Hyeladzira James Mshelia, Assistant Director, Programmes and Community Engagement, Connected Development (CODE) says Bauchi state is one of the most educationally disadvantaged states in Nigeria.
She stated this during a one-day meeting on Roadmap to Equality Tools for Transforming Girls’ Education in Bauchi, organised by CODE and funded by MALALA Funds.
According to her, while the state government has placed education at the top of its budget priorities allocating over N40 billion across sectors, significant challenges still remained visible.
Mshelia, who is also the Girl-Child Education Project Manager of CODE, said some of those challenges included infrastructure gaps where many classrooms are held under trees.
“It also includes high dropout rates for girls driven by poverty, early marriage, cultural norms, and poor learning environments.
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“There is also low enrollment and completion: Of over 538,000 school-age children, 12–14 years, nearly half are girls, yet many never enroll or complete school.
“Teacher quality concerns: 25% of teachers are unqualified, and only 31% are women, limiting female role models for girls in schools.
“There are also these gender-blind policies that fail to address the specific barriers faced by girls and other marginalized learners,” she said.
The expert further emphasized that for education to truly deliver on its promise as a pathway to a gender-just world, both girls and boys must benefit equally.
This, she said, was the reason Connected Development with support from Malala Fund, conducted a comprehensive Desk Review of Bauchi State’s education policies and legal documents
to assess their level of Gender-Responsive Education Sector Planning (GRESP).
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She explained that their analysis revealed gender blind and critical gaps that hinder the achievement of gender equality in education across Bauchi State.
“While most policies reference gender, they lack clear, actionable strategies to address systemic inequalities affecting girls’ access to quality education.
“Insufficient Budgetary Commitment – Education budgets do not explicitly earmark funds for gender-responsive interventions, making implementation inconsistent.
“Teacher Recruitment and Training Gaps – Policies lack robust provisions for recruiting more female teachers, particularly in rural areas, and for integrating gender-sensitive pedagogy
into teacher training.
“Weak Monitoring and Accountability Systems – Existing frameworks do not collect or disaggregate education data by gender, disability, or vulnerability status, among others.”
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She called on all stakeholders like the government agencies, civil society organizations, community leaders, development partners, and the private sector to adopt, adapt, and champion this plan, saying “together, we can ensure
equity, quality, and justice in education for every child in Bauchi State.
“With deliberate, gender-responsive policies and inclusive planning, we can create a system where every child,
especially every girl, has the opportunity to learn, complete school, and thrive”.
Responding, Dr Muhammed Lawal, the state’s Commissioner for Education, faulted an allegation that education projects are poorly executed in the state, insisting that the allegation was baseless and unfounded.
According to him, the State Government, through the State Universal Basic Education Board (SUBEB), was ensuring effective monitoring and supervision of every project across the State.
He added that the state government is doing everything possible to take the education sector to greater heights in the state.