Nigeria accounts for about 15% of the global out-or-school children rate for primary and secondary education with approximately 18.3 million out-of-school (implying that one out of every 3 is out-of-school). And while access to quality basic education remains inequitable in many contexts and financing/resource mobilization challenges remain core, the importance of the communication strategies that address demand- and supply-side barriers are generally underemphasized or under-prioritized.
Equity in basic education financing requires more than policy reform-it demands that the voices of those most affected by exclusion are heard and influence decision making. Project3S (Project Senior Secondary School) in Nigeria applied communication for equity to bridge gaps between communities, schools, and government systems. The project recognized communication as a right that enables participation, not a resource limited to institutions and sought to create space for underrepresented voices, especially parents, girls and low-income households-to shape education financing priorities. The objective was to use behaviour change communication (BCC) to strengthen community ownership, improve accountability and foster inclusive financing mechanisms.
Nigeria accounts for about 15% of the global out-or-school children rate for primary and secondary education with approximately 18.3 million out-of-school (implying that one out of every 3 is out-of-school). And while access to quality basic education remains inequitable in many contexts and financing/resource mobilization challenges remain core, the importance of the communication strategies that address demand- and supply-side barriers are generally underemphasized or under-prioritized.
Equity in basic education financing requires more than policy reform-it demands that the voices of those most affected by exclusion are heard and influence decision making. Project3S (Project Senior Secondary School) in Nigeria applied communication for equity to bridge gaps between communities, schools, and government systems. The project recognized communication as a right that enables participation, not a resource limited to institutions and sought to create space for underrepresented voices, especially parents, girls and low-income households-to shape education financing priorities. The objective was to use behaviour change communication (BCC) to strengthen community ownership, improve accountability and foster inclusive financing mechanisms.
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