When the Sokoto State Government unveiled its Educational Sector Operation Plan (2023-2025), it promised a revolutionary approach to tackling the alarming rate of out-of-school girls. At the heart of this strategy was a cash transfer initiative designed to support 20,000 girls across 460 schools over three years. Another plan component targeted 2,254 vulnerable and orphaned girls with additional support packages to ease the burden of education costs.

However, visits to at least ten public schools in the state reveal a glaring contradiction—the initiative remains unimplemented. Teachers and school administrators, who are supposed to be primary stakeholders in this initiative, confirmed that no funds, materials, or structured interventions have been introduced.

Dire State of Girls Education

Nigeria has one of the highest rates of out-of-school children globally, with over 10.2 million children out of school, according to a 2022 UNICEF report.

The situation is even worse for girls, especially in northern states including Sokoto, where social, economic, and cultural barriers prevent them from accessing education.

Sokoto State, in particular, ranks among the worst-affected states. According to data from the United Nations Children’s Fund (UNICEF) and the Universal Basic Education Commission (UBEC), more than 60 per cent of school-age girls in Sokoto are out of school, significantly higher than the national average.

The high dropout rates are attributed to poverty, early marriage, gender biases, and inadequate government intervention.

A local education officer in Sokoto, who spoke anonymously, described the situation as a ticking time bomb for the future of Sokoto’s girls.

“The statistics do not lie. If something is not done urgently, we will continue to raise generations of girls with no formal education. The cash transfer initiative was supposed to be a game-changer, but the government has failed to act,” he said.

Impact of Unfulfilled Promises

Muhammad Bello, Principal of JSS Salami, Mujaya, narrated how students flooded the school when government officials arrived for a supposed screening exercise weeks before the last term break. But the excitement soon turned into disappointment.

They started capturing children but suddenly abandoned them. They promised to return, but weeks after resumption, nothing has happened, he said.

 

Bello emphasised how the promise of financial support had attracted even non-enrolled children to the school that day.

You should have seen how many came, even those without uniforms, those who were never admitted—everyone wanted to benefit. If implemented, this initiative could change the narrative for many low-income families.

Meanwhile, the Headmaster of Salame Mujaya Model Primary School pointed out that economic hardship is one of the biggest deterrents to school enrolment.

We teach those who manage to come. Parents are struggling with survival and can’t afford education for their children. Even if the initiative is implemented, the money should not go directly to parents because some may hijack it and misuse it.

 

At Yahaya Gusau Model Primary School, Gagi B, the headmaster, Kamaludden, painted a grim picture of the situation.

“Children are not coming to school because their parents cannot afford books, uniforms, or even transport fare. Some prefer scavenging for iron scraps to earn money rather than sitting in class.”

He recalled how the school feeding program, when introduced, led to a surge in enrolment.

“Before, our classrooms were full. But now, many have dropped out. If this cash transfer initiative is implemented, it will undoubtedly bring more children back.”

Recent statistics paint a vivid and troubling picture of the educational challenges faced by aged-school girls in Sokoto.

A comprehensive survey commissioned by UNICEF shed light on the situation concerning Almajiri and the out-of-school population in Sokoto State. The findings reveal that there is a staggering total of 249,523 individuals within this demographic. Among them, 13,208 are boys, while an overwhelming 136,315 are girls, highlighting a significant gender disparity in access to education.

The headmasters of the public schools visited attribute these numbers to rising economic hardship and a lack of financial support for families.

These figures underscore the urgent need for targeted educational interventions and bring attention to the broader socio-economic challenges these communities are grappling with.

Many of these young girls and boys are caught in a cycle of poverty and limited opportunities, which exacerbates their inability to access quality education.

The situation calls for immediate action and dedicated efforts from governmental and non-governmental organisations to address these pressing educational disparities and support these underserved populations.

Neglecting this issue has profound implications, potentially affecting the future of the entire state and the nation as a whole.

Parental Perspectives

Interviews with parents whose children are either struggling to remain in school or have dropped out reveal the extent of the crisis.

Even though education at public schools in the state is free, there is no support from the government to provide the necessary materials to retain the children at school.

Hauwa Ibrahim, a mother of three, explained how financial hardship has affected her children’s education.

“My daughter was in school, but when my husband lost his job, we could no longer afford her books and uniform and sometimes feeding became very tough. Now she helps me sell groundnuts instead,” she lamented.

Another parent, Yusuf Garba, spoke about his dilemma in choosing which child to educate.

“I want my daughter to go to school, but my son also needs financial support. I had to make a choice, and I decided to send my son. If the government truly wants to help, they should release the funds they promised.”

“There was a time when we heard about the Cash Transfer program for girls, and everyone was excited. We thought it would encourage more girls to attend school, but for years now, the government seems unwilling to implement this important initiative,” Yusuf added.

How a Comprehensive Gender-Responsive Education Sector Plan Can Help

The key to addressing poverty as a barrier to girls’ education in Sokoto is the development of a comprehensive education sector plan (ESP) that integrates gender-responsive education sector planning (GRESP) principles.

According to the United Nations Girls Education Initiative (UNGEI), the ESP is a strategic framework that outlines a vision for education and identifies methods to achieve it. GRESP is crucial for addressing gender barriers within educational systems.

A gender-responsive Education Sector Plan (ESP) in Sokoto State can effectively address poverty as a barrier to girls’ education. Such a plan can make a significant difference by specifically targeting the financial and social challenges that prevent girls from attending school.

A well-structured ESP can implement measures such as tuition-free education, scholarships, and school meal programs, which help reduce the economic burden on families. This makes it easier for them to send their daughters to school.

Additionally, strategies like creating safe and accessible school environments, training teachers in gender-sensitive approaches, and engaging communities to challenge cultural norms that prioritize boys’ education can further eliminate barriers.

By acknowledging and addressing these economic and societal factors, a comprehensive plan can provide more girls with the opportunity to access and complete quality education, ultimately helping to break the cycle of poverty in the state.

Broken Promises, Shattered Dreams

The absence of the Sokoto government’s cash transfer program has left thousands of girls vulnerable to the harsh reality of dropping out of school or, in many cases, never stepping foot in a classroom at all.

This situation highlights a troubling disconnect between politicians’ promises and the lived experiences of families in the region.

Despite grand proclamations about educational reforms and support initiatives as enshrined in the Sokoto Educational Sector Operation Plan (2023-2025), the stark reality on the ground reveals a landscape marked by neglect and systemic failure.

Many families, particularly those living in poverty, struggle to afford basic necessities, and as a result, the aspirations of countless young girls are being dashed. The dreams of these girls, who yearn for education and opportunity, are being overshadowed by the lack of effective government action and commitment to ensure their right to an education.

A teacher at Yahaya Gusau Model Primary School, who requested anonymity, did not mince words: “We are tired of empty promises. These children deserve better. If the government truly cares, let them show it with action, not words.”

As the 2023-2025 plan nears its second year, the question remains: Will the government fulfil its promise, or will Sokoto’s girls continue to be left behind?

This report was published with collaborative support from ImpactHouse Centre for Development Communication and System Strategy and Policy Lab (SSPL).