Designing a Theatre-Based Gender Equality Programme for Secondary Schools in Benue State

Theatre-based approaches to gender equality education engage adolescents through empathy and critical perspective-taking more effectively than didactic instruction, and designing a structured programme for Benue State secondary schools addresses an important need for gender-responsive education. This study designed a theatre-based gender equality programme for secondary schools in Benue, Gwer-West, and Logo Local Government Areas, Benue State, North Central Nigeria. A professional programme design methodology was employed, drawing on a gender attitudes baseline survey of 300 SS1 to SS3 students, structured consultations with 15 school counsellors, 10 theatre practitioners, and 8 gender education specialists, and review of UNICEF and UN Women evidence on drama-based gender education. The baseline survey confirmed high rates of gender-stereotyped role assignments and low awareness of gender-based violence reporting pathways among both male and female students. The programme designed comprises 12 facilitated sessions using role-play, devised performance, and forum theatre exercises addressing gender roles, bodily autonomy, peer pressure, and violence prevention. Teacher guides, student reflection workbooks, and community engagement activities are included. Expert review by ten gender and drama education specialists confirmed the programme's design quality. The study recommends piloting in 20 schools with pre-post attitude assessments, integrating the programme into Benue State Secondary Education Board teacher professional development, and evaluating programme impact at 12-month follow-up.

Keywords: theatre, gender equality, secondary schools, Benue State, programme design