CHAPTER ONE 1.

0 INTRODUCTION Girl: is a female child or unmarried daughter under the care and supervision of the parent Chambers Dictionary 20th Century. Girl child education is a concisely planned instruction that is imparted in girls of different age group aimed at providing basic literary skills. Here, the instructions are given based on the syllabus which has already been drawn to meet their education needs. FORMAL EDUCATION: Is that which is acquired in schools and colleges under an organized instruction with an instructor or a guide (Leader or teacher) in this case the curriculum and syllabus are strictly followed. NON FORMAL EDUCATION: Is that which is acquired incidently without a conscious plan or an instructor and it is a continuous process throughout life. In a nutshell, all the knowledge and experience one receives form part of his education. Societies vary in beliefs which are either religious or otherwise some of the societal beliefs are detrimental to social and education need of the younger generation.

Group or religious differences without basic education one cannot be able to carryout some religious obligations as they may need real explanation before they will be understood. Another thing that made girl child education non-encouraging is that of political leadership men dominate most of the political positions in the government leaving a neglected percentage to the women (female). Lack of women political position has created a wrong notion that female education is inadequate. If we have many women in the government, they will assist increasing good atmosphere for girl child education. It equally means that our educated women should actively participate in government programmes, politically. They should contest the post of councillorship, chairmanship, legislators, governorship and the post of President of the Federal Republic of Nigeria, since they are majority. From the view point of the philosophy of education, it is generally believed and accepted that every child has equitable right to education. The policies made by International Organization and the Federal National Policy on Education as follows: The United Nations declared that every one has the right to education. This shall be given free at least in the elementary and primary grades. Other International statements mandating education as the right for every child includes: 2

(i)

The salamance state (Country) Every child has a basic right to education.

(ii)

National policy on education: - while launching the UPE under government directed that special arrangement must be made for exceptional learner. One objective of the (UBE) Universal Basic Education is the provision of free Universal Basic Education for every Nigerian Child of school age.

1.1

AIMS AND OBJECTIVES OF THE STUDY: The man aims of this study are to enlighten the general public of the

need for girl child education. a. To eradicate some irrational beliefs and general misconceptions about the girl child education. b. To help the parents of the Nigerian child see the future success attached to the education of their children. In recent times, the education of girls and indeed women in Africa has attracted global attention. 1.2 METHODOLOGY: Here, the researcher would use both primary and secondary sources of data collection. Primary data would be face-to-face interviews; secondary data would be collected from journals, newspapers, magazines etc.
3

In order to facilitate the research work, question like what is the importance of Girl Child Education? What are the problem facing Girl Child Education? Etc. There would be also be a review of related literatures concerning Girl Child Education in Northern Nigeria. 1.3 STATEMENT OF THE PROBLEMS: The problem of women education in general has been extensively discussed in many books. There exist evidences of persistence gender in equality in the education attainments of males and females in Nigeria. Generally, males have higher literacy rates which include: cultural factors such as child marriage, teenage pregnancy, over bearing of domestic responsibilities, wrong gender stereotyping and question of religious interpretation. In many educational system, structures and approaches should be put in place to meet the need of the girl child in the larger educational structure. The limited funds and time constraint on the part of the researcher has also made it impossible for the researcher to go beyond the available information applied during this research work. 1.4 SIGNIFICANCE OF THE STUDY: The significance of this research work are:
4

(i)

The study is to enlighten the general public of the need for girl child education.

(ii)

To help parents of the Nigerian Children see the future success attached to the education of their children.

(iii)

To eradicate some irrational beliefs and general misconception about the girl child education. In recent times the education of girls and indeed women in Africa has

attracted global attention. The purpose of the study is to find out the level of women participation in education. (i) (ii) (iii) It serves as a contribution in the field of knowledge. It helps to bridge the gap of gender disparity. It helps the researcher to acquire new research techniques. 1.5 SCOPE AND LIMITATION OF THE STUDY The study focuses on Jalingo Local Government and the achievements recorded so far in education female children. Jalingo Local Government Area is one that has different ethnic groups with many myths, traditional beliefs in various areas. Girl child education has grossly been misunderstood, misinterpreted and misapplied by many.
5

To some, it is not necessary to educate a female child because their education is more or less domesticated. What they mean was that when you education a female child; she will end up in staying at home to take control or care of children and be engaged in domestic responsibilities. Other people either because of religious beliefs or personal philosophy feels that when girls are sent to school to acquire formal education, they will end up in unwanted pregnancies and at last become liability to their parents. The socio-cultural and detrimental to their wellbeing is that the education of a girl child is considered very expensive because all the money and material things to be invested on their education may turn to be wasted, if they are given out in marriage. The consequences of illiteracy are profound even life threatening. The flow from the denial of a fundamental human right, the right to education (declaration of the human rights to child education convention. The denial of a girl child education then, is an outright denial of their rights, thus, the resulting in inequalities of that gender right. Equal opportunities should be given to all children in respect of their ethnicity.

CHAPTER TWO 2.0 LITERATURE REVIEW 2.1 DEFINITION OF GIRL CHILD EDUCATION Girl: According to the Chambers Dictionary 20 th Century, girl is a female child or unmarried daughter under the care and supervision of parents. Girl child education on the other hand, is a consciously plan instruction that is imparted to girls of different age groups aimed at acquiring basic literacy skills. Here, the instructions are given based on the syllabus which has already been drawn, to meet their education needs. Girl child education has grossly been misunderstood, misinterpreted and misapplied by many. To some, it is not necessary to educate a female child because their education is more or less domesticated. What they mean was when you educate a female child, she will end up in staying at home take care of children and be engaged in domestic responsibilities. Other people either because of religious beliefs or personal philosophy feel that when girls are sent to schools to acquire formal education, they will end up in unwanted pregnancies and at last become liability to their parents. This is socio-cultural and is detrimental to their wellbeing. The education of a girl child is considered very expensive because all the
7

money and material things they invested on them may turn to be a waste if they are given out in marriage. 2.2 SIGNIFICANCE OF THE STUDY (a) Girl child education enables the female children to compete with their male counterparts in terms of education. (b) Girl child education also enables them to render their contributions in terms of development. This is because no nation can develop without education. (c) Girl child education is also very important in sense that to educate women is to educate the entire nation. (d) Girl child education is very significant in the sense that women now play important roles in terms of holding various positions in politics, government and in the civil service where some hold positions of permanent secretaries, commissioners, ambassadors, ministers, local government chairmen, etc. 2.3 FACTORS AFFECTING WOMEN EDUCATION IN

JALINGO LOCAL GOVERNMENT AREA Inspite of the government area; several factors have been identified to be responsible for the retardation of such development. Some of these factors include: 8

A. SOCIETATL PERCEPTION: A study of Mustapha (1996) on the religious challenges to society in the provision of female education indicates poor attitude of our society to female education as one of the commonest socio-cultural factors militating against female enrolment in school He maintained that some societies still regard the kitchen as the proper place for the women whatever her level of education, as such the societies believed that educating females beyond what is required in the home, is unnecessary and wasteful. There have been reflection of the societies overall view of women in Jalingo Local Government Area. As long as gender discrimination persists, Nigerian women will continue to witness discrimination, segregation and humiliation in all faces of human endeavors. B. EARLY MARRIAGE: Early marriage is another socio-cultural, factor that militates against the education of the child. In some communities female children are made to marry at very tender age. Early marriage has been institutionalized in many parts of Jalingo Local Government Area. This indicates that some communities lay much emphasis on early marriage and as their female wards attain

minimum age for marriage; they are withdrawn from schools to be married. The effects of these practices are the exposure of women to various family problems, thereby blocking their opportunities of being formally educated. This may create problem in some marriage that might eventually lead to divorce or separation of couples. Undoubtedly, the high rate of school drop outs, prostitution, illiteracy and ill health among women can be attributed to the negative consequences of early marriage. C. RELIGIOUS FACTORS: According to Sambo (1996) in some predominantly Muslim countries, some parents view Western Education as un-Islamic. This apathy towards Western Education may not be unconnected with its Genesis having been initial introduced by Christian Missionaries. Such parents view these schools as institutions for conversion rather than education their children. Where such parents are compelled to enroll their ward in school by village heads, they sent their male wards leaving the female at home to assist in day to day housekeeping and later give them out in marriage at early age.

10

D. ECONOMIC FACTORS: Kura, (1996) identified parents poverty level as a factor militating against the education of the girl child education of the girl child. Such parents see female children as source of income and domestic labour. They withdraw their female wards from schools to help sell items for family up keep. Some of these parents hire-out their daughters as housemaids to elite families in the town for a token fee. These attitudes blocks the chances of raising enrolment rate and widen the gap between the male and female education. E. POLICIES AND CURRICULUM STRUCTURE: In this study, Umar (1996) identified the curriculum textbooks, and other learning materials in the school which are gender biased as a factor militating against the girl child education. Kura (1996) identified National policies that cater for boys and girls differently such as uneven against female education. The assumption by policy makers that men are the main providers for the family means that where there is high unemployment; jobs will be offered to men before women. F. UNEMPLOYMENT FACTORS: According to Kura (1996), parents are reluctant to send their daughters to schools because of
11

lack of employment after completing their education. In the same vein, Umar (1997) found out that children might encounter in compelling for such limited job opportunities in the society. G. LOCATION OF THE SCHOOLS: Sambo (1996) identified schools location as a militating factor of low enrolment of female in schools. He identified that schools that are located in areas far away from some settlements experience low enrolment of female students as parents are afraid of their daughters being harassed sexually on their way to or from such far schools. 2.4 EFFECTS OF THE FACTORS AFFECTING WOMEN

EDUCATION: The effect is that women retardation ultimately limits national development. But how the trend can be reversed to allow women acquire equal educational opportunities in order to play more positive and benefiting role in our societies the government school encourages research and implementation of strategies for balance portrayal of women in all facets of society.

12

ATTITUDE

OF

PARENTS

TOWARDS

EDUCATING

THEIR

FEMALE CHILDREN: (a) Inadequate knowledge on the benefit of a female education, that is, because they dont know the benefits attached to their education made them to be reluctant in pursuing of knowledge. (b) Laziness towards academic struggles made them to struggle side by side with male in search for knowledge. (c) Wrong advice from others, the people they live with wrongly advised them not to suffer themselves because many went to school and did not get job. (d) Unwanted pregnancy also contributed in the backwardness of female education. 2.5 BASIC PRINCIPLES OF CHILDREN RIGHT (GIRL CHILD) 1. Every child has the right to life and should be allowed to survive and develop. 2. Every child is entitled to a name, family and nationality. 3. Every child male or female is entitled to receive compulsory basic education and equal opportunity for higher education depending on individual ability.

13

4. Every child has the right to express his or her views and freely communicate them on any issues subject to restriction under the law. 5. No child should suffer any discrimination irrespective of ethnic, origin, birth, color, sex, language, status or disability. Education is the key to literacy and basic for all progress for individual communities and countries. Yet a quarter of the worlds population is illiterate, and millions of children more girls than boys never go to school. Also, many who attended initially are forced to leave because of poverty or other family or social pressures. The provisions of basic education and literacy for all are among the important contribution that call be made to the development of the worlds children (UNICEF, 1997). Girls face discriminate that often threatens their lives and wellbeing from the moment of birth throughout their live span. Their situation is a significant priority of the government prejudice against girl is wide-spread and destructive girls frequently receive less food and medical care than boys and far less education, 79 million girls aged 6-11 compared with 61 million boys do not go to primary school. With poor health, diminished expectation and reduced capacity, grow into women who pass on the same attitudes and handicaps to their own children. Many things we need can wait, the child cannot; now is the time his bones
14

are well-formed, his blood is being made, his mind being developed. To him, we cannot say tomorrow, his name today. (Gabriel Misted, 1997) 2.6 GENDER DISPARITIES IN PRIMARY EDUCATION The aim in reducing educational disparities is hardly one-dimensional. Equalization policies are often formulated in terms of mean than is, people speak of developing the school network in such a way that school becomes accessible to all, yet it is impossible to ignore the fact that there are cultural factors which affect such means. The gross rate of enrolment is an indication of the systems total intake. Gender ratio indicates the number of girls enrolled compared to the number of boys. In 1999 for examples, for every 100 children, aged 6-11, 80% that were enrolled in primary school, nearly 75% were girls. Primary education must be made compulsory, available and free for all. Education helps a child to develop his personality, mental and physical ability to their fullest potentials. In addition to these, education is supposed to teach a child have respect for his cultural identity, parents language, social value, human rights and freedom. Girls can do well educationally if given the opportunity that is given to boys and adequate provision made. Girl child education has not been given right place over the years; because of this majority of the people feel that girls cannot be able to make meaningful achievement in life as far as education is
15

concerned. They therefore invest less time, material and human resources to it a success. 2.7 GIRL CHILD EDUCATION An education for all programmes should give all children the opportunities to learn, whatever their circumstance. The challenge is to find suitable strategies and innovations that can enable each child to learn what is essential. The formed school system has not been able to meet the basic learning needs of all primary school aged children and this led to many of them not being enrolled in school. After the would conference on Education for all held in Jomtien, Thailand in March, 1990, a publication world declaration on education for all the framework for action to meet basic learning needs was issued, and the fight against illiteracy gained momentum (Ibim Semenitari, 1997). To improve enrolment and ensure the elimination of gender discrimination, an alternate scheme was introduced to provide learning opportunities for children left out of the formal system of education. In recent times, UNICEF has focused on primary education as one of its major drives with emphasis on the education of girl between aged 8 and 14 years. From 1985 to 1995 project were introduced to achieve the mid-decade goals and the education for all targets. There were to: 16

- Increase enrollment and curtail withdrawals - Improve girls access to education - Reduce the gender gap in enrollment - Increase knowledge, skills and value for individuals and families. - Improve standards of living through all educational channels. The girl child education projects were one of the two projects set up to address issues raised in the situation and policy analysis reports of 1992. A pilot project was introduced in 1993 and four training sites were proposed in Bauchi, Niger State. Each state was to be establish two community level training sites. But there was no effort made. GENDER SENSITIVITY AND GIRLS EDUCATION By gender sensitivity we mean a where the school enrolls roughly equal number of boys and girls. In this case, equal percentage or chance for enrollment s given to the two sexes. Parents should be encouraged to send their daughters to school not only boys. Girls right to high quality education that deserves their needs is all too often denied. Their learning and self esteem can be under mind by lesson and textbooks filled with messages that, girls are less important than boys. Their teachers women and men alike may praise boys more, reward boys with attention and offer them more opportunities for

17

leadership. The social benefits of education girls are almost university acknowledged. They include the following: - The more educated women are, the more infant and child mortality is reduced. - Children of more educated mother tend to be better nourished and suffer less illness. - Children and particularly daughters of more educated mothers are more likely to be educated themselves and become literate. - Educated women are less likely to die in child birth. - The more educated women are more like she is to have opportunities and life choice and avoid being oppressed or exploited by her family social situation. - Educated mothers are like to be receptive to participate in and influence development initiatives and send their daughters to schools. - Educated women are likely to play more roles in an economic decision making at community regional and national level. While the bigger global problem concerns girls lack of access to quality education, a problem in boys education appears to be tromping.
18

EDUCATION AND CHILD RIGHTS The proclamation of child right to education in the universal declaration of human right has the beginning of a broad effort by the united nation to promote social, economic and cultural right. The convention, following the international law on 2nd September, nine months after its adoption by the United Nation General Assembly has now been ratified by 19 countries. No other human right instrument has ever had such been ratified by support in so short a time. Quality education can be hinge on something as simple as providing a child with a pencil where there is none. The vision of education enshrined in the convention and other human right instruments recognizes the right of education as the under penning for the practice democratic citizenship. Education is not a way of escaping the countrys poverty. It is a way of fighting it (Julius Nyerere of Tanzania 1978). Yet while a special focus on girl-child education is of utmost importance, we must remember that to achieve a holistic approach to the problem of education in Jalingo Local Government Area requires that both girls and boys education concerns would have to be addressed for while our girls are out of school, hawking in the streets, the boys are also begging and or doing menial jobs that would hardly improve their circumstances.
19

It is a well-known fact that many parents in Nigeria give preferential treatment to the boys, especially in matters concerning education. It is really sad that up till now some societies, girls are still made to live in their shadows denied education and other rights and socially exploited. Their rights to attain womanhood before going into child bearing are being aborted and abused. 2.9 THE WAY FORWARD 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 Jomtein, Thailand, declared among others that every person should be able to benefit from educational opportunity designed to meet their basic learning needs. In realization of two importance of the girlchild concerted efforts are being mounted by the government at various levels to improve female participation in education and redress the gender inequalities in education enrollment and retention. Quantitative progress has so far been made in term of enrollment which has seen a large majority of young girls entering school. However, a lot is still needed to be done by the government and other bodies to see the girls complete their school. Many third world or poor developing nations face severe economic pressures and this usually gives little room for designing and initiating programmes to improve girls-child education. It has been observed that some measures could
20

be adopted even within tight financing limits to redress gender inequality in education enrollment and retention. The government of any nation has legitimate and constitutional duty to take firm measure that will bring about improvement in the education of girls. Government should enact and implement appropriate legislation which supports girls education and forbidding other forms of violence again girls should be enacted and vigorously enforced. Free and universal basic education should be introduced young Nigerian girls in rural areas should be made to disregard the wrong notion that girls education ends in the kitchen. Gone are the days when a Nigerian women remains only in the kitchen. The girl-child needs education that will empower her to face the challenges of tomorrow.

21

CHAPTER THREE 3.0 METHODOLOGY This explains the procedures employed for the data gathering and the instrument used for the data analyses. To achieve the above objective, the researcher used the following methods to carry out the research work: i. ii. Method of research design Method of data analysis and data gathering techniques.

3.1 INSTRUMENTATION The two processing chapters were centered on developing research objectives and reviewing related literatures on the research topic. While this chapter deals with the methodology of the study, design and data gathering the analysis of the was done by a sample model method of research design. Data was also collected through personal interviews of which some information was gathered. This information would not have been examined through the used of simple research design. 3.2 DATA ANALYSIS AND TECHNIQUES The analysis of the data was done by using simple research design which indicated how girl-child education helps in shaping education in Jalingo Local Government Area.
22

This also analyzed some factors that affect girl-child education which include the following among others as; i. ii. iii. iv. v. Societal perception on girl-child education. Early marriage Religious factors Economic factors Policies and curriculum structure etc.

3.3 HISTORICAL BACKGROUND OF JALINGO L.G.A Jalingo Local Government Area was created in the year 1976. Before the Jalingo Local Government Area was a divisional Headquarters of the Muri Division. Jalingo Local Government Area is located between latitude 10 o85 and 11 o 5 east, longitude 90 o north, while in the north-east it is bounded with Yorro Local Government Area, and by the south to south-east by Ardokola local Government Area. Jalingo Local Government has covered a total land mass of approximately 35km and it was created comprises of the present, Ardo-kola, Lau, Yorro, Karim-lamido, and Zing Local Government Area.

23

It is now the capital city of Taraba State which has ten (10) districts such districts are: Kachalla Sambe, kona, Majidadi, Sinfali A, Sintali b, Barade, Yelwa, Sarkindawaki, Baraye and Jeka-dafan. Jalingo Local government Area (LGA) falls under dry and wet tropical climate, this climate is mande up of seven (7) months wet season and five (5) months of dry season with the rainfall average of 100mm per annum and average temperature of about 27c, the rain commences around April, may with heavily rain fall in August and season ends in October. According to National Population Census 9NPC) March, 2006 the total population of Jalingo LGA was one hundred and thirty nine thousand eight hundred and forty five (139,845) which consist of male and female the major occupational distribution of Jalingo LGA are civil servant, trader and farmers. Jalingo LGA is inhibited by three major tribes and other minor tribes among the major one are: Mumuye, Kona, Fulanin, while the minor ones are, Jalingo, Wurkun, Shomo, Jukum, Tiv, Karimjo, to mention just a few. 3.4 FACTORS AFFECTING GIRL-CHILD EDUCATION IN JALINGO LOCAL GOVERNMENT AREA Despite Government effort towards girls-child education in Nigeria and particularly. Jalingo LGA, several factor that been identified to be responsible for the retardation of such development, some of these factors include.
24

1. Societal Perception: a study of Mustapha (1996) on the religious challenges to society in the provision of female education indicate, poor attitude of our society to female education as one of the commonest socio-cultural factors militating against female enrolment in schools. He maintained that some societies still regard the kitchen as the proper place for the women disregarding her level of education, as such the societies levels that educating females beyond what is required in the home is unnecessary and wasteful. There have been some reflections of the societies overall view of women in Nigeria. As long as ender discrimination, Nigerian women will continue to witness

discrimination, segregation and humiliation in all facets of human endevour. 2. Early Marriage:- early marriage is another socio-cultural factor that militate against the education of the girl-child in some communities, females children are made to marry at very tender age. Early marriage has been institutionalized in many parts of northern Nigeria for instance, in a study carried out by Ejambi (1994), it was discovered that among 314 women from a community in some part of northern Nigeria got married before the age of 15. Also a study by Sambo (1996) indicated that some communities lay much emphasis on early marriage
25

and as soon as their female words attain minimum age for marriage, they are withdrawn from schools to be married. 3. Religious Factors:- according to Sambo (1996) in some predominantly Muslims Countries, some parents view western education as an not Islamic in notion. This apathy towards western education may not be unconnected with its genesis having been initially introduced by Christian missionaries such parents view these schools as institution for conversion rather that educating their children. Where such parents are compelled to enroll their wants in schools by village heads, they send their male word leaving the female at home to assist in day to day house keeping chores and later give them out in marriage at early an age. 4. Economics Factors:- Kura 91996) identified parents poverty level as a factor militating against the education of girl-child. Such parents see female children as source of income and domestic labor they withdraw their female word from schools to help seek items for family up keep some of these parents hire-out their daughter as house maid to elite families in the town for a taken fee, this altitude block the chance of raising enrollment rates and widens the gap between the male and female education in identifying the curriculum textbooks, and other

26

learning materials which are gender based as factors militating against girl-child education. 5. Unemployment:- According to Kura (1996), parents are reluctant to send their daughters to school because of lack of employment after completing their education. In the same vein, Umar (1997) found out that such parents are afraid of the risk their female children might encounter in competing of such limited job opportunities in the society. 6. Location of the school:- Sambo (1996) identified school location as a militating factor of low enrollment of female in school. He indicate that school that are located in area far away from some settlement experience low enrollment of female student as parent are afraid of their daughters being harassed sexually on their way to or such far schools.

27

CHAPTER FOUR 4.0 DATA ANALYSIS AND RESEARCH FINDINGS This chapter presents the research data analysis and findings the subject matter under study. They analysis and presentation of data was based on the examination obtained from the use of sample design and personal interviews conducted with the staff and people of Jalingo Local Government Area of Taraba State on the advantage or benefits of Girl-Child Education in Jalingo L.G.A. also some personal interviews where conducted in order to find out answers to the benefits and problems of Girl-Child Education. From the twenty (20) people interviewed on the importance of GirlChild Education, this yielded the results. TABLE I: Showing the importance of Girl-Child Education in Jalingo L.G.A. VARIABLE RESPONDENTS PERCENTAGE % Male 3 15 Female 10 50 Youths 7 35 Total 20 100 From the above table three interviews (representing 15% are of the opinion that Girl-Child Education is important in Jalingo L.G.A while 10 respondents (Female) representing 50% were at the opinion that Girl-Child Education is important in Jalingo L.G.A.

28

TABLE II: What are the problems faced by Girl-Child Education in Jalingo L.G.A. VARIABLE Early marriage Economic factor Religious factor Total RESPONDENTS 9 2 9 20 PERCENTAGE % 43 10 45 100

The above table II, indicated that 9 respondents representing 45% are of the opinion that early marriage are religious factors respectively constitute a problem on Girl-Child Education in Jalingo L.G.A. This indicated that some girls cannot be taken to school because some parents want their wards to get married at the tender age of 12 13 years old. Religious factors are another major problem facing Girl-Child Education. The economic factor constituted a problem on Girl-Child Education in Jalingo L.G.A. TABLE III: Is there any need to educate the Girl-Child? VARIABLE Yes No Total RESPONDENTS 12 8 20 PERCENTAGE % 60 40 100

From the above table III, it indicated that 12 respondents representing 60% accepted that there was the need to educate Girl-Child, while 8

29

respondents representing 40% are with the opinion that there is no need to educate a Girl-Child in Jalingo L.G.A. TABLE IV: Did the communities in Jalingo Local Government Area attach value to Girl-Child Education? VARIABLE Yes No Total RESPONDENTS 18 2 20 PERCENTAGE % 90 10 100

The above table indicated that eighteen (18) communities representing 90% agreed that Girl-Child Education is very significant while only 2 communities representing 10% are with the opinion that Girl-Child Education is not important. 4.1 RESEARCH FINDINGS The researcher had discovered that many girls whose parents force them to marry regret later in life and are most of the time frustrated when their husbands divorce them with many children which they cannot cater for. Girl-child education does not affect areas of such base. One can freely get the two together (Hajide, 2003) noted that many parents are poor and as a result prefer earning a daily living through the usual street hawking by their wards. The objective of the girl-child education programme is to make one literate, therefore the girl can freely bring their things and keep them inside the
30

classroom and go in for the lesson. They can however go from there and make sales later. Both the Koran and girl-child education have the same objective to educate while one makes his/her sides and the normal learning continues. The study reveals that as time goes on, believes and the general misconception about girl-child education will cease and or die a national death. The researcher equally discovered that the more educated a person is the more he/she tends to do way with the beliefs about the female education. From the finding, one can decline that despite the necessity and importance of the girl-child education, if general awareness is not created at the grassroot, people may not give it due priority. Beliefs are generally influential and it tends to divert even the educated person from the modern educational provision. From the research work; nearly over 80% of the educated people believe that the girl-child education is very important, however, gender disparity was observed as being crucial is the female counterparts are to benefit educationally. There is no longer exists these beliefs among the educated ones that female education is s waste of resources. No reasonable person will embrace this idea. Sincerely speaking, some illiterate knew for sure that they allow their children to be victimized again; the reason why some people are not cheated
31

educationally has been that superstitions. Their irrational beliefs and misinterpretation about some natural things tend to rest them of the best in life. Finally, for the girl-child education programme to succeed,

philanthropic organizations should also render their due support to various areas e.g. financially, educationally etc. 4.2 PROBLEMS OF THE GIRL-CHILD EDUCATION Following the researchers findings, there are lots of problems facing the girl-child education in Jalingo Local Government Area. These problems are as follows: A. SOCIETATL PERCEPTION: A study of Mustapha on the religious challenges to society in the provision of female education indicates poor attitude of our society to female education as one of the commonest socio-cultural factors militating against female enrolment in school He maintained that some societies still regard the kitchen as the proper place for the women whatever her level of education, as such the societies believed that educating females beyond what is required in the home, is unnecessary and wasteful. B. EARLY MARRIAGE: Early marriage is another socio-cultural, factor that militates against the education of the child. In some communities female children are made to marry at very tender age.
32

Early marriage has been institutionalized in many parts of Jalingo Local Government Area. This indicates that some communities lay much emphasis on early marriage and as their female wards attain minimum age for marriage; they are withdrawn from schools to be married. The effects of these practices are the exposure of women to various family problems, thereby blocking their opportunities of being formally educated. This may create problem in some marriage that might eventually lead to divorce or separation of couples. Undoubtedly, the high rate of school drop outs, prostitution, illiteracy and ill health among women can be attributed to the negative consequences of early marriage. C. RELIGIOUS FACTORS: According to Sambo in some

predominantly Muslim countries, some parents view Western Education as un-Islamic. This apathy towards Western Education may not be unconnected with its Genesis having been initial introduced by Christian Missionaries. Such parents view these schools as institutions for conversion rather than education their children. Where such parents are compelled to enroll their ward in school by village heads, they sent their male wards leaving the
33

female at home to assist in day to day housekeeping and later give them out in marriage at early age. D. ECONOMIC FACTORS: Kura, et al (2001) identified parents poverty level as a factor militating against the education of the girl child education of the girl child. Such parents see female children as source of income and domestic labour. They withdraw their female wards from schools to help sell items for family up keep. Some of these parents hire-out their daughters as housemaids to elite families in the town for a token fee. These attitudes blocks the chances of raising enrolment rate and widen the gap between the male and female education. E. POLICIES AND CURRICULUM STRUCTURE: In this study, Umar P, (2005) identified the curriculum textbooks, and other learning materials in the school which are gender biased as a factor militating against the girl child education. Kura et al (2001) identified National policies that cater for boys and girls differently such as uneven against female education. The assumption by policy makers that men are the main providers for the family means that where there is high unemployment; jobs will be offered to men before women.
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F. UNEMPLOYMENT FACTORS: According to Kura et al (1996), parents are reluctant to send their daughters to schools because of lack of employment after completing their education. In the same vein, Umar (1997) found out that children might encounter in compelling for such limited job opportunities in the society. G. LOCATION OF THE SCHOOLS: Sambo (1996) identified schools location as a militating factor of low enrolment of female in schools. He identified that schools that are located in areas far away from some settlements experience low enrolment of female students as parents are afraid of their daughters being harassed sexually on their way to or from such far schools.

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CHAPTER FIVE 5.0 SUMMARY, CONCLUSION AND RECOMMENDATION 5.1 SUMMARY The analysis was centered on the girl child education, the factors affecting girl child education in Jalingo Local Government Area of Taraba State. The study equally presented the benefits importance of Girl-child education as well as problems militating against girl-child education. The study investigated the factors affecting women education such as societal perception, religious belief, Economic factors, and unemployment factors, location of schools and policies and curriculum structure when general enlighten is created in the public as regard views/opinion, there will be a change and positive response to the programme of the girl-child education. Though there are educational provision for the gender educational provision for the gender education yet because of views about the programme was not initially embraces. 5.2 CONCLUSION Gender education is grossly misunderstood, misapplied and wrongly interpreted by great majority of Nigerians, superstitions and vane cultural belief serve as barrier to the girl-child education.
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Apart from some problems mentioned earlier lack of sufficient facilities for the girl-child education tends to handicap the programme. Poverty is one of the major factor militating against girl child education, government should there fore create more employment opportunities so that parent would be able to cope with the situation. 3.3 Recommendations Having successfully carried out the research, the research hereby makes the following recommendation. - That there should be change in altitude of the general public regarding the gender education. - That female student must involved in developing interest themselves so as to help their academic and moral conduct in the discipline as well as for further carreer to serve the society. - That government should set up appropriate agencies such as the agency for mass education as well as more girl-child school in Nigeria. - That government should encourage the establishment and provision of modern instructional material in the public schools, and adequate funding should be intensified as well.

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- That philanthropic organization and government agencies should create general awareness and deliberate on the order to redress the abnormalities.

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