NOVEMBER 2020 GIRLS’ Summary report AND COVID-19 IN

NIGERIA GIRLS’ EDUCATION AND COVID-19 IN FOREWORD FOREWORD COVID-19 is creating a girls’ education outbreak, they have been fighting to crisis in Nigeria. Girls and young women break down the barriers to distance are the first to be removed from , the learning outlined in this report and least likely to learn from home and the last protect progress for girls’ education. to return to the classroom. As begin to reopen, Malala Fund Before the pandemic, the education and our Education Champions are now system in Nigeria was already strained and focused on ensuring that girls are safely characterised by stark gender inequalities. able to return to the classroom. Now fears of COVID-19 and the economic consequences of the pandemic threaten to In the pages that follow, Malala Fund prevent even more girls from returning to and our Education Champions lay out the classroom. If leaders don’t act now, we a roadmap for how officials risk losing another of girls. at the state and federal levels can provide gender-equitable distance learning In Girls’ education and COVID-19 in Nigeria, during current and future school closures Malala Fund and our Education Champions and ensure the safe, gender-responsive highlight the impact of school closures on reopening of schools. Based on our field girls in Kaduna state. The report details research and an extensive review of policy the greater domestic burdens placed and relevant literature, Girls’ education on girls compared to boys during the and COVID-19 in Nigeria outlines steps pandemic, the lack of academic support to improve Nigeria’s education system, girls receive from their families and how strengthening it against future shocks and government distance learning initiatives making it easier for girls to go to school. have failed to reach girls. Girls are paying the highest price of the Malala Fund’s Education Champions in pandemic. By taking immediate action and Nigeria work across six Northern states following these recommendations, leaders where girls face the biggest challenges can mitigate the effects of COVID-19 and accessing education. Since the COVID-19 ensure that every girl in Nigeria is able to learn during and after this crisis.

Crystal Ikanih-Musa In-Country Co-Founder Representative, Nigeria Malala Fund Malala Fund

2 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA TABLE OF CONTENTS

EXECUTIVE SUMMARY p. 4 1. CONTEXT & BACKGROUND p. 6 2. RESEARCH PROCESS p. 9 3. SURVEY ON COVID-19, GENDER & EDUCATION p. 11 4. EFFECTIVENESS OF GOVERNMENT PROVISIONS p. 17 5. RECOMMENDATIONS p. 22 APPENDIX p. 26 ENDNOTES p. 28

STATE OF EDUCATION

STATISTICS

WHAT WE’RE DOING

CONCLUSION

3 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA EXECUTIVE SUMMARY EXECUTIVE SUMMARY

In March 2020 Nigeria closed its schools in response to the COVID-19 crisis and, shortly afterward, the government implemented a nationwide lockdown.

This report documents the received education-related impact that these closures materials directly from schools have had on and their or the education department. families, summarises the distinct Within the household, girls gendered effects of the lockdown have less support with learning and recommends policy measures than boys and one-quarter of that have helped — or could help girls — twice as many as boys — to mitigate the lockdown’s — reported receiving no help worst impacts. from any source.

Our research finds that students’ As schools begin to reopen, education has suffered as a families’ fears of COVID-19 and consequence of the pandemic. concerns about the ability to The government’s distance pay school-related fees make learning programme is not returning to school uncertain reaching all students: just 10% for some students. Meanwhile, of girls and 24% of boys are the unfolding economic impact accessing distance learning of the pandemic may jeopardise offered via television, only 18% the education prospects of many of children are using radio for marginalised girls and boys. study and 2% are using mobile. All of this points to a widening Just nine out of over 1,300 of educational inequalities in households reported having Nigeria if leaders do not act.

4 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA EXECUTIVE SUMMARY

During the lockdown, girls demonstrated their commitment to learning, despite the technical, logistical and social norm barriers they faced. We found that girls were more likely than boys to report spending time studying compared to leisure, even though they mentioned spending time on household chores and caring for family members more frequently than boys. In addition, almost 100% of girls said they want to receive educational materials during school closures.

Our full list of recommendations begins on page 22. At a high level, we are calling upon federal and state to: 1 2 3 4 Provide Ensure gender- Mitigate Protect progress

distance learning responsive economic effects Protect progress for Provide gender- reopenings Mitigate economic girls’ education by equitable and inclusive Reopen schools effects of the COVID-19 investing in education, distance learning to safely and address in crisis to help families avoiding budget cuts and support all students plans girls’ needs and prioritise education. rebuilding the education through current and the harmful effects of system with gender at future school closures. gender norms and roles. the centre to promote inclusive growth.

5 6 1. CONTEXT & BACKGROUND & CONTEXT 1. GIRLS’ EDUCATION AND COVID-19 IN NIGERIA IN COVID-19 AND EDUCATION GIRLS’

1. CONTEXT & BACKGROUND GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 1. CONTEXT & BACKGROUND

Education before COVID-19

When COVID-19 hit, the education system in Nigeria was already strained and characterised by stark inequalities.

1 There were persistent gender gaps at every grade level and many children did not attend school at all.1 2

2 and social norms such as prevented girls from completing their education.3 4

3 Conflict and displacement kept girls out of school.5 6

4 Regional disparities were severe: in the North, more than half of all girls were not in school.7

5 Boys completed at a higher rate than girls.8

6 There were teacher shortages; in particular, marginalised areas lacked female teachers.9

7 Quality of education was poor and learning outcomes were weak.10 11

8 Federal and state governments did not invest enough in schools, and available funds were underutilised.12

7 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 1. CONTEXT & BACKGROUND

Education: COVID-19 response timeline

Key dates related to Nigeria’s COVID-19 response in 2020 and its impact on schools.

22 APRIL Government imposed a nationwide lockdown to stem JULY further spread of the virus. It also announced an expansion The FMoE launched the LATE MARCH 12 OCTOBER of the national poverty relief Nigeria Education Sector Schools began Government scheme from 2.6 million COVID-19 Response Strategy, closing. ordered government households to 3.6 million, which provides a framework schools to reopen targeting families on the for mitigating the pandemic’s immediately and National Social Register of immediate-, medium- and private schools to Poor and Vulnerable Households long-term impact on the 16 reopen as soon for an initial four-month period. education sector. as possible.

MARCH APRIL JUNE JULY OCTOBER

EARLY APRIL EARLY JUNE A joint task team from the Federal In collaboration with the Federal Ministry of Education (FMoE) and the Ministry of Health, the Nigeria 8 OCTOBER Universal Basic Education Commission Centre for Disease Control The Presidential Task (UBEC) created the Learn at Home (NCDC) and the Education in Force issued updated Programme (LHP) for primary- and Emergencies Working Group, guidance on school secondary-level students. The LHP the FMoE released guidelines reopening, based on consists of an e-learning portal as well for the safe reopening of 15 the latest public health as radio and TV lesson broadcasts and schools. guidance from the NCDC. is implemented at the state level.13 Each state determined which grade levels to target with the LHP, with a focus on grades sitting for examinations this year. Kaduna provided 15 minutes of broadcast phonics lessons per day to primary students and one hour per day to senior secondary pupils under the LHP.14

At this time, the federal government also replaced the Home-Grown School Feeding Programme with a pledge to provide take- home food rations to the neediest children.

8 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 2. RESEARCH PROCESS

2. RESEARCH PROCESS

This report presents findings from a rapid assessment that Malala Fund and our Education Champions conducted in Kaduna state in July and August 2020, complemented by a desk review of policies and relevant literature.

Our goal was to better understand the ways in which families were navigating the economic and social crises caused by the pandemic in Nigeria, with a particular focus on how the pandemic was impacting girls’ education.

9 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 2. RESEARCH PROCESS

2.1 Survey methodology & limitations

In July and August 2020 we surveyed a sample of 2,253 respondents in Kaduna state through both door-to-door (26%) and telephone (74%) interview survey methods. Here is a summary of the people to whom we spoke:

• The 2,253 survey participants This was a convenience sample, represented 1,309 households drawn from contacts of the and included 1,309 parents Nigeria chapter of Malala Fund’s and 944 children. 76% of Education Champions Network. the children interviewed Due to the sample size it cannot were girls. be considered representative of either the whole of Nigeria • The children ranged from or of Kaduna. The majority below grade five to grade 12. (74%) of questionnaires were administered by phone due to • The majority of households the need to observe COVID-19 (63%) were entirely dependent safety guidance. on the informal economy for income, with others having As this was a rapid assessment at least one family member in without opportunity for follow- formal employment. up psychosocial or legal support, the survey did not include direct • The vast majority of parents questions about sensitive issues reported having three or more like early and forced marriage, children in the household. or gender- based violence. However, media For more details on the survey reports point to a surge in and on the respondent profile, rates of all these, each of which see Appendix. has the potential to impact girls’ education.

10 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 3. SURVEY ON COVID-19, GENDER & EDUCATION

3. GENDER & EDUCATION SURVEYONCOVID-19,

What our survey tells us about COVID-19, gender and education

Our assessment offers a snapshot of how school closures and the nationwide lockdown have affected students and their households, and sheds light on how they have impacted girls and boys differently. The survey also assesses the distance learning efforts and other education support measures provided by the government or other sources, as well as social protection in the form of cash or in-kind support such as food aid.

11 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 3. SURVEY ON COVID-19, GENDER & EDUCATION

3.1 Girls and boys want to return to school and remain committed to learning

When asked whether they study, and fewer girls reported expected to return to school spending time on leisure when schools reopened, 91% of activities. Girls were also girls said yes compared to 78% slightly more eager than boys of boys. This may be because to receive educational materials the boys who did not expect to during lockdown. return to school were more likely than girls to attend private or fee-paying schools, the cost of which families may no longer be able to afford due to the economic stress caused by the pandemic (explored below).

Girls appeared to be overcoming the odds to spend time studying during lockdown. Notably, while a larger proportion of girls than boys spent time doing chores and care work, they still found time to

FIGURE 1

Study Leisure Chores Activity patterns GIRLS by gender

Question: What do you mostly do these days? This chart compares the ratios of girls’ and boys’ BOYS Study Leisure Chores responses. Respondents could give more than one answer.

0% 20% 40% 60% 80% 100%

12 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 3. SURVEY ON COVID-19, GENDER & EDUCATION

3.2 Girls and Reasons for not boys report returning to school different Girls Boys barriers to returning to 54% COVID-19 fears 29% school Fees 19% We asked those students who did not 47% expect to return to school to explain why this was the case. Girls most commonly Parents wouldn’t allow it cited COVID-related safety concerns, 14% 12% while boys were most likely to say that the barrier to returning would be an inability to pay school fees. Work 0% 6%

As noted above, boys who did not expect to return to school were more likely than girls Care work to attend fee-paying schools. In general, 5% 6% boys are more likely to attend such schools due to social norms around so-called “son preference,” which influence families to Chores 5% 0% invest more of their household finances in boys than they do in girls.17 Survey results on the economic impact of the Marriage pandemic (see 3.4) indicate the COVID-19 3% 0% crisis has intensified economic pressure on households, which could make school fees unaffordable.

Girl respondents, on the other hand, were more likely to be in government schools, because even attending government FIGURE 2 many of which have been used as overflow schools requires funds for uniforms 20 Reasons for not treatment centres or shelters during or transportation. In addition, girls returning to school lockdown.18 Their safety concerns about reported that domestic chores at home Represents returning to school are reminiscent of would prevent them from returning to frequency of responses; those following the Ebola crisis, when fear school. Although girls’ answers on time- respondents of disease stopped teachers and students use suggested that despite chores and could give more than one reason. alike from going back to schools even after care work, they were finding time to study the crisis was over.19 during lockdown, these responsibilities clearly still influence their prospects of Some girls also cited lack of money as a returning to school. reason for not returning to school, perhaps

13 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 3. SURVEY ON COVID-19, GENDER & EDUCATION

3.3 Support is inadequate for all students, and girls fare worse than boys

A large majority of girls and There are a number of potential boys (77%) estimated that they reasons that students may could spend under two hours spend markedly less time a day studying (if they received studying during lockdown than materials); this compares with would be expected in a typical the approximately five to six hours per day that they spent school day, some of them on lessons at school before related to gender norms: the pandemic.

1 Low access

While the LHP theoretically due to resistance by parents: tool depends on strong makes distance learning According to a recent study, and uninterrupted available to many students via 61% of fathers discourage their electricity.23 Furthermore, the internet, TV and radio, both daughters’ use of the internet.21 educational broadcasts provided technological and social norm In addition, students who were under the LHP are only available barriers constrain access to able to use smartphones at at specific times of day in many technology-dependent learning home reported not always being states; this presents a challenge options. Although most of the able to afford the data required. for girls in particular, whose households surveyed reported Even for students with internet unpaid care responsibilities and owning at least one phone, the access, service interruptions lower status can prevent them majority of respondents said presented challenges.22 While from having access to the TV or that they only intermittently more households have access radio at certain times.24 have access to smartphones. to TV and radio, relying on For girls this may be partly broadcasting as a learning

14 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 3. SURVEY ON COVID-19, GENDER & EDUCATION

2 Lack of alternatives to tech-based learning

Only nine out of over 1,300 households reported having received any education- related materials directly from schools or the education department. And just 3% of households received support of any kind from schools, teachers or any representative of the education department; the support they did receive was mostly in the form of midday meals or health-related materials, such as soap or masks.

3 Insufficient support at home, especially for girls

Almost two-thirds of to generation, given the learning than their daughters’. respondents said they rely relatively low levels of parental In addition, boys are more than on their immediate family to education in Kaduna and twice as likely to have access support them with learning similarly disadvantaged states to a private tutor during the at home, which represents a and .25 26 Second, the pandemic. Worryingly, one out risk to their education in two survey found that while mothers of four girls, or 50% more girls ways. First, reliance on family supported sons and daughters than boys said they received risks reproducing education almost equally, fathers were 36% no learning assistance of any inequalities from generation more likely to assist their sons’ kind at home.

15 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 3. SURVEY ON COVID-19, GENDER & EDUCATION

3.4 COVID-19 has Strategies employed to cope with food and cash shortages intensified the economic stress BORROWED MONEY on households WENT HUNGRY

Poverty is a determinant of education ATE BASIC FOOD opportunity and a major factor in driving gender gaps in education, including in SOLD ASSETS Nigeria. The majority of households surveyed relied at least somewhat on OTHERS income from the informal sector, and in some homes, this was the only income 0% 5% 10% 15% 20% 25% 30% 35% 40% source. These families are most likely to be impacted by lockdowns and social FIGURE 3 distancing measures, which make it virtually impossible for them to carry out their regular work. Length of experience of Our survey sought to find out financial difficulties how the economic impact of COVID-19 was affecting 11% Always 6% families, and revealed dire 4% economic circumstances Six months One to two among households surveyed: months 2%

• Over 80% of adults reported Other facing financial difficulties during the pandemic.

• Less than 10% felt they have 60% sufficient employment Since lockdown began 17% in early April opportunities where they live. Past year

• 52% stated that they did not have enough food at home and FIGURE 4 that they were using various coping strategies that could ultimately have negative impacts.

The majority of respondents reported a Despite the evident severity of the cash crunch coinciding with the start of situation, just 3% of respondents lockdown. The cash crunch came on top of had received any cash support from a recent economic crisis that was caused the government. by a fall in oil prices and attendant rise in inflation, which reduced households’ purchasing power.27

16 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 4. EFFECTIVENESS OF GOVERNMENT PROVISIONS

4. GOVERNMENT PROVISIONS EFFECTIVENESSOF

4.1 Distance learning

As discussed, the uptake of e-learning and/or educational TV and radio among the sample was sparse, even when the required devices were present in the home. Offline materials such as take-home packs or textbooks were not available; in a government survey, just one of 22 states surveyed was providing offline distance learning options, and this did not include Kaduna.28 What’s more, even those few students who did have access to offline materials may have required parental or other guidance, which our study showed to be scarce, particularly for girls.

17 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 4. EFFECTIVENESS OF GOVERNMENT PROVISIONS

4.2 Bringing children back to school

The FMoE’s “Guidelines for imperative that governments Schools and Learning Facilities find ways not only to ensure Reopening after COVID-19 that schools are safe, but also, Pandemic Closures” details the to communicate school safety health and training requirements to students. that educational institutions must meet in order to reopen; Our findings also suggest unfortunately, public schools a need for specific, tailored do not have the capacity to interventions to bring girls and handle these requirements.29 members of other marginalised Our findings suggest that groups back to school and help students are reluctant to return them catch up given that they to school due to fears of being have received limited support exposed to the virus, so it is during the closures.

While one of the underlying principles of the FMoE guidelines is to take “responsibility for meeting the learning needs of all students” and they include a number of positive commitments, our analysis also revealed some weaknesses in terms of specific guidance or proven interventions to reach more marginalised girls including:

• Little evidence of targeted • Insufficient guidance onhow to support or catch-up provisions ensure that girls, students with for marginalised girls; special needs or disabilities and those in lower socio-economic • No formal mandate on and conflict-affected states automatic grade promotion will reenrol in school when or lowering the pass-grade the pandemic is over. threshold to mitigate for lost learning;

• Failure to address the shortage of female teachers in Nigeria;30 and

18 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 4. EFFECTIVENESS OF GOVERNMENT PROVISIONS

Building back equal: Girls back to school guide

Evidence from past crises shows that girls keep girls learning during school closures are particularly vulnerable when schools and ensure they are able to return to the are closed for a long time.31 In September classroom once it is safe. 2020 Malala Fund joined with UNESCO, UNICEF, Plan International and the UN The guide makes suggestions around Girls’ Education Initiative — a sub-group four dimensions of school closures, of the UNESCO-convened COVID-19 Global highlighted in the diagram below. They Education Coalition — to provide guidance include actions needed prior to, during for education ministries.32 and after school reopening and are grounded in an awareness that schools Building back equal: Girls back to school guide may close again to respond to subsequent recommends how policymakers can help waves of the pandemic.

Dimensions of school closures

HEALTH, LEARNING NUTRITION PROTECTION TEACHERS & WASH

Community mobilisation and engagement

Meaningful participation of girls and women

Gender-responsive data and evidence to inform action

Policies, laws and plans to advance rights

Sustained financing to achieve results

19 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 4. EFFECTIVENESS OF GOVERNMENT PROVISIONS

4.3 Supporting livelihoods

Our survey revealed the difficult financial straits facing many households in Nigeria during the pandemic, especially those dependent on the informal economy for income.

Because economic stress has In addition, as noted earlier, ripple effects on students’ access school closures during the to education as well as their pandemic have reduced children’s general well-being, we felt it was access to food. Since the majority relevant to include a brief analysis of students receiving free meals of the government’s response are among the two poorest to the economic impacts of the quintiles of the population, the pandemic in this report. Home-Grown School Feeding Programme could potentially In harder times, families tend help address the nutritional to prioritise educating sons impacts of the pandemic.35 to daughters; in addition, However, the survey results families often resort to early show that the vast majority of and forced marriage for girls these households were receiving as a way to generate income or neither school meal rations relieve pressure on finances nor cash transfers. In the latter by having “one less mouth to case, this is probably because of feed.”33 Poverty also increases pre-existing limitations of the girls’ vulnerability to sexual National Social Register of Poor exploitation, which can result in and Vulnerable Households. increased teenage pregnancy and Exceptional measures are dropout rates or exclusion from needed to ensure that both school.34 Social protection is thus food and cash transfers reach vital to prevent the worst impacts households in need. of poverty on girls’ education.

20 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 4. EFFECTIVENESS OF GOVERNMENT PROVISIONS

4.4 Resourcing education

For an education system already struggling with limited financing, the pandemic has only strained resources further; in the face of this crisis, however, the government has actually cut education financing.

In June 2020 the federal not be implemented due to the government reduced the now-drastic financial shortfall, Universal Basic Education let alone the additional measures Intervention Fund by 47% and required to meet the challenges cut the FMoE budget by 20%. of COVID-19, including those that States have made similar cuts to address the needs of girls and their education budgets. Many other marginalised groups. items in the 2020 Education Sector appropriation bill will

4.5 Building schools’ resilience and inclusivity

Contingency planning is essential to ensure learning continuity during times of crisis to protect students and educators and to build resilience within the education sector.

The government’s COVID-19 who were already in school before contingency plan focuses on the pandemic. While this is vital, keeping schools safe during the government should also take the pandemic and providing this opportunity to formulate information to students about plans for bringing previously preventative measures and out-of-school children into the actions to take to curb the education system. For example, spread of the virus.36 While this the distance learning strategies information is certainly critical, adopted during the crisis, such as the contingency plan does not those in the School Meets Learner adequately address continuity of programme, could perhaps offer learning during school closures. a way to reach children who were out of school long before The government’s COVID-19 the crisis due to cultural and education response focuses solely economic circumstances.37 on reenrolling those children

21 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 5. RECOMMENDATIONS

5. RECOMMENDATIONS

Our research has highlighted the depth and scale of the educational challenges facing girls and boys in more marginalised communities in Nigeria.

School closures are exacerbated by economic stress and social norms to create a perfect storm for Kaduna’s girls and boys. Other states are facing similar challenges. Government provisions, however well-intended, have not proved adequate to keep children learning. Girls continue to face gender norm barriers to their education.

22 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 5. RECOMMENDATIONS

One thing is clear: girls are determined to learn and are finding ways to do so against the odds. But they are not getting the support they need.

Without urgent and targeted action, they risk being pushed out of school or falling behind. Gender gaps — already plaguing Nigeria’s education system — will widen. Actors at all levels can help, but ultimately the government, at both federal and state levels, must take the lead.

Provide gender-equitable and inclusive distance learning to support all students though current 1 and future school closures.

• The federal government should review • State governments should work with the Learn at Home Programme to be more development partners and State Universal adaptive to the needs of marginalised Basic Education Boards (SUBEBs) to scale populations of all kinds, especially taking up efforts to provide offline learning into account social norm barriers that materials. This is particularly critical for girls face. the most vulnerable and marginalised girls who cannot access or utilise other forms of distance learning due to inadequate infrastructure or gendered social norms.

23 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 5. RECOMMENDATIONS

Ensure safe and gender-responsive 2 school reopenings.

• Federal and state governments • State governments should work with should take the recommended, SUBEBs to develop targeted remedial gender-responsive actions detailed and catch-up learning support to in the Girls back to school guide. marginalised girls and other vulnerable groups, following Teaching at the • The federal government should provide Right Level approaches to foster states with financial, technical and foundational skills. enhanced capacity support — including allowing for flexibility in 2021 UBEC • State governments should roll out Girls grant spending — to make schools safe Back to School campaigns, including from COVID-19. community outreach to the most marginalised groups, working with faith • The federal government should groups, community-based organisations effectively communicate the health and and religious and traditional leaders. safety measures they are taking to make schools safe from COVID-19 to reassure • State governments should stop using teachers, students and their families. schools as temporary health facilities, isolation centres, markets and shelters • The federal government should work to avoid the risk of contamination, as with development partners to establish well as fears of contamination, both and roll out a programme of education- of which could delay students’ and specific conditional cash transfers teachers’ return to school. or stipends that encourage girls and at-risk groups to reenrol.

• The FMoE should provide states with a framework for timely, gender- disaggregated data collection on reenrolment and retention. Data should be publicly available and disaggregated at the state level.

24 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA 5. RECOMMENDATIONS

Mitigate the economic effects of the COVID-19 crisis to 3 help families prioritise education.

• The federal and state governments • The federal government should should scale up social protection to launch an independent audit into help mitigate negative coping strategies the effectiveness of the adapted that could impact reenrolment, such Home-Grown School Feeding as rushing girls to get married. These Programme in reaching vulnerable protections should target the most and marginalised communities vulnerable students, including girls, with take-home rations. children with special needs or disabilities and those in lower socio-economic and conflict-affected states.

Protect progress for girls’ education and rebuild the education system with gender at the centre to promote 4 inclusive growth and ensure every girl can learn.

• Federal and state governments should • Federal and state governments should establish emergency financing packages adopt — or, in some cases, continue to for education. use — education sector planning and budgeting approaches that take gender- • Federal and state governments should specific challenges into account. make education a key component of their disaster risk preparedness strategies • The federal government should and ensure that these strategies address expand crisis modalities developed gender-specific challenges. during the pandemic to reach children who were out of school prior to the • Federal and state governments should COVID-19 pandemic. roll back cuts made to education budgets, including to the UBE Intervention Fund, and commit to maintaining and eventually increasing public spending on education through prioritising education as part of the recovery plan.

25 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA APPENDIX APPENDIX Survey administration The highest number of respondents in the unorganised sector report working The selection of households was as tailors (12%) and farmers on their own purposive. Enumerators were familiar land (10.5%). The highest proportion of with the communities they surveyed. respondents’ partners are daily wage Malala Fund staff divided the survey into labourers (8.8%). Respondents also two parts, with one set of questions for reported that almost 20% of their children (944 participants, of whom 76% partners are unemployed. were girls and 24% were boys) and another set of questions for parents or guardians 26% of adult respondents and 16% of (1,309 participants). The questions their partners are employed in the formal for children explored the educational economy. This includes employment profile of the children, access and use of in government services (17% and 11%), technology and time use during lockdown. NGOs (1% each), factories (0.7% and Enumerators ensured adherence to 0.1%), religious work (0.1%) and private principles of anonymity and informed schools (3%). consent. The questions for parents and guardians explored the social and Within the sample population, the average demographic profile of the household, the family size is about seven members, with economic status of the family and the kind almost half of all respondents reporting of support the household received from family sizes of between five and eight the government or civil society. (48.97%). More than 34% of respondents belong to households with eight or more Profile of respondents family members, and this large family size may exacerbate the impact of COVID-19

In terms of employment, the majority of on cash availability and food security. adult respondents and their partners (63%) are involved in the informal economy.

Profile of respondents

GIRLS BOYS

BELOW GRADE FIVE 20% 26%

GRADE FIVE 5% 4%

GRADE SIX 6% 2%

GRADE SEVEN 14% 6%

GRADE EIGHT 9% 10%

GRADE NINE 11% 10%

GRADE 10 14% 10%

GRADE 11 11% 10%

GRADE 12 10% 21%

26 GIRLS’ EDUCATION AND COVID-19 IN NIGERIA ACKNOWLEDGEMENTS ACKNOWLEDGEMENTS This report is part of a research series exploring the effects of school closures and lockdown on girls and their families in Ethiopia, , Malala Fund Nigeria and . Education

Writers Champions Laura Denham in Nigeria Lucia Fry Sabrina de Souza The Nigeria chapter of the Malala Fund Education Editors Champion Network is a Amanda Hirsch national cohort of educators Crystal Ikanih-Musa and activists who advocate Marielle Issa for policy and programmatic Tess Thomas solutions to ensure that all girls

Research can have access to 12 years of Knowledge partner: free, safe, quality education. Jyotsna Jha, Achala Yaraseeme and Neha Ghatak (Centre for Budget and Policy Studies, India), who aided in the Through our Education design research, development of tools, training of teams Champion Network, Malala and technical review of data analysis and narrative. Fund supports the work of local leaders in , Primary data collection: Brazil, Ethiopia, India, , Gerald Ogoko (Gerald and Jeremy Concept Ltd, Nigeria) Pakistan and who

understand challenges in their Data analysis: Naomi Nyamweya communities and are best placed to identify, innovate and Reviewers We are grateful to the members of the Nigeria chapter of advocate for progress towards the Malala Fund Education Champion Network for their girls’ secondary education review and insights on this report: around the world.

Abubakar Askira (Hallmark Leadership Initiative), Frances Uchenna Igwilo (Centre for Leadership, Strategy and Development), Kiki James (ACE Charity), Benjamin John (Restoration of Hope Initiative), Hamzat Lawal (Connected Development Initiative), Habiba Mohammed (Centre for Girls’ Education), Pamela Okoroigwe (Legal Defence and Assistance Project), Rotimi Olawale (Youth Hub Africa), Buky Williams (Education as a Vaccine) and Munira Yerima (Borno Women Development Initiative).

Design Jonathan Haring Hannah Orenstein

Participants Most of all, we thank the young people and their parents who participated and shared their experiences during a challenging and uncertain time.

27 28 ------

https:// COVID-19: COVID-19: COVID-19: COVID-19: https://educa https://educa ENDNOTES

- malala.org/news Available on request. Available Global Education Coali- Education Global https://education.gov.ng/ https://www.vanguardngr. https://www.brookings.edu/ Learning in a Pandemic: Nigeria’s response Nigeria’s response Learning in a Pandemic: Learning in a Pandemic: Nigeria’s response Nigeria’s response Learning in a Pandemic: Building Resilience and Resistance to

Nigeria’s inflation rate jumps to 12.82%, rate : Nigeria’s inflation

https://nairametrics.com/2020/08/17/breaking- Article - https://www.bbc.co.uk/programmes/articles/3Rb Article: How internet access is improving in Nigeria. Article: How internet access is improving https://www.apc.org/en/pubs/overcoming-gender-based-digi tal-exclusion-northern BBC (2020) - Edu Fund’s Malala of chapter the Nigeria of behalf AFRI-CIRD on of and Cost Forms (2020) Ascertaining the Network Champion cation this on Schools, and the Impact of in Primary and Secondary Hidden Fees in Borno and Kaduna states. Access to Education - (2016) Over Development and Technology Information for Center docu- in northern Nigeria: A strategy coming gender-based digital exclusion ment. www.bbc.co.uk/news/business-51377955 and NESG (2020) Centre TEP pandemic. COVID-19 to teaching and learning during the tion of Digital Learning during Lockdown. tion of Digital Learning during Lockdown. wp-content/uploads/2020/04/DIGITAL-LEARNING-COMPILA TION-BY-FME-NEMIS.pdf - tion.gov.ng/wp-content/uploads/2020/08/Learning-in-a-Pandem ic-Report_TEP-NESG_2020.pdf (2020) Compilation by FME NEMIS on the Nigeria of Government on the Implementa and FCT Interventions status of (2017) Article: Despite decades of funding, Nigeria Guardian The https://guardian.ng/ low. northern states remains in the level news/despite-decades-of-funding-literacy-level-in-the-northern- states-remains-low/ (2020) Africa of the Economies of the Study for Centre to Deepen Nigeria’s Education Crisis. Impending Situation Threatens https://media.africaportal.org/documents/COVID19-Impending-Situ ation-Threatens-to-Deepen-Nigerias-Education-.pdf (2020) Nairametrics highest in 27 months. nigerias-inflation-rate-jumps-to-12-82-highest-in-27-months/ and NESG (2020) Centre TEP pandemic. to teaching and learning during the COVID-19 - tion.gov.ng/wp-content/uploads/2020/08/Learning-in-a-Pandem ic-Report_TEP-NESG_2020.pdf is in crisis Nigeria’s educational system (2020) Article: Why BBC Minute - and how to fix it. FXDdBw3g0HQG0fpyD0xF/why-nigerias-educational-system-is-in- crisis-and-how-to-fix-it 58,000 female teachers needed in Northern Ni ICIR (2019) Article: Over https://www.icirnigeria.org/over-58000- schools – UNICEF. gerian rural female-teachers-needed-in-northern-nigerian-rural-schools-unicef/ past shocks What (2020) Girls’ education and COVID-19: Fund Malala can teach us about mitigating the impact of pandemics. room/archive/malala-fund-releases-report-girls-education-covid-19 2020, the in March UNESCO Launched by the right protect to exchange and collaboration for tion is a platform It beyond. and disruption during this unprecedented education to civil family, the U.N. from than 140 members more brings together sector. academia and the private society, (2019) Institution Brookings Acquiring Skills: Findings from Marriage through and Forced Child, Early, in Nigeria. Implementation Research - wp-content/uploads/2019/08/Findings-from-Implementation-Re search-in-Nigeria-FINAL.pdf report: news this example, for See, com/2020/06/covid-19-ogun-raises-concern-over-high-rate-of- teenage-pregnancy/ (2020) Africa of the Economies of the Study for Centre Deepen Nigeria’s Education Crisis. to Impending Situation Threatens https://media.africaportal.org/documents/COVID19-Impending-Situ ation-Threatens-to-Deepen-Nigerias-Education-.pdf Ibid. Ibid. 22. 20. 21. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37.

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- http://data. https://www. theirworld.org/news/ https://education.gov.ng/ https://www.unicef.org/ https://www.aeaweb.org/ https://www.brookings.edu/ Why COVID-19 and falling oil prices are and falling oil prices are COVID-19 Why

- https://www.weforum.org/agen https://education.gov.ng/wp-content/ Building Resilience and Resistance to Building Resilience and Resistance https://journals.co.za/content/genbeh/9/2/ Indicator: Never been to school. Country: Nige Indicator: Never http://documents1.worldbank.org/curated/ Beyond a Public Health Emergency: Potential Secondary a Public Health Emergency: Potential Beyond https://education.gov.ng/wp-content/uploads/2020/04/ uis.unesco.org/ 58,000 female teachers needed in Northern Ni ICIR (2019) Article: Over articles?id=10.1257/jep.31.4.185 Education in Nigeria. (2020) Webpage: Education for Partnership Global https://education.gov. pandemic closures. after COVID-19 ties reopening ng/wp-content/uploads/2020/07/COVID-19-GUIDELINES-FOR- SAFE-REOPENING-OF-SCHOOLS-LEARNING-FACILITIES.pdf (2020) Nigeria Education Sector COVID-19 Nigeria of Government - https://education.gov.ng/education-coordinat Response Strategy. ed-covid-19-response-strategy/ in girl-child education (2011) “Issues O. I. and Osayande, Goodluck, in Gender support” and information library for implications in Nigeria: 9, No. 2. Vol. and Behaviour, Article: Cash transfers help children enrol in school. enrol children help (2018) Article: Cash transfers UNICEF https://www.unicef.org/wca/stories/cash-transfers-help-children- enrol-school (2013) UNESCO-WIDE ria. https://www.education-inequalities.org/ (2019) Institution Brookings from Acquiring Skills: Findings Marriage through and Forced Child, Early, in Nigeria. Implementation Research - wp-content/uploads/2019/08/Findings-from-Implementation-Re search-in-Nigeria-FINAL.pdf births to 90% of approximately outbreak, the COVID-19 to Prior within marriage. occurred countries in developing mothers teenage Adolescent (2015) Girlhood, Not Motherhood: Preventing UNFPA - https://www.unfpa.org/sites/default/files/pub-pdf/Girl Pregnancy. hood_not_motherhood_final_web.pdf Nigeria. (2017) Country Profile: UNICEF nigeria/education of girls from (2018) Article: Security fears stop hundreds Theirworld to Nigerian school hit by mass abduction. returning nigeria-girls-stay-away-from-dapchi-school-where-students-kid napped-boko-haram Infor Million Adolescent Girls: Project (2019) Ten Bank World mation Document. en/791531567414955426/pdf/Concept-Project-Information-Docu ment-PID-Ten-Million-Adolescent-Girls-Project-P170664.pdf secondary lower/upper (2020) UIS Statistics: Completion rate, UNESCO 2018. Country: Nigeria. and location. Year: education by sex https://www.icirnigeria.org/over-58000- schools – UNICEF. gerian rural female-teachers-needed-in-northern-nigerian-rural-schools-unicef/ C. Rockmore, B. Stacy, Molina, E. G. Martin, D. Filmer, T. Bold, without Learning: (2017) “Enrolment W. Wane, and J. Svensson, in Journal Schools” Primary Skill in and Knowledge, Effort, Teacher 31, No. 4. Vol. of Economic Perspectives https://www.globalpartnership.org/where-we-work/nigeria (2020) Forum Economic World to education in Nigeria. a threat da/2020/07/what-covid-19-means-for-the-shrinking-fiscal-space- for-education-in-nigeria/ Release: Radio and television (2020) Press Nigeria of Government underway as education sector ends second online educational broadcast meeting. RADIO-AND-TELEVISION-EDUCATIONAL-BROADCAST-UNDER WAY-AS-EDUCATION-SECTOR-ENDS-SECOND-ONLINE-MEET ING.pdf (2020) Compilation by FME NEMIS on the Nigeria of Government on the Implementa and FCT Interventions status of State Government tion of Digital Learning during Lockdown. wp-content/uploads/2020/04/DIGITAL-LEARNING-COMPILA TION-BY-FME-NEMIS.pdf (2020) Guidelines for schools and learning facili Nigeria of Government Guidance Note: The Use of (2020) Operational Nigeria of Government & as Shelters, Markets Learning Centres Educational Facilities/Temporary COVID-19. Units for Treatment uploads/2020/04/Operational-Guidance-Note_The-use-of-schools- as-shelters-treatment-units.pdf ACAPS (2016) ACAPS Humanitarian Impacts of a Large-Scale Ebola Outbreak. - acaps.org/special-report/beyond-public-health-emergency-poten tial-secondary-humanitarian-impacts-large-scale 9. 11. 16. 17. 1. 2. 3. 4. 5. 6. 7. 8. 10. 12. 13. 14. 15. 18. 19. GIRLS’ EDUCATION AND COVID-19 IN NIGERIA IN COVID-19 AND EDUCATION GIRLS’ ENDNOTES