A recent baseline survey conducted by the WAAW Foundation has revealed that poor infrastructure in public secondary schools across Nigeria's Federal Capital Territory (FCT) is significantly limiting girls' participation in Science, Technology, Engineering, and Mathematics (STEM) fields. The survey, which took place from July 6 to 10, 2026, covered 10 public secondary schools in the FCT and assessed laboratory facilities, engaged with female students, science teachers, and laboratory technicians.
The survey found that despite the strong interest and academic aptitude of female students in science subjects, inadequate infrastructure and limited practical exposure remain major barriers to their pursuit of STEM careers. Functional laboratories were largely unavailable in the schools, with some schools having operational facilities established through ad-hoc public-private partnerships and interventions by external organisations.
Schools without such support were often left without basic laboratory apparatus, while unreliable electricity, poor internet connectivity, and shortages of reagents and other consumables further constrained practical science lessons. The survey also identified disparities in access to development interventions, with schools in relatively remote councils, particularly Abaji and Kuje, experiencing greater institutional isolation and fewer engagements with external partners.
The WAAW Foundation's Executive Director, Oluwatimilehin Onafeso, emphasised the need to use evidence from public schools to drive reforms in science education. Onafeso noted that public secondary schools account for approximately 72 to 73 per cent of total secondary school enrolment in Nigeria, with girls constituting about 47 to 48 per cent of the population.
The foundation's STEM Advocacy Lead, Wuraola Kayode, said the survey challenged the assumption that low female participation in technical fields was driven by a lack of interest or ability. Kayode noted that the girls interviewed expressed ambitions to pursue careers in engineering, computer science, and medical research but lacked the facilities and practical exposure needed to develop their interests.
Despite the challenges, science teachers demonstrated resilience in delivering lessons, although their efforts were hampered by inadequate facilities and teaching materials. Teachers across the six area councils also called for regular, hands-on capacity-building workshops to strengthen their ability to deliver practical science instruction.
The foundation noted that the findings showed that female students' awareness of modern STEM career opportunities was closely linked to the presence of active STEM clubs and private-sector partnerships in their schools. The data collected during the exercise are undergoing analysis ahead of the publication of an official baseline research report, which is expected to provide a territory-wide assessment of school laboratory readiness and outline targeted policy recommendations.
Key points
- Public secondary schools in Nigeria's FCT lack functional laboratories and adequate infrastructure, limiting girls' participation in STEM fields.
- The survey covered 10 public secondary schools across the six area councils of the FCT.
- The findings are expected to inform policy reforms and improve girls' access to science education in Nigeria.
