Girl child education a tool for human security and national development in northern nigeria

Nuhu Bamalli Polytechnic Multidisciplinary Journal 2 :( 1) 38-57 Emenike, J.A. (2017)
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GIRL-CHILD EDUCATION: A TOOL FOR HUMAN SECURITY AND NATIONAL
DEVELOPMENT IN NORTHERN NIGERIA
Emenike, John A.
Department of Early Childhood Care and Education,
School of Early Childhood and Primary Education
Federal College of Education Kontagora,
P.M.B 39 Kontagora, Niger State
08063583504. Email: emenyke2@yahoo.com
ABSTRACT
One of the major setbacks to development and security in the Northern Nigeria is attributed to poor
access and improper attention to education, especially girl child education. Girl-child education is
indispensable for national development and human security. This paper reviewed the connections
among national development, human security and girl-child education. It was established that
development and human security are achievable through girl-child education; that cultural and
religious practices that impinge on girl-child education have adverse consequences on economic
growth, national development and human security. In conclusion it was observed that these
hindrances are surmountable taking bearing from other nations. The United Nation Children
Education Fund (UNICEF), World Health Organization (WHO), World Bank, Non-Governmental
Organisations (NGOs) practices have recommended girl child education for development and human
security. The paper recommends that all stakeholders should go into appropriate action to ensure
that girl child education is enforced in the Northern Nigeria for appropriate national development
and human security.
Keywords: Girl-child Education, Human security, National development.

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INTRODUCTION
Education has been recognized as the most important factor used by man to conquer and transform his
environment. As a matter of fact, it has been identified as an indispensible tool for individuals/national
security and development. Due to its place and importance, the United Nations in 1948 in its Universal
Declaration adopted education as one of the fundamental human rights of every person irrespective of
gender. Education and development are not only related but are interdependent. Confirming this
relationship using the Education for All (EFA) goals and Millennium Development Goals (MDGs) of
the year 2000 where Bokova Irina (UNESCO Director) observed that education and development are
complimentary and when you fund education, you are securing progress towards all the MDGs. Every
developed or developing state never toils with its education. However, most states in Northern Nigeria
are very far from the indices of modern development. Many communities in Northern Nigeria have
this common strain of under development and insecurity that run through their nexus. This is as a
result of the inability of majority, especially the girl-child to attain basic education. This has indeed
retarded national development and human security, thereby reducing to a great extent meaningful and
worthy human life. This is lacking in most Northern States often labelled as fragile states which are
the states that are unable to provide the core functions of government, like: keeping people safe,
managing the economy, delivering basic services, providing basic education to the people amongst
others (Eweniyi, 2015).
Although there are schools established in the Northern Nigeria, but they are grossly ill-equipped, lack
adequate patronage, not properly funded, many dilapidated and unkept. On the aspect of attending
school, the male child has a greater opportunity to attend school more than his female counterparts
who are often strictly discouraged from pursuing even the basic elementary education. This probably
explains the rot and complete backwardness of these states in national development and human
security (Eweniyi, 2015).

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Girl-child education has become a major issue in most developing countries. The global figure for out-
of-school children is estimated at 121 million, 65 million for girls indicating that over 50% of out of
school children are girls . In Nigeria, girls’ access to basic education, especially in Northern States, has
remained low (Adeyanju, 2010). The 2006 National School Census (NSC) revealed a Net Enrollment
Ratio (NER) of 80.6% suggesting that substantial proportions (19%) of primary schools age
population between 6 and 11 years are not enrolled in primary schools nationwide. This represents
about 5 million Nigerian children aged 6 to 11 years old that do not have access to primary education.
Despite the Federal Government's Universal Basic Education (UBE) programme launched in 1999 at
Sokoto state by former President Olusegun Obasanjo, the number of girls attending schools in some
Northern States of the country has remained abysmally low. Of the 250 million adolescent girls in the
world living in poverty, more than 14 million live in Nigeria (Gender Statistics, 2010). Nigeria has 2%
of the world’s population, but it carries 10% of the maternal mortality burden. In fact the majority of
the girls and women who die during childbirth live in the Northern part of the country (Gender
Statistics, 2010). Only 4% of these girls in Northern Nigeria complete secondary school (compared
with the 11% national average), and over half of the girls are given out for marriage before the age of
16. Most of the three million girls aged between 10 and 19 years who live in some states of Northern
Nigeria is confronted with high rates of gender-based violence, unwanted pregnancy, limited income-
generating opportunities and restricted access to appropriate health information and services,
(Eweniyi, 2015).
It was projected that through education 171 million people could be lifted out of poverty if all students
in low income countries left school with basic reading skills (Fafunwa, 1990 and Eweniyi, 2015).
Notwithstanding the global improvement in living conditions, women remain disadvantaged in many
areas such as, education, employment, health, civil rights, among others. In every income bracket,

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there are more female children than male children who are not attending school (Jensen, 2010). This
inequality does not necessarily change in adulthood. For instance, many Nigerian girls drop-out of
school earlier than their male counterparts. Evidence further shows that more than two thirds of girls
between 15 and 19 year in Northern Nigeria are unable to read a sentence (Eweniyi, 2015). According
to UNICEF (2007), cited in 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 % of these girls
live in sub-Saharan Africa.
Results of current researches and close observations affirm that an increase in the amount of
female education tends to correlate with high levels of development. Women's education increases
their income, a number of social benefits and growth in the national GDP (Department for
International Development [DFID], 2005). The priority of sustainable development brings to limelight
the right to education as an indispensible tool in making a change in the lives of every person
especially the girl child. Educating girls and women is an important step in overcoming poverty and
ensuring economic development. An educated woman is an empowered woman and more marketable
in terms of employment. Better employment in turn, implies more earnings for the family as a whole,
as well as improved children's well-being. Education helps women to take advantage of opportunities
that could benefit them and their families, preparing women for the labour force and helping them to
understand their legal as well as their reproductive rights. Hence, the main thrust of this study is to
analyse girl child education as tool for development and human security in the Northern Nigeria.
CONCEPTUAL CLARIFICATION AND LITERATURE REVEIW
Security and Development
Development is anchored properly in a secured environment. Security is an important element for and
in development. Negligence of this vital ingredient of development has led to all manner of social ills,

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including violent crimes such as armed robbery, ritual killings, child trafficking and other crimes
(Gurama, 2010). It is apparent from the foregoing that national security is a sine qua non for economic
growth and development (Oladeji and Folorunso 2007). Thus, individual and community security are
important dimensions of development. Its absence, even if progress is being made on all other aspects
of development – seriously detracts from development achievements. Development and security are
therefore linked together (Stewart, 2010).
A United Nations study defined security as a condition that prevents unauthorized persons from
having access to official information that is safeguarded in the interest of national security or it can be
a measure taken by the military unit, activity or installation to protect itself against all acts designed to
impair its effectiveness. Security can be thought of as a ‘public good’, responding to the strategic need
to support sustainable human development and at the same time as promoting national, regional and
global peace and stability (Hussein, Gnisci and Wanjiru, 2004). On the other hand the security of
people and the security of State are mutually reinforcing. Thus, human security represents the keyword
to comprehensively seizing all of the menaces that threatens the daily life survival and dignity of
human beings and to strengthening the efforts to confront these threats (Keizo, 1998). Security as a
precondition for lasting peace is considered as fundamental to the achievement of the Millennium
Development Goals (MDGs) and the full development of human capacities (Hussein, et al., 2004).
Thus, security has to do with freedom from danger or with threats to a nation’s ability to protect and
develop itself, promote its cherished values and legitimate interests and enhance the well being of its
people. This means that internal security could be seen as the freedom from or the absence of those
tendencies which could undermine internal cohesion and the cooperate existence of the nation. It also
includes the ability to maintain its vital institutions for the promotion of its core values and socio-
political and economic objectives as well as meet the legitimate aspirations of the people (Imobighe
cited in Oche, 2001).

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The following four dimensions may be identified as indices for human security:
i. Stability of income: that is financial security with a stable and steady income
ii. Predictability of one’s daily life: that is assurance that provision of one’s need guaranteed
iii. Protection from crime: Feeling protected from any harm and violence
iv. Psychological security: that is emotional security that provides a psychological sense of
belonging to a social group.
Based on the foregoing dimensions, security and development are related. Security may be described
in relation to the seven dimensions reflecting almost all of the following key components of human
development:
i. Economic security: this assures basic income, access to employment and resources.
ii. Food security: physical and economic access to food for all people at all times.
iii. Health security: access to medical treatment and improved health conditions.
iv. Environmental security: living in a healthy physical environment which is spared from
desertification, deforestation and other environmental threats that endanger people’s survival.
v. Personal security: individual security from physical violence.
vi. Community security: most people derive their security from membership of a social group
(family, peer group, community, organization, political grouping, ethnic group, among others).
vii. Political security: living in a society that guarantees basic human rights and freedom of
expression.
Ake (2001) argued that development is multifaceted and indeed centered on man. Development
according to Okolie (2009) improves man’s potentials and capacities and subsequently eliminates
and/or reduces poverty, penury, inequality, unemployment and generally enhances the condition for
human existence and self-reproduction. Development therefore, could be seen as the process of

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empowering people to maximize their potentials and the ability to exploit nature to meet daily human
needs.
Girl-child Education
The term ‘girl-child’ usually refers to a female between the ages of 0 and18 years. However, the
National Child Welfare Policy (1989) cited in Ada (2001) defines the girl-child as a female below 14
years of age. Offorma (2009) defines it as a biological female offspring from birth to eighteen (18)
years of age. This period is made up of infancy, childhood, early and late adolescence stages of
development. The girl-child is seen as a young female person who would eventually grow into a
woman and marry.
In Northern part of Nigeria, which comprise of three geo-political zones: the North East, North Central
and North West; whereas the North Central shows an improvement in girl-child school enrolment over
others. These zones cannot boast of appreciable number of girls’ enrolment at primary and secondary
schools level, not to talk of tertiary level of education, as compared to boys’ enrolment. Statistics from
the Federal Office of Statistics (2010) shows that literate women constituted only 20% from the North
-West, 20% North- East, and 45% from the North Central. This indicates the levels of backwardness
of women as compared to men in Northern Nigeria. The NSC, (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 1:2 or even 1:3 in some states. The education of girls in many northern states has
been a thorny and unresolved issue. Typically, girl-child education in Northern States follows a
specific pattern which usually ends with the girls being denied the chance to attend primary school or
further their education beyond primary school.

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Benefits of Girl-child Education
Girl-child education does not only bring the immediate benefit of empowering girls, but it is seen as
one of the best investment for a country’s development and human security. Educated girls develop
essential life skills, like, self confidence, the ability to participate effectively in society, protect
themselves from HIV/AIDS and sexual exploitation. Girl’s education also helps reducing children’s
and maternal mortality rates, contributing to national wealth and controlling disease and health status
(UNICEF, 2007). Children of educated women are more likely to go to school and, consequently, this
has exponential positive effects on education and poverty reduction for generations to come.
Highlighting the gains of girl’s child education to development, the Center for Global Development
[CGD], (2002) states that:
“A woman with six or more years of education is more likely to seek prenatal
care, assisted childbirth, and postnatal care, reducing the risk of maternal and
child mortality and illness; educated mothers are 50% more likely to immunize
their children than mothers with no schooling; and the majority of farmers in the
developing world are women. Greater female education leads to more productive
farming and accounts for over 40% of the decline in malnutrition achieved since
1970.”
Barriers to Girl-child Education in Northern Nigeria
Poverty and economic issues, early marriage and teenage pregnancy, inadequate school infrastructure
and cultural and religious misinterpretation are the main issues that prevent girls from going to school
(UNICEF, 2007). A lot of girls drop out of school before reaching primary six. Most schools lack
adequate classroom space, furniture and equipment, and are often too remotely located. Water, health
and sanitation facilities are usually inadequate while pupil-teacher ratio could be as high as 1:100 in
urban slums. Many Nigerian parents, especially in large families with limited resources, enroll their
boys in school rather than girls. Some parents also keep their daughters out of school due to

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misinterpretation of Islamic religion. So many factors have been reported to be responsible for low
enrolment of girls in schools in Northern Nigeria. Tyoakaa, Amaka and Nor (2014) identified religious
misinterpretation, cultural practice, poverty, early marriage, illiteracy, inadequate school infrastructure
as some of the factors militating against girl-child education. To majority of the parents, girl-child
education is less important because no matter what level of education a girl attains, their hope is to see
the girl-child get married. To some parents, western type of education is termed to be a way of
negative transformation and initiation of an individual into materialism, promiscuity and inculcation of
western cultural ideologies (Tyoakaa et al, 2014). In addition, the high cost of education is the biggest
deterrent to families educating their daughters.
Also, tradition, customs, socio cultural values, ethics, motherhood instincts are some of the factors
influencing gender bias in the educational sector. Cultural and social beliefs, attitudes and practices
prevent girls from benefiting from educational opportunities to a larger extent as against the boys.
Girls are perceived to be less valuable once educated, and less likely to abide by the will of their
fathers, brothers or husbands. The plight of women, in terms of education is compounded by this
negative attitude of parents toward female education (Oniye, 2010). The practice of giving away girls
for marriage at the age of 11, 12 or 13, after which they must have started producing children, is
prevalent among certain Northern States. Child marriage robs a girl of her childhood-time necessary to
develop physically, emotionally and psychologically. According to UNICEF, no girl should become
pregnant before the age of 18 because she is not yet physically ready to bear children. Babies of
mothers younger than 18 years tend to be born premature and have low body weight; such babies are
more likely to die in the first year of life.
Physical abuse and abduction are not only a major violation of girls’ basic human rights, they also
present a major practical constraint in getting into school. Girls’ absence from school may be due to

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fears of violence or due to the reliance on their role as care-givers in the family. For example, poverty
remains the most important factor for determining girl’s access to education. Girls often have limited
control over their futures. Girls are also more likely to drop out of school because of their domestic
responsibilities, and are often discriminated against in terms of the quality of the schools they are sent
to, and the costs parents are willing to pay for their education (Oladunni, 1999).
Strategies for Improving Girl-child Education
UNICEF Nigeria has made Girl-child education a priority in its’ strategic plan for 2005-2007 because
of its’ tremendous impact on other aspects of human development. In Nigeria, the Strategy for
Acceleration of Girls Education (SAGEN) was launched by UNICEF and the Federal Ministry of
Education in July, 2003. This initiative has been imbued by other development partners who have
jointly refined the strategy into ‘SAGEN Plus’ linking girls’ education also to health requirements. It
has also resulted in the Girls’ Education Project (GEP) launched in December 2004 which is currently
under implementation.
The Girls’ Education Project (GEP) is a joint initiative between the Federal Government of Nigeria,
DFID and UNICEF. The main goal is to achieve significant progress in Nigeria towards Millennium
Development Goal 3: “to eliminate gender disparity in primary and secondary education preferably by
2005 and to all levels of education not later than 2015”. The project will achieve this through
improving the quality of life of girls in Nigeria through a collaborative approach to girl’s child
education. It focuses on six Northern States where many girls do not go to school at all and many had
dropped out at an early age. UNICEF Nigeria has also been involved in the African Girls’ Education
Initiative (AGEI), which is a Multi Country Project sponsored by the Norwegian Government to
promote the schooling of girls in Africa. UNICEF is also leading the UN Girls’ Education Initiative

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(UNGEI), which is a global partnership established to raise the profile of girls’ education. The
government of Nigeria has certain policies on ground to encourage girl child education.
Table 1: Key policy initiative on girl’s child education and empowerment in Nigeria
No Policy initiatives Year
1 Blueprint on women’s education 1986
2 Nomadic education programme 1991
3. National commission for mass literacy and non formal education 1991
4 Family support basic education programme 1994
5 Universal basic education 1999
6 National policy on women 2001
7. Education for all fast track initiatives 2002
8 Strategies for accelerating girls education in Nigeria 2003
9 National economic empowerment and development strategies 2004
10 Universal basic education Act 2004
Source: Gender in Nigeria Report, 2012.
The efforts made by other States may be necessary in the North. For instance, Bangladesh amongst
others has the following provisions:
(a) Dowry Prohibition Act, 1980, which provides for punishment for giving, taking or abetting the
giving or taking of dowry,
(b) Cruelty to Women (Deterrent Punishment) Ordinance, 1983, which provides for punishment for
abduction of women for unlawful purposes, trafficking in women, or causing or attempting to cause
death or grievous harm to a wife for dowry;
(c) Child Marriage Restraint Act Amendment Ordinance, 1984, which raises the marriageable age for
women from 16 to 18 years. It also provides for punishment for marrying or giving in marriage of a
child;
(d) Muslim Family Laws Ordinance, 1961 (as amended in 1982), which provides for increased
punishment in cases of polygamy and divorce in violation of the statutory provisions.
Also in postwar Korea in the 1950s, when the average annual income was only $890, Korean families
and the entire nation, with help from the U.S., tripled spending on education. Investments in teachers

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and basic schools contributed to a more productive labour force, which became one of the country’s
engines of growth. Today Korea can boast of almost 100% primary school enrollment and an average
income of $17,000 a year (Grace, 2010)
Uganda now publishes school funding allocations in national newspapers, allowing parents to monitor
public spending in their locality. Combined with other reforms, this practice has translated into
increases between 30% and 50% in girls’ enrollment. In 2004, the Angolan Government launched a
countrywide Back to School programme, setting aside $40 million to train 29,000 teachers and
increase enrollments in girls to 90%. Oportunidades as a Mexican government programme provides
economic support to poor households on the condition that the children should attend school regularly
which has significantly improved primary completion rates and produced a 20% increase in secondary
school enrollment for girls and a 10% increase for boys (CGD, 2002).
Impacts of Girl-child Education on Development and Human Security
Education gives people the skills they need to help themselves out of poverty and into prosperity.
Specifically, it brings about:
i. Improved health: With education, people are better prepared to prevent disease and to use
health services effectively.
ii. Higher wages and economic growth: In many poor countries, with each additional year of
schooling, people earn 10% higher wages. These earnings, in turn, contribute to national
economic growth.
iii. Democracy and political stability: Education supports the growth of civil society, democracy,
and political stability, allowing people to learn about their rights and acquire the skills and
knowledge necessary to exercise them (The Center for Global Development [CGD], 2002).

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iv. Basic education provides girls and women with an understanding of basic health, nutrition and
family planning, giving their choices and the power to decide over their own lives and bodies.
Women's education leads directly to better reproductive health, improved family health, economic
growth, for the family and for society, as well as lower rates of child mortality and malnutrition. As
women education increases, fertility, population growth, and infant and child mortality fall and family
planning as well as health tend to improve significantly.
In terms of women education's link to employment, ensuring women's education in the society
increases their earning capacity that is through education, they become more marketable and
employable. Also, increases in girls' secondary school enrollment are associated with increases in
women's participation in the labour force and their contributions to household and national income. It
is evidently clear that female children of educated mothers are likely to go to school and to have
higher levels of educational attainment because their mothers know the value, worth and opportunities
that education can avail them now and in the future.
Investing in female education will accelerate Nigeria's economic and social development by enhancing
human capital, slowing population growth, and alleviating poverty. According to Agbakwuru (2002)
education equips one with marketable skills thereby lifting the possessor up from the poverty arena.
Essentially, through education, an 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 simply means that education offer the female child an improved opportunity to be
less dependent on men in later life. It increases her prospects of obtaining work outside the home.
Women are at the heart of development as they control most of the non monetary economy
(subsistence, agriculture, bearing children, domestic labour among others) and play an important role

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in the monetary economy (trading, wage labour, employment). The woman as a person is an agent of
reproduction of life itself. This places her in the position of the life blood of the entire humanity.
(Jekayinfa, 1999). Girls’ education is a strategic development priority. Better educated women tend to
be healthier than uneducated women, participate more in the formal labor market, earn higher
incomes, have fewer children, marry at a later age, and enable better health care and education for
their children. All these factors combined can help lift households out of poverty, provide security
through proper engagement of children and above all contribute towards national development through
effective participation and collaboration.
Education brings benefits to the educated in the forms of access to information and more economic and
political influence. Education can make women gain more authority in the home and greater control
over resources as a prelude to having more voice in family decision. Education is required for skill's
acquisition and consequently to increase the competitiveness of women (Jekayinfa, 1999). Low
education therefore, generally limits the upward mobility of the Nigerian women. According to
Mabogunje (1991), all over Nigeria, especially in the southern parts, periodic markets are held every
fourth, fifth or eight day where food stuffs from farm are brought by rural women and sold to urban
women. Women, especially those in the low-income strata, traditionally have contributed to
productive activities such as agriculture (mostly small-scale), agro-processing, crafts and home
industries, trade and commerce, but there has been a tendency to underestimate their economic roles.
In a study of women's participation in agricultural production in Northern Nigeria's rural areas, Ahmed,
Ogungbile and Olukosi (1991), found that women were active participants in the process. According
to them, about 90 % of the women interviewed had farming as their main occupation (both arable
and pastoral) including those in purdah. According to Ijere (1991), women form over half of the
rural population and it is estimated that 80 % of rural labour force is provided by women. Madu

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(2013) identifies the following as the gains of girl’s child education in development and national
security:
i. Future educated generations: an African proverb says, “If we educate a boy, we educate one
person. If we educate a girl, we educate a family and a whole nation.” By sending a girl to
school, she is far more likely to ensure that her children also receive an education.
ii. Decrease infant mortality: children of educated women are less likely to die before their first
birthday. Girls who receive an education are less likely to contact HIV/AIDS, and thus, less
likely to pass it onto their children. Primary education alone helps reduce infant mortality
significantly, and secondary education helps even more.
iii. Decrease maternal mortality: Educated women (with greater knowledge of health care and
fewer pregnancies) are less likely to die during pregnancy, childbirth, or during the postpartum
period. Increased education of girls also leads to more female health care providers to assist
with prenatal medical care, labour and delivery, delivery complications and emergencies, and
follow-up care.
iv. Decrease child marriage: Child marriage in some cases involving girls as young as 6 or 8 very
often always results in the end of the girl’s schooling. The result is illiterate or barely literate
young mothers without adequate tools to build a healthy and educated family. Educated girls
typically marry later, when they are better able to bear and care for their children.
v. Decrease population explosion: Educated women tend to have fewer and healthier babies.
vi. Increase involvement in political process: Educated women are more likely to participate in
political discussions, meetings, and decision-making, which in turn promotes a more
representative and effective government.
vii. Decrease domestic and sexual violence: Educated girls and women are less likely to be victims
of domestic and sexual violence or to tolerate it in their families.

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viii. Decrease support for militancy: As women become more educated, they are less likely to
support militancy and terrorism.
ix. Improve socio-economic growth: Educated women have a greater chance of escaping poverty,
leading healthier and more productive lives, and raising the standard of living for their
children, families, and communities.
CONCLUSION AND RECOMMENDATIONS
Conclusion
To achieve national development and human security, girl child education is very needful and is an
indispensible tool to nip in the bud the menace of insecurity in Northern Nigeria. This papers
highlighted the benefits of girl child education, the obstacles engendered through cultural and poverty
factors that hinders Girl-child education, what some countries and organization have done and above
all, the contribution of the Girl-child education to national development and human security. It is
worrisome that parents do not see the benefits of Girls-child education as many parents view it as a
worthless venture. Thus instead of sending them to school, they are given away in early marriages to
serve their husbands’ family. As such when compared to men, women have fewer opportunities for
paid employment and less access to skill training that would make such employment possible. Women
are usually restricted to low-paid and casual jobs, or to informal activities. This hinders development
and increases human insecurity in the North.
Recommendations
i. Parents should be enlightened to encourage the girl-child to acquire basic education.
ii. Governments, non-governmental organizations, religious leaders and traditional rulers have a
major role to play in carrying out awareness and enlightenment campaigns not only on the
importance of education for the girl-child but also on the need to discard the various cultural

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and religious misconceptions that have militated against girl-child education in Northern
Nigeria.
iii. Governments should also make a promulgation by raising the age of marriage for girls to at
least twenty (20) years of age or above.
iv. A fine as punishment to parents/families who in any way hinders the girl child from having
basic education should be introduced.
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