development Research and Project Centre (dRPC) is leveraging the opportunity of reforms to the national secondary school education curriculum to improve the performance of 3,600 Northern Nigerian girls’ in livelihood subjects. The program is adopting several strategies, including mentoring, to change attitudes that parents, teachers, and secondary school girls have about the relevance of secondary school education. The new secondary education curriculum offers girls the opportunity to learn about their rights through civic education, which has become a compulsory subject. Students also have the opportunity to acquire income-generating skills through new technical subjects on offer.
The project views 3 stakeholder groups (education administrators, teachers, and community school based management committees ) as crucial to its success, and supports them by offering capacity development and knowledge sharing opportunities to enable them to effectively deliver empowerment subjects in the new senior secondary curriculum.
Emphasis is being placed on supporting transition to and retention in secondary education for girls, 21st century skills relevant to life and labor markets, use of education technologies, and open educational resources. The project will be implemented through a counseling and career development program, a mobile library unit, and mentoring visits. The project also encompasses teacher training.
The first set of beneficiaries is public school girls in Kano and Jigawa states. They were selected based on results of background studies and the guidance of the Federal Ministry of Education.
dRPC is a social enterprise which started as a consultancy specializing in carrying out baseline research for other organizations. They are currently involved in research for policy implementation in education, public (reproductive) health and community development.
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CEI approaches in action
The program focuses exclusively on poorer students attending public schools.
This is a pilot program which began in January 2013. Baseline data collection took place in February to April 2013.
During the second year of the project dRPC will work with the state governments to replicate the teacher training component of the project. They intend to scale to 36 additional all-girls schools in year 3 of the project.
Monitoring & Evaluation
dRPC has developed competencies in qualitative research methods since its formation. These new methods complement existing capacities in qualitative methods (including in-depth interviews and focus group discussions). Quantitatively, they use an operational research design to compare differences in pass-rates of female students; employment expectations, and wellbeing between pilot schools and control schools. They also conduct pre- and post-assessments of all training activities of teachers, administrators, and community school-based management committees
Standardized Assessment Performance - Numeracy | 50% improvement in students' performance in mathematics
- 80% of senior education administrators report that they had gained new skills and knowledge on how to make the school system responsive to the needs of girls