APPRAISING THE IMPACT OF SUSTAINABLE DEVELOPMENT GOAL ON GIRL CHILD EDUCATION IN NIGERA

 APPRAISING THE IMPACT OF SUSTAINABLE DEVELOPMENT GOAL ON GIRL CHILD EDUCATION IN NIGERA

ABSTRACT

This study is an appraisal of the impact of sustainable development goal on girl child education in Nigeria. The study in an attempt achieve the general objective seek to examine sustainable development goal as it relates to girl child education and gender inequality, to appraise the impact of girl education in sustainable development of Abuja and to identify the challenges of girl child education in Abuja with the bid to proffer possible solutions to the identified challenges.  The research design adopted for this study is historical and descriptive approaches. This was done to enhance the possibility of having an-on-the spot assessment of the impact of sustainable development goal on girl child education. The populations of the study focus on the girl child and stakeholders in the educational sector both governmental and non-governmental organizations as well as educated and uneducated women. Data were gathered through the use of structured questionnaire and the responses were presented and analyzed with the use of tables, simple percentages and descriptive statistics. The findings of this study revealed that the sustainable development goal that addresses the girl child education and gender equality that address girl child education and gender equality is SDG’s no 4 and 5 which address the need for quality education and gender equality. Finally the study revealed that the achievement of sustainable development goal have significant impact on the girl child education in Abuja. Thus the researcher recommended that the government should in place laws and policies that will encourage the overall enrolment and performance of the girl child education the Federal capital territory Abuja.

 

CHAPTER ONE

INTRODUCTION

1.1            Background of the study

Education is generally viewed as a positive force with a wide ranging impact on society and sustainable human development. This force is more unique for the girl-child who is seen as a child today but who later becomes a woman and also a mother. Educating the girl means educating the whole family. And what is true of families is also true of communities and ultimately the whole nation (UNICEF, 2004). According to Bellamy (2003), there can be no positive significant or sustainable development of the societies and in fact in poverty reductions until the girl child receive the quality basic education they need to take their rightful place as equal partners in sustainable development.

 

According to Agbakwuru (2002) education equips one with marketable skills thereby lifting the possessor up from the poverty arena. Essentially Uzoma, (2013) mentioned that through education, the individual learns good health habits, principles and practices which promote healthy living and longevity as well as acquire marketable skills that confer economic power on the educated. It is a veritable tool utilized by economically and socially marginalized adults and children in achieving freedom from poverty and participate fully as citizens (United Nations Educational, Scientific and Cultural Organization, {UNESCO} 2017).

 

Education of the girl child has been show to contribute immensely to the development of the family, the societies and the nation. Psacharopoulos and Patrinos, (2004) reported that child girl education contributes to the various aspects of their lives such as increased productivity, family health and nutrition, reduced fertility rates and related child mortality rates. Child girl education empowers the girl child to become self -sufficient adult capable of taking decision and controlling her life. Jatau in Esomonu (1999) believes that the burden of nation building rests much on women. She goes on “we need women to create a blissful home, have well-educated and well-behaved children”.

 

Girl-child education has then become a major issue of concern in most developing countries of the world today, especially in sub-Saharan Africa, where a large number of young girls do not attend school. According to UNICEF (2007), as cited by Grace (2010), the global figure for out-of-school children is estimated to be 121 million, out of which 65 million (approximately 53.8%) were girls and over 80 percent of these girls live in sub-Saharan Africa. Primary school completion rates in Africa have been the lowest in the world and this remains a concern as half of the world’s out-of-school children (OOSC) are concentrated in 15 countries, eight of which are in sub-Saharan Africa (Ibrahim, 2012). In sub-Saharan Africa, the number of girls out of school each year has risen from 20 million in 1990 to 24million in 2002 (Offorma, 2009).  The National School Census (2006) reported that the number of children out of school in Northern Nigeria is particularly high and the proportion of girls to boys in school ranges from 1 girl to 2 boys and even 1 girl to 3 boys in some states. The education of girls in the northern cluster has always been a thorny and unresolved issue. Typically, girl-child education in northern states follows a specific pattern which ends with the girls being denied from the system, the chances to attend primary school or further their education beyond primary school.

 

Enejere (1991) avers that gender inequality especially in Northern Nigeria is promoted by religious and communal customs, which has grave consequences for both the individual and the society making her a dysfunctional member of the society. So many factors have been reported to be responsible for low enrolment of girls in schools in northern Nigeria. Mukhtar et al. (2011) identified religious misinterpretation, cultural practice, poverty, early marriage, illiteracy, inadequate school infrastructure as some of the factors militating against girl-child education.

The belief that education is the basis for the full promotion and improvement of the status of women has now been recognised as a fundamental tenet of development strategy. There can be no sustainable development if women remain ignorant, disenfranchised and discriminated against. Improving and widening access to education, especially basic education, is an objective in itself, as well as the conduit to accelerated social and sustainable development.

 

The tasks of wiping out ignorance among women and development through education are considered key to Nigeria’s economic development. Thus, numerous strategies, policies and programmes intended to promote female education have been conceived and implemented by successive Nigerian governments since the 1985 Nairobi Declaration and World Declaration on Education for All.

 

Sustainable Development is the development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (United Nations General Assembly, 1987:43). Sustainable development could otherwise be called” equitable and balanced”, meaning that in order for development to continue indefinitely, it should balance the interest of different groups of people, within the same generations, and do so simultaneously in three major interrelated areas - economic, social and environmental. So sustainable development is about equity (defined as equity of opportunities) for wellbeing as well as about comprehensiveness of objectives (U.S Department of Education, 2007).

 

Development goals are objectives if realized, will ensure development. They      are no poverty, zero hunger, good health and Well-being, Quality education as well as gender equality. Others are clean water and sanitation, affordable and clean energy, decent work and economic growth, industry innovation and infrastructure as well as reduced inequalities. The eleventh goal is sustainable cities and communities, responsible consumption and production, climate action below water and life on land, peace, justice and strong institutions and lastly partnerships for the goals.

 

Indeed there is a direct relationship between girl child education and realization of these goals leading to sustainable development. Girl Child education provides a sound footing and foundation that equips a girl child to become professional and competent to handle the development issues outlined earlier. It is against this background that this study seeks to appraise the impact of sustainable development goal on girl child education in Nigeria.

1.2            Statement of Problems

The child girl education is a global human right concern demanding legislation across the nations of the world as child girls are discriminated against. They are victims of various traditional and cultural practices, they suffer degradation, they are objects of poverty, their faces are only to be seen but their voices not to be heard, they are seen as being sub-servient to their male counterparts; they are the inferior set, their place is in the kitchen (Ahmad &Najeemah, 2013). Education is meant for all; in fact, it is the fundamental human right of every child whether boy or girl, able or disabled to acquire the basic education. There should therefore, be no discrimination as to who goes to school and who does not, hence education recognizes and helps to unlock the potentials in every child. Low enrolment of the girl-child in school is widening the educational and economic gap between the men and the women folks in Nigeria. Over the years, the role of females in Nigerian society has been erroneously conceptualized to child bearing and house-keeping. This is why, in most developing countries males are groomed for career in technical and scientific fields while females are guided to concentrate their efforts on home economics. In Nigeria, the social relations and activities of Nigerian women and men are governed by patriarchal system of socialization and cultural practices, which favour the interest of men above those of women. The women are in subordinate position particularly at the community and household levels and the male children are preferred to the females. The importance of achieving the goals in educating girl-child is being beclouded with so many challenges, thus this study appraise the impact of sustainable development goals on girl child education in Nigeria.

 

1.3     Objectives of the Study

The general objective of the study is to appraise the impact of sustainable development goal on girl child education in Abuja. To achieve this, the following specific objectives are pursued:

i.                   To examine sustainable development goal as it relates to girl child education and gender inequality.

ii.                 To appraise the impact of girl education in sustainable development of Abuja

iii.              To identify the challenges of girl child education in Abuja

iv.              To proffer possible solutions to the identified challenges.

 

1.4     Research questions

i.                   What are the sustainable development goal that addresses the girl child education and gender equality?

ii.                 What are the impacts of girl education in sustainable development of Nigeria economy?

iii.              What are the challenges of girl child education in Nigeria

iv.              What are possible solutions to the identified challenges?

 

1.5     Significance of the study

This study has both practical and theoretical significance. Practically, by establishing the impact of sustainable development on girl education in Nigeria cities the relevance of sustainable development goal towards girl education and gender equality.

 

It should also be mentioned that by highlighting some of the socio-cultural factors affecting girl child education, this study will provide social workers, policy makers, community members, governmental and non-governmental organizations insights on how to address this issue at the grass roots level. This study will also highlight the benefits in educating the girl child for a better society not just for the present generation, but for future generations.

 

Theoretically, this study will be a contribution to the available literature on the impact of sustainable development goal on girl child education in Nigeria. This study will equally be of importance to students and researchers wishing to carry out further studies on this topical issue. Indeed, it is hoped that the findings of this study will ignite further scholarly inquiries into the impact of sustainable development on girl education Nigeria.

 

1.6     Definition of terms

Sustainable Development Goal: According to United National General Assembly, the Sustainable Development Goals (SDGs), otherwise known as the Global Goals, are a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity.

Education: This refers to knowledge acquired through learning and instruction especially in a formal (school) setting. It can also be seen as the gradual process of acquiring knowledge.

Empowerment: This refers to the provision of access to opportunities for self-sustenance and self-actualization.

Gender: This refers to the properties that differentiate individuals on the basis of their reproductive roles.

Gender equality: In the context of this study, gender equality will be interpreted to mean the state of being equal or equivalent in value or status by both males and females.

Girl-child: A biological female offspring between the ages of 0 – 18.