This article explores the various bottlenecks that girls in agro-pastoral communities encounter in accessing and participating in secondary education. It examines gender disparities in enrolment within the sampled schools to highlight issues related to gender equity. A qualitative research approach was employed, using a case study design to allow for in-depth exploration of the contextual challenges. Purposive sampling was used to select 30 participants, comprising fourteen (14) female students, fourteen (14) teachers, and two (2) Heads of Schools. Interview, FGD and Documentary reviews were used as methods of data collection. Data were analysed using thematic analysis. The findings revealed that girls’ access to secondary education was low compared to boys. There were 257 girls (44.9%) compared to 315 boys (55.1%), showing a difference of 58 students (10.1%). As per respective schools, the enrolment stood at 170 (45.9%) girls compared to 200 (54.1%) boys in school A indicating a disparity of 30 (8.1%) students. School B had 87 girls (43.1%) and 115 (56.9%) boys indicating a disparity of 28 (13.8%) students. Furthermore, girls faced a range of challenges that hindered their participation in secondary education. These included the burden of domestic chores, long distances between home and school, early marriage and pregnancies, and entrenched cultural practices that disadvantage girls. Establishing schools within a five-kilometre radius of communities could significantly reduce travel burdens and help mitigate many of these barriers. Equally important is the implementation of structured mentorship programmes aimed at empowering girls and supporting their academic progress. In this context, actionable measures such as strategic government partnerships with NGOs and sustained policy advocacy are essential. Such initiatives can support the transformation of community attitudes, promote gender parity, and ensure equitable access to education. Future research may consider examining the effectiveness of community-based interventions in dismantling cultural barriers that restrict girls’ educational opportunities.
Seni et al. (Sat,) studied this question.