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PUBLIC ATTITUDE TOWARDS WOMEN EDUCATION

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Public attitudes towards women's education in Nigeria have undergone significant transformation over the years, albeit with persistent challenges. Historically, societal norms and cultural beliefs often relegated women to domestic roles, diminishing the importance of education for them. However, with increased awareness, advocacy, and governmental efforts, there has been a gradual shift towards recognizing the crucial role of education in empowering women and promoting gender equality. Despite this progress, deep-rooted biases, economic constraints, and disparities in access to quality education still persist, particularly in rural areas where traditional beliefs hold stronger sway.

In Nigeria, women's education is crucial not only for their personal development but also for the overall socio-economic progress of the nation. Education empowers women to contribute actively to the workforce, participate in decision-making processes, and break the cycle of poverty. Efforts to improve public attitudes towards women's education must encompass comprehensive strategies, including targeted awareness campaigns, policy interventions to address gender disparities, and investments in infrastructure and resources to ensure equitable access to education for all. By addressing societal attitudes and structural barriers, Nigeria can unlock the full potential of its female population, fostering a more inclusive and prosperous society.

Gender equality is a stated objective in much of the world: indeed, the fifth Sustainable Development Goal is “achieve gender equality and empower all women and girls” (United Nations 2015). Education is a crucial human capital investment that opens the door to subsequent economic opportunity. As a result, gender equality in education is one crucial step albeit not the only one towards achieving gender equality in life outcomes more broadly.

Girls’ education is often touted as one of the best investments in international development (Kim 2016), and estimates of the returns to education for girls are consistently higher than those for boys (Psacharopoulos and Patrinos 2018). But across many low- and middle-income countries, adult women on average still have less education than men. Young women in their early 20s in South Asia and Sub-Saharan Africa still complete fewer years of education than young men of the same age, whereas in other regions, women have gained more ground (Evans et al. 2021). These average shifts mask important differences across countries, within regions of countries, and across levels of schooling.

Why, despite higher estimated returns, do girls still achieve less education than boys in some parts of the world? Psaki et al. (2022) hypothesize 18 barriers to girls’ education. Some of those barriers affect girls disproportionately in at least some contexts (e.g., a lack of sanitation facilities or gender-based violence in schools), whereas others may appear to affect girls and boys alike (such as a weak academic environment or an inability to afford school fees). However, in the face of gender bias from parents and teachers, these too can become stronger barriers for girls. For example, household survey data from 30 low- and middle-income countries confirms that girls’ school attendance is more elastic with respect to household wealth than that of boys (Evans et al. 2022), so girls’ education may be more sensitive to fees. Likewise, many teachers retain discriminatory attitudes toward girls (Lee et al. 2019), but effective interventions to boost the quality of teaching in low-income settings often involve either detailed teacher guides or coaching (Evans and Popova 2016b), either of which may reduce teacher discretion in how they deliver lessons and thus disproportionately benefit students who were previously excluded.

One of the main aims of education is to train children for day to day living, which includes enabling them to care for the needs 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.Our progress as a nation can be no swifter than our progress in education (John Kennedy 1981).

As stated above, education is a work which a legacy nation and parents should bequeath to their children in order to have independent, intelligent and wise cadres of tomorrow.  The belief in this makes parents toil day and night in their forms and workplace to ensure that  their children get the best education in their later time all over the world. Therefore this brings us to know that education play’s vital roles in hatching new cadres for the nation, especially free and universal education for both male and female children in the society. In view, the above aims of education among many others, is therefore appealing and a thing of great sadness to know that girl-child education is given a lack of discipline by parents of Chibko Local Government, Borno State.

Girl-child education is one of the issues that seem to be receiving prominent attention in Nigeria today. The development is indeed a reflection of the global trend towards girl-child empowerment. Mention liberation, greater equality and nondiscrimination. The background to this is predicated on the understanding of the noble role of girl-child in the socio-economic and political development of any country (Nwaubami, 1998).

Girl–child no doubt are the most influential but often neglected group in most of the Nigerian societies. The neglect to a large extent has made girl- child one of the disadvantaged groups in the developing countries at the world where they are marginalized on account of gender, social and cultural bias as well as other stereotypes (UNESCO 1992).

In Nigeria, education is perceived as an instrument per excellence for effective national development (N.P.E 2004). In endorsing the importance of education for all Nigerians, the National Basic education in a variety of forms, depending on the need and possibilities be provided for all citizens bearing this goal in mind, government is expected to treat citizens equally in the process of providing educational opportunities. This therefore suggest that no Nigerian child should be deemed access to education and self fulfillment on the basis of some perceived misconceptions, like parental lukeWarm attitude, social stigma and gender superiority e.t.c.

Indeed girl-child education is very important for the overall development of the country. The place of girl-child in our society is indeed such an important one that any deliberate neglect of their education could portend danger for the entire society.

In fact, it has been often said to teach a boy child is to teach an individual, to teach a girl-child is to teach a family and a nation (Frederick 1981).

In education females pass on their knowledge to their peers and other family members particularly their daughters there by multiplying the effect of their own education. It could be said that while education is essential for boys and girls, the benefits of educating girls tend to be greater. This is so because female education has been found to have a more significant impact on poverty reduction and the provision of sustainable development by influencing family size and female labour participation. Hence parents should always think of these merits of girl-child education and allow their girl-child to be educated.

It is indeed the responsibility of the family and society to protect the rights of all children including the girl-child. Thus a caring society will not only give dignity to young children through education but equally create conditions in which they can actualize their potentials and material of ensuring that the educational right of the girl-child is safe guarded is a very vital one.

This is so because human rights in general and educational rights in particular have a specific application to female children probably because of society neglect and bias. Despite the new universal advantages of female education parents tend to prefer to educate their son’s given women’s role, the household economy and the perceived disadvantage of investing in a girl- child who will marry into another family and take with her the advantage she has gained (U.N.F.A 1993).

The above demerit is one of the attitudes of parents towards girl-child education in Kebbi State. But the most pronounced ones include perception of girl-child education and their peculiar household role’s poor parental educational background, poverty and limited resources e.t.c.

Thus, in Borno State, girl-child enrolment in primary schools and transition to secondary and tertiary education seem quite low because of the above reasons.

Furthermore, this parity between male and female gender in education could be based on several factors. Indeed, this inequality could be due to intentional discrimination of the female child on educational issues. This is more pronounced in Borno, Sokoto State where Islam religion permits women to be married very early in life and to be confined in purdah. This friend has inevitably led to both low enrolments by girls, their high dropout rate. Certainly this does not mean that Islamic is opposed to girl-child education in the country. Islamic has made it very clear that all Muslim in respect of their sex, age and social status should seek for knowledge that would poster their well-being both spiritually and materially. The position of the great century revivalist movement led by Sheikh Usman Danfodio and his brother Abdullahi on girls and women education is well known through the Sokoto caliphate area and beyond. It was Usman Danfodio who condemned those “Malam '' and men who deprive their wives and women from participating in education programmes while they themselves import or acquiring it outside.

However, some parents in Borno State hide under the canopy of Islamic religion to deprived girl-child from acquiring western education but great Islamic scholars have encouraged girl-child education.

1.2 STATEMENT OF THE PROBLEM

In Borno State, particularly in Chibok Local Government Area, girls face the challenge of early marriage due to cultural beliefs that it prevents promiscuity. Additionally, economic factors such as high bride prices lead some parents to marry off their daughters early to wealthier families. These attitudes ingrained in parents and society pressure girls to prioritize becoming wives and mothers over education. From a young age, girls are assigned household chores like cooking and cleaning, while boys are given tasks like car washing or laundry, reinforcing traditional gender roles.

The influence of Western education also plays a role, as textbooks often perpetuate gender stereotypes with images depicting fathers reading newspapers or watching television, while mothers are shown carrying babies or heading to the market. This, coupled with poor parental attitudes towards education, exacerbates the gender gap in enrollment rates.

Religious beliefs further contribute to parental attitudes, creating barriers to girl-child education. Economic constraints also hinder access to education for girls, as they are sometimes viewed as financial burdens or future migrants who do not merit investment in their schooling.

Moreover, some families are simply too impoverished to afford their daughters' education, especially considering the expectation that they will eventually be married off to another family. In light of these challenges, it is crucial to examine and analyze parental attitudes towards girl-child education in Borno State, specifically in Chibok Local Government Area.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine public attitude towards women education

Specific objectives include;

1. To investigate the impact of early marriage on the participation of girl-child education.

2. To examine the influence of religion on the participation of girl-child education.

3. To assess the relationship between parental status and girl-child education.

1.4 RESEARCH QUESTIONS

1. Does early marriage contribute to low or non-participation of girl-child education?

2. Does religion factor contribute to low or non-participation of girl-child education?

3. Does parental status affect girl-child education?

1.5 RESEARCH HYPOTHESES

 Hypothesis i

 H0: Early marriage does not significantly contribute to low or non-participation of girl-child education.

 H1: Early marriage significantly contributes to low or non-participation of girl-child education.

 Hypothesis ii

 H0: Religion does not significantly contribute to low or non-participation of girl-child education.

 H1: Religion significantly contributes to low or non-participation of girl-child education.

Hypothesis iii

H0: Parental status does not significantly affect girl-child education.

H1: Parental status significantly affects girl-child education.

1.6 SIGNIFICANCE OF THE STUDY

The significance of the study lies in its potential to shed light on crucial factors affecting the participation of girls in education. Understanding the impact of early marriage, religion, and parental status on girl-child education is essential for developing targeted interventions and policies aimed at promoting gender equality in education. By identifying barriers to girls' education, such as early marriage and religious beliefs, policymakers can implement strategies to mitigate these obstacles and ensure equal access to education for all children. Additionally, recognizing the influence of parental status on girl-child education can inform efforts to provide support and resources to families, thereby fostering a conducive environment for girls' educational attainment. Ultimately, the findings of this study have the potential to contribute to the advancement of gender equality and inclusive education practices.

1.7 SCOPE OF THE STUDY

The scope of the study encompasses an examination of the factors influencing the participation of girls in education, specifically focusing on the impact of early marriage, religion, and parental status. The study will explore how these factors contribute to low or non-participation of girl-child education, with a particular emphasis on understanding their prevalence and significance in the selected context. The geographic scope of the study will be delineated to a specific region or community, allowing for a focused analysis of local dynamics and challenges related to girls' education. Furthermore, the study will consider both qualitative and quantitative data to provide a comprehensive understanding of the identified factors and their implications for promoting gender equality in education.

1.8 LIMITATIONS OF THE STUDY

One limitation of the study is the potential difficulty in obtaining comprehensive data on the selected factors, such as early marriage, religion, and parental status, due to cultural sensitivities and privacy concerns. Additionally, the study's scope may be constrained by geographical limitations, focusing on a specific region or community, which may limit the generalizability of findings to other contexts. Moreover, the study's reliance on available literature and secondary data sources may result in gaps in information or bias. Finally, logistical constraints, such as time and resource limitations, may impact the depth and breadth of the study's analysis.

1.9 DEFINITION OF TERMS

1. Early Marriage: The practice of marrying off individuals, especially girls, at a young age, typically before reaching the legal age of adulthood, often resulting in limited educational opportunities and social disadvantages.

2. Girl-child Education: The process of providing formal and informal learning opportunities specifically targeted towards girls, aiming to ensure equal access to education and promote their academic, social, and personal development.

3. Religion Factor: The influence of religious beliefs, practices, and institutions on individuals' attitudes, behaviors, and decisions regarding various aspects of life, including education.

4. Parental Status: The role and responsibilities of individuals as parents or guardians, including their socio-economic background, educational attainment, and involvement in their children's upbringing and education.

5. Participation: The active engagement or involvement of individuals, particularly girls, in educational activities, including enrollment in schools, attendance, completion of academic tasks, and overall academic performance.

6. Gender Equality: The principle of providing equal rights, opportunities, and treatment to individuals regardless of their gender, aiming to eliminate discrimination and promote fairness and equity in all aspects of life, including education.

7. Limitations: The constraints, challenges, or restrictions that may impact the scope, methodology, and generalizability of the study, including factors such as data availability, cultural sensitivities, geographical boundaries, and logistical constraints.

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