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The title of our project was attitude of parents towards girl-child education in Suru Local Government area, Kebbi State. A population of 150 was used the design for the study was survey design. The research questions were answered using descriptive status of simple percentage in tables. One of the major findings was early marriage and economic factors were responsible for low or non participation of girls in western education. It was also recommended that the few educated girls should be employed.



One of the main aims of education is to train children for day to day living, which include enabling them to care for the need of the family as well as the nation. A successful education should also foster in children the joy and happiness of living and to help them to take their place in the society as well as balanced individuals.

Our progress as a nation can be no swifter than our progress in education (John Kennedy 1981).

As stated above education is a work which legacy nation and parents should bequeath to their children in order to have independent, intelligent and wise cadres of tomorrow. The belief in this makes parents toil day and night in their forms and work place to ensure that their children get the best education in their later time all over the world. Therefore this brings us to know that education play’s vital roles in hatching new cadres for the nation, especially free and universal education for both male and female children in the society. In view, the above aims of education among many others, is therefore appealing and a thing of great sadness to know that girl-child education is given a lack deistical attitude by parents of Suru Local Government, Kebbi State.


This project therefore seek to find out the reasons for the cold attitude of girl-child education by parents of Suru Local Government and possibly proffer lasting solution to the problem in the State.


Girl-child education is one of the issues that seem to be receiving prominent attention in Nigeria today. The development is indeed a reflection of global trend towards girl-child empowerment. Mention liberation, greater equality and indiscrimination. The background to this is predicated on the understanding of the noble role of girl-child in the socio-economic and political development at any country (Nwaubami, 1998).

Girl–child no doubt are the most influential but often neglected group in most of the Nigerian societies. The neglect to a large extend has made girl-child one of the disadvantaged groups in the developing countries at the world where they are marginalized on account of gender, social and cultural bias as well as other stereotypes (UNESCO 1992).

In Nigeria, education is perceived as an instrument per excellence for effective national development (N.P.E 2004). In endorsing the importance of education for all Nigerians, the National Basic education in a variety of forms, depending on the need and possibilities be provided for all citizens bearing this goal in mind, government is expected to treat citizens equally in the process of providing educational opportunities. This there fore suggest that no Nigerian


child should be deemed access to education and self fulfillment on the basis of some perceived misconceptions, like parental look Warm attitude, social stigma and gender superiority e.t.c.

Indeed girl-child education is very important for the overall development of the country. The place of girl-child in our society is indeed such as important one that any deliberate neglect of their education could portend danger for the entire society.

In fact, it has been often said to teach a boy child is to teach an individual, to teach a girl-child is to teach a family and a nation (Frederick 1981).

In education female pass on their knowledge to their peers and other family members particularly their daughters there by multiplying the effect of their own education. It could be said that while education is essential for boys and girls, the benefits of educating, girls tend to be greater. This is so because female education has been found to have more significant impact on poverty reduction and the provision of sustainable development by influencing family size and female labour participation. Hence parents should always think of these merits of girl-child education and allow their girl-child to be educated.

It is indeed the responsibility of the family and society to protect the rights of all children including the girl-child. Thus a caring society will not only given dignity to young children through education but equally create


conditions in which they can actualize their potentials and material of ensuring that the educational right of the girl-child is safe guarded is a very vital one.

This is so because human rights in general and educational right in particular have a specific application to female children probably because of her society neglect and bias. Despite the new universal advantages of female education parents tend to prefer to educate their son’s given women’s role, the household economy and the perceived disadvantage of investing in a girl-child who will marry in to another family and take with her the advantage she has gained (U.N.F.A 1993).

The above demerit is one of the attitudes of parents towards girl-child education in Kebbi State. But the most pronounced ones include perception of girl-child education and their peculiar house hold role’s poor parental educational background, poverty and limited resources e.t.c.

Thus, in Kebbi State, girl-child enrolment in primary schools and transition to secondary and tertiary education seem quite low because of the above reasons.

Further more, this parity between male and female gender in education could be based on several factors. Indeed, this inequality could be due to intentional discrimination of the female child on educational issues. This is more pronounced in Kebbi, Sokoto State where Islam religion permit women


to be married very early in life and to be confined in purdah. This friend has inevitably led to both low enrolments by girls, their high drop out rate. Certainly this does not mean that Islamic is opposed to girl-child education in the country. Islamic has made it very clear that all Muslim in respective of their sex, age and social status should seek for knowledge that would poster their well-being both spiritually and materially. The position of the great with century revivalist movement lead by Sheikh Usman Danfodio and his brother Abdullahi on girls and women education is well known through the Sokoto caliphate area and beyond. It was Usman Danfodio who condemned those “Malam” and men who deprive their wives and women from participating in education programmes while they themselves importing or acquiring it out side.

How ever, some parents in Kebbi State hide under the canopy of Islamic religion to deprived girl-child from acquiring western education but great Islamic scholars have encouraged girl-child education.


In Kebbi State as is the practice in Suru Local Government Area girls, face the problem of early marriage since it is culturally believed that early marriage prevents promiscuity. Also Suru Local Government Area the economic factor of high bride prize makes some parents to given out their daughters early to wealthy families. Indeed the above parental attitudes urged the female


child to think of nothing rather than becoming wives and mothers as their parents and society expects. More so, parents inculcate this in to the girl from very tender age, in the choice of duties in the home for instance girls young ones cook, wash and tidy the home, the boys are left with duties as washing the car or laundry. Further more, the western education system indoctrinated parents hence added little scale to poor parental attitude to western education. This is vividly illustrated in the text book. Used at all levels of Nigerian education system. The text book seems to be gender stereotypes. Because even at primary level the text book have stereotyped pictures such as father reading newspaper, or watching television , mother with baby on back, carrying basket on her way to market conversely. Within the cultural factor, lies the religious dimension which in Kebbi State also seem to be a prominent issue in parental attitude on girl-child education owing to poor parental attitude thus factor has created a wide gap between male and female enrolment in western education.

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