INFLUENCE OF UNIVERSAL BASIC EDUCATION ON GIRL CHILD EDUCATION: A CASE STUDY OF SELECTED SCHOOLS IN OFU LOCAL GOVERNMENT AREA OF KOGI STATE.

ABSTRACT This research examined the impact of the Universal Basic Education (UBE) Programme on girl-child education enrolment and retention in Ofu Local Government Area (L.G.A), Kogi State, Nigeria. The study was aimed to assess the current status of girl-child education at the basic level of Nigerian education system, examine the effects of UBE on the enrolment and retention rates among female students/pupils in primary and junior secondary schools. Generally, the study is linked in determining the success of the Universal Basic Education Programme in Nigeria. the UBE Programme, launched in 2004, aims to provide free and compulsory education for all children at the primary and junior secondary levels, with a particular focus on reducing gender disparities in education. This study basically employs a quantitative approach through questionnaire administered to teachers, students and community leaders to gather information on enrolment figures and retention rates across Ofu local government area of Kogi State. The study is guided by two theoretical frameworks: Gender and Development Theory, which emphasizes the importance of addressing gender disparities in educational access as a means to promote social equity. By integrating these theories into the analysis, this research seeks to provide insights into how educational policies can be tailored to better support girls’ educational needs. The findings indicate that the UBE Programme has significantly increased enrolment rates for girls in Ofu L.G.A., and has led to other initiatives such as increasing community awareness campaigns on how to promote girl-child education in the study area. However, challenges remain regarding retention rates due to socio-cultural factors, economic constraints, and inadequate infrastructure. The research highlights that while enrolment figures have improved, sustained efforts are necessary to ensure that girls remain in school until completion. Recommendations include enhancing community engagement strategies, improving school facilities, and implementing targeted support programs for girls at risk of dropping out. This study contributes to the understanding of educational policies’ effectiveness in promoting gender equity in education within Ofu L.G.A of Kogi State, in general within rural Nigerian contexts.