UNICEF developed and implemented the Girls’ Education Programme (GEP) 3 from 2012–2022 in partnership with the Foreign, Commonwealth & Development Office (FCDO), UK. The programme aimed to improve basic education, social and economic opportunities for girls, and reduce the disparities between girls’ and boys’ education outcomes. This was done through increased enrolment, completion, and learning of girls in basic education in Northern Nigeria, covering five states, (six states from 2018, with the inclusion of Kano). The programme focused on addressing several barriers for girls linked to the socio-cultural, economic and socio-political context as well as constraints related to quality local governance, material and staff capacity, and lack of financing in the education sector.

The final evaluation of the GEP3 had accountability and learning as its purposes. It provided both the donor and the expected beneficiaries with solid evidence on the extent to which the GEP3 Programme fulfilled its expected results (impact, outcomes and outputs), transformations as indicated in the programmatic documents and results frameworks that were agreed upon with the donor before implementation. Specifically, this evaluation aimed to:

1. Determine the merit of GEP3 in terms of achievement of expected results related to impact, outcomes and outputs of access and retention of girls to basic education and the quality of learning outcomes of basic education in Northern Nigeria as planned within the initial business case and operational plan;
2. Document the resilience of communities and families in support of girls’ education in Northern Nigeria, particularly in support of access and retention;
3. Understand the most significant drivers of educational participation and performance of girls within the implementation states to enhance the effectiveness and impact of future interventions;
4. Analyse the value for money (VfM) regarding the GEP3 programme implementation and approaches to community and gender transformation within the target areas;
5. Assess the GEP3 preparedness and response to external shocks such as the COVID-19 pandemic; insecurity including insurgency, and
6. Provide strategic recommendations for future investments and initiatives to advance gender equity and equality in education.