Nearly three-quarters of girls in Nigeria lack basic literacy and numeracy skills, while one in four is out of school, the United Nations Children’s Fund (UNICEF) has said.
The agency warned that poverty, insecurity, unsafe learning environments and harmful cultural practices continue to limit girls’ access to quality education, exposing many to risks including child marriage, adolescent pregnancy and gender-based violence.
UNICEF Education Officer in Abuja, Blessing Afuwai, disclosed this on Monday during the 2026 commemoration of the International Day of the Girl Child, organised by the Federal Ministry of Education in Abuja.
Afuwai said getting girls into classrooms was not enough if they failed to acquire the knowledge and skills needed for employment, economic independence and meaningful participation in society.
She explained that financial difficulties forced some families to withdraw their daughters from school or deny them educational opportunities, while insecurity and poor learning conditions further reduced their chances of completing their education.
The UNICEF official urged the government, communities and development partners to bridge the gap between commitments to girls’ education and actual learning outcomes.
She reaffirmed the agency’s commitment to working with the Federal Government to ensure that every girl enrols in school, develops relevant skills and completes her education.
UNICEF is also supporting efforts to improve inclusive and quality education through the Nigeria Education Sector Renewal Initiative, launched by the Minister of Education, Tunji Alausa.
Responding to the concerns, the ministry’s Permanent Secretary, Olatunji-David Folake, said the government was strengthening policies and programmes to improve girls’ enrolment, retention, transition and completion rates.
She said the government was implementing the National Policy on Gender Education and collaborating with development partners and non-governmental organisations to provide safer learning spaces, menstrual hygiene support and scholarships.
Folake identified the Adolescent Girls Initiative for Learning and Empowerment and the Lumina Project for Girls as part of ongoing efforts to expand educational opportunities.
She added that the government was working to improve girls’ access to secondary and tertiary education, particularly in science, technology, engineering and mathematics, while promoting digital literacy, vocational training, leadership development and life skills.
The ministry also pledged to strengthen protection against gender-based violence and ensure that girls’ views were considered in decisions affecting their education and future.
Earlier, the Director of Senior Secondary Education, Adeniji Ibrahim, described the International Day of the Girl Child as a call to action rather than a symbolic celebration.
Ibrahim urged stakeholders to tackle gender discrimination, early and forced marriage, sexual harassment and other practices that prevent girls from remaining in school.
He also called on teachers to mentor girls experiencing educational difficulties and encouraged students to pursue their ambitions and aspire to leadership positions.
The 2026 celebration, themed “The Girl I Am, The Change I Lead”, brought together government officials, development partners, education stakeholders, and schoolgirls to discuss ways to advance girls’ rights and access to education.
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