IMPACT OF GOVERNMENT AND DONOR EDUCATIONAL FUNDING ON GIRLS’ ENROLMENT AND RETENTION IN PUBLIC SECONDARY SCHOOLS IN BORNO AND YOBE STATES, NORTHEASTERN NIGERIA.

Abstract

Girls’ education in conflict-affected regions such as Borno and Yobe states faces persistent challenges due to insecurity, socio-cultural barriers, and inadequate infrastructure. This study investigates the impact of government and donor educational funding on girls’ enrolment and retention in public secondary schools, as well as the key barriers hindering these efforts. Using a descriptive survey design, data were collected from 396 teachers across 10 public secondary schools in Borno and Yobe states through a structured questionnaire, supplemented by school records. Descriptive statistics and t-tests were used for analysis, with mean scores above 3.00 considered indicative of positive impact. The results showed a high response rate of 79.2%, ensuring robust data representation. Mean ratings for items assessing government funding’s impact on girls’ enrolment and retention were consistently above the cut-off, confirming a positive effect, though retention rates remained lower than enrolment. Similarly, donor funding initiatives were perceived to significantly boost girls’ enrolment and improve school infrastructure, but their impact on retention and addressing socio-cultural barriers was less pronounced. Persistent obstacles included insecurity, early marriage, poverty, and inadequate school environments, which were widely recognized by respondents as major hindrances. The findings demonstrate that while both government and donor funding have contributed to increased girls’ access to education, retention and completion rates remain significant challenges. The study underscores the need for more coordinated, sustainable, and gender-responsive strategies that integrate both funding sources and address underlying barriers to ensure girls not only enroll but also remain and succeed in school.