For many girls, leaving school early can feel like the end of their educational journey. Poverty, teenage pregnancy, family responsibilities, early marriage, trafficking, and other difficult circumstances can force young women out of the classroom.

However, the rehabilitation and upgrading of the Alternative High School for Girls in Agboju, Lagos State, through an intervention by the Universal Basic Education Commission (UBEC), is creating another opportunity for girls who have had their education interrupted.

The initiative demonstrates that dropping out of school does not have to mean abandoning education permanently.

Creating a Path Back to School

The Alternative High School for Girls in Agboju was established to provide female school dropouts with another route into education.

The initiative was originally developed by the New Era Foundation and later adopted by the Lagos State Government. It combines academic education with vocational training, giving students an opportunity to continue their studies while acquiring practical skills that may help them become financially independent.

This approach recognises that students who have left school may need a learning environment that responds to their unique circumstances.

UBEC’s Contribution

UBEC’s 2024 annual report included the renovation and upgrading of the Alternative High School for Girls in Agboju among its education interventions.

The project falls within broader efforts to improve access to basic education and address inequalities affecting vulnerable learners.

UBEC’s guidelines for its Educational Imbalance Fund also provide for support under the All Girls Schools Initiative, including Alternative High Schools for Girls. Funding can cover areas such as infrastructure, furniture, learning equipment, water, sanitation, and programmes designed to support vulnerable and out-of-school children.

As a result, the intervention is about more than renovating classrooms. A better learning environment can make it easier for girls who have dropped out to return to school and continue their education.

Why Second-Chance Education Is Important

Not every student follows a straightforward educational path.

A teenage mother may find it difficult to return to a conventional school. A girl who left school because her family could not afford the expenses may also need practical skills alongside academic learning.

Alternative schools provide a flexible pathway for such students.

At the Agboju school, girls can resume their education while gaining vocational skills. This combination can provide academic opportunities while preparing students for employment, entrepreneurship, and greater financial independence.

Challenging the Stigma of Dropping Out

Girls who leave school may sometimes feel ashamed or discouraged about returning.

They may worry about being older than other students, having fallen behind academically, or being judged because of their circumstances.

A school specifically designed to support girls in similar situations can help remove some of these barriers.

Instead of treating school dropout as a permanent failure, second-chance education sends a different message: an interruption in education does not have to determine a person’s entire future.

Education Plus Practical Skills

One of the notable features of the alternative-school model is the emphasis on both academics and vocational education.

While students work toward formal educational qualifications, they can also learn practical skills that could help them earn an income.

This is particularly useful for young women who may have family responsibilities or need a pathway toward financial independence.

The combination of education and vocational training can help students develop confidence, useful skills, and greater opportunities for the future.

Former Students Show What Is Possible

The Agboju school has already produced examples of students progressing beyond secondary education.

Lagos authorities have previously reported that former students gained admission to universities, including Lagos State University and the University of Lagos. There have also been reports of students achieving strong results in the West African Senior School Certificate Examination.

Such outcomes demonstrate that girls who once left school can still perform well academically when they receive appropriate support and another opportunity.

The Wider Challenge of Out-of-School Children

Rehabilitating one school cannot solve Nigeria’s wider out-of-school education problem.

Across the country, children leave or fail to enter school for many reasons, including poverty, insecurity, family circumstances, child labour, social pressures, and limited access to educational facilities.

UBEC and other education stakeholders have therefore been developing programmes aimed at improving enrolment, retention, and learning outcomes.

These efforts are important because building schools alone does not guarantee that children will attend or remain in them.

What Girls May Need Beyond a Renovated School

While improved infrastructure is valuable, girls returning to education may face challenges that cannot be solved by a renovated classroom.

Additional support may include:

Affordable access to education.
Counselling and emotional support.
Vocational training.
Learning materials.
Safe and inclusive classrooms.
Assistance with financial challenges.
Family or childcare support where necessary.
Guidance on further education and employment.

Addressing these factors can make it more likely that girls will remain in school after returning.

Could the Model Be Expanded?

The success of alternative education programmes could provide a basis for establishing similar schools in other parts of Lagos and Nigeria.

Lagos has previously considered expanding alternative schools to other parts of the state so that more young people who have missed out on conventional education can access second-chance opportunities.

UBEC’s support for Alternative High Schools for Girls also provides a framework that could potentially benefit more communities.

Expansion, however, should be accompanied by proper funding, qualified teachers, adequate facilities, monitoring, and programmes that address the specific needs of returning students.

Education Can Change a Girl’s Future

For a girl whose education has been interrupted by poverty, pregnancy, early marriage, family responsibilities, or other difficult circumstances, returning to school can be a major turning point.

Education can strengthen literacy, confidence, decision-making, employability, and economic opportunities. When academic learning is combined with practical skills, students may have even more options for building independent livelihoods.

The objective should therefore be more than simply getting girls back into classrooms. It should be about giving them the knowledge, skills, and confidence needed to create better futures.

Conclusion

UBEC’s rehabilitation and upgrading of the Alternative High School for Girls in Agboju is an important step toward providing second-chance education for girls who have left school.

The initiative highlights an important reality: students do not all experience education in the same way, and leaving school should not mean losing the opportunity to learn forever.

With appropriate infrastructure, academic support, vocational training, and social assistance, girls who once dropped out can return to education and pursue new opportunities.

A second chance at school can ultimately become a second chance at building a better life.