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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaThere is also a strong gender dimension to <strong>the</strong> north/south divide, with most <strong>of</strong> <strong>the</strong> sou<strong>the</strong>rn statesbeing essentially equal in terms <strong>of</strong> male and female attendance ratios (a gender parity index (GPI) value<strong>of</strong> close to 1) but a large difference in most <strong>of</strong> <strong>the</strong> nor<strong>the</strong>rn states (GPI values as low as 0.5 in Sokoto)(ibid.).Figure 2.2: Primary school attendance Gender Parity Index, 2010Source: Adapted from <strong>the</strong> 2010 NEDS (NPC and RTI International 2011).Note: Higher values <strong>of</strong> <strong>the</strong> index indicate greater equalityHowever, <strong>the</strong> greater GPI in <strong>the</strong> sou<strong>the</strong>rn, more urban areas may be due to boys not attending orleaving school because <strong>of</strong> <strong>the</strong> greater work opportunities in <strong>the</strong>se locations as much as it is attributableto higher numbers <strong>of</strong> girls attending school. This is reflected more clearly in <strong>the</strong> difference between <strong>the</strong>primary and secondary NAR, presented in Table 2.4, which shows how in <strong>the</strong> South East and South Westa smaller proportion <strong>of</strong> boys make <strong>the</strong> transition to and/or persist in secondary school, relative to girls.There is a range <strong>of</strong> out-<strong>of</strong>-school and school-related factors that affect <strong>the</strong> ability <strong>of</strong> girls to attendschool. These are expanded on in Chapter 8, but include out-<strong>of</strong>-school factors such as parental andcommunity attitudes, household responsibilities, and early pregnancy and marriage, and school-relatedfactors such as a lack <strong>of</strong> female teachers, inadequate water and sanitation, gendered expectations heldby teachers, parents and children, and gendered curricula, as well as gender violence. Boys too havegender-specific reasons that affect school attendance (see Section 8.6).2.4.3 Economic statusEconomic status also plays a pivotal role in who attends school, with only 31% <strong>of</strong> primary-age childrenfrom families in <strong>the</strong> bottom income quintile attending school (down from 40% in 2004), compared to82% in <strong>the</strong> top income quintile (down slightly from 83% in 2004) (NPC and RTI International 2011).EDOREN – Education Data, Research and Evaluation in Nigeria 15
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaEconomic status also interacts with gender: <strong>the</strong> gap between enrolment for boys and girls is largest for<strong>the</strong> poorest households. Economic status and school enrolment are also closely linked to geography,with <strong>the</strong> poorest households and lowest attendance rates in <strong>the</strong> nor<strong>the</strong>rn states and in rural areas(ibid.).Economic status plays a similarly important role for JSS attendance – just 12% <strong>of</strong> children in <strong>the</strong> bottomwealth quintile attend JSS, compared with 73% in <strong>the</strong> top quintile.Table 2.4Primary and secondary net attendance ratiosPrimary NARJSS NARFemale Male Total Female Male TotalResidenceUrban 73.0 75.7 74.4 60.1 60.5 60.3Rural 52.2 58.5 55.4 35.8 36.2 36.0RegionNorth West 35.5 46.7 41.0 20.9 27.4 24.4North East 38.0 43.5 40.8 21.7 21.8 21.8North Central 65.2 67.7 66.4 36.0 38.8 37.4South West 78.0 80.2 79.1 66.1 63.8 65.0South South 79.9 79.3 79.6 58.4 58.5 58.4South East 80.0 80.3 80.1 60.2 57.8 59.0Wealth quintileLowest 26.7 34.0 30.5 10.0 14.0 12.2Second 47.5 55.4 51.4 25.0 29.0 27.2Middle 68.1 73.9 71.1 43.7 43.4 43.6Fourth 76.3 79.9 78.1 59.0 58.9 58.9Highest 81.0 82.1 81.6 72.3 73.4 72.8TOTAL 58.4 63.5 61.0 44.2 44.0 44.1Source: 2010 NEDS (NPC and RTI International 2011)2.4.4 Attendance in ESSPIN and GEP III-supported statesThe DFID programmes ESSPIN and GEP III are focused in <strong>the</strong> north, with <strong>the</strong> exception <strong>of</strong> Anambra,Enugu, and Lagos states. The programmes cover six <strong>of</strong> <strong>the</strong> seven states in <strong>the</strong> North West, Kwara andNiger in North Central, and Bauchi in <strong>the</strong> North East.We do not intend here to draw any conclusions about <strong>the</strong> impact <strong>of</strong> ESSPIN and GEP by looking atoverall attendance ratios, as <strong>the</strong>se programmes were purposely targeted at states where performancewas relatively poor. However, a comparison <strong>of</strong> <strong>the</strong> state-level data illustrates <strong>the</strong> huge variationbetween <strong>the</strong> north and south in terms <strong>of</strong> overall attendance, and in terms <strong>of</strong> <strong>the</strong> relative attendanceratios <strong>of</strong> girls and boys.Primary NARs for ESSPIN states are roughly in line with zonal averages, although Jigawa and Enugu aresubstantially below <strong>the</strong>ir zonal averages. Kaduna performs substantially better than zonal averages. All<strong>of</strong> <strong>the</strong> GEP III states are worse than average in <strong>the</strong>ir zones. Zamfara has <strong>the</strong> lowest attendance ratio inEDOREN – Education Data, Research and Evaluation in Nigeria 16
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