Girl Child Education In Nigeria

Nigeria has 9 million children of primary school age that do not go to school, which is the most elevated number for any country in the world. Numerous things prevent children from going to school – and gender is a very significant factor. 68% of boys enroll in primary school compared to 58% of girls. When gender is combined with wealth, area and ethnicity, the effect is bothered. The extent of this becomes clear by considering the average number of years that different groups of children spend in school. Generally speaking, the average amount of time that a child in Nigeria spends in schooling is six and a half years. Wealthy boys and girls who live in urban territories spend an average of ten years in school which is compared with just three

This period is made up of infancy, childhood, early and late adolescence stage of development. The girl child is viewed as a youthful female individual, who would eventually grow into women and marry. She is conditional to take care of the young ones, the home and kitchen. She is exceptionally reliant on the significant others, those on whom she models her behavior, through observation, repetition and imitation. Her physical, mental, social, spiritual and emotional developments begin and progress to get to the peak at the young adult age.

Girl child education is a catch-all term for a complexity of issues and debates surrounding education (primary education, secondary education, tertiary education and health education for females (Okernmor, Ndit and Filshak, 2012).

The National Child Welfare Policy (1989) as cited by Ada (2001) defines the girl-child as a female below 14 years of age. The girl-child is seen as a young female person who would eventually grow into a woman and marry. The gender apartheid places the girl-child in a disadvantaged position, where her potentials are suppressed and self-actualization is not achieved. She therefore, becomes a victim of a pre-existing socio-cultural male favoritism. Furthermore, the concept of girl-children are subjected to all multiple forms of oppression, exploitation and

What are the predominant conclusions on the significance of education for the girl-child among various genders in Kaduna State?

1.5 SIGNIFICANCE OF THE STUDY.

This study will enable the stakeholders in the area of education in Kaduna State to address the issues of girl-child. It is also hoped that the Kaduna State Ministry of Education will find this work beneficial in planning their educational budget so that the rural population of Kaduna is placed on the pedestal of equal and adequate educational opportunities for all citizens.

Through the findings and recommendations of this research, guardians may be more enlightened on their responsibilities towards the girl child education in Kaduna State. It is likewise trusted that this will in turn enhance girl child education which will lead to their contributions on the developments of Kaduna State.

It is important to note that by highlighting some of the socio-cultural factors influencing girl child education, this study will give social workers, policy makers, community members, governmental and non-governmental organizations insights on how to tackle this issue at the grass roots level. This study will also highlight benefits in educating the girl child for a better society not only for the present age, but rather for who and what is to