Experts have urged increased investment in girl-child education to reduce gender disparities and improve access, retention, and completion rates for millions of Nigerian girls, stressing the need for systemic reforms.
The call was made on Tuesday in Abuja during a high-level policy dialogue organised by the Malala Fund on financing the future of Nigerian girls through gender-responsive education planning and budgeting.
Stakeholders at the dialogue highlighted financing, policy reforms, and accountability as critical measures to improve education outcomes for girls across the country.
The Chief Executive Officer of Malala Fund, Nabila Aguele, said the organisation works toward a world where all girls can access at least 12 years of quality education.
Aguele noted that the fund prioritises adolescent girls, particularly at the secondary school level, by supporting local organisations and advocating for policies that centre on the needs and voices of girls.
She added that improving girls’ education requires addressing systemic barriers alongside financing gaps, with quality spending and accountability mechanisms essential for sustainable results nationwide.
According to Aguele, educating girls boosts future earnings, productivity, and economic development while reducing poverty, particularly in underserved and marginalised communities across Nigeria. She emphasised that federal investment in education remains below target and called on policymakers to align budgets with plans while ensuring accountability for tangible results.
Aguele explained that the Malala Fund supports local actors rather than directly implementing programmes, noting that community-based organisations are better positioned to drive sustainable change and influence policy reforms.
Leading the call, Bukky Shonibare, Executive Director of Invictus Africa, said Nigeria has about 9.5 million girls out of school, representing 28 per cent of the country’s female population.
She expressed concern that Nigeria allocates only seven per cent of its 2025 national budget to education, far below the UNESCO-recommended 15 to 20 per cent benchmark.
Shonibare emphasised that beyond allocations, effective and targeted spending is critical, highlighting gaps between budget provisions and actual releases that undermine education outcomes in many states. She called for deliberate investment to address barriers preventing girls from enrolling, staying, and completing school, urging the integration of gender-responsive strategies into national development plans.
She highlighted structural barriers such as lack of facilities, early pregnancy, absence of female teachers, and unsafe learning environments that prevent many girls from attending school.
Representatives from Kano and Oyo states reiterated their commitment to gender-responsive planning, increased enrolment, and improved accountability in education budgets.
The Permanent Secretary of Kano State Ministry of Education, Bashir Mohammed, said the state has aligned its policies to ensure vulnerable girls are visible in education funding decisions and noted that Kano allocates more than 39 per cent of its budget to education to support these initiatives.
Mrs. Olufunke Karunwi, Permanent Secretary of Oyo State Ministry of Education, said the state prioritises gender-responsive planning, including school feeding, free uniforms, and safe transport to improve girls’ enrolment, retention, and completion.
The UN Women Country Representative to Nigeria and ECOWAS, Beatrice Eyong, said investing in girls is a social and economic imperative, noting that targeted investments could yield returns exceeding 21 times the initial cost. She stressed that embedding gender-responsive approaches into national planning and budgeting frameworks is critical to achieving Sustainable Development Goal Five, warning that inadequate investment could have long-term national consequences.
Stakeholders emphasised the need for sustained investment, policy alignment, and community engagement to ensure every Nigerian girl has access to quality and equitable education.
