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CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

Education is one of the basic means of human and cultural self-realization as well as a means of realizing the productive power of a nation. Education is better regarded as that form of learning which lead to the acquisition of knowledge, skills and attitude which enable one to adjust and contribute to the environment one find him/herself. It is that formal type received in institutions, as well as the type acquired in the informal setting, incorporating adult and non-formal education. It also embodies the various form of learning which lead to acquisition of permanent literacy (Akinkahunsi, 2019). In a similar vein, education is the light that shows the way, medicine that cures and the key which opens all doors. Its relationship with development has been well established. One of the main aims of education is to train children for day to day living, which include enabling them to care for the need of the family as well as the nation. A successful education should also foster in children the joy and happiness of living and to help them to take their place in the society as well as balanced individuals. In his opinion Aliyu (2009), education improves health, productivity, bringing about empowerment and reduces negative features of life such as child labour. There have been important linkages between education and socioeconomic development of any society and the international community and governments all over the world have recognized and made commitments for citizens to have access to education. The   importance of education in building an egalitarian society cannot be overemphasized. Probably, this was why the National Policy on Education (2014) states that every Nigerian child shall have a right to equal educational opportunities irrespective of any real or imagined disabilities, each according to his or her ability. Corroborating this fact Aliyu (2009) opined that because of the importance of education, the 1948 Universal Declaration of Human Rights stated that every person has a right to education. In 1990, the World Conference on ”Education for All” which took place in Jomtien, Thailand, declared among others that every person shall be able to benefit from educational opportunities designed to meet their basic learning needs. The Christian missionaries in the 19th century opened modern educational methods, but they usually focused on boys. After early experiments they settled on promoting ideology of domestic femininity imparted through girls' schooling. Women's education in West Africa manifested in both formal and informal structures, with one of the more notable structures that had influence on women's education being preparatory schools labeled "Bush Schools." These bush schools were institutions that would oftentimes boast near 100% graduation rates and completed courses. They were organized by women and had a planned, structured curriculum, which included learning how to do skills such as learning how to "fish, cook, weave, spin cotton, dress hair, and make baskets, musical instruments, pots, and fishing nets. These schools didn't just teach educational curriculum (such as history passed on through songs and dances), but enabled the transmission of cultural values and were centres of female power. Despite the colonial and post-colonial ideal that women ought to be educated just to serve decorative or child-bearing maternal roles, these institutions taught women to play central economic, corporate and familial roles in their communities. The ideals of Western education have remained while much of the infrastructure and funding left with the colonial presence. Particularly in Nigeria, formal education was seen as a policy making tool, as women's formal education has been linked to having effects on "population growth, health, nutrition, fertility, infant mortality, and changes in women's productivity and earnings." Researchers have cited some disadvantages however to this reliance on women's formal education. According to Muhammad, Lawal, Muhammed and Hamza (2014), Girl child education is that type of education which equips the women with all the necessary tools needed for the effective discharge of their own peculiar roles in the service of the nation and indeed, to booster their personal development as well. It is also an avenue that prepares an individual to acquire knowledge and skills that are life- long assets to them during the cause of their stay in this world. It is that process which becomes girl’s reality effective. An educated woman understands her world and deals with society well effectively.  The prosperity of a country depends not only on the strength of neither fortifications nor the abundance of its income, but depends on the number of well and quality based citizens, that is character, enlightenment and women education. Therefore, education is the right of every girl everywhere and also the key to transforming both the life of girl and the life of her community. Researches have shown that girls without education are denied the opportunity to develop their full potential and to play a productive and equal role in their families, their societies, their country and their world at large. Girls` education has been viewed as a primary predictor for a number of development indicators including national fertility rates, infant mortality, family income and productivity. World Bank economists have recognized girls’ education as single development intervention with the greatest individual and social returns. It is not only important as a social indicator or an engine for economic development leading to a greater level of health, economy, security, liberty and participation in social and political activity, but can possibly yield higher rate of return than any other investment available in developing world. In realization of the importance of the female child, concerted efforts were mounted by the governments at various levels to improve female participation in education and redress the gender inequalities in education enrolment and retention. However, the parents’ attitude towards their girl child’s education is important in determining her attendance and academic achievement of the girl child. Favourable and optimistic attitude towards education enhances parental involvement in their girl child’s present and future studies. Low socio economic status of the parent’s affects their attitude towards their children’s. In the recent years, the concept of education is beginning to be equated with learning, irrespective of where, when and how often it occurs. Parental attitude is a measure or an index of parental involvement. Family involvement in education has been identified as a beneficial factor in girl child learning. It is a key component of national educational policies and early childhood programs. In a recent survey it was found that a child, brought up with affection and care in the least restrictive environment copes up better with the sighted world. Therefore, the family shapes the social integration of the child more than a formal school. The four basic parental roles- parents as educational decision makers include; parents as parents; parents as teachers and parents as advocates. It is essential that the home and school work closely together, especially for children with disabilities as the parents’attitude is so important. The importance of parents being partners in the education of their girl child. The foremost role of any parents should be: firstly actively support and secondly enrich the educational processes. Taminu (2004), asserted that there are two important persons in any child’s educational life. One is his/her parents while the other one is the professional of that institute. He states that parents are recognized as the major teacher of their children while the professional should be considered consultants to parents. Aliyu (2009), in his own opinion maintained that parental attitude can be negative or positive. The negative attitude of the parents regarding education and schooling can prevent the girl child from getting education. Positive attitude of the parents can be beneficial to their children in many cases and can be reflected in improvement in class performance, creating interest among children to learn, and higher achievement scores in reading and writing and academic achievement of the child. Favourable attitude towards the need for woman participation in all facet of the national development required that emphasis be laid on the education of the girl child just as it has been for boys since education is a process of acquiring knowledge, skills and attitude that enable the girl child to be useful to herself and contribute to the development of her society and nation at large (Shuabu, 2015). Hence, education of the girl child is a vital ingredient through which a nation can attain any development. In other word, Onoyase (2018),opined that the need for girl child education, is imperatively and indispensable for the socio-economic development of the Kaduna State in specific and Nigeria in general to deny or discriminate girl child education which is key to enhancing their activities and productivity means we lost focus in education. But experience have shown that there can be no significant and sustainable transformation of the state and the country and reduction in poverty until the girl child receives basic education she needed so as to have her rightful place as equal partner in development. There is a popular belief that to educate a woman is tantamount to educating the whole nation. It is a common believe that to prepare a woman effectively for her multidimensional roles, she need to be functionally literate. A functional literate woman is expected to be able to read and write, to enable her cope with the modern challenges, especially at this period when some head of the families have not taken up their responsibility seriously (Taminu, 2004).

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