Hussaini%20Abdu.%20ActionAid%20Nigeria

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Strengthening Accountability for Public Service Delivery: Enhancing Community Access to Education in Northern Nigeria

Reform and service provisioning 

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Economic philosophy of market and service – neoliberal policies The state-confessed lack of capacity and resource to finance education.

Corruption Poverty and deep gender discrimination

What we met …..denial /violation of Right to education 

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Right to education of children from Gidan Kude Community in Bungudu Local Government Denied for over 27 years Few boys and fewer girls received quality education.

Despite the commitments at international declarations such as :  Article 17of 1986 African Charter on Human and Peoples Rights,  the Millennium Development Goals ( 2 & 3) and 6 Education For All goals among others for 27 years only 5 out of 317 girls their right to education in this community.  Even the obligation of the state in Article 18:1 of Chapter 2 of the Nigerian Constitution under the Fundamental objectives and directive principles of state policy that “ Government shall direct its policy towards ensuring that there are equal and adequate educational opportunities at all levels.”  the Universal Basic Education Act of 2004 that states “the provision of free, universal basic education for every Nigerian child of school-going age” (UBE, 2003),did not ensure that the right to education for 98% of girls in Gidan Kude is not violated.

School environment violated the right of the children especially the girls.

Other factors included… 

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Poverty : Girls supported family income through hawking Discriminatory Practices.

Gender Roles.

What we did & how 

Identified key decision makers and worked with them

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Community Mobilization

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Reflect Methodology using 2 Reflect Circles – men & women

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Capacity Building : Gender Rights awareness , Budget Tracking, RBA etc. for Imams & Community Leaders

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Advocacy

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Collaboration with Government Agencies.

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Partnership with the traditional Institution.

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Formation of SBMC, Girls Clubs & GEAG

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Use of Drama & drama clubs.

Committee of Female Role models.

The change we got…

Improved condition of the people Construction of a block of classrooms Girls enrolment increased from 5 to 99

Policies & practice Practice of girls hawking minimized during school hours. Govt replicate Strategies in 140 Communities in Zamfara state Additional N500m to girls education

Increased Rights Consciousness: Parents now advocate for Quality education Power & Rights.

Community empowered to demand their right to education

Mobilsation of Support: Formation of GEAG, Girls Club,  Committee of Female Role Models School Based management Committees

The Change we got…………….

Gidan Kude new school

Alhaji Yahaya, Community Head & Leader of the Change movement in Gidan Kude

Right holders expressing their right to education