Tag Archives: Girl-Child

PATRIARCHAL CULTURE AND GIRL-CHILD EDUCATION

PATRIARCHAL CULTURE AND ITS IMPACT ON GIRL-CHILD EDUCATION

ABSTRACT

The study examined Patriarchal Culture and Its Impact on Girl-Child Education in Nasarawa Eggon Local Government Area of Nasarawa State. Objectively, four research questions were formulated. The survey design was used in the study. The sample size was 100. 100 questionaires were administered to the respondents, but 94 questionaires were found valid. The data gathered were analysed using simple percentage and mean. The findings revealed that: Economic development, education for the next generation, better reproductive health, low rates of child mortality and malnutrition and improved family life are the benefits of girl-child education; Low parental influence, marriage material, family influence, poverty and cultural practices are the factors that prevent girl-child education; Social isolation, poor health, low self-esteem, early marriage, and harmful psychosocial impact are the consequences or effects of patriarchal culture on girl-child education; and Training of more female teachers, nurses, and doctors in receiving government attention through scholarship award and remedial courses; a proposal for female Arabic centre in the State which will integrate Islamic education with the western type; an edict preventing the withdrawal of girl-child from school should be in place; a system of offering assistance to the less privileged female children in form of provision of uniforms, books, essential material, etc; and performing female children should be identified, recognized and rewarded in Nasarawa Eggon L.G.A. Based on the findings, conclusion was drawn and recommendations given that Gender balanced curriculum and education policies should be established to consider the interest of the girl-child so that she is motivated to learn and also teacher‘s welfare should be considered.

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

In Nigeria women are considered as men’s properties or pleasure object. They are also considered as a [machine] means for producing children. These situations have resulted in unfair treatment of women especially with regards to education of the female child in the traditional Nigeria society. There exists the belief that women are second class citizen Ejere [2006] further asserts that gender inequality in Nigeria is promoted by religious and communal customs. Young girls particularly in northern Nigeria are denied the benefit of education. This has severe consequences for society at large. Obinaju [2014] sees education as inalienable right of all irrespective of the person’s circumstances.

Education in its general sense is a form of learning which the knowledge, skills, values benefits and habits a group of people are transferred from one generation to the next through storytelling, discussion, teaching, training or research. Education has been described as the most important aspect of human development, a key to successful living, especially girl-child education [micheal,2011].

Girl-child education, is a catch all terms for a complex set of issues and debates surrounding [primary education, secondary, tertiary and education in in particular] for education implies making her a day’s functional member of the society. Statistics show that many girls are not enrolled in school. The global figure for out of school children is estimated 121 million, 65 million are girls with over 80 percent of these girls in sub-Sahara Africa including Nigeria [UNICEF,2007]. The concern of this paper is that despise the campaign by the federal government united children education fund [UNICEF] and stake holders in education to improve girls-child education is skill high. Therefore, in the light of the above the study seeks to investigate “Patriarchal Culture and Its Impact on Girl-Child Education in Nasarawa Eggon Local Government Area of Nasarawa State.”

1.2     Statement of the problem

Most Africa countries are patriarchal in structure that is based on inequality and injustice. Patriarchal attitudes lead to gender stereotyping. It pervades all areas of life in Nigeria, it is a well-known fact that many parent in Africa given preferential treatment on the boy-child, especially in matters concerning education. Women are given fewer education opportunities than men as reflected in the lower literacy rates for adult female population compared to men. The social norm, which supported these gender relations were culturally transmitted from one generation to another through the process of socialization. As female children move through childhood into adolescence, they are exposed to many factors, which influence their attitudes and behaviors regarding gender roles, these attitudes are generally learning first in the home and are then reinforced by the child’s peers influence, quest for money and material things, unfriendly situation of school, social media influence, violence against girl-child, low level understanding of sex education, and preference for male child education. However, the strongest influence on gender role development seems to occur within the family setting, with parent passing on, both overtly and covertly, to their children their own beliefs about gender. In view of the aforementioned problems, the study seeks to investigate “Patriarchal Culture and Its Impact on Girl-Child Education in Nasarawa Eggon Local Government Area of Nasarawa State.”

1.3     Objectives of the Study

The main objective of this study is to critically examine patriarchal culture and its impact on girl-child education in Nasarawa Eggon L.G.A. Other specific objectives are to:

  1. Examine the benefits of girl-child education in Nasarawa Eggon L.G.A.
  2. Examine factors that prevent girl-child education in Nasarawa Eggon L.G.A.
  3. Assess the consequences or effects of patriarchal culture on girl-child education in Nasarawa Eggon L.G.A.
  4. Suggest strategies in enhancing girl-child education in Nasarawa Eggon L.G.A.

1.4     Research Questions

The following questions were set to guide the study;

  1. What are the benefits of girl-child education in Nasarawa Eggon L.G.A?
  2. What are the factors that prevent girl-child education in Nasarawa Eggon L.G.A?
  3. What are the consequences or effects of patriarchal culture on girl-child education in Nasarawa Eggon L.G.A?
  4. What are the strategies for enhancing girl-child education?

1.5     Significance of the Study

This study is expected to be significant to several stakeholders, such as parents, teachers, students/researchers, and the government.

To the Parents:

The findings of this research could enable parents to be more enlightened on their responsibilities towards girl-child education.

The findings would also enable parents to have a rethink of their negative thought about girl-child education for positive.

To the Teachers:

The findings of this study may enable them to appreciate their roles as teachers in causing female students be retained in schools to finish their studies.

To the Students/Researchers:

They may use the findings of this study as appoint of reference (by referring to them) in their studies, as well as finding the gaps in the current study to fill them in their future studies.

To the Government:

The findings of this study will enable them put in more effort to ensure that the policy on girl child education are implemented by the parents and the schools.

1.6     Limitation of the Study

This research was carried out in Nasarawa Eggon Local Government Area of Nasarawa State. The study centred on the parents, teachers, government, societies and girl child. Research has to observe the overall mention area in order to establish patriarchal culture and its impact on girl-child education. Conversely, due to time and financial constrains the study is limited to Nasarawa Eggon Local Government Area of Nasarawa State.

1.7     Definition of Terms

Culture: this refers to the ideas, customs and social behavior of a particular people or society.

Education: is the process of facilitating learning, knowledge, skills, values, beliefs and habit of a group of people.

Gender: refers to the socially constructed roles of women and men, which “sex” refers to biological and physical characteristic which define humans as female or male.

Girl-child: is a female human from birth through childhood and adolescence to attainment of education when she becomes a woman.

Patriarchal: is a social system in which males hold primary power, predominate in roles of political leadership, moral authority, social privilege and control of property etc.

 

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ASSESSMENT OF GIRL-CHILD EDUCATION IN KANO MUNICIPAL LGA OF KANO STATE

ASSESSMENT OF GIRL-CHILD EDUCATION IN KANO MUNICIPAL LOCAL GOVERNMENT AREA OF KANO STATE

ABSTRACT

Girl – Child education has been a subject of serious concern in Nigeria. This is because this aspect of education has been bedeviled with problems especially in the Northern parts of the country. Researchers (Usman, 2007) and Daiyabu, 2008) have expressed concern about it and about the various forms of discriminations and sharp practices against the girl-child. Thus, this study assesses the Girl-child Education in Kano; and reiterated on the degree at which identified factors i.e socio-cultural, religious and economic factors affect the girl-child education in the Kano Municipal Local Government Areas. The study adopted survey method as qualitative and quantitative research design. The sample consisted of 399 respondents randomly selected from the thirteen wards that constituted Kano Municipal Local Government Areas. Five research questions were raised and analysed using statistical methods i.e frequency distribution tables, simple percentages and cumulative frequency. The results revealed that socio- economic factors, socio-cultural affect participation of girl child in secondary education. The research work also showed that government policies and programmes have assisted in addressing the menace militating against Girl-child education and finally the research drawn conclusion that there exists a significant improvement in Girl-child education in Kano Municipal Local Government Area between 2010 to 2015 as percentage increased in female students enrolment in the end of session exams (WAEC) is greater than 10%. Based on these findings, it was recommended that girls should be given equal chance as boys in education; there should be a legal support for girl-child education and government, immediate community members, parent cum religion leaders should play their respective roles in encouraging Girl-child education in Nigeria.

 

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

Education is generally conceptualized as a continuous process of learning from the birth of an individual to his death. It commences from a child’s home and continues even after school to adulthood-till death. Broadly speaking, education is the totality of all the processes by which a child or young adult develops his abilities, attitude and other forms of behaviour which are of positive value to the society in which he/she lives. This shows that education is not just the acquisition of knowledge, but also the utilization of the acquired knowledge (Asiegbu et al, 2015).

Thus, the essentiality of education in functioning and advancing the modern world cannot be overemphasized; it is also fundamental to self-awareness, self-identity, and self-development. Without it, mankind is reduced to instinct and the realm of animals. With it, males and females can improve their lives and learn about one another and the world. More specifically, education for females is important because it helps them unleash and develop their potential (Adam, 2015).

Educating females in the developing world has substantial returns and in most cases exceeds the returns on males. According to a research by Chaaban and Cunningham,’’ an educated female is a great benefit not just to herself, but to her community’’ (Aliyu; 2009).  Furthermore, in recent work from general surveys and sector-specific research reveals that educating females bring about various benefits, including improvement to family health; lower infant mortality rates, greater family wage-earning power, and the intellectual development of the family and, thus the community. But despite the benefits to be accrued from educating the female child, there are still some challenges militating against obtaining education.

Statistically, Women are over half of the world‘s population, yet they do two-thirds of the world‘s work, earn one-tenth of the world‘s income, and own less than one- tenth of the world‘s poverty. Thus the above statistic depicts the plights of women worldwide. Of the 1.3 billion people in poverty, 70% are women; women earn three-fourths of the income that men earn in the non-agricultural sector; women occupy only 10% of the parliamentary seats and only 6% of cabinet positions in 55 countries throughout the world; of the total burden of work, women carry an average of 53% in the developing countries and 51% in industrialized countries; of the world‘s 900 million non-illiterate persons, 65% are women due to the lack of educational opportunities; worldwide, 76 million more boys are enrolled in primary and secondary schools than girls (UN, 2007 in Eweniyi, and Usman 2013). 

UNICEF (2003) noted that in the global political arena, the ongoing debate and action for the upliftment of the girl-child continue to stimulate the involvement of designated UN agencies. Notable among the range of initiatives is that of the United Nations Girls Education Initiative (UNGE) which are aspect of the Millennium Development Goals; The latter was established in April 2000. It draws from the constitution of 13 UN entities and charges like-minded national and international actors to work in concert with the programme to obtain Universal Primary Education and also, by 2015, to bridge the gender status encountered in primary and secondary education. According to Akinpelu (2007), Girl-child education and school attendance trail behind boys in nearly every developing nation. There is no gain saying that education is the key to the advancement of girls and women. Emphasis on the need for girl-child education prompted this study. According to UNICEF (2008), Nigeria is among the West African Countries that have highest number of girls that were out of school.

UNICEF (2008) added that girls make up the majority of the nearly 120 million children who are out of school and even greater majority of those who get opportunity of education do not reach the fifth grade.  Magaji (2010) observed that even though education is regarded as a human right for the realization of human dignity, many factors have been found to be responsible for the low enrolment of girls into schools when compared to the enrolment of boys. Among these factors, according to her, are poverty, socio-cultural impediments, religious misinterpretation of Holy Book; societal negative attitude to women education, early marriage and gender biases. These factors, of course, impede the progress and development of women in society.

 In relation to the above; it has been revealed that Girl-child education has suffered a lot in the Nigeria society particularly in the northern Nigeria. Culturally, women are confined to their traditional roles with lots of sanctions imposed on them either by custom, norms or religion. The girl-child education in Kano state has been lagging behind and one can wonder why the situation should persist especially in respects to the clear provisions in the National Policy on Education that ‘’education is a right for every Nigerian Child’’. The National Policy on Education (2004) also has as its 5th objective as the building of a “bright land full of opportunities for all individual irrespective of gender”. Thus, The National Philosophy of Education of Nigeria is based on “the integration of the individual into a sound and effective citizen and to provide equal educational opportunities for all citizens of the Nation at primary, secondary and tertiary levels, both inside and outside the formal system” (Asiegbu, 2015).

Global trends have also shown the essentiality of educating the girl-child for instance; the Universal Declaration in Tehran in 1968 on Human Rights which stress education as a right of every individual irrespective of sex. Also the 1960 United Nations Article 10 of the Convention against women (CEDAW). Has a major aim of promoting gender equality in education. Several scholarly survey on ground revealed that Kano society accommodate discrimination against girl-child in the access to basic education. If this trend continues in Kano State, the developmental growth of the area would be hampered.

While myriad of studies by expert organizations, patrons, and policymakers have shown that education for females in northern Nigeria is important as many benefits associated with education were also disclosed in their works, they have, however, failed to show the causative factors affecting females in Northern Nigeria in the process of attaining a formal education. This research work intends to identify the causative factor affecting Girl-child education in Kano; and equally examine if there is any significant improvement in Girl-child education in the state and provide valid recommendation on how to rectify the identified causative factor affecting Girl-child education.

1.2     Statement of Problem

The problem of girl-child education is not a regional, state, national or continent but a global issue of concern. About 35% of the world’s girls are not in school as at 2012 and from this 18% are in Africa more specifically in sub Saharan Africa which is 12% (Eweniyi and Usman 2013).

According to a study conducted by UNICEF and world education forum in 2012, girls constitute the largest population of illiterate children (28%) in the world till date. Thus, estimation in 2012 indicated that the number of children out of school had been brought down to about 115 million worldwide; 62 million of which were girls. While there were more children than ever in the world’s primary schools, hence too many of these victims were girls. In Nigeria Statistics show glaring imbalances against girls in enrolment, attendance and completion rates in all levels of education, particularly in the northern parts of the country, due to a variety of socio-cultural and religious factors among others (Eweniyi and Usman. 2013).

Despite numerous policies and programmes designed by the Nigerian government in addressing Girl-child education programmes among which are the Universal Primary Education (1976), the National Policy on Education (NPE) (1977); lowering of cut-off points for admission of girls into secondary schools; scholarships into Science/Technology and Mathematics Education (STME); the promulgation of an edict banning the withdrawal of girls from schools for marriage, the production of blue print on women education by the Federal Ministry of Education (1987) and the declaration of free education for girls in many states in Nigeria (1988) Yet, many girls have not gone to school or have withdrawn from school particularly in northern Nigeria. (Aliyu, 2009)

According to UNICEF standards, Nigeria has not been assessed to have fared well enough in terms of the social indicators of education, as determinants of the overall indices of child development (UNICEF, 1995, F.M.W and SD, 1996; Adam, 2015). It is obvious that there are social, economic and political problems bedeviling the Nigerian children.

In the development of Islam which is the religion majority practiced in Kanos, the teaching of the Prophet (SWA) and verses of the Qur’an help improve the state of females. Females were given rights to own property, obtain an education, and to choose their marriage mates. The Prophet is said to have written numerous chapters that helped shape civilization and one of those verses dealt with education, including this verse: “the pursuit of knowledge is a duty of every Muslim, man and woman. (Aseigbu et al, 2015:2)

In spite of the above efforts which were attempted to alleviate problems related to girl child education but still there are the causative factors affecting Girl-child education in Kano. So this study intended to identify the causative factor affecting Girl-child education in Kano; the research works also tried to assess if there is any significant improvement in Girl-child education in Kano and provide valid recommendation how to rectify the identified causative factor affecting Girl-child education.

1.3     Research Questions

  1. What are the causative factors affecting Girl-child education in Kano?
  2. Are there any significant benefits in educating Girl-child in Kano?
  3. What can be done to promote high level of Girl-child education in Kano?
  4. Does the government play paramount roles in addressing Girl-child education in Nigeria?
  5. Is there any significant improvement in Girl-child education in Kano Municipal LocalGovernment Area since 2010 to 2015?

1.4     Objectives of the Study

  1. To identify the causative factors affecting Girl-child education in Kano
  2. To examine if there is any significant benefits in educating Girl-child in Kano
  3. To proffer valid recommendation on Girl-child education in Kano
  4. To assess if there are significant improvement in Girl-child education in Kano Municipal Local Government Area since 2010 to 2015
  5. To evaluate the role of the government in addressing Gil-child education in Nigeria

1.5     Significance of the Study

The results of the study would be significant for a number of reasons among which are that it would become a reference point for decision makers and educational planners to realize the socio-cultural, economic and religious factors affecting the advancement of girl-child education in the Northern Nigeria.

Furthermore, the research work would also serve as a source of enlightenment to parents and guardians on the values of educating the girl-child thereby erasing all the earlier beliefs about educating the girls. In addition it would also sensitize governments and other agencies concerned with children education in the area to be gender sensitive and ensure gender streaming in admission, award of scholarships and recruitment into various levels and positions.

It is also hoped that this will in-turn enhance girl-child education which will lead to their contributions to the development of Kano State and to participate fully in developing herself, siblings, husband, home and the whole nation and will not be misused, harassed, subjected and maltreated again. In fact the benefits are innumerable. Thus, it would serve as a point of advocacy for the rights of the girl-child to education and equality in other spheres. 

1.7     Scope and Limitation

This research work will only focus on Girl-child education in Nigeria; and will be narrowed down to Kano particularly Kano Municipal City). Hence, the delimitations of the studies is to evaluate, examine and assess Girl-child education in Kano between 2005-2015. Therefore its findings are mainly to the area of the study.

 

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ATTITUDE OF PARENTS TOWARDS THE GIRL-CHILD EDUCATION

ATTITUDE OF PARENTS TOWARDS THE GIRL-CHILD EDUCATION IN SABON GARI LOCAL GOVERNMENT OF KADUNA STATE

ABSTRACT

This research was on attitude of parents towards girl child education in Sabon Gari Local Government Area of Kaduna state. The population comprised of secondary school teachers Sabon Gari Local Government Area of Kaduna state. Three (3) research questions were raised for the study. The sample consisted of 150 respondents from five (5) selected schools. The method of selection was simple random sampling process. The instrument use to collect data was a questionnaire while the data collected were analysed using percentage, frequency count and means scores. The finding revealed among others that the causes of the problem of girl child education include: parent negative attitude towards education, Early marriage of girl child do not favour their education, Some cultural believe do not encourage girl child education, Some religious practices do not favour girl education, Poverty is one of the factor that hinders Girl-Child Education, Parents are ignorance to the benefit of education, Bad government policy could affect parent attitude towards girl and Insecurity is also one of the causes of girl child education, with a sectional mean of 3.08. findings also revealed that the effect of the problem of girl child education include: Illiteracy among girl child could lead to early marriage, Illiteracy among girl child could lead to unwanted pregnancy, Illiteracy among girl child could lead to child exploitation, Illiteracy among girl child could lead to poverty, Illiteracy among girl child could lead to drop out syndrome and class repetition and Inadequate girl child education could lead to increase child mortality with a sectional mean of 3.00. in addition, finding showed that the solutions to the problem of the girl child education include: Free education should, Compulsory education, the parent should change their negative attitude toward the girl child education, more appointment should be given to women and law should be made to abolish early marriage, Law should be made to abolish early child marriage, there should be more enlightenment campaign for girl child education and there should be more reward for girl child and their parent for girl child education with a sectional mean of 3.15. The study recommended that the government should make education free up to secondary school level in the Northern part of Nigeria so that girls from poor homes can benefit. The Ministry of Women Affairs should organize Public Enlightenment programmes on the consequences of early marriage of girls. It also recommended that Parents in Sabon Gari local Government Area of Kaduna State should have a positive attitude toward girl-child education.

 

CHAPTER ONE

1.0                                                                              INTRODUCTION

1.1         Background to the Study

Education is one of the basic means of human and cultural self-realization as well as a means of realizing the productive power of a nation. Education is better regarded as that form of learning which lead to the acquisition of knowledge, skills and attitude which enable one to adjust and contribute to the environment one find him/herself. It is that formal type received in institutions, as well as the type acquired in the informal setting, incorporating adult and non-formal education. It also embodies the various form of learning which lead to acquisition of permanent literacy (Akinkahunsi, 2019).

In a similar vein, education is the light that shows the way, medicine that cures and the key which opens all doors. Its relationship with development has been well established. One of the main aims of education is to train children for day to day living, which include enabling them to care for the need of the family as well as the nation. A successful education should also foster in children the joy and happiness of living and to help them to take their place in the society as well as balanced individuals. In his opinion Aliyu (2009), education improves health, productivity, bringing about empowerment and reduces negative features of life such as child labour. There have been important linkages between education and socioeconomic development of any society and the international community and governments all over the world have recognized and made commitments for citizens to have access to education. The   importance of education in building an egalitarian society cannot be overemphasized. Probably, this was why the National Policy on Education (2014) states that every Nigerian child shall have a right to equal educational opportunities irrespective of any real or imagined disabilities, each according to his or her ability. Corroborating this fact Aliyu (2009) opined that because of the importance of education, the 1948 Universal Declaration of Human Rights stated that every person has a right to education. In 1990, the World Conference on ”Education for All” which took place in Jomtien, Thailand, declared among others that every person shall be able to benefit from educational opportunities designed to meet their basic learning needs.

The Christian missionaries in the 19th century opened modern educational methods, but they usually focused on boys. After early experiments they settled on promoting ideology of domestic femininity imparted through girls’ schooling. Women’s education in West Africa manifested in both formal and informal structures, with one of the more notable structures that had influence on women’s education being preparatory schools labeled “Bush Schools.” These bush schools were institutions that would oftentimes boast near 100% graduation rates and completed courses. They were organized by women and had a planned, structured curriculum, which included learning how to do skills such as learning how to “fish, cook, weave, spin cotton, dress hair, and make baskets, musical instruments, pots, and fishing nets. These schools didn’t just teach educational curriculum (such as history passed on through songs and dances), but enabled the transmission of cultural values and were centres of female power. Despite the colonial and post-colonial ideal that women ought to be educated just to serve decorative or child-bearing maternal roles, these institutions taught women to play central economic, corporate and familial roles in their communities. The ideals of Western education have remained while much of the infrastructure and funding left with the colonial presence. Particularly in Nigeria, formal education was seen as a policy making tool, as women’s formal education has been linked to having effects on “population growth, health, nutrition, fertility, infant mortality, and changes in women’s productivity and earnings.” Researchers have cited some disadvantages however to this reliance on women’s formal education.

According to Muhammad, Lawal, Muhammed and Hamza (2014), Girl child education is that type of education which equips the women with all the necessary tools needed for the effective discharge of their own peculiar roles in the service of the nation and indeed, to booster their personal development as well. It is also an avenue that prepares an individual to acquire knowledge and skills that are life- long assets to them during the cause of their stay in this world. It is that process which becomes girl’s reality effective. An educated woman understands her world and deals with society well effectively.  The prosperity of a country depends not only on the strength of neither fortifications nor the abundance of its income, but depends on the number of well and quality based citizens, that is character, enlightenment and women education. Therefore, education is the right of every girl everywhere and also the key to transforming both the life of girl and the life of her community.

Researches have shown that girls without education are denied the opportunity to develop their full potential and to play a productive and equal role in their families, their societies, their country and their world at large. Girls` education has been viewed as a primary predictor for a number of development indicators including national fertility rates, infant mortality, family income and productivity. World Bank economists have recognized girls’ education as single development intervention with the greatest individual and social returns. It is not only important as a social indicator or an engine for economic development leading to a greater level of health, economy, security, liberty and participation in social and political activity, but can possibly yield higher rate of return than any other investment available in developing world. In realization of the importance of the female child, concerted efforts were mounted by the governments at various levels to improve female participation in education and redress the gender inequalities in education enrolment and retention

However, the parents’ attitude towards their girl child’s education is important in determining her attendance and academic achievement of the girl child. Favourable and optimistic attitude towards education enhances parental involvement in their girl child’s present and future studies. Low socio economic status of the parent’s affects their attitude towards their children’s. In the recent years, the concept of education is beginning to be equated with learning, irrespective of where, when and how often it occurs. Parental attitude is a measure or an index of parental involvement. Family involvement in education has been identified as a beneficial factor in girl child learning. It is a key component of national educational policies and early childhood programs.

In a recent survey it was found that a child, brought up with affection and care in the least restrictive environment copes up better with the sighted world. Therefore, the family shapes the social integration of the child more than a formal school. The four basic parental roles- parents as educational decision makers include; parents as parents; parents as teachers and parents as advocates. It is essential that the home and school work closely together, especially for children with disabilities as the parents’attitude is so important. The importance of parents being partners in the education of their girl child. The foremost role of any parents should be: firstly actively support and secondly enrich the educational processes. Taminu (2004), asserted that there are two important persons in any child’s educational life. One is his/her parents while the other one is the professional of that institute. He states that parents are recognized as the major teacher of their children while the professional should be considered consultants to parents.

Aliyu (2009), in his own opinion maintained that parental attitude can be negative or positive. The negative attitude of the parents regarding education and schooling can prevent the girl child from getting education. Positive attitude of the parents can be beneficial to their children in many cases and can be reflected in improvement in class performance, creating interest among children to learn, and higher achievement scores in reading and writing and academic achievement of the child. Favourable attitude towards the need for woman participation in all facet of the national development required that emphasis be laid on the education of the girl child just as it has been for boys since education is a process of acquiring knowledge, skills and attitude that enable the girl child to be useful to herself and contribute to the development of her society and nation at large (Shuabu, 2015). Hence, education of the girl child is a vital ingredient through which a nation can attain any development.

In other word, Onoyase (2018),opined that the need for girl child education, is imperatively and indispensable for the socio-economic development of the Kaduna State in specific and Nigeria in general to deny or discriminate girl child education which is key to enhancing their activities and productivity means we lost focus in education. But experience have shown that there can be no significant and sustainable transformation of the state and the country and reduction in poverty until the girl child receives basic education she needed so as to have her rightful place as equal partner in development. There is a popular belief that to educate a woman is tantamount to educating the whole nation. It is a common believe that to prepare a woman effectively for her multidimensional roles, she need to be functionally literate. A functional literate woman is expected to be able to read and write, to enable her cope with the modern challenges, especially at this period when some head of the families have not taken up their responsibility seriously (Taminu, 2004).

This position appears to contradict the attitude which some parents have toward the education of their female-child. Tomba and Tinkhoiling (2017), Stated that the girl-child education has been a burning and continues issue in the developing countries of which Nigeria is one. The girl-child education can be compared to a coin which has two sides. This is because in the northern part of Nigeria, the girl-child is not encouraged to go to school, whereas in the Southern part of the country, reverse is the case. For instance, Onoyase (2018), was of opinion that the there is a  glaring imbalance against girls in enrolment, attendance and completion rates in all levels of education in Nigeria particularly in northern parts of the country due to a variety of socio-cultural and religious factors. The female-child access to basic education especially in northern states of Nigeria appears to be something of great concern. He maintained that the ratio of boys to girls’ enrolment, retention and completion of secondary education particularly in Sabon Gari Local Government Area of Kaduna State remains alarmingly low. This is because it appears that only 20 percent of women in North-Eastern Nigeria might have been literate, culturally women are confined to their traditional roles with lots of sanctions imposed on them either by custom, norms or religion. Most parent still feel that training a girl means training her for her husband and only preparing her for home chores. It was a common belief that the education of girls end in the kitchen (Uzma, 2017).

1.2         Statement of the Problem

It is a known fact in the world that education is the bedrock of every society and it requires to be given to all without considering the gender aspects. The problem of girl-child education is not a regional, state, National or continent but a global issue of concerned. Education is the most viable instrument by man to conquer his environment and charted his destiny

In the past few decades, girl-child education in Africa has made great progress. But relatively speaking, this progress is still slow and uneven. On the one hand, the level of development of women’s education between countries and countries in this region is still significantly different due to differences in geographical location, social class, language and ethnicity. On the other hand, compared with the rest of the world, Africa, especially in Sub-Saharan Africa, still lags behind in the field of women’s education. Girl-child education has been a burning and continuous issue in Nigeria. Its existing problem in Nigeria more especially in the Northern part of the country in which Kaduna State is one of the states and so it need to be clearly addressed. Compared with men, women in most Sabon Gari Local Government Area of Kaduna State have been disadvantaged in education, and the higher the level of education, the more unfavourable the situation

The problems of girl-child education in Nigeria and in Sabon Gari Local Government Area of Kaduna State in particular include poverty. Although, poverty in the Sabon Gari Local Government Area of Kaduna State is one major challenge of girl child education but it is not the only fact at play, the lack of access to good quality education in also one of the major determinants. Tradition and culture in which the women generally low status their status in the society and the limited expectations of opportunities of securing decent paid jobs at adult play pivotal role. Moreover, this view is compound in the parents’ eyes, if the quality of education is poor, low grade or the curriculum demands irrelevant to the girls’ future, social traditions and deep rooted religious and cultural beliefs and often barriers to expand girls’ educational opportunities in developing countries around the world. For examples in part African girls are abducted for marriage, the dowry system often promote that girls leave school for marriage in some state, the trafficking of young indigenous girls is lucrative and it is still in practice in many areas of the state despite government sanctions and also the status changes in the families that has turned many young girls into prostitute and sudden head of the family

Summarily, there are many more challenges bedevilling the girl child education in Nigeria as a whole and Sabon Gari Local Government Area of Kaduna State in particular. These problems can be summarily the problem of girl-child education are numerous which may ranges from the hawking of goods by the girl-child of school ages, exploitation of the girl child by their parents, high tendencies of early marriages, religious/superstitious belief a times as a result of poverty and financial problem where some parents cannot afford to pay school fees for their children. In other cases, the problems emancipates from the fact that some parents considers educating girl child as waste of time for the sake of gender disparity or inferiority complex and above all illiteracy and poverty.

Therefore, the problem of this study is to investigate the attitudes of parents towards girl child education in Sabon Gari Local Government Area of Kaduna State

1.3      Purpose of the Study

The purpose of this study is to investigate the attitudes of parents towards girl child education in Sabon Gari Local Government Area of Kaduna State. The specific objectives of the study are to;

  1. determine the causes of the problem faced by the girl child education
  2. find out the effects of these problems on the girl child education
  3. determine the solutions to the problem of the girl child education

1.4           Research Questions

This research on the attitudes of parents’ attitudes towards girl-child education in Sabon Gari Local Government Area of Kaduna State it and attempts to answer the following questions:

  1. What are the causes or problems of the girl child education?
  2. What are the effects of the problems on the girl child education?
  3. What are the solutions to the problem of the girl child education?

1.5     Basic Assumptions

In this research, it is assumed that:

  1. Girl child education is important for the growth and development of Sabon Gari Local Government Area of Kaduna State and Nigeria as a whole.
  2. Girl-child education is being confronted with so many problems in Sabon Gari Local Government Area of Kaduna State.
  3. Parents’ attitude is one of the factors that determine progress of the girl-child education in Sabon Gari Local Government Area of Kaduna State
  4. Girl child education has a counselling implications

1.6         Scope and Delimitation of the Study

This research was carried out in Sabon Gari Local Government Area of Kaduna State. The study centred on the parents, teachers, government, societies and girl child. Research has to observe the overall mention area in order to establish the attitude of the parents towards girl child education. Conversely, due to time and financial constrains the study is limited to public senior secondary school in Sabon Gari Local Government Area of Kaduna State.

1.7         Significance of the Study

The outcome of the research will help educational planners, school administrators, teachers, policy makers, parents or guardians and all stakeholders to have a clear understanding of some fundamental issues related to girl-child education in Kaduna State and Nigeria in general.

The findings of this research could enable parents to be more enlightened on their responsibilities towards girl-child education. It is also hoped that this would in-turn enhance girl-child education which will lead to their contributions to the development of Kaduna State and to participate fully in developing herself, siblings, husband, home and the whole nation and would not be misused, harassed, subjected and maltreated. In order word it would enable parents who have a view about education for girl-child to have a rethink and their negatively about girl-child education changes to positively.

The findings would provide a framework upon which our national development can be depended upon and also provide a paradigm shift for the nation, that women could make meaningful contribution beyond their primary role of nursing and performing home chore.

It would also reveal the truth beyond doubt that women indeed can be role models in all sphere of national reconstruction and that empowering women has value added that is far rewarding than any other investment known in the world because when you educate a woman you are empowering a nation.

In addition, researchers would equally benefit from the study as the information provided in this study will serve as a stepping stone to those who want to carry out research in areas related to the study.

Finally, the study would add to the existing body of literature in girl-child education and provide resource material for researchers in the area study.

1.8     Operational Definition of Terms

Attitude: This is the response of either approval or disapproval of a class of people or individual towards a particular aspect of life.

Early marriage: this explains the reason and strong desire to give out before time a young girl for marriage without putting their age into consideration

Girl-Child:- Girl-child is a feminine gender of the two genders of primary and junior secondary school age who is between the age of 6years and 16years whether disabled or not.

Ignorance: this is explained as the lack of knowledge experience of information about the importance attached to girl child education

Illiteracy: this is the inability of the girl child in this case to read and write or understand simple instructions.

Poverty: this is a state of not having access to money or resources and because of that, anything could be done without considering the consequences of individuals in question

1.9     Abbreviations

     UNICEF: United Nations Childern’s Fund

     SDG: Sustainable Development Goals

     GCE: General Certificate of Education

     ETC: Et cetera

 

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FACTORS INFLUENCING GIRL-CHILD ENROLLMENT IN SOME SELECTED FEMALE SECONDARY SCHOOLS IN SOKOTO METROPOLIS

ABSTRACT

Enhancing girl-child enrollment in female secondary school is majorly based on socio-economic, socio-cultural, educational background of the parent, religious factors. The study purposed to establish the extent to which the factors influencing girl-child enrollment in female secondary school affect Sokoto metropolis. Four research questions were formulated to guide the study. Literature reviewed was discussed in the light of the variables affecting girl-child enrollment in female secondary school. The target population of the study was 200 girl-child from the selected secondary school in the metropolis. The sampling was used to get from the four schools with 50 students each from selected randomly for the study. Descriptive statistics involving item frequencies and percentage were used to answer the research questions and mean, standard difference, sig. (2-tailed) and 95% confidence interval of the difference was used to test all the four null hypotheses with the reliability coefficient of 0.71 which is high enough for the study.Significant relationships were found between the dependent variable and each of the four independent variables. It was recommended that government should keep updated records of enrollment of the girl-child in all schools, and schools should be built in all localities for easy access, government should enact laws against removal of girl-child from schools for marriage or any reason before completion of school and parents should consider their economic capability in planning their family size. Finally, religious leaders, the society at large and traditional leaders have big responsibility of directing and encouraging their subjects on the importance of girl-child enrollment into schools to turn around these vices, send girls to school so as to be educated, certificated, be skillful and have sources of income for sustainability and development.

 

CHAPTER ONE: INTRODUCTION

1.1       Background to the Study

Education has a profound effect on women’s ability to claim other rights and achieve status in society. According to Ondere (2012), girls’ child enrollment is beneficial as it contributes to economic productivity, social development, intergenerational education, social equity and sustainability of development efforts. Research evidence shows that education of the female child is paramount to the development of a nation. Education in its general sense is a form of learning, in which knowledge, skills and habits of a group of people are transferred from one generation to the next through teaching training, research or simply through autodictatism (Mbilingi, 1991). Education for girls is one of the criteria path or ways to promote social and economic development (World Bank, 2009).

The introduction of the girl-child education and enrollment programme by the government of the federal republic of Nigeria emerged as a result of increasing level of illiteracy among girls child in developing countries. This however made it a thing of concern to persons concerned with development in order to involve the female folk in the process of national development. Considering that, Nigeria most populated country in Africa, it (Nigeria) shares same experience in the high number of women illiterate particularly in the northern part of the country where socio-economic, religious, parents’ level of education and cultural practices militate against women development. Successive government in Nigeria developed several policies and programmes to ensure that girls child in Nigeria are given the education every Nigerian ought to get to make them functional in the societyMunkernchern (1996:1). This is however in line with the child’s right UNICEF (1999) which stressed that;

“Every child (male or female) is entitled to receive free

end compulsory basic education and equal opportunity

for higher education based on individual ability”.

Historical development of the girl-child education in Nigeria has been that the female child had all through been relegated to the background in the area of school enrollment, attendance, completion and transition to higher school especially in the northern part of Nigeria(Mangvwat and Abama 1999). In Nigeria, although there is free education policy at all levels, access to education for all remains unattainable especially for female children and women. Some of the Nigerian administrative states like Sokoto and Zamfara, the female literacy rate is low compared to boys. In addition, statistics obtained from the two states indicated a wider gender disparity with 65.6% of male being literate against 39.5% literate females (UNICEF 2009). The same research indicates that about 33% and 20% of female children were enrolled in primary and secondary schools respectively in sub-Saharan Africa (UNICEF, 2009). Magaji (2010) observed that even though education is regarded as a human right for the realization of human dignity, many factors have been found to be responsible for the low enrollment of girls into schools when compared to the enrollment of boys. Among these factors, according to her, are poverty, culture, religious misinterpretation of Holy Book; societal negative attitude to women education, early marriage and gender biases. These factors, of course, impede the progress and development of women in society. UNESCO (2005) identified some attempts by Nigeria to promote the girl child education. Such attempts include: – Universal Primary Education (1976), the National Policy on Education (NPE) (1977); lowering of cut-off points for admission of girls into female secondary schools; scholarships into Science/Technology and Mathematics Education (STME); the promulgation of an edict banning the withdrawal of girls from schools for marriage, the production of blue print on women education by the Federal Ministry of Education (1987) and the declaration of free education for girls in many states in Nigeria (1988). Yet, many girls have not gone to school or have withdrawn from school especially in the northern Nigeria (Federal Ministry of Education (1987; 1988). This is why this paper attempts to find out those factors that are contributory to girl-child enrollment in female secondary schools problem in Sokoto metropolis and to recommend therapeutic ways of eradicating those impediments.

Education provides for both males and females in the society development, poverty alleviation and peace. Education is the first and foremost social tools that are imperative for the continued survival and growth of human society. That is why it is believed that the principle mechanism for developing human skills and knowledge is education (World Bank, 2008).The education given to learners does not only benefit the individuals who receives it but also the society in general, because it is the key to development of any nation (UNESCO, 2005).

Okafora (1971) and Ali (1988) explained that, education ideally trains manpower for the economy. It also helps to fully develop the potentials of individuals and equally help such individuals to gain employment opportunities. Thus, since education is a critical variable in modern work situations, formal education enhances labour force participation of women. Saheed (1995) argued that women’s involvement in formal education broadens their experience and also gives access to new resources and skills. To a very large extent, it should be understood that education is the main tool for imparting skills and attitudes relevant to the contribution of the individual concerned to natural development. Traditionally, Nigerian society does not see much importance in women’s education but rather in the domestic tasks. In views of this, the women’s role has come to be limited to sexual and commercial labour, satisfying the sexual needs of men, working in the fields, carrying loads, tending babies and preparing foods (Hammond and Jablav1992). Turning our historical lens on women involvement in formal education helps demonstrate that discriminations  against them sometimes overt and at other times quite unawares, has led to limited expectations for where, how and why women should be enrolled and participate in education. The belief that they would not be able to use advanced schooling led to concern that their movement in certain fields was in appropriate or unfair to men. Invariably, this goes against what Schaeffer (2005) argued that education depict individual involvement in formal training for the purpose of acquiring basic knowledge and skills necessary for living a meaningful impactful life, generally aims at the development of human beliefs. A society with bias against education of females cannot be developed without the participation of women. In both developed and developing countries, the education of female is closely linked to human security, political involvement and a society built upon mutual respect, social justice, equality and desire for peace. Therefore the education of girls is essential for the development of all and for escaping from the vicious cycle of illiteracy and poverty (UNESCO, 2006). Education aims at supporting girls to become confident, self-reliant, personally and emotionally secured, positive, socially, competent, committed and independent but cooperative, imaginative, reality oriented individuals with visions and goals to become productive members of the society (World Bank, 2007). Although it is no longer a matter of debate whether girls and women should be educated, some references to the gains to be made is required. Educated mothers are more likely to adopt desirable health and nutritional practices than the uneducated ones (UNESCO, 2007). More gains resulting from education of girls show that there is a relationship between a woman’s education and economic gains. It has been revealed by research that each additional year that a girl remains at school can result in a 10 to 20 per cent increase in post school earnings (UNICEF, 2005). By educating girls who become educated women and mothers their usefulness is increased in many aspects including raising income productivity, improving health, providing better nutrition, enhancing longevity of the family, reducing family size and indeed ushering in a more just and democratic society (World Bank, 2008). From the education of children, girls are not usually given the opportunity to have better education in spite of the lucrative benefits which society stands to gain in turns has an adverse effect on their overall performance in the society (UNESCO, 2005).

1.2       Statement of the Problem

In Nigeria, girl’s access to basic education, especially in Northern states, has remained low. The female decline into female secondary school has given rise to problems which could be examined at both the societal and individual level. At the societal level there would be a generation of illiterates and uneducated females which will lead to downward trend of the economic, religious, educational level and socio-political dimensions of the society.

However, the study is interested in investigating thesocio-cultural, economic, religious factors and level of parent education as a factor that determines girl-child enrollment in female secondary school in Sokoto metropolis. It is hoped that the study will take a global look at this problem (socio-economic, cultural, religious and level of parent education) especially in the entire Sokoto metropolis and the Northern region where the problem is seriously pronounced.

1.3       Purpose of the Study           

The purpose of the study focuses on the factors influencing girl-child enrollment in some selected female secondary schools in Sokoto metropolis. It also investigate empirically the influence of cultural, poverty (economic factors), level of parent education and religious factors affecting the girl-child enrollment in Sokoto metropolis.

1.4       Significance of the Study

The study focuses on the factors influencing girl-child enrollment in some selected female secondary schools in Sokoto metropolis.

The results of this study would be significant for a number of reasons:

  1. This study will be of benefit to educate and as a source of enlightenment to female students, parents, guidance on the values of educating the girl-child, thereby erasing all the earlier beliefs about educating the girls and the government, principals and school administrators on the development and improvement of female enrollment in schools and standardization in Sokoto metropolis and Northern Nigeria educational system.
  2. It would become a reference point for decision makers and educational planners to realize the socio-cultural, economic and religious factors affecting the enrollment of girl-child education in Sokoto metropolis.
  3. It would sensitize governments and other agencies concerned with children education in the state to be gender sensitive and ensure gender enrollment in admission, award of scholarships and recruitment into various levels and positions.
  4. The results of this study would serve to save the girl-child from all discriminations, sharp practices as well as exposure to diseases, HIV/AIDS, unwanted pregnancies, and other forms of dangers.
  5. It would serve as a point of advocacy for the rights of the girl-child to education and equality in other spheres.

1.5       Research Questions

Based on the background to the study and the statement of the problem, the following research questions were formulated in the study:

  1. Does socio-economic (poverty) status influence girl child enrollment in female secondary school in Sokoto metropolis?
  2. Does the educational background of the parents influence the education and enrollment of girl-child enrollment into female secondary schools in Sokoto metropolis?
  3. Does religious factor have any influence on the girl-child enrollments in some selected female secondary schools in Sokoto metropolis?
  4. Does cultural factor influence girl-child enrollment infemale secondary schools in Sokoto metropolis?

1.6       Hypothesis

There is no significant difference between effects of economic, religious, cultural factors, parent level of education, the opinion of elite and non-elite participants of male and female on the socio-cultural, economic and religious factors affecting the girl-child enrollment in female secondary school in Sokoto metropolis. 

.1.7      Scope of Study

This study is limited to the determinants of girl-child enrollment in some selected female secondary schools in Sokoto metropolis and factors such as economic factors, religious factor and socio-cultural factor, educational level of the parent that determines girl-child enrollment in some selected secondary school in Sokoto metropolis.The study covered only public girls’ female secondary schools.

1.9       Definition of Terms

  • Enrollment:This the rate or number of admitting student into schools in Sokoto metropolis.
  • Determinant: These are determining factors or an element that determines the nature of enrolling girl-child in schools in Sokoto metropolis.
  • Metropolis: Base on this research metropolis is the major town in sokoto which comprise of Sokoto north and Sokoto south in sokoto state.
  • Girl-child: refers to the female between fourteen (14) years and twenty (20) years. Typically these are the ages of girls who are supposed to be in secondary school.
  • Female secondary school: This is the place of gathering of females or girls child where they acquire knowledge and enrolled for education.
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