SOCIO-CULTURAL PROBLEMS' IMPACT ON GIRLS' CHILD EDUCATION

CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND TO THE STUDY

Illiteracy is the greatest enemy and greatest evil that keeps people in the dark, bound to their traditions and superstitions; it also makes people resistant to change and new ideas, isolating them from progress, leaving them unaware of and incapable of meeting the demands of their changing environment and ever progressing world (Omolewa, 1985). Girl-child education is currently a source of worry for many countries throughout the world. Girl-children face discrimination, making it difficult for them to exercise their rights; they are victims of various traditional and cultural practices; they are degraded; they are objects of poverty; their faces are only seen but their voices are not heard; they are seen as inferior to their male counterparts; they are the inferior set; their place is in the kitchen. On the girl-child, a lot of unpleasant attitudes and acts are communicated (Jatau, 1999). A solid education is required to set the girl-child free from all of these bad influences. Giving her an education will enable her to reason, free her from poverty, and improve both her and the country in which she lives. The girl kid can become a self-sufficient adult with more decision-making and control over her life with education. According to Esomonu (1999), women bear a significant portion of the burden of nation-building. "We need women to establish a pleasant household, have well-educated and well-behaved children, and it is only after these things that the mission of nation building can be successful," she continues. This will begin with the education of female children. Abacha (1997) emphasizes the necessity of educating the girl-child while expressing his support for the concept that development must be participative and long-term. "Progress is only possible if we build a Nigeria made up of a unified people with a united purpose," he stated. "Our nation needs men and women who are daring, inventive, passionate, and committed, individuals who value honor, service, and patriotism above all else." These individuals are needed not only in politics, but also in business, conventional institutions, youth groups, academia, and other professions." According to the aforementioned phrase, society should cease looking down on women and treat them as first-class citizens rather than second-class people (Adedokun, 2000). The girl-child (who later evolves into a woman) shall be empowered via education to be strong and resourceful in order to contribute as much as possible to the survival and growth of the society in which she lives. If all restricting restrictions to women are removed, "women may lead, lead to war, and if required fight for her society and win for her people," according to Alkali (2000), referenced in Olufunke (2010). According to Adedokun, educating a female kid would lead to improved self-awareness and assertiveness in society, as well as improving women's awareness to promote their participation in national development (2010). It is consequently critical to pay special attention to the education of female children. Finding the appropriate answer to the issue of girl-child education not only advances the girl-child, but also propels the country ahead. Given the benefits associated with female child education, the topic should be given a high rating. According to Henerald (1995), the socio-economic and socio-cultural factors impacting female education at the home and community levels are intertwined. These factors have resulted in low female education investment and, as a result, low social demand for female education. The girl, according to Oladunni (1996), is a victim of norms and traditions that keep her permanently handicapped. Early marriage, she claims, keeps her out of school and puts her life in danger by causing premature pregnancies and difficult childbirth, as well as obnoxious widowhood rites, male preference, and other harmful traditional practices, all of which contribute to making a girl-child a second-class citizen and more vulnerable. Lack of information is another factor. Limited purchasing power, low earning ability, and various forms of discrimination all contribute to bad health.

1.2     STATEMENT OF THE PROBLEM

Because of their biological sex, the girl-child, and indeed women all across the world, especially in Africa and Nigeria, have had their fates sealed from birth by custom and culture (Olufunke, 2000). They've been dubbed the "weaker sex" to explain social prejudice and abuse of women. From sunrise to sunset, they must remain silent hewers of wood and draws of water, carriers of children, and toilers of onerous labor. In both the private and public venues of decision-making, they can be seen but not heard. The girl-child retains her natural status as a thing to be possessed and commoditized because of the male-defined rules of society conduct and behavior (Odaga, 1998). As a result, woman rights are limited by tradition, custom, and male patriarchy's chauvinism. No community can stay underdeveloped if it lacks the necessary human capital, and investing in human capital is the greatest way to grow any culture (Richardson, 2009). This is because the gained information and skills will ensure the individual's economic and social freedom, as well as their ability to contribute to communal and national progress (Efe, 2001). Illiteracy has been the most insidious cankerworm that has eaten deep into us and thwarted the implementation of a variety of promising initiatives in developing nations. Poverty and illiteracy have a beneficial link. Unfortunately, women are more likely than males to be illiterate, which implies that illiterate moms will have illiterate daughters who will most likely marry young and have no access to education if their husbands do not cooperate (Henerald, 1995). From infancy through adolescence and maturity, the girl child is frequently subjected to prejudice. Her low social status is reflected in denial of basic needs and rights, as well as harmful attitudes and practices such as a preference for sons, early marriage, female genital mutilation, domestic abuse, incest, and sexual exploitation, discrimination, and limited food and educational opportunities. In Nigeria, 40% of children aged 6 to 11 years old do not attend any primary school, with the Northern region having the lowest school attendance rate in the country, notably for girls. Despite a considerable improvement in net enrollment rates in recent years, it is projected that over 4.7 million children of primary school age remain out of school in Nigeria (UNICEF Report, 2005).

1.3     OBJECTIVES OF THE STUDY

The study's main goal is to determine the influence of socio-cultural issues in limiting girl child education in Oyo State. More specifically, the study aims to:

i. Identify and examine the prevalent socio-cultural practices that affect girl-child empowerment.

ii. Investigate the various sociocultural factors that influence girl child education.

iii. Examine the girl child's perceptions of discrimination at the household and community level.

iv. Examine the effects of cultural values on girl child education.

1.4     RESEARCH QUESTIONS

i. What are the current socio-cultural factors that influence the empowerment of girls?

ii. What are the many sociocultural factors that influence the education of girls?

iii. What is the girl-attitude child's toward prejudice at home and in the community?

iv. Is there any evidence that cultural values have an impact on female child education?

1.5     SIGNIFICANCE OF THE STUDY

This study would assist stakeholders in the school sector in Oyo State to address girl-child challenges. It is also anticipated that the Oyo State Ministry of Education would find this study useful in preparing their educational budget, so that Oyo's rural population is given equitable and appropriate educational opportunities. Guardians in Oyo State may be better informed about their obligations towards female child education as a result of the results and suggestions of this study. It is also expected that this will improve female child education, resulting in their contributions to Oyo State's growth. This study will provide social workers, policymakers, community members, governmental and non-governmental organizations with ideas on how to handle this issue at the grass roots level by identifying some of the socio-cultural aspects impacting female child education. This research will also emphasize the advantages of educating the female child for a better society in the future, not only for the present, but for who and what will follow after us.

1.6     SCOPE OF THE STUDY

This study focuses on Oyo State's young females. Furthermore, because of the research's complexity, respondents from Oyo will be the primary emphasis. This is because, due to the state's geographical complexity, the researcher will be unable to undertake a census survey over the whole state.

1.7    DELIMINATION OF THE STUDY

This study covered several areas in Kaduna State and made sure questions were asked during the research.

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