Abstract Title

Behaviour Change Communication as a Strategy for Basic Education Financing in Nigeria

Authors

Elizabeth Okunlola, Benson Ohemu

Summary 

Nigeria accounts for about 15% of the global out-or-school children rate for primary and secondary education with approximately 18.3 million out-of-school (implying that one out of every 3 is out-of-school). And while access to quality basic education remains inequitable in many contexts and financing/resource mobilization challenges remain core, the importance of the communication strategies that address demand- and supply-side barriers are generally underemphasized or under-prioritized.

Equity in basic education financing requires more than policy reform—it demands that the voices of those most affected by exclusion are heard and influence decision-making. Project3S (Project Senior Secondary School) in Nigeria applied communication for equity to bridge gaps between communities, schools, and government systems. The project recognized communication as a right that enables participation, not a resource limited to institutions, and sought to create space for underrepresented voices, especially parents, girls and low-income households—to shape education financing priorities. The objective was to use behaviour change communication (BCC) to strengthen community ownership, improve accountability, and foster inclusive financing mechanisms.

Background

The overall goal of the Project3S Initiative is to strengthen stakeholder commitment, mobilize financing and promote equitable participation in basic education. A key program objective is to demonstrate the effectiveness of strategic communication as a right-based approach enabling communities, parents, schools and governments to act  rather than a mere resource input.

Intervention/Methods

The initiative implemented a layered BCC strategy that combined evidence generation, dialogue, and advocacy:

• Participatory formative research identified barriers to school financing and engagement among marginalized groups.

• Community dialogues and storytelling created safe spaces for parents, girls, and students to express concerns about school costs, dropouts, and accountability.

• Advocacy and policy forums brought together community leaders, local education authorities, and policymakers to co-create financing solutions.

• School-based mentorship and peer networks promoted local leadership and sustained communication between stakeholders.
  
  This approach positioned communication not as a technical tool, but as a platform for voice, inclusion, and shared decision-making.

Results

• Underrepresented groups gained visibility: parents and youth—particularly girls—actively contributed to discussions on education funding priorities.

• Community-led school financing committees emerged in multiple localities, improving transparency and encouraging collective fundraising.

• Education participation increased: retention and transition rates improved by up to 15% in participating schools.

• Policy responsiveness strengthened: local authorities incorporated community feedback into education planning and budgeting processes.

• Trust and ownership improved: communication channels helped transform relationships between schools and communities from transactional to collaborative.

Discussion/Implications for the Field

This experience shows that communication for equity—when treated as a right—can meaningfully reshape education financing and policy practice. By creating space for underrepresented voices, BCC shifts communication from persuasion to participation, and from messaging to dialogue.

Key lessons include:

• Equitable communication systems empower marginalized groups to hold policymakers accountable and influence financing decisions.

• Dialogue-based BCC deepens community trust and drives sustained behaviour change around shared education investment.

• Inclusion in communication processes must be intentional—especially for those typically excluded from policy spaces.

• When communication is embedded in financing systems, it becomes a driver of social accountability, resource mobilization, and long-term equity.

Ultimately, this approach reframes communication as a social justice tool a mechanism through which every stakeholder, regardless of status or gender, can shape the future of basic education. These insights suggest that donors, governments and practitioners should embed BCC into education financing strategies, ensuring that communication is treated as a fundamental component of equitable financing, not an optional add-on.