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was not welcomed. It wasn’t until I moved to Bida, Niger State, that I found a community willing to
support the idea of a private girls school.
In January 2021, the school opened with just one student. Today, we have 50 girls enrolled. The
community understands the challenges of girl-child education and actively supports our mission.

Broughton: What do you mean by the term “girl-child”?

Momodu: These are girls under 18 years of age.

Broughton: What makes Zaimani’s Girls School unique?
Momodu: We focus on combating harmful social norms by using a variety of teaching and learning
techniques, prohibit corporal punishment, and employ only female teachers. We feel this creates a safe
and empowering space for our students to thrive. As commented earlier, domestic violence is prevalent
for many of our girls.

Broughton: In closing, despite these challenges, what motivates you to continue
striving for educational improvements at your school?
Momodu: I enjoy teaching, and it gives me peace to know I’m making a difference in the lives of these
children. Interacting with them daily keeps me engaged and inspired. Teaching gives me focus and makes
me feel truly alive! My students and their parents “keep me on my toes.”

In conclusion of our interview, Momodu’s dedication to her students and her school exemplifies the
critical role educators play in transforming lives through education. Her commitment to continuing with
her work is a connection to her perseverance and belief that education can break the cycles of poverty,
empower young girls, and strengthen the community.
The barriers to education for girls in Africa remain numerous and complex. Initiatives such as
UNICEF’s GIRLS program, in partnership with organizations like DKG and dedicated educators like
Momodu, play a vital role in expanding learning opportunities and breaking down obstacles and barriers
that prevent girls from accessing education.
Momodu’s personal journey highlights the harsh realities many girls face in their pursuit of education.
Her experiences of moving from school to school and witnessing overcrowded classrooms, economic
hardships, and gender-based biases underscore the urgent need for targeted interventions. Her commitment
to establishing an all-girls school reflects a grassroots approach to creating safe environments for young
girls and young women, where education is prioritized despite the societal and logistical challenges they
face.
The progress being made through programs like Momodu’s Zaimani’s Girls School demonstrates
that, with community support and targeted interventions, it is possible to create educational spaces that
empower girls and young women. These efforts transform lives and strengthen community economic and
social structures.

Dr. Phyllis J. Broughton is retired Dean of Academic and Student Affairs from Martin Community College,
Williamston, North Carolina. Currently Teaching Assistant Professor of Adult Education in the College of
Education, East Carolina University, Greenville, North Carolina, she is a member and current chapter president
(2024–2026) of the Beta Upsilon Chapter and Region 1 Director of North Carolina State Organization.
broughtonp@ecu.edu; pbrought123@gmail.com

Oshiomowe Momodu is a disabled veteran, an author, and an educator. She has spent the greater part of the past two
decades working in and establishing girls’ schools in Kwara, Suleja, and Niger states of Nigeria. She is the current director of
the Zaimani’s Girls School, Bida, where she also teaches.

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