CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â BACKGROUND OF THE STUDY
In Nigeria, the unpleasant experience of child labor dates back to roughly 1882. Some believe that allowing youngsters to engage in economic activities is the root of the problem (Shier, 1885). They say that childhood should be used mostly for learning and play, with only modest household responsibilities serving as labor. They argue that even when children are not abused, their engagement in the labor reduces adult incomes and employment, and hence contributes to the poverty that forces them to work. Because virtually all working children are regarded to be at risk by definition, the only method to lessen endangerment is to eliminate child labor. The ultimate objective of action, in their opinion, should be the abolition of all types of child labor. Those who argue that labor, when done properly and under supervision, is an important vehicle for youth socialization, training, and self-esteem (Lewis, 1992) take a different stance. They believe that children’s economic engagement is appropriate as long as it promotes healthy development, and that the true issue is children’s unique vulnerability when they enter the labor market. Although they favor the removal of child participation in hazardous labor, they believe that young people who want to work should be able to do so, and that a lack of adequate job alternatives for minors is as much of an issue as exploitative working circumstances (Ricki, 1997). Proponents of this viewpoint argue that banning child labor without first increasing family real income from other means will result in tragedy for the poor, causing even more children to be impoverished. The main concern for them is how to ensure the safety and development of youngsters who work. These perspectives are partly the result of ideological disagreements, but they also reflect the complexity of the issue (child labor), which is riddled with inconsistencies and paradoxes. Dealing effectively with the issue of child labor necessitates putting in the time and effort required to comprehend its complexities. Effective programming necessitates an understanding of the problem from a variety of angles, even those that appear to be at odds. Without this understanding, there is a risk of launching simple measures that are not only unsuccessful, but may even be harmful to the children’s welfare (Shier, 1894). Unfortunately, this has happened many times before. The majority of countries describe the problem of working children piecemeal. Rather than seeing it as a whole, treat it as a collection of concerns. In some cases, it is treated only as a labor policy problem, neglecting its essential links to economic, educational, health, law enforcement, social assistance, and family policies. In other circumstances, the issue is addressed as a social work issue, with the goal of only alleviating symptoms rather than attacking the problem’s foundations in significant political, social, and economic issues (David, 1990). Purely sectoral definitions of the problem lead to absurdities such as police officers treating working children as a law enforcement problem, welfare agencies treating them as a social assistance problem, child rights advocates treating them as a human rights problem, educators treating them as a school dropout problem, and so on, while virtually no one understands the problem as it is experienced by the impoverished children at its heart. Advocates, lawmakers, planners, and administrators should have a greater understanding of what it’s like to be a disadvantaged young worker trying to do what’s best for himself and his family while having very little alternatives. Obtaining a little portion of such knowledge might be a useful starting point for more deeply, thoroughly, and humanely seeing the challenge of safeguarding working children (Jackie, 1998). Work should be evaluated not just in terms of immediate safety and welfare for children, but also in terms of their long-term physical, intellectual, emotional, social, and moral development. It is necessary to examine both bad and positive consequences.
1.2Â Â Â STATEMENT OF THE PROBLEM
Child labour is prevalent among people of all races across the world, and it has posed a problem to every successful nation, particularly in Nigeria (John, 2000). Many debates and significant papers have been conducted to address this topic, yet the problem remains unsolved. Rather, it appears to be becoming worse by the day. As a result, the researchers decided to look into the topic in order to reawaken parents to their obligations (Fred, 2003). The researchers’ main goal is to look at the impact of child labour on the academic performance of senior secondary school students in Kaduna State’s Chikun Local Government Area.
1.3 Â Â Â Â OBJECTIVES OF THE STUDY
The research investigates the impact of child labour on the academic performance of junior secondary students in Kaduna State’s Chikun Local Government Area.
The following topics are of interest to the researchers:
i. Â Â To investigate how child labor affects academic accomplishment
ii. Â To discover why children drop out of school and begin working early
iii. To investigate the effects of education on the effects of child labor on academic achievement.
