ASSESSMENT OF GIRLS ACCESS AND PARTICIPATION TO BASIC EDUCATIONAL LEVELS IN ZAMFARA STATE, NIGERIA.

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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

Chapter One:

Introduction

Background of the Study

Girls all over the world suffer from sex engendered denial and discrimination in most aspect of life; but of all the discrimination and denial of opportunities that the girl child suffered, perhaps the most damaging is the denial of the right and opportunity to education, (UNICEF, 1992, cited in UNESCO, 1994). According to UNESCO report 2004, data collected from 154 countries showed that 115.4 million school age children were not in school and out of them, 56% were girls. 94% of them came from the least developed countries while one-third of them were in Sub Saharan Africa. Data from the UNESCO institute of statistics (2010) indicates that the dropout rate for girls, as they struggle with gender disparities at every level of education remain high.

According to Ferguson (cited in Cornwall and Nusembi 2004) Education is a human right that should be accorded to all human beings solely because of being human. Many International Human Right institutions advocate for education as a fundamental human right.

One of the key objectives of the World Education forum on Education for All (EFA) adopted by the World Summit for Children in 1990 is universalizing access and promoting equity in the area of education. This Forum identified provision of access, the improvement of quality education for both girls and women and remove obstacles that hinders their active participation and all gender stereotyping in education as an urgent priority area for development intervention.

The 1995 Beijing conference on the Convention on the Rights of the Child recognizes that States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child‟s or his or her parent‟s or legal guardian‟s race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or status (UN, 1996).

In September 2000,189 Head of States from around the world signed the Millennium Declaration and established the Millennium Development Goals (MDGs).While most goals aim to achieve significant progress in development by 2015, two goals are directly about women and girl child education and development. Goal 2 of the MDGs emphasized on the achievement of Universal Primary Education which target is to ensure that by 2015, children everywhere, boys and girls alike, will be able to complete a full course of basic education. Goal 3 aims to promote gender equality and empower women. Its target is to ensure gender parity in primary and secondary education by 2005 (MDGs Survey, 2015). Nigeria, like many countries fully embraced the MDGs as operational targets around which to mobilize and focus their development agendas.

Women are at the heart of most societies regardless of whether they are working or not because they are very influential in the lives of children therefore; educating girls is one of the most important investments that any country can make to its own future.

Still in 2000, the Dakar Framework for Action as a follow up to the World Declaration on

Education for All (EFA) convened in 1990 in Jomtien Thailand had 1100 participants from

181 countries. They reaffirmed their commitment to achieving Education for All by the year 2015. The Framework for Action sets out an ambitious agenda on gender equity, both in terms of enrolment and in educational opportunities and outcome (UNESCO, 2009).

Dakar goal 5 focused on: Eliminating gender disparities in primary and secondary education by 2005 and achieving gender equality in education by 2015, with a focus of ensuring girls full and equal access to and achievement in basic education of good quality. There has been a lot of emphasis particularly in recent times for all citizens of the world to have access to Basic Education. Girl-Child Education known to be the best investment in development has become a major issue in most Third World Countries especially in Sub Saharan Africa where a large number of young girls do not attend school and some drop out before completing Basic Education (UNESCO, 2009).

Nigeria recognises education as a fundamental human right and is a major signatory to the conventions and protection of the rights of the Children. With the launch of the Universal Basic Education (UBE) in Nigeria on 29th September 1999 with determination and much commitment, the Country enacted the UBE Act in 2004 to fast track the attainment of

Education for All goals. The enabling legislation– The Compulsory, free “UBE Act” provides a 9 years continuous and uninterrupted formal education (comprising 6-years Primary and 3years Junior Secondary Education) known as “Basic Education” for every child of school going age, as well as reduce incidence of drop out from the formal school system through improved relevance and efficiency.

Despite the launching of the UBE in Nigeria, the quality of Basic Education in the country is extremely very poor with about 8 million Children of Primary school age out of school leading to low demand and unacceptable low Net Enrolment ratio (NER) of 80% suggesting that a substantial proportion (20%) of primary school age population are not enrolled in primary schools nationwide. (MDGs Survey Report, 2015) This represents about 5 million Nigerian children aged 6-11 years old that do not have access to Basic Education. In 2014, the net attendance rate for primary school was 68.70 per cent which represents a 3.2 per cent decrease from 71.00 per cent recorded in 2012, junior secondary school net attendance ratio was 57.4 per cent in 2014, recording a minimal increase of 4.7 per cent from 54.80 in 2012. Primary 6 (six) completion rate was about 74.00 per cent in 2014 which dropped by 15.6 per cent when compared to the 2012 figure. There was also a slight increase in literacy among young women by 0.15 per cent from 2012 to 2014. The survey revealed that the proportion of boys and girls attending primary school declined in 2014, while those attending secondary schools increased minimally. However, primary 6 completion rate recorded a slight decline in 2014. (MDGS survey report, 2015).

In the Northern part of the Country, the number of children out of school is particularly high and the proportion of girls to boys in schools ranges from 1 girl to 2 boys and even 1 to 3 in some states, with the North West and North East presenting worst scenarios (UNICEF 2007).

Many girls in part of the rural Communities of Northern Nigeria do not attend school; these are attributed to the less importance given to formal education in the part of the Country as stipulated by Osita-Oleribe (2007).

Education is seen in most northern communities as a fear of change and now with

globalization, the fear becomes even greater- fear to lose the cultural identity, fear of moving towards the unknown or unwanted (Aja-Okorie, 2013).

Furthermore, the gender disparity is exacerbated by the powerful economic and social rationale for investing in the education of sons rather than daughters, as daughters are perceived to be less valuable once educated, and less likely to abide by the will of the father, brother or husband. (Oniye, 2010). It is against this background that this study seeks to find out the effort which has been put in place by government to address this age long tradition impeding on the attainment of girl child education.

Education is widely recognized as a fundamental human right and a key driver of socio-economic development. However, access to quality education remains a challenge for many children, particularly girls, in various parts of the world. In Zamfara State, Nigeria, disparities in educational attainment persist, with girls often facing significant barriers to accessing and participating in basic education. Understanding the factors that influence girls’ access and participation in basic educational levels is crucial for addressing gender disparities in education and promoting inclusive and equitable education systems.

Education is widely recognized as a fundamental human right and a key driver of socio-economic development. It empowers individuals, strengthens communities, and contributes to the overall progress of nations. However, despite significant strides in expanding access to education globally, disparities persist, particularly in regions facing socio-economic challenges and cultural barriers. In many parts of Nigeria, including Zamfara State, ensuring equitable access to education, especially for girls, remains a pressing concern.

Zamfara State, located in the North-West region of Nigeria, is characterized by high levels of poverty, cultural traditions, and socio-economic constraints. These factors often intersect to create significant obstacles to education, particularly for girls. While efforts have been made to promote universal access to education, girls in Zamfara State continue to face numerous challenges in accessing and participating in basic educational levels.

Against this backdrop, this study seeks to undertake a comprehensive assessment of girls’ access and participation in basic educational levels in Zamfara State, Nigeria. By examining enrollment rates, retention rates, educational outcomes, and the underlying factors influencing girls’ access to education, this study aims to shed light on the current status of girls’ education in Zamfara State and identify strategies for promoting gender equality in education.

This assessment is crucial for several reasons. First and foremost, it contributes to the broader discourse on girls’ education in Nigeria, providing empirical evidence to inform policy and programmatic interventions aimed at addressing gender disparities in education. Furthermore, by identifying the socio-economic, cultural, and institutional barriers that hinder girls’ access to education, this study seeks to catalyze action towards creating a more inclusive and equitable education system in Zamfara State.

In undertaking this assessment, we recognize the importance of a multi-dimensional approach that considers the complex interplay of factors shaping girls’ access to education. This includes socio-economic factors such as poverty and household dynamics, cultural norms and traditions that may limit girls’ educational opportunities, and institutional factors such as the availability of schools and educational resources.

By understanding the challenges and opportunities for girls’ education in Zamfara State, we can develop targeted interventions that address the specific needs of girls and promote gender equality in education. Ultimately, our goal is to contribute to the realization of the Sustainable Development Goal 4 (SDG 4) on quality education, ensuring that all children, regardless of gender, have equal opportunities to access and participate in education in Zamfara State, Nigeria.

1.2 Statement of the Problem

Despite efforts to promote universal access to education in Nigeria, girls continue to experience lower enrollment rates, higher dropout rates, and lower educational attainment compared to boys. In Zamfara State, these disparities are exacerbated by factors such as poverty, cultural norms, early marriage, and gender-based violence, which hinder girls’ access to and participation in basic education. This study seeks to assess the current status of girls’ access and participation in basic educational levels in Zamfara State and identify the underlying factors that contribute to these disparities.

1.3 Research Objectives

The primary objective of this study is to assess girls’ access and participation in basic educational levels in Zamfara State, Nigeria. Specific objectives include:

To examine the enrollment rates of girls in primary and junior secondary schools in Zamfara State.

To assess the retention rates and dropout patterns among girls in basic educational levels.

To evaluate the educational outcomes and performance of girls in Zamfara State.

To identify the socio-economic, cultural, and institutional factors that influence girls’ access and participation in basic education.

To provide recommendations for promoting girls’ access and participation in basic educational levels in Zamfara State.

1.4 Significance of the Study

This study is significant for several reasons. First, it contributes to the existing body of knowledge on girls’ education in Nigeria by providing empirical evidence on the status of girls’ access and participation in basic educational levels in Zamfara State. Second, the findings of the study will inform policy and programmatic interventions aimed at addressing gender disparities in education and promoting girls’ education in Zamfara State and beyond. Finally, the study sheds light on the broader issue of gender equality in education and its implications for socio-economic development in Nigeria.

1.5 Research Questions

1. What are the enrollment rates of girls in primary, secondary, and tertiary education in Zamfara State?

2. What are the barriers preventing girls from accessing basic education in Zamfara State?

3. How does socio-economic status affect girls’ participation in basic education in Zamfara State?

4. What role do cultural and societal norms play in limiting girls’ access to education in Zamfara State?

1.7 Definition of terms

1. Girls’ Education: Refers to the access, enrollment, participation, retention, and completion of formal education programs by female students at various levels, including primary, secondary, and tertiary education.

2. Access to Education: Denotes the opportunity for individuals, in this case, girls, to enter and attend educational institutions without facing barriers such as geographical, economic, cultural, or social constraints.

3. Participation in Education: Encompasses the engagement and involvement of girls in educational activities, including attending classes, completing assignments, participating in extracurricular activities, and interacting with teachers and peers.

4. Basic Education: Refers to the foundational stage of formal education that typically includes primary and lower secondary education, focusing on imparting essential literacy, numeracy, and life skills to students.

5. Gender Disparities: Refers to differences or inequalities between males and females in terms of access, participation, retention, and outcomes in education, often stemming from socio-cultural, economic, and institutional factors.

6. Socio-Economic Status: Describes an individual’s or household’s position in society based on factors such as income, occupation, education level, and access to resources, which can influence access to education and educational outcomes.

7. Cultural Norms: Refers to the shared beliefs, values, customs, traditions, and practices within a society or community, which may shape attitudes and behaviors towards girls’ education and gender roles.

8. Early Marriage: Refers to the practice of marrying girls at a young age, typically before they reach the legal age of consent, which can disrupt their education and limit their opportunities for personal and socio-economic development.

9. Teenage Pregnancy: Occurs when girls become pregnant during their teenage years, often leading to early school dropout, decreased educational attainment, and increased vulnerability to poverty and social exclusion.

10. Educational Infrastructure: Encompasses physical facilities and resources within educational institutions, including classrooms, laboratories, libraries, textbooks, teaching materials, and technology, which are essential for delivering quality education.

11. Learning Outcomes: Refers to the knowledge, skills, competencies, attitudes, and values acquired by students as a result of their participation in educational programs, measured through assessments, tests, and evaluations.

12. Policy Framework: Describes the set of laws, regulations, guidelines, and strategies established by government authorities or educational institutions to guide the planning, implementation, and evaluation of educational policies and programs.

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