Assessing the Impacts of Participatory Communication in Promoting Girl-Child Education in the Federal Capital Territory (FCT), Abuja

Abstract

This study examines the impact of participatory communication in
promoting girl-child education in the Federal Capital Territory (FCT),
Abuja, Nigeria. The research is conducted in two phases, integrating
both qualitative and quantitative approaches to provide a comprehensive
understanding of how participatory communication strategies influence
access, retention, and academic success among girls in FCT. The first phase
focuses on gathering qualitative insights through focus group discussions
(FGDs) and in-depth interviews with educators, parents, policymakers, and
students, capturing lived experiences and perceptions on communicationdriven
educational advocacy. The second phase employs a quantitative
survey to assess the statistical significance of participatory communication
initiatives on girl-child education, analysing variables such as enrollment
rates, classroom participation, and community involvement. Findings
indicate that community-driven dialogue, interactive media programmes,
and inclusive decision-making significantly enhance awareness and reduce
socio-cultural barriers that hinder female education. The study concludes
that participatory communication serves as a crucial tool in fostering
educational inclusivity, recommending policy frameworks that integrate
grassroots communication strategies to enhance girl-child education in FCT
Abuja. These findings contribute to existing literature by emphasising the role of communication in addressing educational disparities and advocating for sustainable interventions to bridge the gender gap in education.