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ASSESSMENT OF GIRLS ACCESS AND PARTICIPATION TO BASIC EDUCATIONAL LEVELS IN ZAMFARA STATE, NIGERIA.
Abstract:
The access and participation of girls in basic education are essential indicators of gender equality and inclusive development. However, in many regions, including Zamfara State, Nigeria, girls face significant barriers to accessing and completing basic education. This study seeks to assess the status of girls’ access and participation in basic educational levels in Zamfara State, Nigeria, and identify factors that hinder or facilitate their educational attainment.
Zamfara State, located in North-Western Nigeria, is characterized by high levels of poverty, cultural norms, and socio-economic challenges, which impact girls’ educational opportunities. Using a mixed-methods approach, including surveys, interviews, and focus group discussions, this study examines the enrollment rates, retention rates, and educational outcomes of girls at various basic educational levels, including primary and junior secondary schools.
The findings of the study reveal disparities in girls’ access and participation in basic education in Zamfara State. Factors such as poverty, early marriage, gender-based violence, inadequate infrastructure, and cultural beliefs contribute to low enrollment and high dropout rates among girls. Moreover, limited access to quality education, trained teachers, and educational resources further exacerbate the challenges faced by girls in accessing and completing basic education.
However, the study also identifies promising practices and interventions that have successfully increased girls’ enrollment and retention in basic education in Zamfara State. These include community sensitization programs, school feeding schemes, scholarships for girls, and the provision of safe and inclusive learning environments.
The findings of this study contribute to the existing knowledge on girls’ education in Nigeria and provide insights for policymakers, educators, and development practitioners to formulate evidence-based strategies and interventions to promote girls’ access and participation in basic education. By addressing the underlying barriers and promoting gender-responsive policies and programs, Zamfara State can work towards achieving universal access to quality education and gender equality in basic education.
Keywords: Girls’ Education, Access, Participation, Basic Education, Zamfara State, Nigeria, Gender Equality, Enrollment Rates, Retention Rates, Socio-Economic Challenges.
Chapter 1: Introduction
- Background of the Study
- Statement of the Problem
- Research Objectives
- Research Questions
- Significance of the Study
- Scope and Limitations
- Organization of the Study
Chapter 2: Literature Review
- Conceptual Framework: Gender and Education
- Importance of Girls’ Education
- Barriers to Girls’ Access and Participation in Education
- Strategies to Promote Girls’ Education
- Previous Studies on Girls’ Education in Nigeria and Zamfara State
Chapter 3: Methodology
- Research Design: Mixed-Methods Approach
- Sampling Techniques and Sample Size
- Data Collection Methods: Surveys, Interviews, Focus Group Discussions
- Data Analysis Procedures
- Ethical Considerations
Chapter 4: Assessment of Girls’ Access and Participation
- Overview of Basic Education System in Zamfara State
- Enrollment Rates of Girls in Primary and Junior Secondary Schools
- Retention Rates and Dropout Patterns among Girls
- Educational Outcomes and Performance of Girls
- Factors Influencing Girls’ Access and Participation in Education
Chapter 5: Findings, Recommendations, and Conclusion
- Summary of Findings
- Analysis of Key Factors Affecting Girls’ Education
- Recommendations for Policy and Practice
- Conclusion and Implications for Future Research
References
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