By Rakiya A.Muhammad
In several rural communities within Nigeria’s Northwest State of Sokoto, the educational environment is significantly lacking in female educators, which adversely affects many girls who might have drawn inspiration from the presence of role models.
The latest Sokoto State Annual School Census Report (ASC 2022/2023), released in July of this year, reflects a concerning trend—an alarming underrepresentation of female teachers in many local government areas.For example, in the Silame local government area, the record shows there are no female teachers in public junior secondary schools, whereas in each of the Tureta and Shagari LGAs, the figure is 6%.
In 17 LGAs, female junior secondary school teachers comprise 12 to 28 per cent.
The metropolitan and surrounding areas are the only ones with a percentage of female teachers above 30%. These include Wamakko (58%), Sokoto South (48%), Kware (37%), and Sokoto North (35%).
Only 1,480, or 28% of the 5,279 public junior secondary school teachers in Sokoto State, are female.
Similar circumstances exist in public senior secondary schools.
The data suggests there is a lack of female teachers at the SSS level in the Binji LGA, with the report indicating zero per cent while those of the Gada and Wurno local government areas, are three per cent and five per cent, respectively.
The percentage of female teachers varies from 11% to 27% among 16 LGAs.
Again, only the metropolitan local government and surrounding areas have more than 30 per cent female instructors.
Wamakko leads with 48% of female teachers in senior secondary schools, followed by Sokoto South with 38%, Sokoto North 32%.amd and Bodinga 32%.
However, only 971, or 26 per cent, of the 3,806 public senior secondary school teachers in Sokoto State are female.
More than just statistics
The gender disparity in the field transcends mere statistics; the deficiency of female teachers highlights substantial barriers to girls’ education, frequently rooted in socio-cultural issues, gender stereotypes, and resource limitations.
Mrs Mary Matthew, a teacher at Government Girls Day Secondary School Sarkin Yamma Kware, commutes from Sokoto City, where she lives, to Kware, a bordering local government area, where she imparts knowledge.
“I have been travelling from Sokoto each working day since 2005. Eight of us were transferred then, but most indicated they could not remain here,” she recalls.
“Also, my friend declined a transfer to the Rabah local government area and chose to resign.”
Mrs Matthew admits that her transit costs significantly strain her budget.
Others attribute the current situation to a variety of factors, including marriage, cultural biases that undervalue women’s education, security concerns in remote communities, and a lack of incentives for teachers in these areas.
“Our school feels different without female teachers. We need someone to guide and understand us, says junior secondary school student Aisha Umar.
“When I see a woman teaching, I know I can also be a teacher someday.”
Mallam Idris Haruna, a father of five daughters also notes: “Without female teachers, many families hesitate to send their daughters to school; it makes a huge difference to see women in teaching roles because girls need role models they can relate to”
He reveals: “The school that my children attend has only a few female teachers. I understand how it affects the atmosphere. Female educators provide something unique to the classroom; their absence not only inhibits learning but also reinforces negative stereotypes about women’s roles in society.”
The goal of the Sokoto State Education strategies over the previous decade was to promote women’s involvement in education. The 10-year Strategic Plan for Education (2011-2020) of Sokoto State, a comprehensive roadmap to address the state’s education challenges, noted low female participation. It identifies gender disparity in the teaching profession at the basic and post-basic levels and its impact on general girls’ enrollment and female participation in the state’s educational pursuits.
The strategic intervention included providing a gender-sensitive school atmosphere with more female teachers, supporting and maintaining innovations that boost the girls’ engagement, and raising awareness of the value of girl-child education.
However, despite these efforts, the proportion of female instructors remains low, particularly in rural Sokoto.
Knack to unleash potentials
Yet, female teachers are not just educators but role models, mentors, and advocates for young girls. These women are at the forefront of an educational revolution, helping to unlock the potential of girls in regions where traditional norms often limit their opportunities.
In communities where female teachers are present, transformative stories emerge, and young girls become empowered women who contribute to their communities and break the cycle of poverty.
“I chose to teach because I want to play a part in helping our younger ones become useful members of society,” says Malama Saratu Garba, English teacher at Government Day Secondary School Kasarawa.
The tutor, who has nine years of experience, is thrilled with her positive influence on students she has taught, whom she describes as now valued members of society.
“Back when I was teaching in a rural area in Sayinna, there were some girls who weren’t attending school, so my fellow female staff and I decided to reach out to their parents,” she shares.
“Following the discussion on the significance of education, the parents consented to enrol the girls in school.”
She adds:”Initially, some of the girls were not focused in class due to the belief that their families would arrange marriages for them eventually. However, with encouragement, we observed a gradual shift in their attitudes.”
Mrs. Mary Matthew elaborates on her student support strategies as well.
“I often engage with them, and share moments of joviality,” she tells me. “I occasionally tell them, Today, we are learning the world’, and offer thoughts about life and education.”
Similarly, Malama Maryam Muhammad, an educator at Nana Girls Secondary School in Sokoto, articulates, “We inspire our girls. Some of their parents cannot sponsor their children’s education because of financial constraints, and we strive to uplift them in light of the challenging circumstances they face.”
On those in school, she says:”In our communities when we observe girls engaged in hawking, we make an effort to locate their parents and emphasize the critical importance of education.”
Hajiya Shafa’a Musa Gummi, the principal of Nana Girls Secondary School, articulates her dedication to inspiring communities to facilitate the enrollment of their daughters.
“I often encourage them to look to my own experience as a testament to the significance of education for girls,” she asserts.” A rise in the enrollment of girls will not only result in a greater representation of female educators, but also in a brighter future for our communities.”
Male educators and administrators also recognize female teachers’ significant impact on girls’ futures.
“The distinction between our approach and that of the female teachers lies in their consistent provision of guidance to the girls,” says a Nana Girls Secondary School teacher, Hamza Adamu.
“When the girls face challenges in their personal lives, the female teachers provide support to help them navigate it. Conversely, our emphasis lies in facilitating their academic success.”
At Government Day Secondary School, Kasarawa, located near the metropolis and distinguished by a higher proportion of female teachers, their contributions are particularly striking.
Abubakar Sadiq Bawa, the School Principal points out the ratio of female to male students is approximately equal, crediting this balance to the predominance of female educators within the teaching staff.
He notes that parents feel more confident about sending their daughters to school when there is a greater presence of female educators and a robust relationship between female instructors and their students.
Students affirm that female educators serve as exemplary figures, fostering confidence and providing guidance, with their impact reaching far beyond the confines of the classroom.
“We have both male and female teachers, with more of male teachers, but the women embody a nurturing presence akin to that of our mothers; they provide a safe space for inquiry and exploration,” asserts Fauziya Ibrahim, a student in her final years at the Government Day Secondary School in Moreh.
Salma Jamiu, a fellow SSS3 student at the school, corroborates: “The female educators provide me with guidance on the areas where I may falter.”
“I believe it is essential for the government to increase the number of female educators, as there are certain personal matters that we find difficult to discuss with male teachers,” she adds. “In contrast, we feel more comfortable sharing these issues with female teachers, who provide valuable guidance.”
Hadiza Abubakar, head girl and Habibu Salisu , head boy of GDSS Kasarawa also establish that female educators consistently go above and beyond to promote the well-being of their students.
Mallam Yakubu, a venerable elder in the Moreh area of Sokoto, acknowledges female teachers’ substantial roles and achievements and urges the government to enhance their employment prospects.
“The move will aid the girls in their advancement,” he highlights.
Comrade Umar Moyi Tambuwal, State Chair of the Nigeria Union of Teachers, Sokoto Wing, underscores the need to enhance the support system.
He recalls that a ‘bush’ allowance previously existed for teachers residing in the villages.”I taught in a rural area and earned N15–N20 more than my urban counterparts.”
Comrade Tambuwal reveals that the union’s headquarters recently mandated the inclusion of female teachers in the NUT executive to promote female representation in the field.
Rectifying the Quandary
Executive Secretary of the Teachers’ Service Board (TSB), Hajiya Aisha Zarumi, who spoke through Garba Muhammad Guiwa, Acting Director of Planning, highlights the state government’s efforts to address the challenges of female teachers in rural areas.
Guiwa blames the prevailing situation on misconceptions about religion, marriage, culture, and tradition, but she emphasizes that the state government is diligently striving to alter the narrative.
“Previously, we did not have any incentive for the female teachers in rural areas, so they didn’t stay there, but the present government is keenly interested in doing that,” he asserts.
“We have a plan; we have allocated the highest amount in the budget to the education sector, ensuring they will soon benefit from it.”
He also assures that the ongoing Adolescent Girls Initiative for Learning and Empowerment (AGILE) project, designed to establish secure and accessible learning environments and promote a supportive atmosphere for girls, will redress the situation.
The Teachers Board Acting Director conveys a hopeful outlook: “We expect that over the next decade, female educators in urban settings will start seeking transfers to rural regions because of the plentiful opportunities available to their counterparts.”
Sokoto State Commissioner for Education Alhaji Tukur Alkali underscores the present administration’s commitment to turn around the sector.
“His Excellency Governor Ahmad Aliyu has the mission and vision to transform the system and to promote educational standards; that is why we embarked on the Adolescent Girls Initiative for Learning and Empowerment (AGILE) project,” he stresses.
“We also engaged at least eight donors; most of them are talking about facilitating girls’ education.”
He assures that they will address issues affecting female teachers.
“We will ensure encouragement for them; encouragement has to do with incentives and enlightenment, so we need to involve traditional leaders, religious leaders, our leaders of thought; it is now an open policy consult them and enlighten them,” he states.
“The schools will be improved in terms of materials, in terms of teachers because no learning can occur without materials to teach, without the quality teachers.”
As government diligently executes the AGILE programme, a significant initiative to tackle issues related to girls’ education, it becomes increasingly important to develop an Education Sector Plan that is truly gender responsive.
The United Nations Girls Education Initiative describes the Education Sector Plan as a comprehensive strategic document that not only offers a vision for the schooling system but also serves as a roadmap to achieve it.
It details Gender Responsive Education Planning (GRESP) as the means to accomplish this vision, identifying gender barriers within educational frameworks and ensuring that strategies and policies are in place to address them through the Education Sector Plan.
This report was published with collaborative support from Impact House and System Strategy and Policy Lab (SSPL).
