Abstract
The plight of girls’ education remains a pressing global issue, as highlighted by the United Nations’ recent publication on the International Day of Education, 2023. The UN emphasized that the world is failing 130 million girls, emphasizing that education for girls is crucial for “well-being and prosperity for all”. Despite concerted efforts by governments worldwide, particularly in third-world nations like Nigeria, significant challenges persist. This study investigates the impact of culture on the deprivation of girls from education in Nigeria, with a focus on Kaduna State. This research utilized a quantitative survey method and employed both secondary and primary data, including a sample of 488 respondents from all 23 local government areas. Statistical analyses, including frequency distributions, simple percentages, cumulative frequency mean deviation, and chi-square, revealed culture as the primary factor contributing to this deprivation. The findings underscore the urgent need for Nigeria’s government to implement more stringent measures to ensure compulsory education for all female children. Various recommendations are proposed to address this issue effectively.
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