Esther Dawa was excited to leave for school that warm Friday morning—not just for her geography class but for her teacher Kwaji Iliya, an approachable figure, whom she confided in.
Esther, a 17-year-old student at Government Day Secondary School (GDSS), Vinikilang, Adamawa, had become fond of almost all of her female teachers, whom she considered more empathetic than their male counterparts.
“When you have questions and ask the male teachers outside class sessions, they will feel as if you’re stalking them or something. But the female teachers will understand you better,” she said.
Esther wasn’t alone. Many female students at GDSS Vinikilang maintained that their class performance had improved with the influx of female teachers into the school. Not only were the teachers friendly, but they were also attentive to the girls’ personal problems.
“I don’t have a lot of my time to spend with my parents at home since they always go to work. At school, the female teachers will give me their time to discuss personal issues about life. I feel even more comfortable discussing this with my female teachers than some family members at home,” explained one senior student, Christiana John.
More female teachers, more female students
In 2021, a joint analysis by the World Bank and UNESCO reported that over 50% of girls aged 12-15 in Adamawa State had not been in school. An alarming 62.5% was said to have dropped out of school.
Godiya Bulus, 44, recalled seeing fewer girls when she first arrived in GDSS Vinikilang in 2014, remaining so for the next eight years.
The tide has since shifted, she said. In the last two years, the population of female students at GDSS has spiked, and the school now boasts a majority of female teachers—including a female principal.
Bulus, who teaches agricultural science, regularly preaches the values of education to the girls, while others, like Kwaji, coach the girls on vocational skills such as baking and soap-making.
The development at GDSS Vinikilang reflects a broader trend. “I like them [female teachers] because they make me feel more comfortable in class. With them, I can ask questions without feeling embarrassed,” Zerendza Ibrahim, a junior student at GDSS in Bajabure, remarked.
Medugu Stephen, a junior principal at another state school in Girei, captured the trend: “Of our 40 teachers, including myself, only six are male.”
Infrastructure deficit
Female teachers have continued to influence girls’ enrolment in Adamawa’s secondary schools amidst existing infrastructural challenges.
“You can’t be teaching in a class where the students aren’t comfortable. You can’t see 5 students sitting on one seat and expect them to copy notes comfortably,” Kwaji said, bemoaning the classroom condition at GDSS Vinikilang. She also urged the government to improve infrastructure and provide adequate teaching materials.
At GDSS Federal Housing Estate Bajabure, the problem is worse. Classes are overcrowded, and there are not enough chairs and desks. The JSS1 class holds 176 students, with many having to crouch on the dusty floor during lessons.
“When we close, the senior section will come for afternoon session, occupying all the classes meant for junior and primary school sections,” Principal Stephen shared.
Stephen and his teachers shared a small, cramped office themselves, according to findings by Prime Progress.
“We are lacking chairs, chalk, and other teaching instruction materials. We need support with more classrooms that are furnished and also adequate instruction materials,” said Dada Umar, a mathematics teacher, highlighting the stress of managing overcrowded classrooms.
Policy gaps
The absence of a comprehensive Education Sector Plan has long cramped girls’ education in Adamawa State. This is particularly manifest in rural and semi-urban schools, where the shortage of female teachers greatly limited girls’ access to role models.
Most female teachers prefer urban schools, mostly because their spouses reside in cities, according to the Adamawa State Ministry for Education and Human Capital Development.
“We have created an incentive in the state that if you check our teacher deployment development policy, you will see that there’s a provision for incentive for posting in rural areas,” explained Garba Umar Pella, the ministry’s commissioner. “So, every teacher who’s posted to the rural areas, especially female teachers, are entitled to incentives that will help to keep them there. There’s incentive for everyone, but there’s also a special incentive for female teachers.”
Several female teachers, however, told Prime Progress that the incentives were not enough, adding that there were fewer opportunities for professional development in remote areas.
The Centre for Advocacy, Transparency and Accountability Initiative (CATAI), which has recently launched a new education sector policy for Adamawa, offers a chance for change.
But education experts are less optimistic. They stress that implementing Gender-Responsive Education Sector Planning (GRESP) to eliminate the gender-related obstacles in Adamawa’s education system will pave the way for real progress.
Until such reforms are enacted, the argument runs, Esther and countless other girls in Adamawa will continue to struggle for quality, inclusive education.
This report was published with collaborative support from ImpactHouse Centre for Development Communication and System Strategy and Policy Lab (SSPL).
Esther Dawa, a student at Government Day Secondary School (GDSS) in Adamawa, finds a supportive environment with female teachers who are empathetic and approachable. This sentiment is shared by many female students whose academic performance improved with the rise in female teachers' presence at the school. These teachers provide a safe space for discussing personal issues and encourage vocational skills such as baking and soap-making. Despite these positive changes, the school's infrastructure is inadequate, with overcrowded classrooms and insufficient furniture, which hampers effective learning.
The broader trend in Adamawa highlights more female students enrolling due to an increase in female educators, reflecting a shift in educational participation. However, infrastructural issues remain a significant barrier, with many students forced to attend classes in uncomfortable conditions. The lack of a comprehensive Education Sector Plan further exacerbates these challenges, with rural schools struggling to retain female teachers despite state incentives.
The Centre for Advocacy, Transparency, and Accountability Initiative (CATAI) introduces a new education policy, aiming for systemic improvements. Experts advocate for Gender-Responsive Education Sector Planning (GRESP) to address gender-specific obstacles and promote inclusive education in Adamawa. Current policies and incentives have fallen short, leaving students like Esther grappling for quality education amid ongoing systemic challenges.
