Education policies that prioritize gender inclusion and active community participation significantly improve access to basic education in urban Nigeria, according to new research from Rivers State University. The study, conducted by Dan-Jumbo Rhoda Edevie and Kenneth Amadi from the Department of Educational Management, Rivers State University, was published in 2026 in the International Journal of Applied Research and Sustainable Sciences (IJARSS). Focusing on public junior secondary schools in Port Harcourt Metropolis, the research shows that schools with stronger gender-sensitive policies and stakeholder engagement record higher access to basic education, reduced exclusion, and better student participation.
Closing the access gap in urban schools
Access to basic education remains a pressing challenge in many Nigerian cities, despite constitutional guarantees and national education reforms. In Port Harcourt, rapid urban growth, socio-economic inequality, and persistent gender norms continue to shape who gets into school, who stays, and who drops out.
Girls, in particular, face barriers linked to unsafe school environments, lack of sanitation facilities, sexual harassment, and cultural expectations. At the same time, weak involvement of parents, community leaders, and civil society organizations often leaves schools isolated, under-monitored, and under-supported. The new study places these two issues—gender-sensitive education policy and stakeholder engagement policy—side by side, offering evidence that both are central to expanding access to junior secondary education.
What the researchers examined
The research analyzed how education policies translate into real access for students. The authors surveyed teachers and principals in public junior secondary schools across Port Harcourt City and Obio/Akpor Local Government Areas.
Using a correlational research design, the study gathered responses from 319 education professionals selected through a multi-stage sampling process. Participants completed structured questionnaires measuring:
The presence and implementation of gender-sensitive education policies, such as inclusive school practices and protections against gender-based discrimination.The level of stakeholder engagement, including the involvement of parents, community leaders, NGOs, and school-based management committees.
- Actual access to basic education, reflected in enrolment, participation, and retention patterns.
The data were analyzed to identify the strength and direction of relationships between these policies and access to education.
Clear patterns in the findings
The results point to a strong connection between inclusive policies and educational access.
Key findings include:
- Gender-sensitive education policy shows a strong positive relationship with access to basic education.
- Statistical analysis revealed a high correlation coefficient (r = 0.750), indicating that schools with stronger gender-responsive policies are far more likely to ensure access for students, especially girls.
- Stakeholder engagement policy has a moderate but significant positive relationship with access.
- The correlation coefficient (r = 0.576) shows that active participation by parents, communities, and other stakeholders meaningfully improves access, even if its impact is slightly less pronounced than gender-focused policies.
- Both relationships are statistically significant.
- The findings confirm that these links are not accidental but reflect consistent patterns across schools in the metropolis.
- In practical terms, schools that prioritize safe learning environments, gender equity, and shared responsibility with communities tend to attract and retain more students.
Why gender-sensitive policies matter
Gender-sensitive education policies go beyond enrolment targets. They address daily realities that determine whether students—especially girls—can attend school consistently. These include protection from harassment, availability of girl-friendly facilities, and classroom practices that treat boys and girls equitably.
Paraphrasing the authors’ interpretation, Dan-Jumbo Rhoda Edevie of Rivers State University notes that gender-responsive policies “create learning environments where students feel safe, respected, and supported, which directly influences their willingness and ability to attend school regularly.”
The study aligns with broader evidence from Nigeria showing that when schools address gender-specific barriers, dropout rates decline and participation improves across all student groups.
The role of communities and stakeholders
While gender-sensitive policies show the strongest link to access, stakeholder engagement also plays a critical role. Schools that actively involve parents, community leaders, NGOs, and education boards benefit from better oversight, additional resources, and stronger home–school relationships.
According to the study, stakeholder engagement helps schools respond more effectively to local challenges, from infrastructure needs to student welfare. However, the researchers also note that engagement is often uneven, limited to formal meetings rather than sustained collaboration.
This explains why the relationship, while positive, is moderate rather than strong. Strengthening communication channels and building capacity for community participation could amplify the impact.
Implications for education policy and practice
The findings carry important lessons for policymakers, school administrators, and education advocates:
- Education authorities should move beyond policy statements and ensure that gender-sensitive measures are fully implemented and monitored at school level.
- School leaders can improve access by fostering inclusive environments and actively welcoming community participation in decision-making.
- Parents, NGOs, and local leaders play a measurable role in keeping children in school and supporting vulnerable learners.
Together, gender inclusion and stakeholder engagement form a practical framework for expanding access to basic education in urban settings.
Author profiles
Dan-Jumbo Rhoda Edevie, is a scholar in Educational Management at the Department of Educational Management, Rivers State University, Port Harcourt, Nigeria. Rivers State University
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