The issues of equal opportunities for male and female children in education have taken front burner in global discussions among the key stakeholders. This has necessitated various measures such as Education-For-All (EFA). Despite the widely acknowledged fact, that education is a tool for eradicating all forms of social discrimination, deprivation, and as well as an instrument for attaining a united and peaceful society. The success of ensuring equal opportunities for both male and female alike in access and completion of education is still hampered by certain individuals’ socio-cultural beliefs and practices in some culture in Nigeria. This study examined whether certain socio-cultural factors hinder access as well as completion of girls’ education in Nupeland. It also investigated the influence of family type, family literacy status, and religion on the access and completion rate of girls’ education. The sample size for this study comprised 772 female students selected across three states. A researcher-designed questionnaire was used in collecting the data. Results of the study revealed that societal negative attitude towards western education, and parents’ beliefs that girls in non-educational fields excelled more than those in schools were major hindrances to girls’ child access and completion of education in Nupeland. Also, while family type and religion have no significance influence on hindrances to girls’ access to and completion rate of education, family literacy status exerts significant influence. The study concludes that hindrances to girls’ access and completion of education in Nupeland are more of cultural beliefs and practices than the type of family and religion.
Socio-Cultural Factors and Girl Education in Nupe Land, Nigeria: Challenges to Access and Completion Rate
Ifeoma P. Okafor, A. O. Balogun, Isiaka Abdulaziz, R. K. Oniye, O. A. Iyekolo
Categories: Research development