ASSESSMENT OF GIRL-CHILD EDUCATION IN KANO MUNICIPAL

LOCAL GOVERNMENT AREA OF KANO STATE

BY

ISIAKA, AHMED IYANDA FCEK/PDE/2016-2017/1682

SALISU, GAMBO FCEK/PDE/2016-2017/1685

BEING A RESEARCH WORK SUBMITTED TO THE SCHOOL OF

CONTINUING EDUCATION FEDERAL COLLEGE OF EDUCATION

KANO, IN PARTIAL FULFILMENT OF THE AWARD OF

PROFESSIONAL DIPLOMA IN EDUCATION

November, 2017

DECLARATION
i
We hereby declare that we are the author of this work and that it is a record of our

own research work. It has not been presented on any occasion or in any application

for a higher degree. All sources of information including quotations (indented or

enclosed in quotation marks) were acknowledged by references.

_____________________
ISIAKA, AHMED IYANDA Signature and Date

SALISU, GAMBO _____________________

Signature and Date

CERTIFICATION

ii
We hereby certified that this research project was written by Isiaka, Ahmed Iyanda

and Salisu, Gambo and was duly supervised by me and submitted to the School of

Continuing Education Federal College Of Education Kano.

_______________________ ----------------------
Project Supervisor Signature and Date

_______________________ ----------------------
PDE Coordinator Signature and Date

DEDICATION

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This work is dedicated to the Almighty Allah

ACKNOWLEDGEMENTS

iv
First and foremost, we thank Almighty Allah the most high for sparing our lives to

the completion of this research work. Our profound gratitude goes to our

Supervisor in person of Mrs P. Okoro whose support, academic leadership;

objective and constructive criticism has in no small measure contributed to the

success of this study. We are also grateful to Dr Abubakar Bichi the coordinator

continuous education, Federal College of Education Kano, and to our coordinator

Mallam Muhammed Mago who has guided us morally.

Furthermore we are grateful to the Honourable Commissioner of Education, Kano

State, the Ministry of Education Research and Statistics Department and the entire

educated female gender elite in Kano State and the entire staff of NUT Kano

Chapter for their effort towards encouraging girl-child education in Kano State.

Special thanks go to our classmates, Miss Korugbo Onoriode Mofidat, Mr. Ajagbe

Joseph Mallam Adhamad Adhamad, Ibikunle Aishat, Kazeem Olumide, Bello

Bashir and other who were not been mentioned for the sake of time, just know that

we have you in mind. In fact you all are so wonderful and committed integrated

individuals with different personalities.

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Finally, we thank all my friends, brothers and sisters and the entire family

members too numerous to mention for the contribution and support in one way

other.

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 TABLE OF CONTENTS

PAGE

Title Page i

Declaration ii

Certification iii

Dedication iv

Acknowledgements v

Table of Contents vii

Abstract xi

List of Tables

Table showing Kano Municipal Local Government Area Sample Frame 39

Table 4.2.1 Age Distribution of Respondents 43

Table 4.2.2 Distribution of Respondents by Marital Status 44

Table 4.2.3 Occupational Distribution of Respondents 44

Table 4.2.4 Educational Distribution of Respondents 45

Table showing the Causative Factors Affecting Girl-Child Education 46

Table showing frequency on significant benefits of enrolling Girl-child

into formal and western education 47

Table showing the roles of government in addressing Girl-child education 48

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Table: 4.11 Percentage of Female Students (Girl-child) that enroll

for the end of session final year students (WAEC) 48

CHAPTER ONE

1.1 Background of the Study 1

1.2 Statement of Problem 5

1.3 Research Questions 8

1.4 Objectives of the Study 8

1.5 Significance of the Study 9

1.7 Scope and Limitation 10

CHAPTER TWO

Review of Related Literature

2.1 Introduction 11

2.2 Conceptual Clarifications 11

2.2.1 Girl-child 11

2.2.2 The Concept of Education 13

2.2.2.1Types of Education 14

2.3 Nexus between Girl-child and Education 17

2.4 Girl-Child Education in Nigeria 18

2.4.1 National Policy on Education- The Girl-Child Education 21

2.5 Girl-Child Education in Kano 24

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2.6 Benefits of Girl-Child Education 26

2.7 Factors Affecting Girl-child Education in Kano 29

2.8 Theoretical framework 31

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction 36

3.2 Research Design 36

3.3 Sample and Sampling Technique 36

3.4 Description of Study Area 37

3.5 Sample Size 38

3.6 Population and Sample of the Study Area 38

3.7 Data Collection Technique 39

3.8 Sources of Data 40

3.9 Research Instrument for Data Collection 40

3.10 Method of Data Analysis 41

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 CHAPTER FOUR

Data Presentation and Analysis

4.1. Introduction 42

4.2 Data Presentation 4.2.1 Section A: Socio-demographic

Characteristics of Respondents 43

4.3 Analysis of Research Questions 46

4.3.1. Research Question-1: What are the causative factors

affecting Girl-child education in Kano? 46

4.3.2 Research Question-2: Are there any significant benefits in

educating the Girl-child in Kano? 47

4.3.3 Research Question 3: Does the government played paramount

roles in addressing Girl-child education in Nigeria? 48

4.3 Discursion of Findings 49

CHAPTER FIVE

Summary, Conclusions and Recommendations

5.1 Summary 51

5.2 Conclusions 54

5.3 Recommendations 55

5.4 Suggestions for Further Research 56

Bibliography 57
Appendix 63
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 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.

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 CHAPTER ONE

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

1
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

2
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,

3
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

4
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

5
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,
6
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.

7
1.3 Research Questions

 What are the causative factors affecting Girl-child education in Kano?

 Are there any significant benefits in educating Girl-child in Kano?

 What can be done to promote high level of Girl-child education in Kano?

 Does the government play paramount roles in addressing Girl-child

education in Nigeria?

 Is there any significant improvement in Girl-child education in Kano

Municipal Local

Government Area since 2010 to 2015?

1.4 Objectives of the Study

 To identify the causative factors affecting Girl-child education in Kano

 To examine if there is any significant benefits in educating Girl-child in

Kano

 To proffer valid recommendation on Girl-child education in Kano

 To assess if there are significant improvement in Girl-child education in

Kano Municipal Local Government Area since 2010 to 2015

 To evaluate the role of the government in addressing Gil-child education in

Nigeria

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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.

9
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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 CHAPTER TWO

Review of Related Literature

2.1 Introduction

This chapter extensively reviews previous related studies, observations, opinions,

comments, ideas, and knowledge that shed light on the key concepts under

discussion – Girl-child and Education. The essence of this is therefore to create a

bond between related previous studies and this research work. An attempt is also

made to conceptualize this study within theoretical framework relevant to the field

of study.

2.2 Conceptual Clarifications

2.2.1 Girl-child

Girl-child means a female under aged 18, or a female child from birth to full

growth. In other word According to Grace, 2009 she viewed Girl-child as a

biological female offspring from birth to eighteen (18) years of age. She opted that

the age is before one becomes young adult. As she opined that the period covers

the crèche, nursery or early childhood (0-5 years), primary (6-12 years) and

secondary school (12-18 years).

11
According to Offorma (2009), she viewed girl-child as a female under the age of

18, and she may be within primary or post primary education. In addition to her

assertion she regards the girl-child as imperative to national development since

they are the future and potential mother. Furthermore, the former first lady of

Nigeria, Hajiya Turai Yaradua (2008) perceived the girl-child as a future potential

mother. In addition, a Girl-child is described as a female child between infancy and

early adulthood. Thus, during this period of the development of a Girl-child, she is

under the custody and supervision of adults who may be her guardians and siblings

who are older and more experienced and mature than she is.

The National Child Welfare Policy of 1989 as cited by Ada (2001) defines the girl-

child as a female between the ages of 14years; While Asiegbu et al, 2015 defines it

as a biological female offspring from birth to eighteen (18) years of age. This

includes the period of infancy, childhood early and late adolescence stage of

development. The Girl-child is therefore, seen as a female person who will

eventually grow into a woman, get married and bear her own children.

Based on the above definitions and conceptual analysis on girl-child, the term can

be precisely viewed as a female offspring under the age of eighteen (18). Thus the

girl-child can be easily influenced by her experiences as she develops her model

and behavior during the process of development; the Girl-child also observes and

12
imitate those who she depends on while her physical, mental and emotional

development start and reach their peak within this stage.

2.2.2 The Concept of Education

It is difficult to look into the concept of girl-child education without looking at

what education itself is. For this purpose, the researcher finds it very vital to briefly

look at the concept of education. It is also on the basis of this research that girl-

child education is a challenge to the educational programmes and education for all

disregarding the gender disparity. Education according to Farrent (1980) is the act

or process of acquiring knowledge, skills, and competence. Kano (2014) defined

education as the act of acquiring knowledge while Ozigi (1994) as advanced by

Shehu (1995) define education as the development of desirable habits skills and

attitudes which makes an individual a good citizen.

Based on the above definitions it can be reviewed that education is a strong

instrument for human and societal development. Education provides individuals

with all the competence, skills and knowledge that are necessary for self-

actualization and esteem as well as societal growth and development. The change

in desirable behaviour and attitudes is empowered using education as a factor.

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2.2.2.1 Types of Education

Formal, Informal and Non Formal Education

An educational system is considered formal if its environment is structured and

controlled for the purpose to enable the desired learning to occur.

Formal Education: is generally referred to as the school type by which learning is

carried out on full-time basis in classroom. It is hierarchically structured and

chronologically graded formed educational system can run from literacy class up to

University for technical and professional training. This system of education has a

series of lessons on a set of regimented curriculum. It has a number of subjects

offered to participants or learners. The performance in formal education system is

usually by examinations and the learners graded passed or fail for the purpose of

qualification or getting certificate and having employment to earn a living (Mango

2002).

Thus, Formal education can be posits to be a type of education that needs large

number of experts and available resources to be managed.

Informal Education: is incidental learning which occurs in a situation meant for

other purposes other than teaching. It is concerned with situations which could be

recreational, social entertainment, ceremonial or the like. Informal Education:

refers to the truly life process whereby every individual life acquires attitudes,
14
values, skills and knowledge from daily experiences and educative influences and

resources in his or her environment from family and neighbours from work, play or

mass media (Mango, 2002).

It is gained incidentally and can come from a variety of sources. In system,

information got informally can be educative but do not have sequential study or

instruction planned into them. Many adult learning takes place through this form

and has no specific objectives and the process of acquiring information does not

involve any conscious determined effort. Informal education occurs in a variety of

natural settings of which its daily experience is one.

In a nut shell informal education is perceived to be the education that take place

outside the four-walls of the schools.

Non- Formal Education: is the type of education that cuts across the formal and

informal categorization and can be received outside school. Non-formal Education:

is viewed as any organized educational activity outside the school system whether

operating separately or as an identifiable learning objectives Mango (2003).

According to Wass (1981) Non-formal education refers to all organized and

systematic activity outside the conventional institutionalized chronologically

graded and hierarchically structured. Non-formal education is taken to mean the

type of organized out-of-school educational programmes that constitute an

15
important contribution to the nation’s total educational effort. It covers a variety of

activities which go through many different names such as adult literacy, school

equivalency programmes, youth training, women’s clubs, works and farmers

training and pre-school-day care centers.

The United Nations Economic Commission for Africa (1989) adopted a more

elaborated definition as non-formal education is a loosely structured educational

and training activity not located within the highly structured formal education

occupational or performance system graded toward certain selected and intended

specific educational objectives.

Precisely, Non-formal education compliments activities within the formal

education and training systems by providing extracurricular learning experience by

offering opportunities for continuity of education. Furthermore, the Non-formal

education is functional skill oriented and provides training for better skill

efficiency and extends facilities for employment promotion; examples are

computer training, distance learning, adult education, health information services

etc.

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2.3 Nexus between Girl-child and Education

Girl-child education refers to the type of education that should be given to girl-

children from 5 years and above. Girl child education is viewed as the type of

education that should be given to girl- children from primary and post primary

education in other to maintain retention and enrolment up to higher level of

education to contribute meaningfully to the development of the country.

Worldwide, girls constitute over half of the children out of school. Only 30 percent

of all girls were enrolled in secondary school in 1999. In many countries, less than

one third of university students were women. The average sub-Saharan African girl

from a low-income, rural household gets less than two years of schooling and

never learns to read and write, to add and subtract, as opposed to the average sub-

Saharan African boy who fully completes primary education (Eweniyi & Usman

2013).

About 25% of the world’s girl-children are not in school thus, the 2002 survey

indicated that the number of children out of school had been brought down to

about 115 million worldwide; 62 million were girls. While there were more

children than ever in the world’s primary schools, far too many remain absent- the

majority girls. (Offorma, 2009). Thus, the UN report of 2013, shown that too many

children are still denied their right to Primary education. In 2011, 57 million

children of primary school age were out of school, down from 102 million in 2000.
17
More than half of these out-of school children live in sub-Saharan Africa (UN,

2013).

According to UNICEF (2008), Nigeria is among the West African Countries that

have highest number of girls that were out of school. UNICEF 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 (UNICEF, 2008).

2.4 Girl-Child Education in Nigeria

Over two decades, scholars from various field of study have carried out studies and

reviews relating to girl-child education. Thus Girl-child education programmes

have been viewed by different people interested in the programmes in different

ways. For instance, the Ministry of education is likely to see as a formal school

programme for all girls in school to ensure they obtain the best learning

experience. Those from the non-formal sector see it as an educational programme

designed for out of school girls vocational skills to help them break through

economically (Okorie, 2017 as cited in Abdulkarim & Mamman, 2014). In this

regards both Federal and State governments in Nigeria make policies, which

enable or encourage people to be educated irrespective of their gender or ethnic

background.

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Thus, the Nation constitution (1999), emphasis on the right for education of all

citizens regardless of tribe, sex, physical disability or whatsoever; All these show

that the people of Nigeria consider education as instrument par excellence for

realizing rapid national development, for reaching social change, and for forging

together a national split by civil way (Offorma, 2009). Hence, Girl-child education

is not easy to come by as it is usually proclaimed as many impediments stand in

the way of the girl-child (Kasoma, 2009) The right of the girl-child are always

being denied in Nigeria and this denied lead to lack of access to education thus,

results in child labour, which deprived the girl-child of her childhood potentials,

dignity and joy. This agree with Bolaji (2007) who noted that there is still gender

inequality in terms of accessibility to education in many parts of Nigeria

particularly the Northern Stares, like Kastina, kano and Jigawa.

Subsequently, Okorie, (2017) and Bolaji (2007), lamented that girl-child is

discriminated against in terms of education and given out to marriage early thereby

denying the girl-child required competence for community development.

As a follow up to the resolution reached at the pan African conference on the

education of the girl-child, task force were in grated in Nigeria. On the 28th

October, 1993, the national task force on girl-child education was inaugurated

under the auspices of the then National Women’s Commission, (NWC) now

Federal Ministry of Women Affairs and Youth Developments. Three years later,
19
the then president of the Federal Republic of Nigeria, Chief Olusegun Obasanjo,

launched the Universal Basic Education (UBE) Programme on 30th September

1999 in Sokoto. This was tailored towards the provision of free, universal basic

education for every Nigerian child of school going age, and bridging the gap

between the enrolment and retention of boys and girls.

As opined by the former first lady of Nigeria, Hajiya Turai Yaradua (2008) “...

educating the girl-child is educating a potential mother and educating the mother

is educating the Nation”. Conversely, educating a girl-child; prepares her to be a

better mother of tomorrow with a view a view of taking better care of and

contributing to the education of her own children in future. Research has shown

that very few children of educated mothers are likely to die of preventable diseases

such as polio; measles to mention a few, while such children are also known to do

better in school because of assistance they are likely to receive from their mothers.

If the society does not allow its daughters or girl-children to have functional

education, then having female doctors, engineers, teachers, lawyers will forever be

a mirage.

20
2.4.1 National Policy on Education- The Girl-Child Education

The National Policy on Education (2004) of Nigeria after realizing that education

is the corner stone of socio-political development- adopted education as an

instrument per excellence for effective national development. In Nigeria the

philosophy of education is based on the integration of individual into, sound and

effective citizenry with equal educational opportunities at all levels of education

through formal and non- formal schooling system. Hence despite the various

efforts made to ensure a purposeful direction at enhancing the accessibility of

education for girls and women. It is important to note that disparity in access to

education still exist in favour of the male children in most regions of Nigeria.

UBEC (2008) on a paper presented at National Conference on Girl-Child

Education organised by the Federal College of Education Zaria at Hamdala Hotel

Kaduna stressed that the National gender policy is aimed at giving impetus to the

gender components of the National Policy on Education and is targeted at

providing a reliable framework for inclusiveness and equity in the provision of

education by:

 Increasing stakeholder sensitivity and equipping them with the skills

necessary to drive girl-child interventions especially at the grass-root level;

21
  Ensuring participatory initiatives and sustainability in gender based policies

in education;

 Ensuring a systematic engagement of stakeholders towards the development

of skills necessary for mainstreaming gender issues in education policies and

programmes; and

 Ensuring equal access to education and promotion retention and high

performance by all students with attention to girls.

The objectives of the policy among other things as stressed by UBEC (2008)

include:

 to promote equal access and participation through enrolment of all girls and

boys by the year 2015;

 to promote high level of retention and performance by year (2015);

 to advocates the support of key stakeholders (International partners and

private sectors) in resource mobilization and partnership;

 to create favourable environment in support of planning, management and

implementation and actualization of the gender policy in education.

22
The guiding principles by UBEC (2008) are:

 a commitment by all stakeholders to gender equality, social justice and

equity;

 greater and more meaningful involvement and participation of communities

and their representatives structures;

 striving for gender balance at all levels of policy planning and

implementation;

 political commitment;

 Involvement of religious and traditional leaders as fore runners, advocates

and monitors or policy;

 Commitments of free and compulsory basic education as a human right to all

children irrespective of gender at all levels of the system (Federal, State.

LGA, Community and School). Commitment in maintaining retention and

enrolment.

23
2.5 Girl-Child Education in Kano

The girl-child education, in the northern region is not so encouraging. This ugly

phenomenon is noticed at all levels of education. Science and technology have

continued to make parents worry of sending their children to school, especially the

girls. This attitude calls for public enlightenment, that education does not destroy

culture rather it helps to portray it positively.

The issue of gender disparity is real and glaring; as the tilt against female

education emanates from apathy towards western type education in Nigeria

coupled negative stereotype and gender role expectation. Here, enough

enlightenment should be done to encourage parents to educate their daughters.

After all, we have many women from different states today, who are educated and

have not thrown their culture, religion and families to the bin. Education has great

influence in women perception and awareness of the need for their empowerment

as well as self-actualization. It is the researcher’s belief that women who undergo a

course of study or educated respective of gender variation will be highly empowers

than those women that did not.

More importantly, the entire social and economic system for creating and

sustaining oppressive structures that have continued to perpetuate the

marginalization of women as a result, urgent constitutional reforms are suggested

24
to correct the socio-economic error. All obstacles such as sex, marital status,

religion, income, location and education that hinder empowerment of women

through the society are to be disengaged to women. It has been agrees that

education is the right of every child. That right should be for every individual male

female born to the society, but in practice, female children are often discriminated

against in education matters. In most countries where formal education has not

become the right of the every child, there are fewer females in almost every

category of school than males.

Even where education is free and compulsory, there are fewer females than males

particularly in the higher institution of learning. Again disparity is noticed also in

science and technology subjects. Females now believe education is an index of

social progress. Thus, inequality and denial of access to education usually put

females at a disadvantage to the outset in contributing to national development.

Absence of equal education experiences, skills and qualifications for women has

neglected them to inferior lives as citizens. This reduces their power to influence

government, participate in leadership role, and decision which affect their lives. It

is crucial that both females and males see the importance of women getting into

leadership and management positions and taking part in decision making if action

are to break the cycle of gender discrimination.

25
2.6 Benefits of Girl-Child Education

Educational is desirable for female as it is for male; without education a woman

can be deprived of learning about the rights, privileges duties and will have

nothing to protect and support her from injustice and to support her against

oppressors. Beside these girl-child education help in alleviating poverty in all sorts

and thus have the following advantages as upheld by Mango (2002).

Girl-Child education improves the health of the family: They can participate

more effectively in development programmes involving health, nutrition, water,

sanitation and environment in the community. An educated woman has power over

her sexual reproductive life and can be able to protect her and others from diseases

(Mango 2002).

Mental empowerment: Today’s girls are future wives and mothers. When a

woman is trained therefore, the whole family is positively imparted, the mental.

Empowerment by education destroys foolishness and positively helping to impart

the right kind of virtues and skills in the family. Until a woman is mentally

empowered, she will remain a burden on her family and friends. Whatever is

needed for tomorrow’s children should first be put for today’s girls since they are

the teachers of tomorrow’s children. Many families are having problem today just

because the wife/mother is not educated and cannot meet the societal and family

26
expectations empowering women mentality empowers the home and when you

educate a man you educate an individual but when you educate women you

educate a nation. This is built on the beliefs on the maturing potentials and

abilities.

As Home Makers: A woman can by knowledge skills and training received in

school enhance the level of living in her home. Thus, maintaining the cleanliness

and amenities of the house and can facilitate the healthy living of the family with

respect to education for the children. She can be equipped enough to handle many

home challenges. In fact, an educated woman would be excellent in home

management (Mango 2002).

Physical empowerment: when young girls are educated and allowed acquiring

good certificates, marriage are delayed and child birth is postponed allowing

enough time for physical development. This ensures full development of girl’s,

proper pelvic bone, maturity as well as mental maturity before the task of

becoming a wife and mother. Thus, according to Mango (2002), better educated

women have fewer and healthier children. Total perfect physical development

prevents challenges of childbirths and motherhood that has over the years led to

several avoidable morbidities. Education allows a girl become a woman before

becoming a mother/wife, rather than the present practice where several children are

given out in marriages before time.

27
For Up-Bringing of Children: It is the sole responsibility of woman to rise up

children with good moral disposition, intellectual and cultural socialization.

Reproductive activities relating to children could be done effectively by an

educated woman (Mango 2002).

For Economic Empowerment: Economy is an area where the knowledge

acquires by a woman would enable her to make contributions. In agriculture,

women can do better and grow varied crops in domestic gardens and livestock

rearing. In art and craft, they partake weaving, lace making, industrial science and

could do substantially okay when they are educated; woman employed in the

labour force will participate in raising the family income (Mango 2002).

7. Financial empowerment: Poverty can be seen everywhere, it’s seen within all

age strata and in all social groups. To eradicate poverty, girl- children must be

properly empowered educationally to contribute to family well being. According to

World University Services of Canada (WUSC) girl education has the power to

transform the world and remains one of the best ways to reduce poverty. Better

educated women postpone marriage and childbirth and have better access to

employment, and are less vulnerable to economic discrimination Mango (2002).

Promoting gender equality in education systems creates healthy, educated and

productive human resources. A wife that is working and earning an income is an

asset to her home. Believing that boys who attend school will complete their
28
education, secure employment, and earn wages to contribute to the well-being of

the family; contrarily, no man can solely provide all that needs of the family with

the support of the woman.

2.7 Factors Affecting Girl-child Education in Kano

Some of the barriers to girl-child education in Kano as reviewed by the researchers

respondents, as includes:

Socioeconomic Factors

Most girls/females between the ages of 6-17 years, who are supposed to be in

school, are found roaming about the streets hawking fruits and meals, while their

male counterpart are in classrooms learning. These girls engage in hawking so as

to assist their parents, as a result of the low financial status of the families. This

was witnessed at Muritala Muhammed Secondary School, Kumbotso, Kano, State

and documented by Eweniyi and Usman (2013).

Early and Forceful Marriage

Most marriage ceremonies witnessed in the North have little girls of ages 9-16

years sold into marriage by their parents. Girls go into marriage very early due to

the fact that most men in the North want to marry a virgin, and therefore, prefer

29
catching them young (tender) before they loss their virginity:- a response from

Abdulahi, a Youth of Sheka Area and supported by (Aliyu,2009).

Cultural Inhibition on Female Education

Although Kano state has several wonderful and enviable cultures, there are some

cultural practices that militate against girl child education. These include Girl-child

early and forceful marriages, which over the year have denied several girl children

the opportunity to acquire formal education or to drop out half way in some

cultures a girl child is given to another family for upkeeps and training, in some

Sadakar where girls (usually under-aged) are freely given to people as wives;

Hence, previous reports has shown that early marriages, teenage pregnancies,

gender inequalities in society contribute to poor scholastic performance and force

girls to drop out of school (Eweniyi and Usman 2013).

Religious and Cultural indoctrination: Many children were culturally

indoctrinated and made to believe that education western type-is not needed and

thus advised to run their lives without it. Girls were made to believe that their place

of fulfillment is in their husbands home and since education (to them) is not

needed they only need to marry and make babies, and thus they should focus just

on getting the right man, accepting the parent’s choice and making such a man

happy. This level of indoctrination has made all girl children focus on marrying

30
rather than studying. Thus, even the few that were privileged to go to school

cannot wait for the right time, so whenever the man arrives they drop out of school.

Poverty: Parental economic poverty is blamed as a major cause of girl child

education. Today, poverty is the greatest crisis in the world and its inadequate

global response have greatest impact on children, especially girls, however,

although poverty has a role to play in preventing girl-child education and to so they

are intertwined in a circle causing and perpetuating each other.

2.8 Theoretical framework

The theoretical framework adopted for the study is derived from the Needs

Hierarchy Theory developed by Abraham Maslow, an American psychologist

(Maslow 1954). This theory relates to human growth and personal development

and is also referred to as Theories of motivation. Maslow came up with five

ladders of needs which are arranged in hierarchical form as follows:

 Physical needs: hunger, thirst, shelter, sexual drive and sleep

 Safety needs: security and protection from physical and emotional herms

 Social needs: affiliation, belonging, acceptance and companionship.

 Esteem needs: Internal esteem factors such as self- respect, autonomy and

achievement; and external esteem factors such as status, recognition and

attention
31
  Self-actualization: growth, achieving ones potential and fulfillment: The

drive to become what one is capable of becoming.

As each need is substantially satisfied the next need becomes dominant. As shown

in the figure below, the individual needs to move up the hierarchy.

Figure 2.8 Abraham Maslow’s the Needs Hierarchy

Self-actualization

Esteem needs

Social needs

Safety/security needs

Physiological needs

At the base level of need hierarchy are the physiological needs essential for the

survival of human life. These are supposed to be socio- economic set up or rural

areas tend to deprive children of these basic needs and in such a situation the girl -

child is more disadvantaged then the boy – child (GCN, 2004). This is because of

the preferences accorded to the boy child.

32
Maslow’s theory is therefore relevant in this study because its emphasis and

considerations are on the provisions of the basic needs for one to achieve the

higher needs. The theory is concerned with achievement of self –actualization at

the top of the pyramid which can only be attained through education.

Unfortunately the girl- child is not always motivated at home and at school. They

are often deprived of these basic needs by the society. The schools and the entire

environment settings should endeavour to provide all the learners with these

physiological needs or else the individual may end up in disillusionment.

In school setting teachers should be careful to guide girls to divert their sexual

libido at adolescence to some vigorous school activities and games like soccer,

rugby or basketball rather than the in-door games and stereotype daily routines that

the girl child is permanently engage in at home; such vigorous activities should be

extended also at home. This could be reducing the problem of early pregnancy

which happens to be one of the causes of school dropout for girls.

When girls feel that they are not secure at school home proper learning may not

take place. The buildings, toilets and other physical structures and even the

distance to school should be secure and adequate. According to Maslow safety

needs come, after hunger has been satisfied and clothing provided.

33
Another level of needs that the girl-child seems to lack is the love and affiliation

need. The girl-child is often given names and made to feel that they are worthless.

They are often grouped separately from boys and made to complete with them in

activities that are likely to favour boys to win making the girls a laughing stalk.

Teachers should therefore facilitate and encourage fair groupings and group

activities that favour on the learners and award the good effort made by them

towards their education. Such negative comments common at home that sound

negative to girls’ motivation should be avoided in order to encourage the girls to

work hard in academics for attainment of self-actualization. The teachers and

parents should show acceptance to the girl child so that she can feel recognized,

have a sense of self-worth and belongingness.

The overall implication of Maslow’s Theory is that education may be considered to

be the key to self-actualization. If the girls are denied the basic needs and

opportunity of participation in formal and western education then their self-

actualization is consequently hampered. It further advocates that the physiological,

security and social needs to be met in the first place in order for the girl-child to

transcend self-esteem and self-actualization.

However, in adopting Maslow’s theory the researcher is aware of its limitations

that the hierarchy of human needs are not always fixed and the consequence in

34
which needs arise may differ from one person to another person but the parents and

teachers should try the much they can to put the conditions necessary for the girls

to participate actively in schools.

35
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

Methodology simply means methods or means used to achieve an objective. It is

the process or methods applied by a Researcher to carry out a Research work.

Thus, the research is based on facts, ideas and logical thoughts. The data needed

for this fact and ideas are from both primary and secondary sources. The researcher

ensured that data sources are in line with the areas of the topic of study.

3.2 Research Design

The research design adopted for this study is the survey method; Quantitative and

qualitative data will be generated through a field survey. The survey method is a

means of collecting large and standardized data from the field using well-

structured questionnaire; as it will enable the researcher to provide information to

the research questions in order to generalize influences about the target population.

It will enable the researcher to exploit the factors that are not directly observable.

3.3 Sample and Sampling Technique

The study area will be Kano Municipal City, Kano State of Nigeria. The choice of

this Local Government as an area of the study therefore provides a platform for

comprehensive investigation and assessment of Girl-child education in Nigeria.

However because of the fact that the entire population cannot be used due to

36
complexities and unrealistic attempt at reaching the whole elements, Cluster, and

Proportional sampling technique will be adopted were the Local Government areas

will be sub-divided into Wards that constitute the area so as to give everybody in

the sample frame equal chance of being selected for inclusion in the sample size.

3.4 Description of Study Area

The study area will be Kano Municipal Local Government Area in Kano State; this

is so because the entire state cannot be covered within the time frame given. Kano

Municipal Local Government is located in North-West part of Nigeria and is

regarded as one of the largest Local Government in Kano. The Local Government

was created in 1976 during the famous Local Government Reform, Kano

Municipal Local Government is constitute of five (5) districts embedded with

thirteen Wards (13) which are: Chidi, Dan’Agundi, Gandun Albasa, Jakara,

Kankarofi, Shahuchi, Sharada, Sheshe, Tudun Nufawa, Tudun Warirchi, Yakasai,

Zaitawa and Zango with headquarter located in Kofar kudu, (western entrance of

emir’s palace), in the south of the city of Kano.

In addition, Kano Municipal Local Government has about 365,525 (NPC, 2006)

populations is a fast growing Local Government as it’s served as the home of

major institutions; Kano State Institutions and home to many notable housing

districts such as North West State University; College of Hygiene; and other

residential districts.

37
3.5 Sample Size

To obtain a representative sample size, which is selected under a controlled

condition, Yamane formular will be adopted so as to arrive at valid sample size

since the entire population cannot be accessed. The Yamane formular is stated

below:

N= N
1+ (e)2
Where n= sample size
N= population
e= significant level (5%)
In applying the formular for selecting sample from Moro Local government as the local
government is sub-divided into 13 wards with its population
n= 365,525
1+365,525 (0.05)2
n= 365,525
1+365,525 (0.0025)
n= 365,525
1+913.8125
n= 365,525
914.8125
n= 400
Sample size is 400.
3.6 Population and Sample of the Study Area

The population of this study involves all citizens within Kano Municipal Local

Government Area which are about 365,525 according to the 2006 Population

Census and in other to determine the sample size of the population, 400 people will

38
be drawn from the sample of the entire population as respondents; since the study

employed Cluster sampling technique where by the Local Government is divided

into strata and Proportional in the sense that everyone within Kano Municipal

Areas will have an equal chance of being selected in the sample.

Kano Municipal Local Government Area Sample Frame

S/N Wards No of Questionnaires to be
administered
1 Chidi 31
2 Dan’Agundi 31
3 Gandun Albasa 31
4 Jakara 31
5 Kankarofi 31
6 Shahuchi 31
7 Sharada 31
8 Sheshe 31
9 Tudun Nufawa 31
10 Tudun Warirchi 31
11 Yakasai 31
12 Zaitawa 31
13 Zango 31
Total 400
Source: Kano Municipal Local Government Information Office
3.7 Data Collection Technique

The technique used in selecting respondents for the study is Cluster and

Proportional sampling technique. A total of 400 questionnaires will be

administered to the 13 wards that constitute Kano Municipal Local Government.

39
3.8 Sources of Data

The data required for this research work are both descriptive and quantitative. The

study engaged both primary and secondary sources of data. By primary sources,

required data and information are collected directly from the sample under study

through the use of well-structured questionnaires, Personal interviewed with

School Principals, women activists and NGOs in the study Areas.

Thus, the Secondary source of data on refers to the information gathered from

already published or unpublished materials such as government gazettes, Girl-child

NGO’s Reports, Bulletin, magazines, journals, newspapers, articles, relevant

textbooks, materials from internet and term papers. The secondary sources of data

in this study will involve extensive and thorough library research and examination

of existing literature, archival documents in the subject areas in Kano Municipal

Local Government of Kano State.

3.9 Research Instrument for Data Collection

A Structured questionnaire will be designed as a research instrument to collect data

on Girl-child Education cum causative factors affecting Girl-child education in

Kano Municipal Local Government of Kano States. This questionnaire will be

divided into sections in line with the formulated hypothesis. The well-structured

questionnaire will consist of section A to D while A is bordering on personal data

40
and B to D focus on the main thrust of the study, and correspondent view will be

measured on Likert Scale where;

1- Strongly disagree;

2- Disagree;

3- Neutral;

4- Agree;

5- Strongly Agree.

3.10 Method of Data Analysis

The data generated will be analyzed and computed based on the two hypothesis

using Chi-square, and Simple Percentage statistical techniques. The Statistical

Package for Social Sciences (SPSS version 21.0) will be engaged in computing

these statistical techniques.

41
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1. Introduction

This chapter dwells succinctly on the presentation and analysis of the data obtained

in the course of this study. Data were collated and analyzed using the Statistical

Package for Social Sciences (SPSS version 21.0) software package. Statistical

analyses include frequency distribution tables, Chi-Square and simple percentages.

A total number of 399 questionnaires were (distributed using a proportional sample

frame to each of the wards within the study area i.e Kano Municipal Local

Government of Kano State) were self-administered to respondents and 306

questionnaires were duly recovered for analysis. In ensuing data analysis and

interpretation, the word “non-response” stands for respondents that were

indifferent to some of the questions asked. Short descriptive analyses of the tables

are also presented for the purpose clarity.

42
4.2 Data Presentation 4.2.1 Section A: Socio-demographic Characteristics of
Respondents
Table 4.2.1 Age Distribution of Respondents

Age Frequency Percent Valid Cumulative

Percent Percent

18-27 184 60.0 60.0 60.0

28-37 58 19.0 19.0 79.0

38 and Above 64 21.0 21.0 100.0

Total 306 100.0 100.0

Source: Field Reports, 2017

The table presented above shows the age distribution of respondents. The table

reveals that 184 respondents fall between the age of 18 and 27. This represents

60% of the respondents. However, the number of respondents between the age of

28 and 37 stands at 58 that is 19% while 64 i.e. 21% of the respondents were 38

years and above. Ages below 18 are excluded from the study since the constitution

recognizes 18 and above as age of maturity (adult). It is clear from the table above

that more of the respondents were above 18 years of age. This afford the researcher

the opportunity to gather very useful information since individuals between this

age are experienced and all things being equal, are expected to have a substantial

knowledge about the field of study. In addition the highest age bracket according

to the above statistics is 19-27 years of age.

43
Table 4.2.2 Distribution of Respondents by Marital Status

Marital Status Frequency Percent Cumulative

Percent
Single 159 51.9 51.9
Married 116 38.1 90.0
Divorce 11 3.5 93.5
Non- 20 6.5 100.0
respond
Total 306 100.0
Source: Field Reports, 2017
The table presented above reveals the percentage distribution of marital status of

respondents. 51.9% (159) were single and 38.1% (116) were married it was

recorded that (11) 3.5% of the respondent were divorce and 20 (6.5%) respondents

fail to identify their marital status. This therefore shows that the highest

respondents were single.

Table 4.2.3 Occupational Distribution of Respondents

Occupation Frequency Percent Cumulative Percent

Government 67 22.0 22.0

Private 63 20.0 42.0
Others 161 53.0 95.0
100.0
Non Response 15 5.0

Total 306 100.0

Source: Field Reports, 2017

44
According to the table above, the percentage of respondents who were Civil and

Public servant were 67 (22%); The percentage of respondents who worked in

private establishments were 63 (20%). while 161 (53) belong to Others (i.e NGOs ,

Students and the unemployed members of the society. This therefore reveals that

most of the respondents were either students or unemployed citizens.

Table 4.2.4 Educational Distribution of Respondents

Academic Qualification Frequency Percent Cumulative

Percent
Primary Education 74 24.2 24.2
Secondary 150 49.0 73.2
Valid
Education
Tertiary Education 72 23.5 96.7
Non Response 10 3.3 100.0
Total 306 100.0
Source: Field Reports, 2017

Table 4.5 above indicates that 23.5 % (72) are educated up to tertiary level. This

shows a high level of literacy among the respondents in each of the wards. The

numbers of respondents with maximum secondary school education are 150

indicating 49% of the total respondents. 10 respondents however, did not indicate

their educational level while 74 (24.2%) respondents have primary School

education. Furthermore, most of the respondents had only acquired secondary

education.

45
4.3 Analysis of Research Questions

4.3.1. Research Question-1: What are the causative factors affecting Girl-child
education in Kano?

Causative Factors Affecting Girl-Child Education

Causative Strongly Disagree Undecided Agree Strongly
Factors disagree Agree

economy 21 76 27 125 52
situation
Early 27 76 12 101 137
marriage/
forceful
marriage
Religious 131 12 27 45 37
believes
Source: Field Reports, 2017

Table 4.6 above illustrates the percentage response to questions on the causative

factors affecting Girl-Child education in Kano Municipal Local government Area.

While majority of respondents from Kano Municipal Local government council

indicated that economic situation and early/forceful marriage negatively affect

Girl-child education; it was also observed however, in respect to the above

statistical data; it was shown that religious belief pose no threat to Girl-child

education. Thus, significant numbers of respondent posit that religion also support

the search for knowledge in respective of gender.

46
4.3.2 Research Question-2: Are there any significant benefits in educating the Girl-child
in Kano?

There are significant benefits in enrolling Girl-child into formal and western education

Significant benefits of Frequency Percent Cumulative

Western Education to Girl- Percent
child

52 15.5 15.5
Strongly Disagree

Disagree 45 13.6 29.1

Valid Neutral 67 20.0 59.1
Agree 70 20.9 80.0
Strongly Agree 100 30.0 100.0
Total 306 100.0
Source: Field Reports, 2017

Table 4.7 above table analyses the significant benefits in enrolling Girl-child into

formal and western education, As the results of the analysis stated above 52 and 45

strongly disagree and disagree respectively, with a corresponding 29.1% 67

respondents fails to decide and 70 respondents agree and argued in support that

western education possess myriad benefits to Girl-child, 100 respondents strongly

agree with a corresponding percentage of (20.9+30.0 = 50.9%.). Thus, evidence

shows that as reference to the above analysis; there are significant benefits in

enrolling Girl-child into formal and western education.

47
4.3.3 Research Question 3: Does the government played paramount roles in addressing
Girl-child education in Nigeria?
Does the government played paramount roles in addressing Girl-child Education
The Roles of the Frequenc Percen Cumulative
Government y t Percent
Strongly Disagree 29 9.5 9.5
Disagree 65 21.2 30.7
Neutral 72 23.5 54.2
Valid
Agree 55 18.0 72.2
Strongly Agree 85 27.8 100.0
Total 306 100.0
Source: Field Reports, 2017
The above table revealed that government played crucial roles in addressing Girl-

child education as 18% and 27.8% of respondents agreed and strongly agreed;

while 21.2 and 9.5 disagreed and strongly disagreed respectively.

4.3.4: Research Question 4: Is there any significant improvement in Girl-child

education in Kano Municipal Local Government Area since 2010 to 2015?
Table: 4.11 Percentage of Female Students (Girl-child) that enroll for the end of session final
year students (WAEC)
Election Year Total No of No of Female % Rep. % increase of Female
Students Students Students.
2010 2,555 857 33 -
2011 2,789 9 31 33.4 1.2
2012 2,541 1,101 43.3 28.7
2013 2,959 1,305 44.1 2.3
2014 3,101 1,487 48.0 8.8
2015 3,410 1,671 49 2
Source: Author, 2017 (collated from WAEC Entries Data Base)

48
From the result presented above, the percentage of Female Students (Girl-child)

that enroll for the end of session final year students increase in Kano Municipal

City local government greater than 10%. This answer research question 4: weather

there is significant improvement in Girl-child education in Kano Municipal Local

Government Area since 2010 to 2015.

4.3 Discursion of Findings

From the above descriptive analysis it is obvious and inevitable as decisions made

on the Research question 1, indicated that economic situation and early/forceful

marriage negatively affect Girl-child education; it was also observed however, in

respect to the statistical data; it was also shown that religious beliefs pose no threat

to Girl-child education. Thus, significant numbers of respondent posit that

religious also supported the search for knowledge in respective of gender.

Invariably, the Research Question two (2) the statistical data also disclosed that;

there are significant benefits in enrolling Girl-child into formal and western

education.

In addition, the Research question three (3) in reference to the statistical data

shows that the role of government in promoting Girl-child education cannot be

over emphasised, as some interviewed respondents entrenched government

policies, programmes and infrastructural facilities built for the benefits of

49
promoting Girl-child education and addressing the menace militating against Girl-

child education.

Lastly, the Research question four (4); base on the statistical data, the percentage

of Female Students (Girl-child) that enroll for the end of session final year students

increased in Kano Municipal City local government in a percentage greater than

10%. So therefore, this answered research question four (4): whether there are

significant improvement in Girl-child education in Kano Municipal Local

Government Area since 2010 to 2015.

50
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary

This study had its focus on Assessment of Girl-child Education in Nigeria

particularly Kano Municipal local Government of Kano State. On this basis, the

research work was based on five (v) chapters.

The chapter one of this research work focused on the statement of problems,

research questions, the objectives of the study and significance of the study

which governed the conduct of the whole research work. Thus, this chapter

shows that the problem of girl-child education is not a regional, state, national

or continent but a global issue. 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). Furthermore, it also revealed

that Girl-child education has suffered a lot in the Nigeria society particularly in

the northern Nigeria; As women were confined to their traditional roles with

lots of sanctions imposed on them either by their customs, norms and religions.

51
In chapter two, related literature were reviewed which comprises issues like the

Girl-Child Education in Nigeria, National Policy on Education on the Girl-

Child Education, Girl-Child Education in Kano, Benefits of Girl-Child

Education, Factors Affecting Girl-child Education in Kano and The variables of

the study were discussed in relation with the Needs Hierarchy Theory which

was developed by Abraham Maslow, an American Psychologist (Maslow

1954). The chapter also reiterate on conceptual analysis on girl-child, the term

was precisely viewed as a female offspring under the age of eighteen (18); as

she develops her model and behavior during the process of development

through observing and imitating those who she depend on while her physical,

mental and emotional development start and reach their peak within this stage.

Furthermore, this chapter 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 and entrenched on the fact that despite the

benefits to be accrued from educating the female child, there are still some

challenges militating against obtaining education.

The research design adopted for this study was survey method; Quantitative and

qualitative data were generated through a field survey and well-structured

questionnaire designed so as to enable the researcher to provide information to

52
the research questions in order to generalize influences about the target

population. It also enables the researcher to exploit the factors that are not

directly observable. Thus, the technique used in selecting respondents for the

study is Cluster and Proportional sampling technique and the instrument used

were questionnaires to 400 respondents in the 13 wards that constitute Kano

Municipal Local Government.

The research findings carried out on different research questions were as

reported below: It was revealed that economic situation and early/forceful

marriages affect negatively on Girl-child education; furthermore, the research

also shown that there are significant benefits in enrolling Girl-child into formal

and western education. Thus, the role of government in promoting Girl-child

education cannot be over emphasis, as some interviewed responded entrenched

on government policies, programmes and infrastructural facilities built for the

benefits of promoting Girl-child education and addressing the menace militating

against Girl-child education.

Lastly, the Research also disclosed the percentage of Female Students (Girl-

child) that enroll for the end of session final year exam as there were significant

improvements in Girl-child education in Kano Municipal Local Government

Area since 2010 to 2015.

53
5.2 Conclusions

Based on the findings, it is concluded that socio- economic factors affect

participation of girl child in secondary education by causing lack of school

uniform, personal effects, school fees and teaching learning materials. It also

results to poor payment of school levies and high rate of girl child school drop-

out.

It is the conclusion of this work that socio- cultural factors affect girl child

participation in secondary education through early marriages, male preference

in the family, and community initiation into adulthood, negative attitude of girl

child in education, cultural practices and feeling of being adults.

The research work also showed that government policies and programmes have

assisted in addressing the menace militating against Girl-child education and

lastly, the Research also drawn conclusion that there exists a significant

improvement in Girl-child education in Kano Municipal Local Government

Area between 2010 to 2015.

54
5.3 Recommendations

Based on the findings of the study which clearly shows that Girl-child

education in Kano State is challenging myriad of causative factors were

identified in the course of the study; thus the researcher comes up with the

following recommendations:

The Ministry of Education should put in more effort to support girls since they

are equally needed to participate fully just like boys. This should be done

through implementing policies that are already in existence. Some of these

policies are provision of sanitary pads/towels which the Ministry of Education

should commit itself to provide. The enforcement of girls’ re-enrolment back to

school after delivering babies should also be implemented. The Governors

Forum should also give priority to buying books, computers and other

necessary learning and teaching materials so as to increase girls’ participation in

schools.

Professional Counsellors and social workers should create national awareness

on women education (including adult education) through public awareness

campaigns, rallies, and seminars and creating more chances for women

55
employability and empowerment so as to serve as encouragement to later

generations.

Since Parents’ attitude to towards reading and the importance they attach to

study serve as role models for their children, parents should endeavour to show

positive attitude to Girl-child education by being actively involved and giving

them much encouragement. This will motivate them to excel in their academic

performance.

The community leaders and religion leaders should promote preaches cultural

norms and value that will promote girl-child education and get-rid of cultural

decadence or fallacy.

The Non-Governmental Organizations (NGOs) should give Government

agencies support in provision of girls’ personal effects like sanitary pads/towels,

school fees and other levies and learning materials like text books for the needy

girls for their participation in secondary education.

5.4 Suggestions for Further Research

The researcher proposes that further research be carried out on the following:-

(1) A study to be carried out to determine other factors affecting

participation of girl-child Education in Kano Municipal City.

56
 (2) A similar study to be carried out in other Local government and States

and findings compiled for general view on girl child education in

Nigeria.

(4) A similar study to be carried out in public primary schools in the

same local government and localities.

5.5 BIBLIOGRAPHY
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Abiola ,O.O. (2007). ‘’Procedures in Educational Research’’

Kaduna, Hanijam Publications.

Best, J.W. and Kahn, J.V. (1998). ‘’Research in Education’’ Boston:

Alyn and Bacon Publishers.

Brekke Toril (1985), Women, a world report: A new International

book with essays,” Oxford University Press: New York.

Brock, C. and Cammish, N.K. (1991). ‘’Factors Affecting Female

Participation in Education in Six Developing Countries’’.
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Chepchieng, M.C. and Kiboss, J.K. (2004). ‘’Influence of family

socio-economic status and Gender Students’ Academic
performance’’: A study of Baringo

Fafunwa, A. (1974). ‘’History of Education in Nigeria’’; London:

George Allen, and Unwin Ltd

Statistical Package for Social Sciences (SPSS version 21.0) software package.
Vroom, V.H. (1964). ‘’Work and Motivation’’ John Wiley and Sons
Inc New York London.
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Journal

Akinpelu, F. O. (2007). ‘’Girl-Child Education’’: A reality or a

marriage among females with hearing informal in Nigeria
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01/11/2017.

Asiegbu C.E, Okorji P.N, Bosah I.P (2015). ‘’Factors Militating

against Female and Rural Dwellers Access to and Participation
in Higher Education in Nigeria’’ International Journal of
Education, Learning & Development Vol.3(7) Pp. 1-8
(www.eajournal.com) retrieved on 24/10/17

Badamasiuy, Juwayriya (2012). “Girl-child education under the

sharia: its relevance to the Muslim community in the Northern
Nigeria.” Journal of Research in Peace, Gender and
Development 2, no. 6 (June):132-138

Hertz, Barbara (2011), “What Hinders Girl’s Education.” EJournal

USA; U.S State Department/Bureau of International Programs,
15, no.2 (June), 8

Kainuwa, Ahmad; Yusuf.B.M .Najeeemah (2013). “Cultural

Traditions and Practices of the Parents are Barriers to Girl-
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Journal of Science and Research Publication, 3, Issue 1:1.

Suresh, T. Kotwani (2012). ‘’Attitude of Parents towards Girl’s

Education’’, International Indexed & Referred Research
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Okorie Mercy (2017). ‘’An Assessment of Factors Militating against

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Government Document

National Population Commission (Census, 2006).

National Policy of Education, 2004

F.G.N (2006). ‘’National gender policy’’. Abuja, Government Press.

Federal Republic of Nigeria (1999) Constitution of the Federal

Republic of
Nigeria, Federal Government press.

UNICEF, (2002) Report on State of the World Children: Girls’

education in Nigeria.

UN (2013), Millennium Development Goals Report.

Interview

Mallam Adhamad Musa; School Master School of Arabic Study

(SAS); KMC L.G

Mallama Aisha Musa; Subject Teacher Jarkasa Special Primary

School; KMC, Kano

Newspapers
Ongwae, E, (2009). Drive to keep Girl-child in School in Full Geer.
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Washington DC: World Bank.

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Mohammed, T.D. (2008). ‘’Enrolment and Retention of Girl-Child
Education’’: How to Cause and avalanche, A Paper Presented
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held Hamdala Hotel, Kaduna.

Ahmed, A. 1977. “Girls' education to be made compulsory.” New

Nigerian, July 12.

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11e3-9c68-1cf643210300_story.html

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and Girls’
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education in Sokoto state the challenges for millennium
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twenty 27th and 29th July, 2008.

Giwa, A. B. & Abdulmalik, I. (2006). ‘’Constraints facing

Girls‘Secondary Education in Sokoto state’’. Sokoto Education
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Unpublished Document

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implication on National Cake’’. A Paper Presented for M.Ed
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 Administration and Planning Section, Ahmadu Bello
University Zaria
(Unpublished Document)

Adam, Odomore (2015). ‘’Challenges to Female Education in the

Developing World and International Efforts to Address those
Challenges’’: Honor Thesis Presented to the Honor College of
Texas State University in Partial Fulfillment of the
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Aliyu, Bilikisu Bashir (2009). ‘’An Assessment of Parent’s

Attitudes towards Girl-Child Education in Kaduna State as
perceived by Teachers and School Principal’’: A Thesis
Submitted to the Department of Educational Administration
and Planning Faculty of Education; in Partial Fulfillment for
the Award of Master Degree in Administration Planning;
Ahmadu Bello University, Zaria July 2007.

Kanu, Ozioma Ifeyinwa (2014). ‘’Public Perception of Girl-Child

Education on Rural Dwellers in Akwa North LGA’’ A Paper
Presented for M.Ed Students Educational
Administration and Planning Section, Nigeria University,
Nsuka
(Unpublished Document)

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and
Retention in Schools’’: A Paper Presented at Adult Education
Department and Community Services Bayero University, Kano

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Bridging the Gap’’: A Case Study of Nigerian Agrarian
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thesis, Zaria, Ahmadu Bello University.

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UNICEF (2002), ‘’Pilot Test to Assess Attitudinal Change of
Teachers
Parents and Community Members toward Girl-Child
Education’’, A Report Activity Coordinated by State Primary
Education Board, Kogi

Yihenew, Mekonnew (2014). ‘’Assessment of Attitude of

Parents’towards their Girl-Children’s Educationin Bure
Woreda, West Gojjami Ethiopia’’: A Research Thesis
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62
 Appendix

QUESTIONAIRE
Professional Diploma in Education
Department of Education,
Ahmadu Bello University, Zaria,
Kaduna State,
6th September, 2017.

Dear Sir/Madam,
This questionnaire is designed to make an Assessment of Girl-child Education in
Nigeria particularly Kano Municipal local Government of Kano State. This project
is being undertaken in partial fulfillment of the requirements for the award of
Certificate in Professional Diploma in Education (PDE) in the above named
institution.
Please kindly complete this questionnaire as honestly as you can. All information
supplied will be used solely for the purpose of this study and will be treated with
utmost confidentiality.
Your cooperation will be highly appreciated.
Thank you in advance.

Yours faithfully,
63
 Isiaka Ahmed Iyanda and Salisu Gambo

QUESTIONNAIRE

SECTION A – BIO-DATA

1. Sex: Male Female

2. Age: 18 – 27 28 –37 38 - Above

3. Marital Status: Single Married Divorced

4. Occupation: Government Private NGO Others

5. Academic Qualification: Primary Education Secondary Education Tertiary

Education

The following statements use a five (5) likert scale. On the scale, five (5) is the

highest construct. The likert scale is given as follows:

1- Strongly disagree;

2- Disagree;

3- Undecided;

4- Agree;

5- Strongly Agree.

64
Please tick the number that corresponds to your answer in each of the questions.

S/N SECTION B: CAUSATIVE FACTORS 1 2 3 4 5

AFFECTING GIRL-CHILD EDUCATION IN S.D D U A S.A

KANO

6 The economic situation of discourage parents

from sponsoring their female children in school

7 Early marriage among the female children; make

the girl-child drop out of school

8 Religious belief make it tricky for the girl-child to

be enrolled into formal education programmes

9 Some societal cultural norms and traditions

obstruct and hinder girl-child education

10 The society has made available necessary

resources for Girl-child education

SECTION C: SIGNIFICANCE OF GIRL-

CHILD EDUCATION

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11 There are significant benefits in enrolling the girl-

child into formal and western education

12 Educating girl-child promote socio-economic and

national development

13 educating the girl-child is educating a potential

mother and educating the mother is educating the

Nation

SECTION D: ROLES OF THE

GOVERNMENT

14 Does the government played paramount roles in

addressing the menace

15 The constitution proclaimed education for all

16 Educational facilities for greater female

participation are adequately provided by the

government

17 Educational grants and scholarships are adequate

provided for girl-child education in Kano

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SECTION E: CAUSATIVE FACTORS AFFECTING GIRL-CHILD

EDUCATION

18. Using the scale 1 – 3 (1 being the highest and 3 the least), how will you

arrange the following factors according to how they hinder women’s political

participation in this state?

a. Present economic situation …………………

b. The culture and traditions of our society………………

c. Poverty/early cum forceful marriage…………

SECTION F: GIRL-CHILD EDUCATION IN FUTURE

19. How can Girl-child education be encouraged in Kano;

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