Kaduna State, like many parts of Nigeria, bears a stark reminder of the education crisis that continues to affect girls. With over 10.5 million out-of-school girls nationwide, the COVID-19 pandemic further deepened this divide, forcing countless young girls to abandon their dreams of education. In many cases, they were the first to be pulled out of school and the last to access remote learning tools.
Yet, amidst this bleak reality, rays of hope are breaking through. Supported by the Malala Fund, the Fostering Accountability for Girls’ Education (FAGE) project is tackling these barriers head-on. Through this project, communities in Sabon Gari of Kaduna State are witnessing a quiet revolution: girls rising.
Amina Umar, a 14-year-old from Bomo community in Sabon Gari, Kaduna, once dreamed of becoming a nurse. That dream nearly vanished when the pandemic hit. Her father, a farmer, could no longer afford school fees, and her mother saw little reason to prioritize Amina’s education over household chores.
“I thought my education was over,” Amina recalls, her voice barely above a whisper. “I used to watch my younger brothers go to school while I stayed back to fetch water or cook.”
But hope came after she attended a community dialogue facilitated by Girl Advocates who were trained through the FAGE Project. Through a series of engagements with parents and local leaders, the team emphasized the value of educating girls and the long-term benefits for families and communities with our advocacy efforts reaching a total of 403 participants, including 134 males and 269 females. Amina’s father being one of the beneficiaries has seen reasons why she should return to school and looks forward to the next batch of school year enrollments.
Picture memories from the Community Dialogues
Today, Amina not only attends school but also dreams of being a role model for other girls in her community. “I want to tell girls like me that their dreams matter. If I can go back, so can they,” she says with a smile.
Amina’s story is just one of many, thanks to the multi-faceted approach of the FAGE project. By conducting four community dialogues across rural Kaduna, the initiative brought together parents, teachers, community leaders, and religious bodies to dismantle cultural barriers, shifting narratives for girls’ education.
Picture memories from the Community Dialogues
These conversations didn’t just raise awareness—they empowered communities to act. In one village, a religious leader publicly committed to advocating for girls’ education, challenging harmful norms that deprioritize girls’ schooling.
Picture memories from the Community Dialogues
Beyond the grassroots, advocacy efforts have reached key decision-makers. Meetings with the Commissioner of Education, the Commissioner of Planning and Budget, and the Director-General of the Kaduna State Bureau of Statistics have focused on securing data on out-of-school children and rallying government support for education initiatives.
At the heart of this movement are the 40 girl advocates and mentors trained by the project. Equipped with advocacy and storytelling skills, these young leaders are not just demanding change—they’re creating it.
Picture memories from the Advocacy and storytelling capacity strengthening workshop
“We’re teaching these girls to stand up for their rights, to use their voices to demand better education policies. The results have been remarkable.” –Habiba Mohammed, a teacher and mentor, shares her experience
The impact extends further. Through the Fostering Accountability for Girls’ Education project, EVA aims to harmonize and structure accountability mechanisms, ensuring a cohesive approach rather than fragmented efforts. To achieve this, we trained 42 journalists and civil society leaders on Transparency and Accountability (T&A) guidelines, enabling them to track education budgets, demand transparency, and hold decision-makers accountable for better educational outcomes.
The FAGE project underscores the power of partnerships and community-driven advocacy and has impacted over 403 participants in Kaduna, fostering collaboration among men, women, and youth to promote girls’ education.
As Habiba eloquently puts it, “When girls are educated, they ensure peace. They build families that thrive and communities that flourish.”
For Amina, Zainab, and countless others, the journey is far from over. But they are no longer walking alone. Kaduna is becoming a beacon of hope, proving that when communities unite, education can transform lives—and futures.
