Chapter One

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CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education has to be viewed not as a special privilege but as fundamental human right. As a right,
it is to be exercised by everyone regardless of gender, age, race, ethnicity, religion, political
orientation, economic disparity, nationality or geographical differences, and health barriers.
Education is known to be a channel to human development. It is a channel through which
knowledge, skills, character, values and attitudes are acquired and transmitted to the next
generation. Education exposes one to acquire knowledge about one’s environment so as to know
the causes of variations in a person or persons, groups and also for sustainable development in a
country (Eze and Eze, 2018). According to Okafor (2016) education is a process of acculturation
through which the individual is helped to attain the development of his potentials. In another
dimension, Eze & Eze (2018) described education as a process of transmitting the culture,
norms, values and ethics of a given society to the younger generations.
As a life-long process, it should be accessible anywhere, anytime and under any circumstance.
Such right has been ratified by the Universal Declaration on Human Rights of 1948; the
International Covenant on Economic, Social and Cultural Rights of 1966; the Convention on the
Elimination of All Forms of Discrimination against Women (CEDAW); the Convention on the
Rights of the Child(CRC) and by many others. But international instruments per se are not
enough nor can the education of the girl child be accomplished by mere lip services (Assefaw,
2010).
Education enables girls to make their own decisions and to influence their families positively.
Education saves and improves the lives of girls and women. It allows them greater control of
their lives and provides them with skills to contribute to their societal sustainable development.
Educated women have already played or are still playing pivotal roles as presidents, prime
ministers, chancellors or as competitive political leaders, ministers, community elders,
consultants, researchers, managers, etc. in various countries. The number of influential women in
international positions is also not deniable. As leaders and managers, they have attested their
trustworthiness and still are doing many valuable activities in stepping up productions and had
contributed their part in the sustainable development of their countries (Assefaw, 2010).
Quality education for all regardless of all circumstances brings in innovations in improving the
standard of learning and increase life-long learning. Education makes people employable, brings
in equity and inclusion, opens up other levels of learning and establish technical know-how or
more technological advancement in life, help to curb peer influence and unnecessary quest for
wealth and money. In Nigeria, it was revealed that about 9 million (37% out of School children)
roam about on the street daily. Nigeria continues with high rate of out of school children every
year. Out of this figure, out of school girls are the highest with about 5.5million girl child out of
school (Tyokaa, et al, 2014).
According to Nigerian President Muhammed Buhari as quoted on January 16, 2020 Nigeria has
13.2 million out-of-school children. The girl-child accounts for 60% of this figure. In the
Northern part of Nigeria, which comprises three geo-political zones: The North East, North
Central and North West. The north Central shows an improvement over others, these zones
cannot boast of appreciable number of girls’ enrolment at primary and secondary schools’ level,
not to talk of tertiary level of education, as compared to boys’ enrolment. This indicates the level
of backwardness of women compared to the men in the region.
During times of crisis, the challenges girls face in accessing education in Nigeria are
compounded. Complex disasters often result in the closure of schools, and emergencies such as
armed conflict, natural disasters, or epidemics frequently disrupt girls' education. For instance, at
the beginning of 2020, 935 schools in Northeast Nigeria were closed due to conflict. Moreover,
girls continually bear the brunt of worsening insecurity and violence across the country, which
includes attacks on school children (Udo-Udo and Ensign 2021).
The COVID-19 pandemic has also had a significant impact on girls' access to education and the
quality of their learning experiences (TEP-NESG 2020). School closures caused by COVID-19
have led to increased rates of teenage pregnancy, child labor, and early and forced marriages
(Plan International 2020). Furthermore, these closures pose a threat to undoing two decades of
progress in terms of girls' school participation and improved learning outcomes (UNESCO
2020).Gendered patterns, which place female learners at a disadvantage (UNESCO 2020), often
result in school disengagement. Concerns arose that upon the reopening of classrooms, numerous
girls would not resume their education. To prevent this disruption in girls' learning during
emergencies, it is imperative to prioritize their needs and incorporate gender-responsive and
transformative strategies into education in emergencies (EiE) planning (UNICEF 2021).
The level of girl child education in Nigeria is poor and shocking. This needs to be addressed.
Therefore, this study examines the impact of girl-child education on sustainable economic
development in Nigeria.

1.2 Statement of the Problem:

In order to enhance the standard of living within households, it is crucial to address the issue of
insufficient education for girls. When girls are denied access to education, their potential and
economic prospects are limited, leading to increased poverty and underdevelopment. Cultural
norms and gender inequalities further perpetuate this issue, even when both the girls and their
parents recognize the importance of education. The limited access to education for girls hinders
their potential and economic prospects, ultimately leading to poverty and underdevelopment.
World Bank (2020).

In parts of Nigeria, it is a known fact that the input of the girl-child into the family income is so
high that it become economically unwise to allow such a child to go to school. Examples of
such inputs include generating income by way of hawking food items. Despite the effort made by
the Federal Government and other Non-Governmental Organisations (NGOs), still there are
differences in gender inequality and gender disparities pose residual challenges. There are
various cultural and socio-economic issues that prevent girl child from having access to
education. The social and economic status of parents plays a very important role in the benefit
from the Education Intervening Programmes. Children from poor homes usually find themselves
being sent out in marriage at very early age and teenage age. Some become pregnant and so drop
out from school without being allowed to benefit from the Educational Intervening Programmes.
Girls in African society do not have rights of inheritance and do not carry on the family name
like boys do. Hence, every available means is used to train boys at the detriment of girls because
of their importance role in protecting the family name. Also the girl child is always timed
compared to the boy child; in giving key post in schools the boy child is more preferable while
the girl child is mostly neglected. In communities where the ratio of girls is more than the boys,
education is stagnant due to the community reluctant attitude to girl child educational funding.
Religious and social-cultural beliefs have caused low or non-participation of many communities
in girl-child funding.

1.3 Research Questions

The following questions were generated to guide this study.

1. What is the level of enrolment of girls into both primary and secondary schools in Plateau
State in relation to their male counterparts?

2. What are the barriers to girl-child education in Plateau State?

3. What incentives can be used to facilitate girl-child education in Plateau State?

4. What is the impact of girl-child / female education on sustainable economic development in


Plateau State?

1.4 Objectives of the Study

The specific objectives of this research are to:

1. Examine the enrolment of girls into both primary and secondary schools in Plateau State in
relation to their male counterparts.
2. Identify the barriers to girl-child education in Plateau State.
3. Assess the incentives that can be used to facilitate girl-child education in Plateau State.
4. Assess the impact of girl-child / women education on sustainable economic development in
Plateau State.
1.5 Signifiance of the Study

The significance of this study lies in its potential to shed light on the relationship between girl-
child education and sustainable economic development in Nigeria. This information can be used
by policymakers and stakeholders in the education sector to promote policies and initiatives that
increase access to education for girls and enhance the quality of education. To dentifying factors
that facilitate or hinder girl child education can help stakeholders understand the challenges
faced by girls in accessing education and develop targeted interventions to address these
challenges. Ultimately, this study could contribute to improving the standard of living of
households in Nigeria by increasing educational opportunities for girls, who are often
marginalized and disadvantaged in accessing education.

1.6 Scope of the Study

The study will focus on girl-child education and its impact on sustainable economic development
in Nigeria. The research was conducted to provide a broader understanding of the relationship
between girl-child education and sustainable economic development in Plateau State. The study
will also cover a range of variables such as access and quality of education, family structure,
socio-economic status, and cultural beliefs.

Plateau state is located in the north central geo-political zone of Nigeria. It was created in 1976
and has Jos as its capital, Plateau State derived as name from Jos Plateau Highlands. Much of the
state consists of undulating highlands of an average height of 1200 meters. There are several
rivers and streams forming captivating landscape scenery. The land features show many
escarpments, rugged hills and rock formation. The land area covers about 26,629.5 square
kilometers, and this is inhabited by about 3,178,712 according to 2006 census. This gives a
population density of about 119 versions per square kilometer. Plateau State is divided into
chiefdom and emirates, each encompassing ethnic groups who share common attributes. Leaders
of chiefdoms are elected, while succession to the emirate is hereditary. There are seventeen (17)
Local Government Areas in the state, with about 40 ethnic group. Each ethnic group has its
language, while Hausa has been widely accepted as a medium of communication. Farming is the
main occupation. Many other tribes in Nigeria have come to settle peacefully among the
indigenes of the state, and Christianity is the predominant religion. Industrial activities include
fiber making, smelting, brewing, brick making and confectionary. The Naraguta leather industry
is a famous traditional leatherwork industry in Nigeria, columbine and tin are both mined at
Bukuru. Other mineral deposits include lead zinc and limestone. Plateau is well served by good
network of roads, two rail lines and a modern airport.

To many Nigerians, the Plateau state motto of 'Home of Peace and Tourism' was more than an
empty slogan (Onoja, 2010) given the relative peace enjoyed by inhabitants of the state and
evident in the presence of a large number of foreigners who often came for yearly vacations and
tourist visits. However, the recent conflicts that had been experienced in past two decades have
had devastating and unprecedented effects on the socio-economic and inter-relational fabrics of
the state. The conflicts that pervaded the state have been divided into inter-community conflicts
and indigene versus settler conflicts. Although these conflicts would be said to possess similar
motives in line with conflicts elsewhere, in Plateau state, religion became a tool for mobilization
among the belligerents (Fwatshak, 2007). These conflicts, spanning over 20 years (with 2001,
2008 and 2011 designated as the most devastating), have since taken so many lives, displaced
individuals and families in their thousands, caused forced migration and destroyed economic and
social viability for individuals and the state at large (British Council Nigeria, 2023).

1.7 Organization of Study:

This project comprises of five chapters, there are organized as follows:

Chapter one consist of the background to the study, statement of the problem, research question,
objective of the study, significant of the study, scope of the study, limitation of the study, lastly,
the scheme of chapter on. Chapter two presents the theoretical framework and the review of
related literature which consist of the theoretical framework and the literature review on the
determinant of quality governance. Chapter three is concerned with the project methodology,
which encompasses hypothesis of the study, types of data used, sample size and method of
analysis. Chapter four centers on data analysis and interpretation of findings and it embodies the
presentation of findings and finally discussing the result. Chapter five, which is the last chapter
of this project, centers on the summary of findings, conclusion and recommendations.

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