Hajiya Saadatu Abdu Gusau is the Zamfara State Project Coordinator of Adolescent Girls Initiative for Learning and Empowerment (AGILE), a World Bank-supported project. In an interview with ATTAHIRU AHMED, she said the project strives to break down barriers and create pathways to a brighter future for all adolescent girls and women in the state.
What is Adolescent Girls Initiative for Learning and Empowerment (AGILE) all about?
The Adolescent Girls Initiative for Learning and Empowerment (AGILE) is a World Bank-supported Project for fragile Nigerian states through the Federal Ministry of Education. The project mandate is to benefit all adolescent boys and girls in public secondary schools, integrated Qur’anic schools (IQS) and community schools, through wide range of multi-sectoral interventions focused on improving secondary education opportunities, health, economic empowerment and social protection among others. AGILE strives to break down barriers and create pathways to a brighter future for all adolescent girls and women.
Which state is AGILE implementing its project?
It’s a World Bank-supported project through the Federal Ministry of Education for fragile states. The implementation states include Borno, Ekiti, Kaduna, Kano, Kebbi, Katsina and Plateau as seven parent states with additional 11 financing states that include Adamawa, Bauchi, Gombe, Jigawa, Kogi, Nassarawa, Niger, Sokoto, Taraba, Yobe and Zamfara.
How does AGILE fit in the context of Zamfara State?
We thank Allah for blessing Zamfara with a selfless and committed governor, Governor Dauda Lawal, who supported the AGILE Project and its effective implementation in Zamfara State. The need for the AGILE Project in Zamfara State is underscored by the significant shortfall in girls’ enrollment. Data has shown concerning disparity in educational opportunities, with a greater proportion of girls lacking access. This gap not only hinders girls’ personal development, but also impacts the broader socio-economic growth and prosperity of the society.
The AGILE project emerged as a response to urgent need, offering a comprehensive solution to address the systemic challenges faced by adolescent girls and women in accessing quality education and opportunities for empowerment.
How does AGILE work in Zamfara. What is the implementation framework?
The implementation of AGILE rests on a collaborative framework that engages diverse stakeholders to track progress and optimise impact which includes World Bank partnership for access to financial support, technical expertise and global best practices.
Zamfara State has a Project Steering Committee (SPSC) headed by the Commissioner, Ministry of Education Science and Technology with membership of the commissioners and heads of relevant MDAs.
There is State Project Implementation Unit (SPIU) headed by the State Project Coordinator. Government collaboration focuses on alignment of policies and coordination with relevant MDAs in the state.
Do you collaborate with relevant non-governmental organisations (NGOs) and civil society organisations (CSOs) for sustainable and effective implementation of the project?
We collaborate and do partnerships with relevant NGOs and CSOs to enhance programme effectiveness and reach desired objectives. There is active participation of community leaders, School Base Management Committee, Community Base Management Committee, parents and youth to ensure local ownership and sustainability.
AGILE project has three key components geared towards creating safe and accessible learning spaces where 42 new schools were targeted for reconstruction. We are improving existing infrastructure in secondary schools and 441 schools and non-formal learning centres were targeted for renovation/ rehabilitation.
We are also working on security for the effective implementation of AGILE programmes, where no adolescent girl would be denied access to education.
We developed a plan on environmental and social management where a consultant to develop a security management plan was engaged.
A Security Risk Assessment was developed for the project and a security adviser engaged. About 2250 School Centre Based Management Committees were trained on effective utilisation of schools. Some 174 security-accessible schools were mapped for School Improvement Grants disbursement and disbursement has been completed in all the 174 schools and learning centres.
Where are you now on school renovations?
School renovation works are at different stages of completion alongside provision of WASH facilities, teaching and learning materials.
School Grievance Redress Committees members were formed in 441 schools, out of which 1,372 members were trained on Grievance Redress Mechanism, equipping them with knowledge and skills to receive and handle grievances.
On advocacy, were you able to reach stakeholders?
A number of community members were reached on advocacy and traditional leaders. Community members were reached on policymakers and MDAs. To God be the glory, a number of community members were reached on advocacy, sensitisation and mobilisation campaigns on girls’ education and transition to JSS/SS and empowerment opportunities.
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Are there opportunities for those who dropped out due to one reason or the other?
A total of 57 women and vocational centres were targeted for second chance intervention. In addition, School Improvement Grants were disbursed to 38 non-formal learning centres and renovation works are at different stages of completion.
Also, 20 centres were selected for provision of vocational equipment. A consultant was engaged to undertake a micro-assessment of market-relevant skills across the state where 75 facilitators identified. Some 2,250 beneficiaries of second chance education opportunities identified and 2,250 log books produced for distribution to the trainees.
What is the plan for sustainability?
An action plan for recruitment and deployment of 2,000 teachers to AGILE-focus schools was developed in collaboration with the Teacher Recruitment and Deployment Technical Working Group which was inaugurated by the state government. Quarterly coordination meeting were held among 27 key MDAs, NGOs, CSOs and donor support projects in the state on girls’ education and empowerment. The quarterly State Steering Committee meeting was conducted in February, July and October. A consultation meeting was also held with CSOs and NGOs for improving Disability Inclusion on the Project reaching out to participants, including Joint National Association of Persons with Disabilities. A five-man committee led by the Commissioner Ministry for Education Science and Technology, Malam Wadatau Madawaki, has visited Borno AGILE for knowledge sharing and modelling best practices on effective project implementation.
Finally on the National Gender Policy in Education domesticated in December 2024. What is the situation in the state?
A consultant was engaged to develop strategic action plan for implementation of girls’ education and empowerment policies using the state’s domesticated gender in education policy.
State specific monitoring and evaluation tracking tools were developed. We saw a 7 percent increase of girls’ enrollment in Junior Secondary School as contained in the 2022 School Return data. In the 2023 Annual Schools Census, there was 3 percent increase of girls’ enrollment in senior secondary school.
