Transforming girls’ education in Northern Nigeria: the role of traditional leaders

In northern Nigeria, where traditional customs have long shaped societal structures, a quiet revolution is unfolding — one that is girls’ education. Traditional leaders, once seen as custodians of cultural norms, are now among the strongest advocates for change. Alhaji Ibrahim Abdulkadir, Emir of Gaya in Kano state, affirms: “I am doing my best to ensure that our communities understand the benefits of girls’ education, so that more of our girls enroll and complete secondary school.” These leaders are challenging centuries-old traditions and reshaping attitudes toward education, challenging norms that hinder girls’ access to education and making strides toward a more inclusive future.

Overcoming Cultural Barriers

For generations, prevailing norms in northern Nigeria have prioritized domestic roles for girls over education. Marriage, household responsibilities, and cultural expectations often take precedence over girls’ education. Additional challenges such as inadequate secondary schools, poor infrastructure, insecurity, and limited financial resource further prevent girls from accessing education.

Community Engagement: The Role of Traditional Leaders

Recognizing the urgent need to improve access to education, the Adolescent Girls’ Initiative for Learning and Empowerment (AGILE) was launched in2020 to improve secondary education opportunities for adolescent girls in northern Nigeria. In partnership with federal and state governments, AGILE focuses on three key areas: creating safe learning spaces, fostering an enabling environment for girls to attend school, and strengthening educational systems.

Mallam Tijann Dawanau. A traditional leader in Kwa, Kano. Credit: Anthony Abu / World Bank.

A cornerstone of the AGILE’s success has been its engagement with traditional leaders. Initially met with skepticism, the initiative gradually gained support as leaders saw the tangible benefits of education for their communities. Today these leaders are mobilizing religious figures, parents, and school authorities to promote girls’ education. Through town hall meetings and house-to-house visits, they emphasize the long-term socio-economic benefits of educating girls. Tijani Dawanu, a traditional leader from Kwa community in Kano state, recounts: “We held meetings with parents, encouraging them to send their daughters to school. Many parents listened, and as a result, their daughters are now enrolled.”

These personal engagements challenge deep-seated beliefs that girls should remain in domestic roles, instead showcasing educated women who had have positively impacted their families, communities, and the nation.

Strengthening School Infrastructure

Beyond advocacy, traditional leaders are instrumental in improving school facilities, ensuring that girls have safe, conducive to learning environments. Overcrowded classrooms, poor sanitation, and unsafe conditions have long plagued schools in northern Nigeria, deterring many girls from attending. Through AGILE’s School Improvement Grant (SIG), community leaders are addressing these issues. In Katsina state, Emir Alhaji Haruna, the Sarkin Zagon, takes a hands-on approach. “Every Tuesday, I personally inspect the renovation of classroom blocks and the installation of WASH (Water, Sanitation, and Hygiene) facilities to ensure everything is done properly,” he states.

These efforts have created more inclusive and welcoming schools, encouraging higher enrollment and retention rates among girls.

Changing Perceptions, One Girl at a Time

The combined efforts of AGILE and traditional leaders are reshaping societal attitudes. The outdated notion that “girls belong in the kitchen” is gradually giving way to the belief that education is essential for all.

Abigail Ayo once unconvinced of the value of education, now sees a future for herself beyond traditional gender roles: “At first, I didn’t take education seriously. I thought hustling was more important. Before, we sat on the ground – no furniture or textbooks- so I didn’t like coming to school. AGILE provided furniture and books for us. Now, I take my education seriously. I plan to become a pharmacist in the future, and I thank AGILE for making this possible.”

AGILE has also prioritized education for marginalized groups, ensuring that girls with disabilities and those previously out of school receive the same opportunities as their peers. Traditional leaders have been at the forefront, advocating against gender-based violence (GBV) and early marriage while encouraging girls to return to school.

Alhaji Haruna, Sarkin Zagon Katsina inspecting renovations and WASH installations. Credit: Anthony Abu / World Bank.

A Transformative Impact

In just two years, AGILE has facilitated the renovation of over 8,400 classrooms and the construction of more than 6,000 new ones across six states: Borno, Ekiti, Kaduna, Kano, Katsina, and Kebbi. The School-Based Management Committees (SBMCs), composed of community members, women leaders, youth leaders, and school principals, work closely with traditional leaders to ensure the program’s success.

Thanks to these collective efforts, approximately two million girls have enrolled in school, with many more expected to benefit. Traditional leader, once gatekeepers of cultural norms that limited girls’ education, are now champions of progress. By challenging long-standing beliefs and advocating for policy changes, they are not only transforming education but also reshaping the future of millions of girls across northern Nigeria.

This shift marks a turning point — one where education is no longer a privilege for a few but a right for all. Through sustained advocacy, improved infrastructure, and community engagement, the dream of universal education for girls in northern Nigeria is becoming a reality.

Source : world bank blogs