Author(s) :

SANUSI Kaura Mohammed.

Volume/Issue :

Abstract :

This study examines the role of the Gwandu Emirate Council in promoting educational access and literacy in rural communities within Kebbi State, Nigeria, between 2005 and 2015. Traditional institutions have historically played a critical role in shaping socio-cultural norms and community development in northern Nigeria. This research explores how the Emirate Council leveraged its authority, legitimacy, and community networks to enhance enrolment, reduce out-of-school children, and improve literacy outcomes among both children and adults. The study highlights the Council’s strategies, including community mobilisation, advocacy for girl-child education, establishment of adult literacy centres, school infrastructure development, and mediation of local conflicts to create safe learning environments. Using primary and secondary sources of data and analytical method of historical reconstruction, findings indicate that these interventions led to a significant increase in student enrolment, a reduction in dropout rates, improved literacy levels, and positive economic, social, and security impacts. However, the Council’s efforts were constrained by challenges such as socio-cultural resistance, gender biases, inadequate school infrastructure, teacher shortages, poverty, security threats, and limited financial and institutional capacity. The study concludes by recommending multi-dimensional strategies to overcome these challenges, including strengthened collaboration with government agencies, enhanced community sensitisation, targeted support for female education, capacity-building for teachers, and sustainable resource mobilisation.

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