This article analyses the various strategies and policies implemented by successive Nigerian governments since the 1985 Nairobi Declaration and the World Declaration on Education for All, and ascertains whether policy initiatives were effective in ensuring access to, and improving the quality of, education for girls and women. This article analyses primary, secondary and university enrolment figures by gender for the period 1986–2004. Findings indicate that gender stereotypes in the educational system, and wide male–female gaps in education continue despite education being a high priority area. The reasons include a weak institutional framework, lack of coordination of policy initiatives and inadequate funding. Engendering education is vital to Nigeria's development programmes.
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