AN ASSESSMENT OF PARENTS’ ATTITUDES TOWARDS GIRL-CHILD EDUCATION AS PERCEIVED BY TEACHERS AND SCHOOL PRINCIPALS

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Keywords: AN ASSESSMENT OF PARENTS’ ATTITUDES TOWARDS GIRL-CHILD EDUCATION AS PERCEIVED BY TEACHERS AND SCHOOL PRINCIPALS

ABSTRACT

The study investigated the attitudes of parents’ towards girl-child education in Kaduna State as perceived by teachers and school principals. The population of the study consists of all the school principals and secondary school teachers in Kaduna State. The instrument used in collecting data was questionnaire. Four Null hypotheses were postulated and tested using percentages and standard deviation as descriptive and t-test as inferential statistics to test the opinions of the respondents. From the findings of this study, three hypotheses were rejected while one was accepted. It was however discovered that preference of male over female education is common in the society and poverty is a major factor in terminating girl-child education in Kaduna State. In addition, it was discovered that government participation is still inadequate to facilitate change in the area. On these bases, the researcher recommends the urgent intervention of government to implement the laws governing girl-child education so as to enhance and change the negligence of girl-child education as provisioned in national policy on and provide equal access to education.

CHAPTER ONE

INTRODUCTION
1.1 Background to the Study
The girl-child education has been a burning and continues issue in the
developing countries of which Nigeria is one. The girl-child education can be
compared to a coin which has two sides. This is because in the northern part of
Nigeria, the girl-child is not encouraged to go to school, whereas in the Southern
part of the country, reverse is the case. But culturally women are confined to their
traditional roles with lots of sanctions imposed on them either by custom, norms
or religion.
It has been revealed that the girl-child education has suffered a lot in the
society as cited by Mohammed (2008). This has been the case since
independence in 1960. However, in the sixties, the situation was really break
because out of 10 school children that went to school beyond primary 4, only one
as a girl. Missionary activities started in certain parts of northern Nigeria before
the turn of the century. In 1860s, Dr. Baikie of Christian Missionary Society
founded a settlement at Lokoja. A school was opened the same year and
instruction was given in Hausa and Nupe languages right from the beginning.
The girl-child education in Kaduna state has been lagging behind all this
while in terms of education one can wonder why the situation should persist like
this in respects of the light of the clear provisions in National Policy on
2
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 opportunities for all individual”.
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”.
The global trends have also shown that Education of girl-child is input like
the:
i. Universal Declaration in Tehran in 1968 on Human Rights which
stresses education as a right of every individual irrespective of sex.
ii. The 1960 United Nations Article 10 of the Convention against women
(CEDAW). Has a major aim of promoting gender equality in education.
The above not withstanding however, shows the reality on the ground in
Kaduna state and Nigeria as a whole that there is the presence of discrimination
against girl-child in the access to basic education. If this trend continues in
Kaduna State, the developmental growth of the area would be hampered.
The Northern region which is so much dominated by the Hausas who have
no interest in girl-child education as it was viewed exclusively for the male child.
The girl-child was not only denied formal education, but also the Qur’anic
3
education. The few girls that attempted school during Western education after the
amalgamation in 1914 did that under duress.
Most of the girls grew up believing that life begins with hawking and ends
up in early marriage. While the boys received rigorous training both in formal
and informal education i.e. Qur’anic school, Farming and animal husbandry
under the instruction of their fathers. The girl-child was undergoing training at
home under the supervision of their mothers, they were taught how to take care
of children, prepare food, make clothes, wash utensils and general cleanliness of
their surroundings. Apart from these task, the girls had to assist their mothers in
different trades and were finally prepared for their future roles as brides.
The problems of the lack of girl-child education emanates from the root of:
 The culture of the northerners
 Religion
 Poverty
 Weak father figures and ignorant mothers who knew no better
 Early marriage
There are regional disparitie

Keywords: AN ASSESSMENT OF PARENTS’ ATTITUDES TOWARDS GIRL-CHILD EDUCATION AS PERCEIVED BY TEACHERS AND SCHOOL PRINCIPALS

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Keywords: AN ASSESSMENT OF PARENTS’ ATTITUDES TOWARDS GIRL-CHILD EDUCATION AS PERCEIVED BY TEACHERS AND SCHOOL PRINCIPALS

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