GIRL-CHILD EDUCATION AND NIGERIA'S NATIONAL

DEVELOPMENT: A STUDY OF SELECTED PRIVATE AND PUBLIC

SECONDARY SCHOOLS IN ADO-ODO OTA LOCAL GOVERNMENT
AREA, OGUN STATE

1L. Ajayi, 2O. Fayomi, 3U. Abasilim, 4O. Adepoju, 5T. Oni
1, 2, 3, 4 Department of Political Science and International Relations
5 College of Leadership Development Studies
Covenant University, Ota, Ogun State, Nigeria
adaina.yartey@covenantuniversity.edu.ng, nike.fayomi@covenantuniversity.edu.ng, ugochukwu.abasilim@covenantuniversity.edu.ng, yemisiadepoju9@gmail.com,
thomas.oni@covenantuniversity.edu.ng

Educate a woman, you educate a nation

(Phumzile Mlambo-Ngcuka, 2007).

Abstract
This paper investigates the impact of girl-child education and Nigeria’s National Development in selected
private and public secondary schools in Ado-Odo Ota Local Government Area, Ogun State. In order to
achieve the objectives of the study the survey research method was adopted and data sourced through
the administration of questionnaires. Descriptive method of data analysis involving frequencies tables and
percentages were utilized to analyze the information generated from the survey study. Chi-square normal
distribution technique was used for the test of the study hypothesis. The study reveals that cultural
practices and colonial intrusion serve as major encumbrances to girl-child education and that
inaccessibility of the girl-child to education makes her vulnerable to early marriage, denial of rights and
child labour et.cetera. The study concludes that proper education of the girl-child is highly imperative for
economic empowerment, wealth creation, and social transformation, political and academic development
which constitute veritable means of national development and individual empowerment and
recommended that cultural practices and stigmatization against girl-child particularly in rural communities
should be outlawed amongst others.
Keywords: Development, Education, Girl-child, Nigeria

1 INTRODUCTION

Historically, for centuries in all established societies and cultures all over the world, women and girls have
been victims of ruthless power struggles. This hegemony over women and girls has been apparent in
disparity in education, forced marriages, social –political exclusion, et cetera. Therefore, education for girl-
child in Nigeria has faced a hard upwelling with a history of patriarchal norms that led to the
maginalisation in girls in knowledge acquisition through formal education. Traditions of early marriage
focusing mainly on family management and less access to the use of information technology has created
current gender gaps in several parts of Nigeria, especially the North-east and central parts which are the
most hard-hit. But for the purpose of this study, Ado-Odo/Ota local government has been selected for the
analysis of the importance of girl-child education as regards the development of Nigeria. Ado-Odo/Ota
local government is the biggest local government with highest number of secondary schools in Ogun
State but there is a gender gap in terms of enrolment in the schools. Ado-Odo/Ota evolved over the years
starting from the pre-colonial period when Ota district council was under the Western region. It moved on
to Ifo/Ota Local Government at the creation of Ogun State and thereafter Ado-Odo/Ota was created
having merged Ota with Southern part of the default Egbado South Local Government on the 19th May,
1989. With an estimated population of 527,242, the Local Government is populated by the Aworis,
Egbados, Eguns and other sub-ethnic groups and settlers like Hausas, Ibos, Igbiras, Egbos, Egbas et ce
tera. ( NPC Census, 2006; Fayomi and Idowu, 2015).

This study focuses on the following objectives:

 Ascertain significant factors that militate against girl-child education in selected private and public
secondary schools in Ado-Odo Ota local government
 Evaluate the arguments against girl-child education
 Examine the consequences of inadequate girl-child education
 Determine impact of girl-child education on national development

2 LITERATURE REVIEW
2.1 Education and National Development
The place of education in national development cannot be overemphasised. This is so because of the
important role it plays in determining whether a country is making progress or not. In fact, there is no gain
saying that education is one of the prerequisites for any form of development and in this case national
development (Oyitso and Olomukoro, 2012). However, education is said to be the right of every citizen
and not a privilege irrespective of their sex (whether male or female); their abilities (been able or
disabled); age (either young or old), etc. It is a major metric used to assess the progress of development
of any given country (World Bank, 1994; Jasada, 1999; NPE, 2004; UNICEF, 2006; Akinpelu, 2007;
Oyigbenu, 2010; Ugbogbo and Akwemoh, 2013; Muhammed, 2014). This simply means that, the bedrock
of any form of development be it political, economic, sociological, cultural and so forth is hinged on the
level of education of her citizens.

Flowing from the above, it is imperative to have a proper understanding of what education and
development as a concept is all about. It is also appropriate to state here that there are diverse definitions
concerning the concepts been examined (education and development). Meaning that there is no one best
fit all definition. For instance, education has been defined as the process whereby information is provided
to an inexperienced person to enable the individual develop physically, mentally, socially, emotionally,
spiritually, politically and economically (Akinpelu, 2000). For Uwadia (2010), education is seen as a
process by which an individual acquires both the physical and social capabilities needed for societal
advancements. He further described education as, what the mind is to the body, just as a diseased mind
is handicapped in the coordination and direction of the bodily activities. By implication, education is a
necessary ingredient and a subset of any state of advancement of any country. In the same vein,
Chidebulu (2010) opines that education entails the process of cognitive, effective and psycho motive
development of an individual with the aim to molding the individual for his or her involvement in causing
development to be a reality. This definition also buttress the fact that when one is educated, he/she tends
to be impacted individually and the society at large.

Another concept to be clarified here is national development. According to Elugbe (1994), national
development is seen as the growth of any nation, which is measured in terms of unity, education,
economic well-being and mass participation in government. In a similar manner, Osokoya (2008) sees
national development as a nation’s development of her human and material resources. He further posits
that education tends to be the only means that prepare individuals for participation in national
development. While Odunola and Kolade (2012) emphasise that, national development is that growth
and development of a nation that is sustainable and desirable.

From the definition above, national development can be classified as a broad concept that ranges from
political, economic, social, cultural, educational development and so on. It can be deduced to be the state
of advancement of any nation that is beyond her growth to actual development of diverse sector of the
nation that is tangible, desirable and undeniable which is human oriented. Meaning that the people that
resides in any nation or state make a living and advance in life. In supporting this nation, Onabajo and
M’Bayo (2009) also maintains that a country’s national development should among other things be human
centered rather than institution oriented, collectiveness driven and not individual based because its level
of attainment will be assessed in terms of the influence education has on the masses. Which is geared
towards improving their lives. Therefore, national development is aimed at providing the basic needs of
life (education) among others, thereby transforming the individuals in the society to self-actualization
(Todaro and Smith, 2006).

Studies on the impact and relationship between education and national development has attracted
considerable research interest and most of the arguments in most studies relates to the importance or the
role of education in the actualization of national development, challenges of national development as it
pertains to education and the lopsidedness or better put the inequality that exit in the access of education
referring to the girl-child education. (Ballara, 2002; Ajayi and Afolabi 2009:34-36; Boliva, 2010 Afolabi and
Loto 2012:330; Ezegbe and Akubue 2012; Collins, 2014). With reference to the role or importance of
education in a nation’s development, Ajayi and Afolabi (2009:34-36) asserts that in Nigeria, “education is
largely perceived as an indispensable tool which will not only assist in meeting the nation’s social,
political, moral, cultural and economic aspirations but will also inculcate in the individual knowledge, skills,
dexterity, character and desirable values that will foster national development and self-actualization.” In
like manner, Afolabi and Loto (2012:330) reinforced Ajayi and Afolabi (2009:34-36) argument by adding
that “a developed or educated polity is the one that has enough manpower and each person occupies his
or her rightful position to enhance the growth of the society.” From the foregoing, it can be reasoned that
the place of education in a nation’s development cannot be downplayed and this is because education is
seen as a veritable tool that helps her citizenry relevant especially in meeting the development need of his
or her society. It is the provider of the quality and quantity of manpower for the advancement and
enlightenment of the citizenry and also one of the major drivers for national development.
In line with the above statement, Adekola and Abanum (2010) reiterates that, when education is in place
development becomes realizable of any nation. They further stress that a nation that is categorized as
either developing or is said to have developed is distinguished by the level of education (literacy) and
enlightenment of her populace. While Imhabekhai and Olomukoro (2007) specifically asserts that, the
level of literacy of the populace influences the extent of development and its possession or impedes on
the level of development of a given nation or country as the case may be. Therefore making education
desirable for everyone, including the female (Abbagana, 2013). In addition to the line of thought that
emphasized the girl folks, Boliva (2010) states the benefit of educating a girl-child. According to him,
when women are literate, the society gains. This is so because education is seen as a tool that prepares
an individual to render active services that is said to be useful both to the immediate family and the
society at large. It is a powerful agent of socialization.
However, despite the Universal Declaration of Human Rights by The United Nations General Assembly
(2001) and the National Policy on education (2001) which specifies among other things, that everyone
has the right to education (equal opportunities for all citizens) irrespective of the sex which shall be of no
cost at least in the elementary and primary stages. There have been some level of lopsidedness or
discrimination against the girl-child assess to education in Nigeria (Osinulu, 1994). He explains that, in
place of giving the girl child education, which will help her build the required competence for community
development translating to national development she is been given out to marriage early. To Ballara
(2002), the education of the girl-child is so important because their access to education is vital to the
national development of any country; since they (girl-child), form the larger population. He further itemized
the importance of according the girl-child education. According to him, when the girl-child is educated or
has the acquisition of skills, she tends to contribute a lot to national development in adulthood and it gives
her the opportunity to be informed about family planning and its facilities, thereby taking advantage of it
which results in fewer births of children thereby reducing the social and economic burdens on families and
society in general. Ottaway (2000) also adds the economic benefit of girl-child’s education. For him, when
the girl-child is educated; she gains employment in the formal labour force effortlessly and this culminate
to and not limited to her being a contributor to her immediate family but also to the Gross National
Product of her country.

2.2 Hindrances to Girl-Child Education in Nigeria

Despite efforts by Nigeria government through the several education programmes (Universal Primary
Education (UPE), National Mass Literacy Campaign (NMLC) and Universal Basic Education (UBE))
initiated to ensure that every Nigerian is educated, Girl-Child education have been marred by numerous
hindrances. Below are some of the hindrances to Girl-Child Education in Nigeria as identified by some
scholars (Alabi, Bahah and Alabi, 2014; Igbelina-Igbokwe, 2013; Adedokun, Ekundayo and Gbenro,
2010).

2.2.1 Traditional and Cultural Patterns

These patterns in Nigeria have no doubt been hostile to the girl-child. It has continued to emphasize and
often dictate, the girl-child’s primary role as house wives and mothers. Put differently, the traditional role
expectations of the girl-child who later develops into a woman is that which is saddled with many family
responsibilities, which includes bearing and taking care of children, feeding of the family, maintenance of
the home, and preservation of family health. This has largely been propagated by the strong patriarchal
system that exists in Nigeria. It is important to note that, patriarchal value system favours sexually
segregated roles and so called “traditional cultural values” militate against the development and progress
of the girl-child which could be gotten through education (Yartey, 2012). Appadorai (1974) cited in Yartey
(2012) opines that patriarchy is characterised by male kinship, permanent marriage and paternal
authority.
Aina (1998) cited in Egharevba, Idowu, Chiazor and Suleiman (2013) describe patriarchy as a system of
social stratification and differentiation on the basis of sex, provides material advantages to males while
simultaneously placing severe constraints on the role and activities of females. Also, Fayomi & Igbelina-
Igbokwe (2009) note the influence of patriarchy cultural structure on the social status of the female
gender. This has further led to the low self-esteem being experienced by the girl-child who sees herself as
an inferior being to the boy-child.

Furthermore, by observation we are of the opinion that the girl-child is subjugated to certain traditional
practices such as early marriages commonly found in the Northeastern part of Nigeria and initiation
ceremonies like the female genital mutilation (FGM). This has exposed the girl-child to deadly
reproductive ailment and infection, which include; Vesico Vaginal Fistula (VVF), HIV/AIDS, et cetera and
has brought stigmatization to her in the community.

2.2.2 The Presence of the Colonialists

Under the rule of the colonialists, the educational system in Nigeria was the worst affected. At the very
initial stages, the introduction of education to the colonies; girls were exempted because the colonial
administration was only interested in grooming, training, and equipping the boy-child who will be
grounded in the art of governance and statesmanship and thereby enabling him to occupy key positions
but the very opposite happened to women (Yartey, 2012). Though this trend did not continue for the rest
of the colonial period, by the time the girl-child was permitted to get into the education system, the gender
gap between levels of education was quite considerable. The decision to allow the girl-child to get
education was only a partial solution to her educational needs because of the gendered nature of courses
of study approved for boys and girls.

For instance, the girl-children who had access to the educational system were more likely to study home
economics than any other course or subject unrelated to home making. Reiterating this, Allah-Mensah
(2005) notes that education at the period of colonialism heightened discrimination against the girl-child not
only in the course content but also in figures and in the categorisation of jobs. This further explains that
the educational opportunities the girl-child was exposed to; which was to ensure worthy and respectable
behavior with feminine skills such as needlecraft and cooking. Their actual intentions were to produce
“better wives and mothers” for the educated men who were not restricted.

2.2.3 Religious Beliefs

The values, norms, ideologies and doctrines of most religions have further challenged educating the girl-
child. Taking a critical look at the founders and great names mentioned in most religions; it is evident that
they were mainly men compared to the few women that were scarcely mentioned. Igbelina-Igbokwe
(2013) supports the aforementioned by saying, most religious societies of the world are patriarchal. For
instance, she notifies that, the Islamic religion in Nigeria, still deprives the girl-child basic education. This
is because, there exist a notion that education has a way of polluting and corrupting the Islamic tenets the
girl-child has been subjected to from birth. However, it is crucial to note that in the Christian society, the
biblical perspective showed clear evidence that portrayed women as major actors in the fulfillment of the
ministry of Christ while he was on earth. This was shown in the incident of his resurrection and after his
ascension.

2.2.4 Poverty and Parental Ignorance

This can be likened to a deadly disease that has eaten deep like cancer into the souls of citizens in the
Nigeria. Research has proven that poverty in Nigeria has made it such that whenever parents are to
choose between educating the boy-child or the girl-child, they often prefer the boy-child (Oniye, 2008).
This explains the fact that an average African parent, is of the belief that the boy-child is a better
investment for the future and that investing in the girl-child will not yield maximum increase. There exists
the belief that the duties of the girl-child starts and ends in the home therefore, the girl-child is withdrawn
from school, most often is a victim of economic hardship and is subjected to engaging in activities that will
further make her inferior to the boy-child (Nwakego, 2014).

The menial activities which the girl-child is relegated to include; hawking and domestic staff (maid) in
people’s homes. The fund generated from these ventures are often taken in order to cater for the family
and send her brothers to school. An alternate route to bringing an end to the family’s low income is for the
girl-child to be given out in marriage at an early age so that the dowry or bride price can be used to cater
for the family needs and educate her brothers as the case may be (Ibrahim, 2012). Her marriage turns out
to be the source of income for advancing the educational pursuit of her brothers at her detriment.

2.2.5 Cost of Education

Although the UBE (Universal Basic education) programme which was initiated by former President
Olusegun Obasanjo on 30th September, 1999 aimed at eradicating illiteracy, poverty, ignorance and
ultimately intended to make education universally free. The reality on ground, whilst official school fees
may have been abolished, many schools continue to charge other fees such as for enrolment or
examinations. Added to the costs of uniforms, books, transport, stationaries and other ‘hidden costs’ of
education, sending a child to school remains a significant financial investment for families (Babalola,
2010).
2.2.6 Sexual Violence and Abuse
Due to the fear of sexual violence and abuse, most parents find it difficult to send the girl-child to school.
There is the notion that she is being exposed to sexual harassment and abuse in the pursuit for
education. A study by provided by the National Demographic Health Survey in 2008 reveals that, 36.5
percent of women who had acquired secondary education experience physical violence since age fifteen
as compared to 15 percent of women who were never educated (Igbelina-Igbokwe, 2013).

3 RESEARCH METHODOLOGY
The data source was mainly primary data which consists of survey study and questionnaire administered
by the researchers. The research instrument consists of multi-choice questionnaires with closed ended
questions. In design, the instruments were divided into two broad sections. The first section deals with the
bio-data of the respondents including the age category, gender education and marital position of
respondents. The second section focuses on the factors militating against girl-child education, arguments
against girl-child education, the outcomes associated with poor girl child education and the impact of girl-
child education on social economic development of the nation. To source for the necessary information
required by this study a total of two hundred and forty –five questionnaires were randomly distributed to
some selected private and public secondary schools in Ado-Odo Ota Local government area in Ogun
State. The sample size consists of the secondary schools staff and students of the randomly selected
schools. Over Seventy-five (75%) response rates were achieved in the retrieval and analysis of the
administered instrument. Descriptive method of data analysis involving frequencies tables and
percentages were utilized to analyze the information generated from the survey study. Chi-square normal
distribution technique was used for the test of the study hypothesis.

Statement of Hypotheses

Hypothesis I

H0: There are no significant factors militating against girl-child education

H1: There are significant factors militating against girl-child education

Hypothesis II

H0: There are no significant arguments against girl-child education in Nigeria

H1: There are significant arguments against girl-child education in Nigeria

Hypothesis III

H0: Girl-child education has no significant impact on National development

H1: Girl-child education has a significant impact on National development

Decision Rule:

Reject the null hypothesis at given p-value greater than 5 percent level of significance, otherwise accept.

Reliability Statistics

Table 1: Reliability Statistics

Cronbach's Alpha N of Items

.875 20
Source; Survey Report, 2015

To test for reliability of the research instrument for internal consistency, the paper employed Cronbach’s
Alpha statistics to measure twenty items considered in the questionnaire. The result of the reliability test
shows an estimated value of 0.875 suggesting the questionnaire is adequately reliable and suitable for
the current study being investigated.

Table 2: Demographic spread of respondents

Variables Category Frequency Percentage

Below 18 years 108 63.5

Age 18-25 years 25 14.7
Between 26-35 years 16 9.4
36-45 years
12 7.1
45 years and above
9 5.3
Total
170 100.0
 Gender Male
90 52.9
Female
80 47.1
Total
170 100.0
Marital status Single
126 74.1
Married
44 25.9
Total
170 100.0
Education Primary
13 7.6
Secondary 125 73.5
Tertiary
20 11.8
Others
12 7.1
Total
170 100.0
Source; Survey Report, 2015

In table 2 it is observed that majority 108 (63.5%) of the respondents which consists of secondary
school students were below 18 years. Most of the students 90 (52.9%) were males and females students
were 80 (47.1%). The singles 126 (74.1%) constitute the largest proportion of the respondents while the
highest number of respondents 125 (73.5%) were those at the secondary school level of education as the
major target audience.

4. RESULTS AND DISCUSSIONS

Table 3: Major encumbrances to girl –child education

Strongly Agree Undecided Disagree Strongly
Agree Disagree

FQ % FQ % FQ % FQ % FQ %

Cultural practices and 6 37. 1

74 43.5 7 4.1 7.1 14 8.2
stigmatization 3 1 2
Colonial intrusion 4 28. 3 18.
29 17.1 29 17.1 32 18.8
9 8 1 2
Lack of economic resources 6 37. 1
58 34.1 15 8.8 9.4 17 10.0
4 6 6
Poor parental education and 5 34. 1 10.
69 40.6 14 8.2 11 6.5
awareness 9 7 7 0
Injustice and oppression 5 31. 2 15.
46 27.1 21 12.4 23 13.5
4 8 6 3
Source; Survey Report, 2015

In table 3 the majorities 74 (43.5%) of the total respondents believe that cultural practices and
stigmatization constitutes a major encumbrance to girl-child education in Nigeria. 49 (28.8%) were of the
opinion that colonial intrusion have significant effect on girl-child education. From the study it shows that
64 (37.6%) of the respondents believe that lack of economic resources constitutes a barrier to girl-child
education. 69 representing 40.6 % of the total audience supports the argument that poor parental
education and awareness posits a major threat to girl-child education while 46 (27.1%) considered the
denial of girl-child’s right to education as an act of injustice and oppression.

Table 4: Arguments against Girl-child education

Strongly Agree Undecide Disagre Strongly

Agree d e Disagree

FQ % FQ % FQ % FQ % FQ %

Loss of cultural values and ethics 34 20.0 40

23.
19 11.2 42 24.7 35 20.6
5

Poor resistance to harsh 28.

30 17.6 49 26 15.3 40 23.5 25 14.7
educational environment 8

Opting for easy life that leads to 25.

37 21.8 43 22 12.9 31 18.2 37 21.8
destruction 3

Sexual harassment and abuse 51 30.0 47

27.
14 8.2 20 11.8 38 22.4
6

Poor value placement on Girl- 32.

48 28.2 55 23 13.5 21 12.4 23 13.5
child education 4

Source; Survey Report, 2015

The arguments against girl-child education in table 4 shows that 42 (24.7%) disagree that there is loss of
cultural values and ethics in girl-child education. 49 (28.8%) agree that poor resistance to harsh
educational environment hinders girl-child education. 43 (25.3%) believe that there is high tendency of the
girl-child to opt for easy life that leads to destruction in the long-run. Greater percentage of the
respondents 51 (30%) supports the argument for the predominance of sexual abuse and harassment in
girl-child education. The study result shows that 55 (32.4%) believe that there is poor value placed on girl-
child education in most cases.
Table 5: Consequences of inadequate Girl-child education
Strongly Agree Undecide Disagre Strongly
Agree d e Disagree

FQ % FQ % FQ % FQ % FQ %

Early (forced) marriage 79 46.5 43

25.
10 5.9 14 8.2 24 14.1
3

Denial of rights and injustice 32.

73 42.9 56 9 5.3 14 8.2 18 10.6
9

Vicious cycle of poverty 32. 11.

57 33.5 56 18 10.6 20 19 11.2
9 8

High vulnerability to human 61 35.9 53

31.
13 7.6 21
12.
22 12.9
rights abuses 2 4

Child labour and other related 31.

66 38.8 54 19 11.2 12 7.1 19 11.2
issues 8

Source; Survey Report, 2015

Analysis of the evidences from table 5 above indicates that one of the consequential effects of poor girl-
child education is traceable to forced and contractual girl-child marriages. 73 (42.9%) believed that denial
of girl-child rights and privileges is much easier when there is poor girl-child education. 56 (32.9%)
believed that vicious cycle of poverty is can be perpetrated when there is poor girl-child education and
can be broken when the girl-child is adequately educated. 61 (35.9%) and 66 (38.8%) of the respondents
supports the argument that poorly educated girls are more vulnerable to human right abuses, child labor
and other related offence.

Table 6: Impact of Girl child education on National Development

Strongly Agree Undecided Disagree Strongly
Agree Disagree

FQ % FQ % FQ % FQ % FQ %

Economic empowerment and 2 1

enhanced self-worth 84 49.4 44 25.9 15.3 7.1 4 2.4
6 2
Increased wealth creation and 2 1
community development 73 42.9 57 33.5 11.8 7.6 7 4.1
0 3
Social-cultural transformation 3 1
70 41.2 41 24.1 21.8 8.2 8 4.7
7 4
Political emancipation 3 1
55 32.4 55 32.4 20.0 10.0 9 5.3
4 7
Intellectual (academic) 2 1
development in the society 76 44.7 49 28.8 11.8 8.2 11 6.5
0 4
Source; Survey Report, 2015

Table 6 measures the percentage distribution of the responses on the impact of girl-child education on
national development. 84 (49.4%) believe that girl-child education brings about economic empowerment
and enhanced self-worth. 73 (42.9%) confirmed that girl-child education results to increased wealth
creation and community development. 70 (41.2%) supported that there is social cultural transformations
through increased number educated females in the society. 55 (32.4%) believed that increased number
of educated females in the society is significantly responsible for political emancipation 76 (44.7%)
attributed girl-child education to be partly responsible intellectual and academic development of the
society.

TEST OF HYPOTHESES

Hypothesis I

H0: There are no significant factors militating against girl-child education in Nigeria

H1: There are significant factors militating against girl-child education in Nigeria

The principal component analysis in table 7 below indicates the cultural practices (0.655), colonial
intrusion (0.633), lack of economic resources (0.776), poor parental education and awareness (0.91) and
injustice constitutes significant factors that hinder girl-child education in Nigeria. Further observation of the
result suggests that specifically poor parental education and awareness constitute the most dominant
factor among these. The above evidence thus rejects the null hypothesis that there are no significant
factors militating against girl-child education in Nigeria.

Table 7: Component Matrixa

Component
1

Cultural practices and stigmatization .655

 Colonial intrusion .633
Lack of economic resources .776
Poor parental education and awareness .791
Injustice and oppression .665

Extraction Method: Principal Component Analysis.

Source; Survey Report, 2015

Hypothesis II

H0: There are no significant arguments against girl-child education in Nigeria

H1: There are significant arguments against girl-child education in Nigeria

The null hypothesis that there no significant arguments against girl-child education in Nigeria was tested
with chi-square at 0.05 percent level of significance and the result is as shown in table 8 below. Given the
chi-square value 9.588, 12.412, 31.471 and 30.824 with the common degree of freedom (4) and
respective significance levels at 0.048, 0.015, 0.000 and 0.000 were all significant at 5 percent, the study
therefore rejects the null hypothesis that there are no significant arguments against girl-child education in
Nigeria in favour of the alternative that there are significant arguments against girl-child education in
Nigeria. These includes the argument that the girl-child when educated has the tendency of neglecting
some vital aspect of cultural values and societal ethics, poor resistance to harsh educational environment,
possibility of sexual harassment and abuse coupled with poor value placement on girl-child education in
some rural communities in Nigeria. However, the argument on opting for easy life that leads to destruction
was not valid for the present study.

Table 8 Test Statistics

Lose of Poor Opting for Sexual Poor value
cultural values resistance to easy life that harassment placement on
and ethics harsh leads to and abuse Girl-child
educational destruction education
environment
Chi-Square 9.588a 12.412a 7.412a 31.471a 30.824a
Df 4 4 4 4 4
Asymp. Sig. .048 .015 .116 .000 .000
a. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell frequency
is 34.0.
Source; Survey Report, 2015

Hypothesis III

H0: Girl-child education has no significant impact on National development

H1: Girl-child education has a significant impact on National development

Table 9 shows the chi-square result of the hypothesis on the impact of Girl-child education on National
development on 5 percent significance level. The null hypothesis that girl-child education has no
significant impact on National development could not be accepted for the factors considered. This is
supported by the chi-square results of 119.059, 100.471, 71.471, 52.824 and 91.588 given the degree of
freedom (4) and their respective significance levels at 1 percent. This implies that girl-child education
exerts a significant impact on national development through economic empowerment and enhanced self
worth of the educated girl-child leading to increased wealth creation and higher contribution toward
community development. Other impacts involve significant social cultural transformation, political
emancipation and intellectual advancement of the society.

Table 9 Test Statistics

Economic Increased Social-cultural Political Intellectual(aca
empowerment wealth creation transformation emancipation demic)
and enhanced and development
self-worth community in the society
development
Chi-Square 119.059a 100.471a 71.471a 52.824a 91.588a
Df 4 4 4 4 4
Asymp. Sig. .000 .000 .000 .000 .000
a. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell frequency
is 34.0.
Source; Survey Report, 2015

5 RECOMMENDATIONS
In line with the findings of this study, the following recommendations have been put forward:

 Cultural practices and stigmatization against girl-child particularly in rural communities should be
outlawed.
 Adequate child up-bringing should be intensified at the family level in order to inculcate societal
norms and values that will last for life time among the growing up children.
 Government on its own part should intensify its effort in significantly subsidizing tuitions fees
especially in the public school to encourage the girl-child education.
 Greater awareness and sensitization of parents (particularly the uneducated) should be
coordinated and facilitated by both government and non-governmental organizations on the
dangers and consequences of poor girl-child education on the immediate communities and the
society at large.
 Appropriate legal proceedings should be enforced, effectively promoted and intensified against
injustice, oppression and marginalization of the girl-child particularly in the area of human.
6 CONCLUSION
This paper focuses on issues concerning the education of female children. It also examined significant
factors that militate against adequate education of the girl-child and the implications of poorly educated
female child on the society and the personally on the child. This study however concludes that proper
education of the girl-child is highly imperative for economic empowerment, wealth creation, and social
transformation, political and academic development which constitute veritable means of national
development and individual empowerment.

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