitment.Mostofthereservationsaboutthepartnershiphavebeenexpressedatthenationallevel,wheresomememberscomplainedoflackofaproperstructureandhazinessofNGEIatthenationallevel,inadequatespecificationofrolesandresponsibilitiesofNGEITWGmembers/officers,lifespanoftheTWG,etc.TheNGEIappearedtobebetterdefinedatthestatelevel,whererolesandresponsibilitiesofpartnersareoutlinedintheworkplansandtherewasaDeskOfficerforthepartnership.
Relevance–WeretheobjectivesofUNGEI’ssupportfromtheglobalandcountrypartnershiprelevant?Wasthedesignappropriate?
Immediateeffectsandintermediateoutcomes:Whatweretheeffectsandintermediateoutcomesintermsofeffectivenessandefficiency?(Immediateeffectsrefertoprocesses,andintermediateoutcomesrefertochangesinsectorpolicy,expenditureandservicedelivery.)Effectiveness– TowhatextentdidUNGEIcontributetobuildingamoreeffectivepartnershipforgirls’educationatthecountrylevel?
Efficiency– HoweconomicallywasUNGEIsupporttranslatedintoresults?
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InclusionofpolicymakersaspartnershasensuredthatNGEIactivitiesarerelevanttotheprioritiesoftheeducationsectorandofthecountry.
NGEIpartnershiphasbeenmoreeffectivethanpreviousinitiativesbecauseitinvolvesallrelevantstakeholders–developmentpartners,UNICEF,CSOsandlineministries,aswellasbeneficiarieswhohavebecomepartnersinpromotinggirls’education.
NGEIhasevolvedasapartnershipforpromotinggirls’education.Itisdescribedasaforumtogivegirls’educationaloudvoice.
Variousagencieshavehelpedtoorganizecapacity‐buildingworkshops,whichhavebeenattendedbypartnersthroughouttheyears.
JointworkplansarepreparedbymembersoftheTWGatnationalandstatelevels.Workplansarereviewedduringjointmeetingsofnationalandstatepartnersheldtwiceayear.
Collaborationbetweenpartnerswithdifferentcompetencieshasreducedtransactioncosts,asmembershavebeenwillingtointegrateNGEIobjectives/activitiesintotheirorganizations’programmes.Thishasresultedinefficiencyintheuseofresources.
WivesofStateGovernorsinstateswhereNGEIisfullyfunctionalhavesupportedthepartnershipwiththeirtimeandfinancestoimplementvariousactivities.
Sustainability:Arethechangesthattookplaceintermsofknowledgeandinstitutionalizationofbestpracticeslikelytosurvive?Howresilientarethebenefitstorisks? Howdurablearetheimprovements?StructureshavebeenputinplacetosustainNGEIactivities.Thereisaneedforsustainedadvocacyandawareness‐raising
efforts. Whatarethemainriskstosustainability?Inadequatefundingcanbeamajorconstrainttosustainability.
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Annex7:NigeriaLogicModel
Vision:Allgirlsandboysareempoweredthroughqualityeducationtorealizetheirfullpotentialandcontributetotransformingsocietieswheregenderequality
Goal:UNGEIcontributestotheachievementofEFAandMDGgoalsforgenderequalityandgirls’educationthroughastrongpartnershipatglobal,regionalandcountrylevels
Outcome1:Policiespromotegirls’educationandgenderequality
Outcome2:Bestpracticesinfacilitatinggirls’educationandgenderequalityareknownandinstitutionalized
Outcome3:UNGEIfacilitatesaneffectivepartnershipforgirls’educationandgenderequality
Monitoringcriteria
CriteriaformonitoringandevaluationofUNGEIgoals:
Numberofgirlsandboysoutofschool
Numberofgirlsandboyscompletingprimaryeducation
Girls’andboys’secondaryparticipationrates
CriteriaformonitoringandevaluationofOutcome1:
NumberofUNGEIcountrieswith: nationalpolicyframeworksthatsupportgirls’education
budgetsallocatedtogirls’education
CriteriaformonitoringandevaluationofOutcome2:
Evidenceof: Financialincentivestoreducebarrierstogirls’education
Measuresforsafetyforgirlsgoingtoschool
Measuresagainstsexualharassment/violence
Schoolswithseparatetoilets Gender‐responsivematerials,curriculumandteachingguides
Teachersandschoolmanagerstrainedingenderequality
Programmessupportinggirls’re‐entrytoschoolafterpregnancy
CriteriaforM&EOutcome3: #ofmemberorganizationsactivelyengaginginUNGEIactivities
Degreeofsatisfactionofmemberorganizations
Outcome1b2:Gender‐sensitiveeducationplansimplementedandimprovingeducationfori l
Outcome3:UNGEIpartnershipsatnationalandstatelevelsareoperationalandusingsetguidelinestopromoteeducationforgirlsandgenderequality
Outcome2:Implementationofgender‐sensitiveeducationprogrammesinformedbyknowledgeofgoodpractices
Output1a:NationalpolicyongenderinBE????developed
RESULTS
IMPLEMENTATION
Output1b:Guidelinesforimplementationofthepolicydeveloped
Output1c:Manualongender‐sensitiveplanningdeveloped
Output2b:Partners’capacitiesindocumentationofgoodpracticesenhanced
Output3a:TermsofreferenceandguidelinesforUNGEIimplementationdeveloped
Outcome1a: National policy on gender in basic education utilized in development of SESP/SESOP
Output2a:Goodpracticesdocumentedanddisseminated
Output3b:Partnershipsatnationalandstatelevelsformed
Output3c:Partnerscapacitiesstrengthenedingendermainstreaming
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Annex8:Educationstatistics
Changesinenrolmentandgendergapinprimaryeducation,1999–2009
Year/state Male Female Total Percent female GPI
1999
Bauchi 397,711 253,703 651,414 38.95 0.64
Niger 233,285 128,025 361,310 35.43 0.55
AllNigeria 10,058,434 7,848,894 17,907,328 43.83 0.78
2009
Bauchi 383,116 297,315 680,431 43.69 0.78
Niger 342,011 229,547 571,558 40.6 0.67
AllNigeria 11,766,839 10,090,172 21,857,011 46.16 0.86
Sources:UNICEFdatabaseforthe36states,1999–2007;UBEC,2010,PrimarySchoolEnrolment2009,NationalSurvey.
TrendsinprimaryeducationYear Netenrolment
rationinprimaryeducation
ProportionofpupilsstartingPrimary1whoreachPrimary5(percent)
Primary6completionrate(percent)
Literacyrateof15–24‐year‐olds,maleandfemale(percent)
1990 68 67 58 N/A
2000 95 97 76.7 64.1
2001 95 97 76.7 N/A
2002 N/A 96 N/A N/A
2003 N/A 84 82 60.4
2004 81.1 74 82 60.4
2005 84.6 74 69.2 76.2
2006 87.9 74 67.5 80.2
2007 89.6 74 67.5 81.4
2008 88.8 72.3 N/A 80.0
2009 N/A N/A N/A N/A
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2015target 100 100 100 100
Source:Nigeria:MillenniumDevelopmentGoals,Report2010.
Ratioofboystogirlsinprimaryeducationbystate
Source:AnnualAbstractofStatistics,2009b.
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Trendsinprimaryandjuniorsecondaryenrolments:2006–2010
Year Male Female Total Percentfemale
GPI
1999 10,058,434 7,848,894 17,907,328 43.83 78.032000 10,745,128 8,413,413 19,158,541 43.91 78.292001 10,605,722 8,457,812 19,063,534 44.37 79.742002 11,070,610 8,791,071 19,861,689 44.26 79.412003 14,433,764 11,338,280 25,772,044 43.99 78.552004 11,824,494 9,571,016 21,395,510 44.73 80.942005 12,168,834 9,907,567 22,076,401 44.88 81.242006* 12,492,091 10,369,793 22,861,884 45.09 83.012007* 11,683,503 9,948,567 21,632,070 45.99 85.152008* 10,768,742 9,223,567 19,992,309 46.14 85.652009* 10,791,896 9,289,080 20,080,976 46.26 86.072010* 11,027,686 9,636,119 20,663,805 46.63 87.38
Sources:FME,2011,NigerianDigestofEducationStatistics,2006–2010. UNICEF,databaseforthe36states,1999–2007.
Enrolmentsatjuniorsecondaryschoolandseniorsecondaryschool,2006–2010
Juniorsecondaryschool Percentfemale
Seniorsecondaryschool Percentfemale
2005/06 1,653,753 1,281,219 2,934,972 43.65 1,525,767 1,177,044 2,702,811 43.55
2006/07 1,942,672 1,530,466 3,473,138 44.07 1,464,868 1,071,863 2,536,731 42.25
2007/08 2,150,037 1,784,024 3,934,061 45.35 1,659,774 1,966,507 3,626,281 54.23
2008/09 2,413,235 2,022,016 4,435,251 45.59 1,835,357 1,556,710 3,392,067 45.89
2009/10 2,703,938 2,305,289 5,010,227 46.01 2,201,215 1,845,222 4,046,437 45.60
Sources:FME,2011,NigerianDigestofEducationStatistics,2006–2010. UNICEF,databaseforthe36states,1999–2007.
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Annex9:SummaryofprogresstowardsMDGtargets
ProgresstowardsMDGtargetsandcurrentstatus–June2010 Goal Status1 Eradicateextreme
povertyandhungerSlow– Thereislesspovertythanin2000,butthedataarenotclear.Fiveoutofevery10Nigeriansstillliveinpoverty.Growthhasnotbeensufficientlyequitableorgeneratedenoughjobstoreducepovertyfurther.Nutritionhasimproved.
2 Achieveuniversalprimaryeducation
Average – Manymorechildrenareinschool.Nineoutofevery10eligiblechildrenattendschoolasaresultoftheUniversalBasicEducationProgrammeinterventionsandenrolmentsinprivateschools.However,disadvantagedgroupsarestillexcludedandthequalityofeducationremainspoor.
3 Promotegenderequalityandempowerwomen
Average – Someimprovementingenderparity.Ninegirlsattendschoolforevery10boys.Economicandpoliticalempowermentremainselusive.Acommonreasonforthedisparityintherateofgirlsandboyscompletingschooling,especiallyatthesecondarylevel,ispoorornon‐existentwaterandsanitation.
4 Reducechildmortality Average – Significantreductions,butprogressneedstobeaccelerated.5 Improvematernal
healthSlow– Thedatafor2008showasignificantimprovement,butthegapbetweenthecurrentsituationandthetargetisstillverylarge.
6 CombatHIVandAIDS,malariaandotherdiseases
Average – TheprevalenceofHIVandAIDSinthepopulationhasfallenfrom5percenttounder4percent.Ratesofmalariainfectionhavedropped,butthediseasestillaccountsfor300,000deathsperyearonaverage.Impressiveprogressagainstpolio.
7 Ensureenvironmentalsustainability
Slow– Accesstosafewaterandsanitationhasnotimprovedsignificantlyandotherenvironmentalproblems,suchaserosion,coastalfloodingandclimatechange,areincreasing.
8 Developaglobalpartnershipfordevelopment
Average – Thebenefitsofdebtreliefhavenotbeenmatchedbyanincreaseinaid.Tradeandaccesstomarketsarestillunequal.Rapidincreaseinaccesstoinformationandcommunicationtechnologies,teledensityandregionalinitiatives(NewPartnershipforAfrica’sDevelopment,EconomicCommunityofWestAfricanStates,etc.).
Source:NigeriaMillenniumDevelopmentGoalsReport2010;CountDownStrategy2010–2015.PotentialtoachievetheMDGsGoal/Target
Goal/target Potentialtomeettarget
Supportivepolicy
environmentMDG1Target1
Eradicateextremepovertyandhunger.Halvebetween1990and2015theproportionofpeoplelivinginextremepoverty.
GoodWeak
Target2 Halve,between1990and2015,theproportionofpeoplesufferingfromhunger.
Average Average
MDG2 Achieveuniversalprimaryeducation.Ensurethatby2015,childreneverywhere,boysandgirlsalikewillbeabletocompleteafullcourseofschooling.
AverageAverage
MDG3Target4
Promotegenderequalityandempowerwomen.Eliminategenderdisparityinprimaryandsecondaryeducation,preferablyby2005andtoalllevelsofeducation
AverageAverage
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nolaterthan2015.MDG4Target5
Reducechildmortality.Reducebytwothirds,between1990and2015,theunder‐5mortalityrate.
AverageAverage
MDG5Target6
Improvematernalhealth.Reducebythreequarters,between1990and2015,thematernalmortalityrate.
AverageWeak
MDG6Target7
CombatHIVandAIDS,malariaandotherdisease.Havehaltedby2015andbegintoreversethespreadofHIVandAIDS.
GoodAverage
Target8 Havehaltedby2015andbegintoreversetheincidenceofmalariaandotherdiseases. Average
Average
MDG7Target9
Ensureenvironmentalsustainability.Integratetheprinciplesofsustainabledevelopmentintocountrypoliciesandprogrammesandreversethelossofenvironmentalresources.
WeakWeak
Target10 Halve,by2015,theproportionofthepopulationwithoutaccesstosafedrinkingwaterandbasicsanitation.
Weak Average
MDG8Target11
Developaglobalpartnershipfordevelopment.Dealcomprehensivelywithdebtproblems. Good
Good
Target12 Incooperationwiththeprivatesector,makeavailablethebenefitsofnewtechnologies,especiallyinformationandcommunicationstechnologies.
Good Average
Source:NigeriaMillenniumDevelopmentGoalsReport2010/CountDownStrategy2010–2015.
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