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Gender equality in skills development - how to find a balance
Commonwealth of Learning, 2013One of the goals of education in Nigeria is to empower its citizens to acquire appropriate skills and abilities, both mental and physical, to equip them to live in, and contribute to building, the nation.DocumentTransforming education for girls in Nigeria: endline research report
ActionAid International, 2013This report is the culmination of 5 years’ work by the Transforming Education for Girls in Nigeria and Tanzania (TEGINT) project partnership, in particular by Community Action for Popular Participation, ActionAid Nigeria, the Institute of Education and Dr Funmi Para-Mallam of the Nigeria Institute of Policy and Strategic Studies, who led the final research and is the author of the full enDocumentGender stereotypes and girl-child education in Nigeria
Commonwealth of Learning, 2013Over the years, the Nigerian government has expressed its commitment to female education. Despite this, and efforts by international organisations and others, girl-child educational attainment in Nigeria remains low; fewer girls go to school than boys, and the gender gap is said to widen as girls move up the formal education ladder.DocumentEducation and community empowerment
Health and Education Advice and Resource Team, 2010Are there examples of effective mobilisation of citizens/communities which have brought about improved education outcomes (quality and access) for poor men and women, and where broader forms of social change have also taken place as a result or strengthening community action and choice in education services? Do we have evidence of some of the key factorsDocumentAnnual Review of the Nigeria Girls' Education Project Phase 3
Health and Education Advice and Resource Team, 2014By 2015, the number of children out of school in Nigeria will still be huge, with girls suffering most. The Girls’ Education Project Phase 3 (GEP3) in Nigeria, funded by the UK Department for International Development, aims to get more girls to complete basic education. Recommendations based on this GEP3 evaluation include:DocumentThe impact of girls’ education on early marriage
Department for International Development Health Systems Resource Centre, 2011What impact does the education of girls have on early marriage? This report by the UK Department for International Development (DFID) Human Development Resource Centre (HDRC) provides an overview of the existing evidence on the impact of girls' education on early marriage, highlighting key resources and knowledge gaps. The following are among the key findings:DocumentScholarships: the impact and effectiveness for disadvantaged children and girls
Health and Education Advice and Resource Team, 2014This report outlines a number of different scholarship, stipend and cash transfer programmes (CCTs). Evidence on the effectiveness and impact is mixed. Most programmes increase enrolments, but the impact on learning is less clear.DocumentGender budgeting as an instrument for educational attainment in Kenya
2011Gender issues have continued to play a key role in the formulation of public policy across sectors worldwide. It is notable that gender gaps in many developing countries remain a challenge in the education sector. The purpose of policies is to guide action towards some identified practical goals; policies lose meaning when they remain unimplemented.DocumentGuideline for gender sensitive budgeting on girls education in Ethiopia
2009Development partners, including UNICEF, have been supporting the Ethiopian Government so that the country could achieve universal access to education by 2015.