Girls’ Education Project Phase 3 (GEP3)
Girls' Education Project Phase 3 (GEP3) UNICEF
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Sustainable Development Goals (SDGs) and Girls’ Education in Nigeria
Highlights
- Nigeria is the most populous country in Africa, with over 206 million people living in 36 states and the Federal Capital Territory.
- Despite efforts by the government to make basic education free and compulsory, there are still significant numbers of out-of-school children in Nigeria.
- At least 10.2 million children at the primary level and 8.1 million children at the junior secondary school (JSS) level are reported to be out-of-school in Nigeria.
- The majority of these children are girls and primary school-aged children from the northern states.
- The gender parity index (GPI) in basic education in the North Central, North East, and North West geopolitical zones is 0.89, 0.77, and 0.73, respectively.
- Studies have shown that about 50 percent of children attending school are not learning as expected, with 63 percent of children in rural areas and 84 percent of children in the lowest economic quintile unable to read.
UNICEF’s Girls’ Education Project Phase 3 (GEP3)
- In response to the situation, UNICEF developed and implemented the Girls’ Education Project Phase 3 (GEP3) from 2012–2022 in partnership with the Government of Nigeria and the Foreign, Commonwealth & Development Office (FCDO) of the United Kingdom.
- GEP3 aimed to improve basic education, increase social and economic opportunities for girls, and reduce disparities in learning outcomes between girls and boys in northern Nigeria.
- The programme focused on addressing barriers to girls’ education, including sociocultural and gender norms, economic and socio-political contexts, constraints related to local governance, educational material, staff capacity, and low financing in the education sector.
- An investment of GBP79 million (approximately US$109.1 million) was made in GEP3.
Final Evaluation of GEP3
- To fulfill UNICEF’s commitment to generate sound evidence on the results achieved for children, a final evaluation of GEP3 was conducted.
- The evaluation was undertaken by the Oversee Advising Group.
- The purpose of the evaluation was to generate lessons learned and ensure the sustainability of the efforts made under GEP3.
For more information and education knowledge products, please visit UNICEF Nigeria’s website.
Publication date
Languages
English
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | – Number of out-of-school children at the primary and junior secondary school levels – Gender parity index in basic education in different geopolitical zones |
| SDG 5: Gender Equality | 5.1 End all forms of discrimination against all women and girls everywhere | – Number of girls out-of-school – Gender parity index in basic education in different geopolitical zones |
| SDG 10: Reduced Inequalities | 10.2 By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | – Disparities in learning outcomes between girls and boys – Percentage of children in rural areas and lowest economic quintile who cannot read |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
SDG 4: Quality Education
The article discusses the issue of out-of-school children in Nigeria, particularly focusing on the barriers faced by girls in accessing basic education. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education for all.
SDG 5: Gender Equality
The article highlights the gender disparities in basic education, with a higher number of out-of-school children being girls. This relates to SDG 5, which aims to end all forms of discrimination against women and girls.
SDG 10: Reduced Inequalities
The article mentions the disparities in learning outcomes between girls and boys, as well as the inability of children in rural areas and the lowest economic quintile to read. These issues are connected to SDG 10, which focuses on reducing inequalities and promoting social inclusion.
2. What specific targets under those SDGs can be identified based on the article’s content?
Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
The article addresses the issue of out-of-school children, particularly girls, in Nigeria. Achieving this target would involve ensuring that all children have access to free, equitable, and quality education.
Target 5.1: End all forms of discrimination against all women and girls everywhere.
The article highlights the gender disparities in access to basic education, with a higher number of out-of-school children being girls. Ending discrimination against girls in education is crucial to achieving this target.
Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
The article mentions the disparities in learning outcomes between girls and boys, as well as the inability of children in rural areas and the lowest economic quintile to read. Achieving this target would involve reducing these inequalities and ensuring equal opportunities for all children.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
The article mentions several indicators that can be used to measure progress towards the identified targets:
- Number of out-of-school children at the primary and junior secondary school levels
- Gender parity index in basic education in different geopolitical zones
- Disparities in learning outcomes between girls and boys
- Percentage of children in rural areas and lowest economic quintile who cannot read
These indicators provide measurable data to track progress in achieving the targets related to education, gender equality, and reduced inequalities.
4. SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | – Number of out-of-school children at the primary and junior secondary school levels – Gender parity index in basic education in different geopolitical zones |
| SDG 5: Gender Equality | 5.1 End all forms of discrimination against all women and girls everywhere | – Number of girls out-of-school – Gender parity index in basic education in different geopolitical zones |
| SDG 10: Reduced Inequalities | 10.2 By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | – Disparities in learning outcomes between girls and boys – Percentage of children in rural areas and lowest economic quintile who cannot read |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: unicef.org
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