By Muhammad Sani Muazu
In Alkaleri Local Government Area of Bauchi State, the harsh realities of inadequate infrastructure continue to affect the learning environment of thousands of students—particularly girls—who bear the unseen price of pursuing an education in underserved communities.
At Government Girls’ Arabic College, Alkaleri, the condition of the boarding school is dire. Crumbling halls and the absence of electricity, including solar-powered street lights, have forced students to rely on torchlights to study and move around at night. Worse still, the lack of water supply means that girls must travel long distances to fetch water, exposing them to safety risks and disrupting their studies.
A similar situation persists at Haruna Memorial Primary School, where over 200 pupils are squeezed into poorly ventilated classrooms. With only three functional toilets for over 1,800 pupils and staff, and no running water, the risk of disease outbreaks looms large. The school buys water from vendors—an unsustainable practice that further strains already limited resources.
Despite these setbacks, there is a flicker of progress. The Connected Development (CODE) Schools Project Tracking Team recently inspected a government-funded school fencing project and rated it satisfactory. According to the Headmaster, Mallam Danlami Yakubu, high-quality nine-inch blocks and barbed wire were used to ensure the safety of students. He commended the efforts of the School-Based Monitoring Committees (SBMCs), which played a critical role in monitoring the work and holding the contractor accountable.
Speaking on the broader vision of the project, Onayi Amina Lawal, Quality Assurance Advisor for CODE and Coordinator of its mentorship program, explained the group’s commitment to advocating for gender-responsive infrastructure in schools.
“This project is about transparency and accountability,” Lawal stated. “It’s not just about building structures, but ensuring those structures meet the needs of both boys and girls. We are focused on education sector plans that prioritize the girl child—from budgeting to execution.”
Under CODE’s mentorship initiative, five girls from each of the four LGAs—Alkaleri, Bauchi, Ningi, and Zaki—are undergoing ICT and leadership training. The initiative aims to empower young girls with the skills to thrive and to serve as change agents in their communities. At the end of the training, the girls will receive tablets to aid their learning—reinforcing the project’s slogan: “Educate a girl, change the world.”
Lawal emphasized that beyond advocacy, CODE also ensures community ownership by building local capacity.
“We have trained community members to monitor government projects and ensure quality delivery. Our goal is to pass on knowledge that leads to lasting development,” she added.
For community leaders like Muhammad Hassan from Alkaleri, the challenges go beyond infrastructure.
“We need more teachers,” Hassan urged. “Parents are discouraged from sending their children to school when there are no teachers. Teaching is the backbone of knowledge. Without it, education is meaningless.”
As CODE continues to bridge the gap between community needs and government action, the voices from Alkaleri are a resounding call for urgent intervention. The hope is that through sustained advocacy, monitoring, and community engagement, the right to quality, inclusive, and gender-responsive education will no longer be a privilege—but a reality for every child in Bauchi State.
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