Actors Affecting Girl-Child Education among the Kambari of Niger State, Nigeria: A Sociological Perspective

This study aims to investigate the prevalence of gender discrimination and its impact on girl child education in Odogbolu Local Government Area of Ogun State, Nigeria. The objectives of the study are to assess the level of awareness of gender discrimination in Odogbolu Local Government Area of Ogun State, to identify societal beliefs influencing girl child education, to explore factors hindering girl child participation in education, and to examine the effects of gender discrimination on societal development. The study utilized a descriptive survey method with a sample size of 120 respondents, including both male and female teachers from 10 schools in Odogbolu. A researcher-designed questionnaire with a validity index of 0.86 was employed for data collection. Data analysis was conducted using mean and standard deviation. The study revealed an alarming level of awareness regarding gender discrimination in Odogbolu, with a majority of girls being treated as inferior. Significant relationships between societal beliefs and girl child education were identified. Discrimination against the girl child was found to be more prevalent in rural areas. Factors such as early marriage, cultural issues, domestic violence, teenage pregnancy, and religious bias were identified as hindrances to girl child education. The effects of gender discrimination on societal development include dropout rates, mental health issues, inadequate female representation, poor academic performance among teachers, and limited access to education for girls. The major recommendations are to implement awareness programs to address gender discrimination, enforce policies to protect the rights of girl children, provide support systems for girls facing societal barriers, and promote community involvement in advocating for girl child education.

This study examines the challenges and prospects in building the girl child resilience and education in FCT Abuja, Nigeria. The study noted that the girl child’s capacity for resilience and the resilient strategies used to build the girl child education in Nigeria is crucial given the significance of education, particularly its socioeconomic aspects. In this study, surveys, focus group discussions, observation and interviews were carried out at different points across the 6 Area Councils in Abuja FCT. The population of the study is 600 respondents from the Federal Capital Territory Abuja, however, a representative sample size of three Hundred and Sixteen respondents (316), were randomly sampled for the study. Questionnaires/Interviews focus group discussions, observation method and surveys were used to gather data for the study. 15 semi-structured Key Informant Interviews (KIIs) for each Area, 2 Focus Group Discussions (FGDs) with 2 key stakeholder groups were conducted in each Area Council. The study revealed that breaking cultural barriers, mass media, religious sensitization on girl-child education, free education for all and reorientation on male-child preference as some of strategies in building the girl-child education. The study has also shown that male-child preference in families, obnoxious cultures against the girl child, the ethnic affiliation of the girl child, the socio-economic condition of the family, the level of income of the family and education and early marriage and unwanted pregnancy will impact negatively in building the girl child resilience and education. Access to positive, optimistic languages and critical thinking, establishing a growth mind set on the girl child can encourage the girl child resilient in the face of societal bias on girl child education.

Girl-child education is very important for the overall development of a country. In Nigeria, most especially in the northern part, girls’ enrollment into secondary schools is usually low compared to boys. Girls who enroll end up dropping out for various reasons like teenage pregnancy and early marriage, religious factors, socio-economic factors and school related factors. The focus of this paper is to investigate the challenges of our girls in Abuja, Nigeria viewing some government secondary schools of Abuja (FCT). The descriptive survey method was adopted for this study, using a clustered sampling method and simple random sampling procedure. Questionnaires were used for gathering information from the respondents who were teachers of four government secondary schools. 240 teachers responded to the administered questionnaire out of 960 teachers in the schools. Data was analyzed using percentages and bar charts. The enrollment rate of girls and boys in the four government secondary schools are almost the same. The drop out rate among girls is very minimal from the result. Poverty and poor academic performance are the highest barriers and obstacles to enrollment and also reasons for drop out of girls in the school. Teenage pregnancy and early marriage as a barrier is very low in this part of Abuja. It is recommended that counselors should identify indigent students, those classes with high enrollment and high dropout rate and help negotiate some form of incentives such as food, uniforms, books, scholarships and remedial classes for them. Also sensitization of the government, community, teachers and students on girl-child education.

Cultural practices such as Female Genital Mutilation, early child marriages and patriarchy have been on the rise in West Pokot despite interventions by government and non-state actors over the years. These outdated cultural practices have hindered the progress of girls academically. It is vital to educate the girl-child in society. However, teenage pregnancy gets girls at the wrong time when they are still in schools and this affects their education very much and eventually ends up ruining their future. This paper looks at how various cultural practices have affected girl child education in West Pokot County, Kenya. The study was conducted in Central Pokot Sub County primary schools targeting 12 headteachers and 120 teachers. The respondents were selected through purposive and simple random sampling. Data was collected using questionnaires and interview schedules. Data collected were analysed using percentages and frequencies. The results of the study showed that the status of girl-child education was low. Cultural factors like; early marriages, female genital mutilation, child labour, widowhood practices and taboos influenced girl-child education. The study found out those cultural factors in the study area affected girl-child education negatively as it slowed down their transition, academic performance and also the acquisition of knowledge required at the basic education level. The study recommends that the government should take legal action against parents who take their girl-children for FGM and early marriages; there is a need for awareness on the importance of girl child education, provision of scholarships for girls at basic and tertiary level and introduction of guidance and counselling sessions in schools.

The research braces that education is necessary for everyone, regardless of gender. The study aimed to ascertain the impact of child marriage on girl-child education among the ethnic groups, determine the relative contribution of religious belief as a determinant of child marriage on girl-child education among the ethnic groups, and determine the relative contribution of cultural values as determinants of child marriage on the girl-child education among the ethnic groups in Lagos state, Nigeria. The study adopted a descriptive research design while the population comprised all the girls within the Agege area, Lagos State, Nigeria. A sample of 141 married girls was purposively selected based on those who married as teenagers. A questionnaire titled “Impact of Child Marriage on Girl-child Education’’ was deployed to gather the data. The data were analysed using Chi-square and ANOVA with the mean (x ̅ = 2.48) and standard deviation (SD = 0.69) values of the participants. The result revealed that there was a statistically significant difference in the religious belief (F (2, 138) = 7.80, p < 0.05) of child marriage on girl-child education. Lastly, the findings showed a statistically significant relative contribution of cultural value (χ2 = 24.07; df = 4; p < 0.05) as a determinant of child marriage in the girl-child education among ethnic groups in Lagos State. The study recommends, among other things, that the Lagos State Government, via health education practitioners should constantly enlighten the public about the jeopardies of encouraging early marriage among girl-child.

By centralising sexual and reproductive health (SRH) and rights, gender equality and adolescent empowerment within sustainable development, the 1994 International Conference on Population and Devel...

Despite constitutional guarantees of free and compulsory basic education, girl children in Ghana still face significant barriers to education, due to teenage pregnancy, socio-cultural beliefs, and limited resources. This study, therefore, explored and produced a Metal Wall Hanging that highlights some of the critical issues confronting girl-child education in Ghana. This study used descriptive and studio-based research techniques within the qualitative design. The metalwork was created using etching and laser cutting techniques, emphasizing key themes. The research pinpointed certain key actions that pose crucial issues in girl-child education, which include sexual harassment and abuse, teenage pregnancy, societal expectations such as early marriage, and domestic responsibilities over education, like kayayo (head porters). The study also showed that completing techniques of etching allows artists to build complex, 2-dimensional designs that express a variety of artistic and personal messages. This procedure produced a semi-rendition that successfully conveyed the goal of the project and demonstrated how combining technical and creative expression can result in relevant fabrication products, such as a wall plaque. The research portrays that artwork can bring to light the issues of girl-child education and its effects in Ghana. The research recommends that further awareness campaigns be initiated using metal artworks and other artistic media to advocate for girl-child education in Ghana. Collaborating with educational institutions, NGOs, and artists can expand the impact of such artworks, creating more platforms for discussions and solutions to the challenges faced by girls in accessing education. Keywords: Girl Child Education, Crucial Education Issues, Artefacts, Metal Wall Hanging, Etching

Female students’ completion rate of secondary school education is a concern in developing countries where generally women participation in socio economic development of these nations is wanting. A number of issues have been cited by various scholars as the causes for meager participation of female learners in middle level education. In Africa, mixed results arise from different social, cultural and economic factors influencing the female students’ education. In Kenya, in order to ascertain the effect of various aspects on girl child education, various studies have been carried out. In Msambweni Sub County, commercial carnal abuse of minors is rampant putting the sub county in a wanting status. The different practices of commercial sexual abuse of minors consist of sexual abuse by tourists and child prostitution that have emerged to be on the rise as a result of the trending social beliefs, attitudes and practices. The core intention of this study was to find out girl child’s involvement in commercial sex exploitation and its influence on learner’s completion rate of education at secondary school level in Msambweni Sub County. The research was driven by four objectives which focused on girl child involvement in child sex tourism, early marriages, teenage pregnancies and child prostitution and the influence on students’ completion rate of secondary school learning in Msambweni Sub County. This study employed a descriptive research design targeting all tutors and learners in public mixed and girls’ secondary school learning institutions in Msambweni Sub-County and county quality assurance officer for education Kwale County. The research also used a logical sampling technique to choose the respondents. Data collection was done by use of questionnaires consisting of both closed and open ended questions together with the use document analysis schedule. The results were evaluated using a statistical data analysis software notably Statistical Package for Social Sciences-SPSS. Presentation of results was by use of charts, frequency tables and percentages. Several respondents (72%) concurred with the fact that the different forms of CSEC are evidently rampant in Msambweni Sub County. From the findings of this study it has been established that girl child involvement in commercial sex exploitation of children interrupts, delays or denies them the opportunity to complete secondary education. The researcher recommends that relevant programs be developed and facilitated by both government and non-governmental bodies to create awareness on the long term benefits of completing secondary education over the perceived short term benefits of involvement in CSEC. Key Terms; Commercial sexual exploitation of children, Child sex tourism, Child prostitution, early child marriage, Teenage pregnancy DOI: 10.7176/EJBM/14-20-07 Publication date: October 31 st 2022

This study is to determine the positive influence of Sultan School of Health technology Gwadabawa, Sokoto, Nigeria on girl-child education and empowerment using a survey of 300 questionnaires drawn. The major The positive influence of SASHT on girl-child education as submitted by the respondents in order of frequency are: Giving opportunity to the girls/ women to obtain higher education (20.0%), Improvement in mother and child health, reduction in mortalities; by producing female health workers almost in every area or home in Gwadabawa (13.3%), Helps in providing employment to girls/ women (12.7%),Empowering girls/women when they are educated/ employed (10.0%), Better practice of personal/ environmental hygiene (10.0%),Influence girls/ women to be civilized (10.0%),Private practice (10.0%), and the least was Reduction of women scarcity at places of work (5.0%). The table 3 shows the challenges faced by girls/ women when studying at SASHT Gwadabawa in the order of descending score/percentage: Financial burden (50.0%), Requires high IQ (16.7%), Early marriage (16.7%), and Poor lower education (16.7%). The possible solutions to the challenges faced by girls/ women in studying health courses at SASHT were listed. The highest submitted option was giving scholarship to the girls/women (50.0%), creating awareness on the benefits of higher education (33.3%), and reduction of early marriage (16.7%). Indeed, the school is positively impacting on the girl-child education of Gwadabawa and the region (results of x2 show that there is significant difference at p<.05. Improvement in mother and child health, women empowerment, and opportunities for women/ girls to get employment are needed.

Girl-child education has become a matter of concern to stakeholders in Nigeria. This study examines the concept of and crucial issues in girl-child education. It identifies socio-cultural patterns, religious misconceptions, poverty, teenage pregnancy and early marriage amongst others as factors militating against the girl-child education. The paper advocates that public and school libraries must begin to play relevant roles and contribute to the eradication of discriminations against women. It outlines the roles public and school libraries must play in order to improve girl-child enrollment in school as well as reduce school drop-out. In order to effectively play their roles, the study suggests that libraries should source for funds from external agencies rather than depend only on their parent institutions/organizations. Key words: Girl-child; Education; School libraries; Public libraries; Nigeria

Child marriage remains pervasive in many African societies and is strongly linked to culture and religion. It involves any marriage where one or both parties are under 18. Even though it refers to both girls and boys, an overwhelming number of informal and formal child marriages in Africa involve girls. Child marriage is a frequent and widely prevalent phenomenon in South Sudan, which occurs mainly in post-conflict settings. Statistically, 52% of South Sudanese girls are married before age 18, and 9% are married before age 15. The study adopted a qualitative case study design and focused on understanding the role of Dinka Bor community leaders and how they act in combating early marriage. The research techniques employed included observation, key informants, and in-depth interviews with community leaders. The study finds that girls are often denied school because of the cultural view that they are considered marriage materials necessary to acquire wealth in the form of bride prices. In addition, rural areas are worst affected, with few schools available located very far. Thus, it leads to frustration and school dropout. The study also establishes that it is not only culture that deters girl-child education, but poverty and social media are among the factors that drive child marriages in Jonglei State, South Sudan. Also, in the study, although legislations prohibit child marriages, the consent of the parents or guardian appears to be an undeterred factor that drives child marriage. In conclusion, community leaders appear to be playing a significant role in supporting government policies concerning child marriage and education in recent years

The aim of the study is to investigate: i) impact of teenage pregnancy on the girl child attending government secondary schools ii) the level of academic accomplishment of the pregnant teenagers at the public secondary schools. The research design for this study was a descriptive survey. The study population made up of 800 teen mothers. A sample of 200 teen mothers in Ethiope East Local Government Area of Delta State, Nigeria, who had dropped out of secondary school as a result of teen pregnancies, was chosen through simple random sampling. The instrument utilized to collect the data was questionnaire which was administered to the participants, validated by three experts and its reliability was tested using Cronbach alpha which yielded 0.68. The participants were also interviewed. The data collected were analyzed using simple percentages. The results showed that young women who became pregnant while in school face a variety of difficulties, including early marriage, rejection by the family, disassociation from former classmates, social isolation, frequent absences following pregnancies, poor academic performance, and reasons for dropping out of school. The findings revealed that teen pregnancies affect the relationship of the girl child, family and peer group and also have an impact on young girls' academic performance in public secondary schools. We deduced from the literature review that adolescent pregnancy is a widespread problem that demands attention due to its effects on the education of girls. Some recommendations were also made.

Nigeria recognizes education as a fundamental human right and is a signatory to many international conventions aimed at bridging gender imbalance in education. Despite this, Nigeria still faces a lot of challenges in popularizing the concept and importance of girl- child education. There is still a national gender disparity in basic education enrolment, retention and completion against the girl – child. Available statistics revealed that out of 10 million children in Nigeria, about 60 percent are girls who are out of school. Realizing that educating the girl - child helps to make communities and societies healthier, wealthier and safer, and can also help to reduce infant mortality, improve maternal health, and tackle the spread of HIV / AIDS, thus the importance of girl - child education therefore cannot be overstated. It is in recognition of this importance that it is said that “when you educate a man, you educate a person, but educate a woman, you educate a nation.” Against this background, the study therefore investigated some barriers to attaining formal education by the Nigerian girl-child. The study employed a descriptive survey design. A self designed checklist on barriers to girlchild education was used to gather information from 100 female adolescents randomly selected from three main markets in Ibadan metropolis. Their age range was between 13 and 17 years with a mean age of 14.2 years and standard deviation of 2.1. The study employed a combination of both quantitative and qualitative research methodologies. Data collected were analyzed using percentages. Findings revealed that poverty, early marriage, male preference, illiteracy, cultural belief, teenage pregnancy, religious inclination and ignorance/ negative parental attitude are some of the barriers to girl-child education in Nigeria. The findings of the study further revealed that poverty had the highest percentage (48%) amongst the barriers to girl-child education while inadequate school infrastructure had the least percentage (1%). Based on these findings, it was recommended that counsellors should enlighten parents & general public through jingles on television and radio on the importance of educating the girl-child and also introduce programmes aimed at promoting girl-child education in Nigeria

Abstract. In 1999, the Nigerian government launched its Universal Basic Education (UBE) program to provide free and compulsory education for every Nigerian child. Despite this effort, girls’ enrollment and school retention are still at their lowest ebb. This problem is even more apparent in Northern Nigeria where economic, religious and cultural factors often deny most girls access to education, especially in the NorthWest. Using a qualitative research methodology, this paper assesses the factors debilitating against girl child education in Northern Nigeria between 1999 and 2015 and their implications. This study finds out that factors such as early marriage, gender discrimination, low government support and the condemnation of co-education were responsible for the low enrollment of girls in schools across the Northern region. The paper concludes that to achieve the United Nation’s Millennium Development Goals2 (MDG2) and Sustainable Development Goals-4 (SDG 4), the government, international community, NGOs and parents must put their hands on deck to break the social, economic, religious and cultural barriers denying girls full and equitable access to education in Northern Nigeria. Keywords: Girl child education, Social Inclusion, MDG2, SDG4, Northern Nigeria, Challenges

Age at marriage is rising throughout sub-Saharan Africa. The singulate mean age at marriage is now greater than 18 in the vast majority of countries in the region and in all of the countries included in our analysis (United Nations Department of Economic and Social Affairs Population Division 2015). Even so sub-Saharan Africa has the highest rates of child marriage in the world and previous studies have estimated that more than half of girls marry before age 18 in many countries in the region (Singh and Samara 1996; Mensch Singh and Casterline 2006). Measuring trends in the prevalence of child marriage over time is important for understanding where the practice is most common and for evaluating the effectiveness of efforts to eliminate it. However measuring age at marriage in sub-Saharan Africa is difficult. Unlike Western marriages which are often unambiguously dated by a ceremony the signing of legal documents and civil registration marriage in sub-Saharan Africa is often described as a process consisting of multiple stages including legitimized sexual relations cohabitation and ceremonies. The process can be lengthy and the various stages occur in different sequences across ethnic and social groups (van de Walle and Meekers 1994; Locoh 1994; Arnaldo 2004). If several events are required to solidify a union it may be unclear when the union was formalized. (excerpt)