FACTORS MILITATING AGAINST GIRL-CHILD EDUCATION IN KADUNA NORTH LOCAL GOVERNMENT
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Education is imparting and acquisition of knowledge, skills and attitude through teaching and learning at home from peer groups, formal organization such as schools and religious bodies for the settlement of individual concern so as to make him or her useful t himself or herself and the society. It can also be seen traditionally, as the initiation of the young and old into the value system of the society or a process of learning to learn. It is the deliberate, systematic, and sustained human effort to learn the values, attitudes, skills, and behaviours that are consistent with the values system of a given society (Thomson, 2000). Education is a tool that encourages the transformation of persons, groups and structure in a given society. It is what makes a difference between the learned and the unlearned person in the society. Regardless of the medium of its acquisition; education has the capacity to fundamentally transform individuals and the society for better performance and relevance.
According to Ningi (2012), Education developed from the human effort for survival and enlightenment. It may be formal or informal. Formal education refers to the general course of action by which human beings acquire the knowledge and skills needed to function in their culture. Formal education refers to the process by which teachers instruct students in courses of study within institutions. According to her, “the single most important key to development and poverty alleviation is education.” (pg.1). It is the disparity between a life of grinding poverty and the potential for a full and secure life.
Consequently, it is believed that all nations have to educate their citizens, male or female to achieve a significant sustainable development. As a result, there is no gainsaying that the fact that education opens doors to economic and social prosperity to a given nation, spurred by a vibrant workforce and well-informed citizens able to struggle and co-operate in the global market. Nigeria as a nation and Kaduna north local government in their need of sustainable development equally believes that meaningful development and progress can only take place in the country and the local government when its citizens are well educated and fully equipped to use their education as a means of solving the sundry and multifaceted problem facing the country and the local government. (Ningi, 2012)
If education is the single most important key to development and poverty alleviation, and a transformative tool for both individual and the society in general then every individual and society regardless of sex (gender) or status need to be educated. Nevertheless, this single most important key to development, poverty alleviation and transformative tool for the development of individuals and the society had been lopsided for ages, because the girl-child education most especially in the northern part of Nigeria has been receiving a second class attention compared to the attention given to male – child education. One single important fact about education that had been ignored and neglected in the educational sector of Kaduna North Local government is the issue of equal educational opportunities between the girl-child and her male counterpart (male-child).
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