Perception of Parents on the Socio-Cultural, Religious and Economic Factors Affecting Girl-Child Education in the Northern Parts of Nigeria

Eweniyi, GB; Usman, IG

doi:10.4314/afrrev.v7i3.5

Cited by 3 publications

(5 citation statements)

References 2 publications

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“…Thus, many of these works examined child's rights in Nigeria vis-à-vis global expectations on child's rights or from the perspectives of child's rights as a component of human rights and the attendant limitations in their actualization in the country (Egede, 2007;Ibraheem, 2015;Nzarga, 2016;AjaNwachuku, 2017;Ogunniyi, 2018;Ajanwachuku and Faga, 2018;Akinola, 2019). Other strands of scholarship focused either exclusively on girl-child education or in relation to sociocultural and religious impediments to its actualization, while also dissecting the diverse nature, manifestations and implications of girl-child education to Nigeria's national development (Eweniyi and Usman, 2013;Oluyemi and Yinusa, 2016;Ebobrah and Eboibi, 2017;Offor et al, 2021). None of the works that constitute the extant literature on child's rights and girl-child education in Nigeria provided insights on how UNICEF's interventionist programs have impacted, one way or another, the girl-child education within the broad context of Child's Rights Act, hence this study.…”

Section: Brief Literature Reviewmentioning

confidence: 99%

Child's Rights and the Challenges of Educating the Girl-Child: Assessing the Contributions of UNICEF in Nigeria

Nwozor

Okhillu

2022

TAHRJ

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In 2003, Nigeria domesticated the twin international instruments on child rights, the United Nations Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. The resultant legislation from Nigeria’s domestication efforts is the Child’s Rights Act (CRA) of 2003. Despite the provisions of this legislation detailing the elaborate atlas of rights to be enjoyed by the Nigerian child, their fortune especially that of the girl-child, has not got better. At the base of the contentious forces militating against the rights of the girl-child are the cultural and religious norms that are intrinsically embedded in the dominant patriarchal system prevalent in Nigeria, especially in northern Nigeria. These forces are intricately united in marginalizing and precluding the girl-child from accessing education. Using the lens of radical feminism in combination with human-rights based approach, this paper interrogates the challenges faced by the girl-child in accessing education and the interventionist role played by UNICEF to salvage the situation. The paper finds that although the interventionist program of UNICEF, that is, the Nigeria girls’ education project (NGEP), contributed in re-enrolling over one million out-of-school girls back to school, a lot needs to be done to salvage the girl-child from the doldrums of structural alienation that deprives her of access to education.

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Section: Brief Literature Reviewmentioning

confidence: 99%

Child's Rights and the Challenges of Educating the Girl-Child: Assessing the Contributions of UNICEF in Nigeria

Nwozor

Okhillu

2022

TAHRJ

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“…The ability of girls to access, get retained and complete school is not only important for individual development but also for the future of the society at large. Several factors affecting girls from accessing education include poverty, need for domestic labor, need for income-generating activities, stigmatization, and parental sickness or death (Eweniyi & Usman, 2013). According to Buchmann et al (2008), gender -based school enrolment inequalities has been highly documented throughout Sub-Saharan Africa.…”

Section: Introductionmentioning

confidence: 99%

Subsidized Free Day Secondary School Education Program and Its Influence on Girls’ School Participation in Nandi North Sub-County, Kenya

Jepnyango

Cheboi

2021

EJES

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Despite the introduction of free primary education by the Government of Kenya in 2003 and subsequent subsidized secondary education in 2008, there are still challenges in access, retention and completion of girls in Nandi County. The purpose of this study was to investigate the influence of subsidized day secondary education program on girls’ school participation in Nandi North Sub-County, Kenya. The study adopted mixed method approach and descriptive survey research design. This study was guided by Education Production Function theory. The data were collected using questionnaires and interview schedules to obtain both quantitative and qualitative data from respective respondents. The target population comprised 20 head teachers, 60 class teachers and 1320 girls drawn from 20 public day secondary schools in the Nandi North Sub-County. From these populations, a sample of 20 head teachers, 60 class teachers and 396 girls were drawn using census method on head teachers and class teachers, and random sampling technique was used to select 30 percent of girls from one to form three. The study used questionnaires to collect data from the girls and class teachers and interviewed head teachers. The instruments were validated and a piloted questionnaire that obtained a reliable 0.78 Cronbach alpha test score used. Quantitative data obtained from the questionnaires have been analyzed to obtain frequencies and percentages. Qualitative data obtained from the interviewees have been analyzed thematically in accordance to the research questions. The study found out that inadequate funds allocated to girls and school infrastructural facilities affected girls’ participation in secondary school education to a great extent. However, in general, teaching and learning materials were adequate and enhanced instruction and students’ performance. The study therefore recommends that parents should complement government effort and that government should increase allocation of subsidy funds to students especially girls and disburse the funds in time to schools. Article visualizations:<img src="/-counters-/edu_01/0809/a.php" alt="Hit counter" />

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“…Eweniyi and Usman (2013) found that, one of the major social factors that shape access to education for a girl-child is parental religious orientation. Most parents expressed their fulfilment in adhering to their religious obligation which entails denying their female children access to western education.…”

Section: Some Determinant Factors Influencing Access To Higher Educationmentioning

confidence: 99%

“…Due to parental religious beliefs and love for Qua'ranic education for their children, Bagudo observed that female children were restrained from attending formal school. This was coupled with the fear that formal education may expose their children to other religious orientation, western values and teenage pregnancy (Bagudo 2007;Eweniyi and Usman 2013).…”

Section: Some Determinant Factors Influencing Access To Higher Educationmentioning

confidence: 99%

“…Also, while there has been a proliferation of research on the high incidence of drop outs and non-enrolment of young people in school in African countries particularly among the Nigerian populace, only a few existing studies have focused on asking young people themselves on the effects of poverty and culture on their educational attainment. Even the research that attends to important areas such as the determinant factors on young people's enrollment and dropping out of school often focuses on the psychological aspects or the views of parents, teachers and other stakeholders (Osakwe and Osagie 2010;Mᴓrcke et al 2012;Mhele and Ayiga 2013;Eweniyi and Usman 2013;Mucee et al 2014;Rahbari et al 2014). …”

Section: Introductionmentioning

confidence: 99%

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The relativity of socio-cultural factors on young people’s access to higher education in Africa

Durowaiye

Khan

2017

SAJHE

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This article is based on assessment of factors affecting youth's access to higher education in Kogi State, Nigeria. It analyses both quantitative and qualitative data involving 120 youth (respondents) in the survey; six focus groups (10 participants in each session) and 20 in-depth interviews making a total of 200 participants (100 females and 100 males), aged 18 to 28. The study illuminates the different social factors and contexts that were influential on youth's access to higher education.Evidence from findings in the study suggested that youth are confronted with various contradictory norms and social constrains with respect to their gender, economic status and relational positions in gaining access to higher education. This apart, the youth were constrained in many ways that were often in conflict with other expectations widely held in their religious communities. For instance, contrary to the social and religious norms within the local context of the youth that encourage youth to attend formal education up to higher educational level, the existing gender norm limits female access to higher education. The study concludes that sociocultural factors played an essential role in youth's access to higher education while limited economic resources had a major impact on their educational pursuit. Accordingly, the article recommends the need for resources to be reallocated to introduce free education and subsidy at higher educational level. It also suggests the need for more research on youth's access to higher education through the voices of youth themselves and studies that attend to the contexts of what implicated on access for youth's education.

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Perception of Parents on the Socio-Cultural, Religious and Economic Factors Affecting Girl-Child Education in the Northern Parts of Nigeria

Cited by 3 publications

References 2 publications

Child's Rights and the Challenges of Educating the Girl-Child: Assessing the Contributions of UNICEF in Nigeria

Child's Rights and the Challenges of Educating the Girl-Child: Assessing the Contributions of UNICEF in Nigeria

Subsidized Free Day Secondary School Education Program and Its Influence on Girls’ School Participation in Nandi North Sub-County, Kenya

The relativity of socio-cultural factors on young people’s access to higher education in Africa

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