Revitalisation of Education: A Pathway for Addressing Gender Inequality in Nigeria Educational Reform 49 16

Abstract

This study empirically investigated the revitalisation of education as a strategy for addressing gender inequality in Nigeria’s education system. Despite notable policy efforts, gender gaps in enrolment, retention, and achievement persist across educational levels. The study adopted a descriptive survey research design involving 200 respondents drawn from teachers and students in selected secondary schools in Kano State, Nigeria. Data were collected using a structured Likert-scale questionnaire and analysed through descriptive and inferential statistics appropriate for non-parametric data. Findings revealed that revitalisation efforts, such as curriculum reform, teacher capacity building, and gender-responsive policies, have significantly influenced the reduction of gender disparities, particularly at the basic education level. However, substantial inequalities remain in access to technical, vocational, and tertiary education, largely due to socio-cultural barriers, poverty, early marriage, and weak policy implementation. Results further indicated a strong positive relationship between educational revitalisation initiatives and improvements in gender parity in enrolment and participation (ρ = 0.72, p < 0.05). The study concludes that sustainable gender equality in education requires continuous revitalisation of the sector through inclusive curriculum development, equitable resource distribution, teacher professional development, and effective policy monitoring. It recommends that government and stakeholders intensify gender-mainstreaming strategies and strengthen community-based awareness programs to ensure the full inclusion of both sexes in Nigeria’s educational development.