Funding, Capacity Building and Implementation of Gender Programme in Public Post-Basic Education and Career Development (PBECD) in FCT, Nigeria

Abstract

This study examined the impact of funding and capacity building on the implementation of gender programmes in public senior secondary schools within the Federal Capital Territory (FCT), Abuja, Nigeria. A descriptive survey design was employed, with the study population comprising all public senior secondary schools across the six area councils of the FCT. Using a stratified random sampling technique to ensure representation of both urban and rural schools, a total sample of 200 respondents was selected. Data were collected with a structured questionnaire titled Funding and Capacity Building Implementation of Gender Programmes Questionnaire. The instrument was designed on a four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree) and validated using Cronbach’s Alpha reliability test, which produced coefficients of 0.75, 0.73, 0.84, and 0.93, indicating strong internal consistency. Responses were analyzed using descriptive statistics, including averages, percentages, and frequency counts, with the aid of SPSS software. The findings revealed a significant relationship between funding and the implementation of gender programmes in public senior secondary schools, as well as between capacity building initiatives and programme implementation. These results underscore the critical role of adequate financial support and continuous professional development in achieving gender equity goals within the education sector. Based on these findings, the study recommends that both Federal and State governments allocate special funds for gender programme implementation in public senior secondary schools. Furthermore, Federal agencies and private institutions should actively support programme implementers through regular capacity building and training initiatives to sustain effective gender mainstreaming in post-basic education.