EVALUATION OF THE GIRLS’ EDUCATION PROJECT 3 IN KATSINA AND SOKOTO STATES, NIGERIA, 2014-2017

Abstract

Girls’ Education Project (GEP) managed by UNICEF and the federal and state governments seeks to improve the quality of primary education for the girl-child and eliminate gender disparity in education in Northern Nigeria. Results from the evaluation of the first (2005-2008) and second (2008-2012) phases of the project revealed low access, retention and learning outcomes, especially in Sokoto compared with Katsina, where it was implemented. Hence, the commencement of GEP3 in 2012. However, since the redesigning of GEP3 in 2014, less attempt has been made to evaluate the project. Therefore, this study was designed to evaluate the effectiveness of the redesigned GEP3 in improving the quality of primary education provision (access, retention and learning outcome) for the girl-child in Katsina and Sokoto states from 2014 to 2017.

The Social Justice Theory and Logical Framework Evaluation Model were adopted, while the ex-post facto was used. Katsina (high performing) and Sokoto (low performing) states were purposively selected, while one Local Government Area each was randomly selected from the six senatorial districts in the two states. Schools were stratified into GEP3 and Non-GEP. Random sampling technique was used to select 42 GEP3 and 42 Non-GEP schools. In these schools, intact basic VI classes with a total of 1155 pupils (668 – GEP3 and 487 Non-GEP) and their head teachers were purposively selected. Instruments used were Conditional Cash Transfer (r=0.85); Gender Responsive School Environment (r=0.93) and Package of Interventions (r=0.90) checklists; Basic VI-English Studies (r=0.80); Mathematics (r=0.70) and Basic Science (r=0.89) tests, and Document Analysis Guide for Access and Retention. These were complemented with indepth interview sessions with teachers and traditional leaders. Quantitative data were analysed using descriptive statistics and t-test at 0.05 significance level, while qualitative data were thematically analysed.

The improvements (from 32.8% and 32.6% to 34.5% and 34.3%, respectively) in girl-child access to education between 2014/2015 and 2016/2017 academic sessions in both Katsina and Sokoto states occasioned by GEP3 intervention was relatively lower compared to those in Non-GEP schools (30.8% and 35.7% to 35.7% and 35.2%, respectively). The retention rates (98.8% to 98.8%; 96.9% to 97.9%, respectively) during same academic sessions in GEP3 schools in Katsina and Sokoto states were better than those in Non-GEP schools (90.2% to 85.0%; 87.2% to 82.4%). There were significant differences in the learning outcomes of pupils in GEP3 and Non-GEP schools, in English studies (GEP3- =11.18, =6.85; Non-GEP- =10.36, 2.92). Mathematics (GEP3- = 10.92, =6.71; Non-GEP- =9.88, =3.46) Basic Science (GEP3- =13.47, =6.88; Non-GEP- =9.33, =2.57) in Katsina and Sokoto states, respectively. Untimely release of funds, teachers’ preference to work in urban centres and the withdrawal of girl-child for marriages, particularly in basic VI were the major constraints facing the GEP3.

The Girls’ Education Project 3 enhanced retention and learning outcomes of the girl-child in Katsina and Sokoto states between 2014 and 2017, with more effects in Sokoto State. There is a need to ensure adequate funding, provision of incentives for rural teachers and discouragement of girl-child marriages.