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In sub-Saharan Africa, the pandemic has exacerbated pre-existing gender inequalities: women and girls are the first to drop out of school, the least likely to receive information at home and the last to return to the classroom.
In Nigeria, an overwhelming majority of out-of-school youth are rural women and among the poorest in society in the north of the country.
With the Wallonia-Brussels International crusade, the Keeping Women in UNESCO’s Image Crusade was implemented as part of a task in 4 countries in sub-Saharan Africa: Benin, Mali, Nigeria and Senegal, with a focus on spaces where women leave women. Re-registration is the lowest.
The allocation in Nigeria was designed around the mobilization of radio networks serving rural and remote areas, youth networks and key network leaders, achieving 820 communities and 24 local government areas. Key to achieving local communities, the fabrics were adapted and translated into 4 local languages. , Hause, Igbo, Yoruba and Pidjin.
In the communities, partnerships were established with devoted leaders, network leaders, and parents and guardians through teams. WhatsApp and Facebook teams brought together teachers, parents, legislators, youth, devoted leaders, parliamentarians and members of civil society to talk about girls’ education. and advocacy visits were also conducted with 10,000 people.
A back-to-school advocacy organization for women and a women’s discussion initiative were established to mobilize parents and guardians for women’s education. In Katsina, others have expressed interest in creating a GoFundMe account for women to return to school. The crusade also sparked lively debates and discussions in the markets and in the workplace.
During her fourth year at the University of Ibadan, 21-year-old Gloria Ayodeji grew up in a supportive home, with her parents encouraging her for expansion and success, despite being illiterate. That shaped the user you have today.
With the Keeping women in the photo tablecloth in hand, Gloria advocated for women’s schooling and reached out to many women in her network who would otherwise have dropped out of school after the pandemic. She presented an initiative to link women interested in construction skills. with mentors who can advise them.
“Education connects women with other people and activities that develop their skills and enable them to lead change,” says Gloria. “With an education, women know their rights and stand up for what’s right. “She sees this advocacy crusade as a call to action for underserved and out-of-school women and children.
During the lockdown, Gloria organized an online education to learn about the design skills of women who have access to the internet. Offline and after the pandemic, Gloria and her peers continue with the women who dropped out of school.
Gloria is hopeful: “My desire is to see a world that values gender equality. I need to see more forward-thinking women emerge in all sectors globally. Young women who are competent, informed and well-equipped to lead positive and cutting-edge change.
Local advocacy efforts under this task have been an eye-opener for network members, parents and guardians, especially in relation to the effect COVID-19 can have on a girl’s education and future. She has also provided girls’ education advocates like Gloria with the equipment and help to continue their work.
In the North-Central and Northwest regions, reports show an estimated increase of 2. 5 to 3% consistent with a penny in women’s enrollment rates, while in the Southwest region they have increased to 30% consistent with. Since the publication of the crusade in Nigeria, approximately 8. 7 million other people have been reached through the project, adding only about 6 million women and young women. More paintings are needed to raise awareness about women’s education, especially in rural communities.
As part of the celebrations of the International Day of the Girl Child, UNESCO is organizing a photo exhibition with portraits of agents of change in Nigeria of the task Keeping Women in the Image in Nigeria.
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