 Guidelines for implementing National Policy on Gender in Basic Education, 2007: - The National Gender Policy in Basic Education is the response to the challenges of achieving gender equality in education as expressed in the 1999 constitution of the Federal Republic of Nigeria which states that access to quality education is the right of every Nigerian child. The attainment of gender equality is not only seen as an end in itself, being a human rights issue, but is also a prerequisite for the achievement of national and international development goals-Education For All (EFA) and Millennium Development Goals (MDGs) targeted by the year 2015. Elimination of gender disparities in primary and secondary education, ensuring full and equal access of quality education for all children is imminent. The Nigerian Government is committed in building a nation devoid of discrimination irrespective of gender, physical condition, geographical location and socio-economic status of parents, harnessing full potentials of all and guaranteeing equal access to political, social, and economic wealth creation opportunities. Over the years, data and statistics form surveys and research in developing countries, including Nigerian, have increasingly suggested that development is a gendered exercise, impacting differently on women and men, girls and boys. Ruling social norms, political and economic factors endemic in any particular society determine how development benefits different groups of the society. Consequently, promotion of the goal of gender equality has become globally accepted as a strategy for reducing poverty levels among women and men, improving health and living standards and enhancing efficiency of public investments. In Nigeria, the entrenched patriarchal social system translates into male domination and subordination of women in both private and public spheres, the results of which is construction and perpetuation of gender inequality. Women/girls are seen to be more vulnerable to poverty, cultural and societal vices. Empirical evidence shows gender disparity in enrolment, retention and completion at all levels of education (primary, secondary, and tertiary). In 15 northern states the disparity in favour of boys is quite high. In the South-East, where boys drop out and engage in income generating activities to supplement household income, the disparity is in the favour of girls. Women education is a road to gender equality and social justice; it is key to gender equity, justice, improved skills and technological knowledge acquisition, improved nutrition, reproductive health, and economic empowerment. The Gender Policy in Basic education compliments other policies like the National Policy on Education, the Universal Basic Education Policy, Early Child Care Policy and the National Gender Policy by the Federal Ministry of Women Affairs and Social Mobilization. They all advocate acquisition of basic education as a means to meaningful contribution to development. The Federal Ministry of Education is the vehicle for the delivery of this Policy. This will increase gender sensitivity of all stakeholders and equip them with strategic skills to drive this initiative down to the community level for full participation in implementation for sustainability. The implementation of the Policy is premised on the existing policies as contained in the Nigerian Constitution, National Policy on Education, the Universal Basic Education Act, National Gender Policy and other related instruments. The Guidelines for the Policy include the following broad elements:      Increase access to education; Retention, completion and performance; Resource mobilization and sustainability; Research, planning, monitoring and evaluation; Conditions for success: - Advocacy, sensitization and mobilization of all stakeholders at all levels; 146