ABSTRACT

Name: GIRL-CHILD EDUCATION AND ITS CHALLENGES IN KAGARKO AND SABON GARI LOCAL GOVERNMENT AREAS OF KADUNA STATE
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This study was designed to identify and examine girl-child education and its challenges in Kagarko and SabonGari Local Government Areas of Kaduna state. The main objectives of the study are: to ascertain the level of girl-child education; to evaluate the contributions of the study areas towards girl-child; to identify and discuss challenges of girl-child education in the study areas; and to make recommendations that will improve girl-child education. Two null hypotheses on girl-child education and its challenges were formulated to guide the work. The survey research design was adopted for the research work. The Steely Yamane‟s formula and the exponential method for population projection were adopted to arrive at the sample size. Simple random technique and the purposive sampling technique were adopted for the administration of questionnaires and interview respectively. The descriptive statistical tools such as tables and simple percentages were employed in data presentation and analysis. Also the chi square test was used to analyze the data collected using SPSS. It was found that despite the availability of schools and frequent enrolment of students in the study areas, the rate of completion is still low compare to their male counterparts. This is because of the following challenges: financial constraints, ignorance and non-challant attitude of parents and girls, hawking and house chores, early marriage and teenage pregnancy, distance of schools, poor toilet facilities and school infrastructures, ineffective government policies and programmes. Government of the study areas have tried in encouraging girl-child education but the people in the study areas still feel the government should do more in creating awareness and encouraging education in their areas. Based on the findings, it was recommended that; the government should do more by organizing seminars and campaigns on the importance of girl-child education so as to disabuse the minds of parent‟s and girls from their non-challant attitude towards education, more schools should be built closer to the people, early marriage should be abolished until the girl-child has attained a certain level of education, schools should be rehabilitated and equipped with the necessary facilities, teacher‟s welfare should be considered and opportunities for income generating activities should be given to parents by government agencies and NGOs.

TABLE OF CONTENT

Content Pages

Title page – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – ii

Declaration – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – — – – – – – – – – – – – – iii

Certification – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – iv

Dedication – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – v

Acknowledgement – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – vi

Abstract – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – – – -vii

Table of content – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – viii

List of Tables – – – – – – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – – – xii

List of Appendices – – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -xiv

Abbreviations- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – xv

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – 1

1.2 Statement of the Problem – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 3

1.3 Research Questions – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 5

1.4 Aims and objectives of the Study – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 6

1.5 Significance of the study- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 6

1.6 Scope of the study- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 8

1.7 Research Hypotheses – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 8

1.8 Definition of terms- – – – – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – – – 8 1.9 Organization of chapters- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 9 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -12

2.2 Concept of the Girl – Child Education- – – – – – – – – – – – – – – – – – – – – — – 12

2.2.1 Girl-child Education in developing countries- – – – – – – – – – – – – – – — – – – – – – – – – – 16

2.3 Cultural beliefs and Girl-child education- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 22

2.4 Programmes adopted to improved Girl‘s education in Nigeria- – – – – – – – – – – – – – – -26

2.5 Relevance of Girl-Child Education – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 31

2.6 Challenges of Girl-child Education – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 35

2.7 Review of Empirical studies- – – – – – — – – – – – – – – – – – – – – – – – – – – – – — – – – – – – -40

2.8 Theoretical Framework – – – – – – — – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – -41

2.8.1 Relevance of the Human Capital Formation and Manpower Planning Model to the

study- – – – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – 45

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -47

3.2 Research Design – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -47

3.3 Population and sample size – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -47

3.4 Sampling Technique – – – – – – – – – — – – — – – – – – – – – – – – – – – – – – – — – – – – – – – -50

3.5 Sources of data- – – – – – – – – – – – – – – – – – – – – — — – – – – – – – – – – – – – – – – — – – – – – 51

3.6 Data collection method- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 51

3.7 Method of data presentation and analysis – – – – – – – – – – – – – – – – – – – – – – – – – – – – -52

3.8 Relevance of the Research Methods used- – – – – – – – – – – – – – – – – – – — – – – – – – – – 53 CHAPTER FOUR

POLICY CONTENT AND CONTEXT

4.1 Kaduna State Universal Basic Education (UBE) Law (No. 5, 2005) – – 55

4.2 Millennium Hope Programme in Kaduna State – – – – – – – – – – – – – – – – – – 58

CHAPTER FIVE

DATA PRESENTATION AND ANALYSIS

5.1 Introduction- – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – — – – – – – – – – – – – – – – 62

5.2 Presentation and Analysis of Secondary data – – – – – – – – – – – – – – – – – – – – – – – – – – -63

5.3 Presentation and Analysis of Primary Data – – – – – – – – – – – – – – – – – – – – – – – – – – – -65

5.4 Data Analysis- – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 72

5.4.1 Testing of Hypotheses – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – — – – 72

5.5 Interview Analysis – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – 75

5.6 Discussion of Major Findings — – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – – 83

CHAPTER SIX

SUMMARY, CONCLUSION AND RECOMMENDATIONS

6.1 Introduction – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – — – – – – – – – 86

6.2 Summary of findings– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 86

6.3 Conclusion- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 88

6.4 Recommendations- – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 89

References – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 92

Appendices — – – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – 96

LIST OF TABLES

Table 3.3.1: Population and Sample Size – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – 48

Table 5.2.1 Summary of Kagarko LGEA Pupils Enrolment from 2004-2014- — – – – – – – 63

Table 5.2.2 Summary of SabonGari LGEA Pupils Enrolment from 2007-2013 – – – – – – 63

Table 5.3.1 Gender of respondents – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 65

Table 5.3.2 Age of respondents – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 65

Table 5.3.3 Marital Status of respondents – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – – 66

Table 5.3.4 Educational qualification of respondents- – – – – – – – – – – – – – – – – – – – – – – – – 66

Table 5.3.5 Occupation of respondents – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 67

Table 5.3.6 More boys go to school in this community than girls – – – – – – – – – – – – – – – – 67

Table 5.3.7 Girls in this community prefer to marry at an early age than go to school — 67

Table 5.3.8 Parents in this community prefer their girls to hawk and help with the

house chores than going to school – – – – – – – – – – – – – – – – – – – – – – – – — – – – 68

Table 5.3.9 The traditional practice in this community does not permit the education

of the girl-child – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 68

Table 5.3.10 Religion is a hindrance to girl-child education in this Community – – – – – – – 69

Table 5.3.11 Parents assume that educating girls to boys is a waste of resources inthis

community – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – – – – – ——- 69

Table 5.3.12 Lack of water, health and sanitation facilities in schools hinders

girl-child education in this community – – – – – – – – – – – – — – – – – – – – – – – – – 70

Table 5.3.13 Local Government effort to improve girl-child education in this community-70

Table 5.3.14 Effectiveness of the Local Government effort to improve girl-child

education——————————————————————————– 70

Table 5.3.15 Government has carried out public awareness, campaigns, rallies and seminars

to encourage the education of girl-child in this community – – – – – – – – – – – – 71

Table 5.3.16 The UBE has done so much in encouraging equal access to basic education

for both boys and girls in this community – – – – – – – – – – – – – – – – – – – – — – – 71

Table 5.3.17 Government only pay lip-service and lack political will to implement policies

on girl-child education in this community – – – – – – – – – – – – – – – – – – – – – – – 72

Table 5.4.1.1 Test Statistics – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 73

Table 5.4.1.2 Test Statistics – – – – – — – – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – -74

Table 5.5.1 Interview with the Education mobilization officer and PTA representative of

KagarkoLocal Government- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 75

Table 5.5.2 Interview with Education and Social Department (ESD) Staff and the

PTA/SBMC Representative of SabonGari Local Government – – – — – – – – – 79

LIST OF APENDICES

Appendix I Questionnaire and Interview Schedule – – – – – – – – — – – – – – – – – – – – – – – 97

Appendix II Primary schools Enrolment figures of Kagarko and SabonGari Local

Governments – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -103

ABBREVIATIONS

UNICEF United Nation International Children‘s Fund

CBN Central Bank of Nigeria

UBE Universal Basic Education

LGEA Local Government Education Authority

UNESCO United Nations Educational, Scientific and Cultural Organization

EFA Education for All

MDGs Millennium Development Goals

NMLC National Mass Literacy Campaign

UPE Universal Primary Education

NPEC National Primary Education Commission

FME Federal Ministry of Education

UNDP United Nations Development Programme

POWA Police Officers Wives Association

SAGEN Strategy for Acceleration of Girl‘s Education in Nigeria

GEP Girls Education Project

FSP Family Support Programme

IRI Interactive Radio Instruction

NCNE National Commission for Nomadic Education

NGOs Non-governmental Organizations

AGEI African Girls Education Initiative

LDCs Less Developed Countries

PTA Parents Teachers Association

SUBEB State Universal Basic Education Board

MHP Millennium Hope Programme

SBMC School Based Management Committee

ESSPIN Education Sector Support Program in Nigeria

UK United Kingdom

ESD Education and Social Department

NCWS National Council for Women Society

NCE Nigeria Certificate in Education

SPSS Statistical Package for the Social Science

HIV Human Immuno Deficiency Virus

AIDS Acquired Immune Deficiency Syndrome

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The girl-child is a biological female offspring from birth to 18 years of age. During this period, the young girl is totally under the care of the adult who may be parents, guardians or elder siblings. It is also a period when the girl-child is malleable, builds and develops her personality and character. She is very dependent on others on who she models her behaviour, through observation, repetition and imitation. Her physical, mental, social, spiritual and emotional developments start and progress to get to the peak at the young adult stage (Sutherland, 2001).

The development of any society would be grossly lopsided if the girl child is not given quality education. Education in any normal society is accepted as an instrument to power, prestige, survival, greatness and advancement for men and women. The United Nations General Assembly (2001) adopted the Universal Declaration of Human Rights which stipulates that everyone has the right to education which shall be free at least in elementary and primary stages. Similarly, the National Policy on Education emphasizes among other things that there will be equal opportunities for all citizens. However, Osinulu (1994) lamented that the Girl Child is discriminated against in terms of education and given out to marriage early thereby denying the Girl-Child the required competences for community development.

Education is a basic human right and has been recognized as such since the 1948 adoption of the Universal Declaration on Human Rights. A positive correlation exists between the enrollment of girls in primary school and the gross national product and increase of life expectancy (Wikipedia, 2012). Because of this correlation, enrollment in schools represents the largest component of the investment in human capital in any society. Rapid socioeconomic development of a nation has been observed to depend on the caliber of women and their education in that country. Education bestows on women a disposition for a lifelong acquisition of knowledge, values, attitudes, competence and skills. Women in Nigeria have had various challenges in order to obtain equal education.

In recognition of the fact that in many countries, both developed and developing, the status of girls is significantly worse than that of boys, the Fourth World Conference on Women, held in Beijing in 1995, identified the persistent discrimination against the girl child and the violation of her rights as one of the 12 critical areas of concern requiring urgent attention by governments and the international community among which is the need for increasing girlchild education. Without access to education, girls are denied the knowledge and skills needed to advance their status. By educating girls, societies stand to gain economically.

In Nigeria today, the women folk have come a long way in businesses, politics, education, sports and other professions. They have made an indelible mark in their efforts to conquer the limitations of the past which have sought to place them permanently in the kitchen and bedroom. However, it is not all through a bed of roses for women and their empowerment. Majority of Nigerian women have not been fully mobilized and empowered to contribute to national development. If it had been so, we would not still be talking about good health for women, educational, economic, social, cultural and political empowerment of women. It is on this note that we will attempt to explore challenges of girl-child education in Kagarko and

SabonGari Local Government Areas of Kaduna state.

1.2 Statement of Problem

The girl-child, and indeed women the world over, especially in Africa and Nigeria has had their destiny sealed from birth by tradition and culture on account of their biological sex. They have been called the weaker sex in order to justify societal discrimination and oppression against them. They must remain silent hewers of wood and drawers of water, bearers of children, and toilers of arduous labour from sun-rise to sun-down. They can be seen but not to be heard in both the private and the public spaces of decision making. The girl-child by the natural status ascribed to her by male defined norms of societal conduct and behaviour remains a property to be owned and commoditized. Consequently, her rights are circumscribed by tradition, custom, and the chauvinism of male patriarchy. No community will remain undeveloped if it has the required human capital and the best instrument for developing any society is to invest in human capital (Richardson, 2009). This is because the acquired knowledge and skills will guarantee the economic and social liberation of the individual and by implication enhances their contributions to community and national development (Efe, 2001).

Essentially, the Girl-child must be educated in terms of their role in the society, whether as Producers or Reproducers; they are mainly responsible for the care and well-being of their families, they play an important role as educators of future generations, they perform economic functions and social functions (Ballara, 2002). As more and more women are educated, the health of the nation improves. With rising education among the girl child (women), there will be also a rise of women in the labour force; women education aids in the protection of the environment and also improves agricultural practices. Thus, for society to be developed, the Girl-child must be allowed access to good and qualitative education (Ballara, 2002).

Illiteracy has been the greatest cankerworm which has eaten deeply in us and devastated the implementation of various wonderful policies of developing countries. Illiteracy has a positive relationship with poverty. Unfortunately, illiteracy is highly rated among the women than men which means illiterate mothers will raise illiterate daughters who are most likely to marry early and have no access to education if their husbands do not comply. The girl child often faces discrimination from the earliest stages of life, through childhood into adulthood. Her low status is reflected in the denial of fundamental needs and rights and in such harmful attitudes and practices as a preference for sons, early marriage, female genital mutilation, domestic abuse, incest, and sexual exploitation, discrimination, less food and less access to education. Forty per cent of Nigerian children aged 6-11 do not attend any primary school with the Northern region recording the lowest school attendance rate in the country, particularly for girls. Despite a significant increase in net enrollment rates in recent years in Nigeria, it is estimated that about 4.7 million children of primary school age are still not in school (UNICEF Report, 2005).

Issues of gender equality in education have been the subject of much debate during the past decades and have become a prominent topic of debate in all countries. In Nigeria, there are large disparities between the education that boys and girls receive. Many girls do not have access to adequate education past a certain age. The female adult literacy rate (ages 15 and above) for the country was 59.4% in comparison to the male adult literacy rate of 74.4%. It is differences in education that have led to this gap in literacy (World Bank Report, 2010).

According to the Central Bank of Nigeria the gender gap in literacy rates at the rural level between boys and girls was 18.3 percent in favour of the boys overall. However, in the age group 6–9 years (primary school ages) it was only 3.9 percent in favour of boys (CBN, 2000).

This indicates that there is a gender dimension to educational attainment and development in Nigeria. According to the Examination Council of Nigeria (1994) there are still other problems, such as high drop-out rates of females students, poor performance, reluctance on the part of females students to enroll in science based courses and poor classroom participation. Across various geo-political delineations in Nigeria, a greater percentage of school-age girls are needlessly out-of-school, compared with the ratio applicable to boys of same age grouping (Adeniran, 2007).

Consequently, efforts to boost female education have been made by governments, international organizations and NGOs. However, there is still a gender disparity in education. Oke (2000) and Oladosu (2007) demonstrated that females still have low access to education, low participation and poor performance in many subjects, especially Mathematics and Science subjects. Many factors which are home, community and school based, continue to restrict developments in female education (Uremu, 2012).

It is against this background that this study will seek to identify and examine specific challenges of girl-child education in Kagarkoand SabonGari Local Government Areas of Kaduna state.

1.3 Research Questions

The following research questions are raised to guide this study:

What is the level of girl-child education in Kagarko and SabonGari Local

Government

How haveKagarko and SabonGari Local Governments contributed to the

education of the girl child

What are specific challenges of girl-child education in Kagarko and SabonGari

Local Government

How can these challenges be handled or resolved in the study areas.

1.4 Aims and Objectives of the Study

The aim of this study is to identify and examine specific challenges of girl-child education in

Kagarko and SabonGari Local Government Areas of Kaduna State.

The objectives are:

To ascertain the level of Girl-Child education in Kagarko and SabonGari Local

Government Areas of Kaduna state;

To evaluate the contributions of the Kagarko and SabonGari Local Government towardgirl-child education;
To identify and discuss challenges of girl-child education in the study areas; and
To make recommendations that will help to improve girl-child education in the study areas.

1.5 Significance of the Study

The girl-child is an important asset of advancement in any society. The absence of adequate girl-child education means a huge loss of human resource and potential and has costs for both men and women and also on development. Girls grow to eventually become women and they must be included and accommodated in all forms of opportunities and resources as their male counterparts. Closing the gap in education and ensuring that more girls are educated is essential not only for building a just society, but also a pre-requisite for suitable development. Education is the right of every girl-child, and it is a key to transforming her life and making her a responsible member of the society. Without education, girls are denied the opportunity to develop their full potentials and play productive roles in the society. Although some efforts has been made to improve girl-child education in Nigeria, much still needs to be done if women must realize their potentials and fully contribute to the political, socio-economic and technological transformation of the country.

The findings of this study ―Girl-child education and its Challenges‖shall be of help to policymakers, Universal Basic Education (UBE), Local Government Education Authority (LEA) and the general public on how to handle and resolve those obstacles and challenges that hinders the education of the girl-child and advance their education in Kagarko and SabonGariLocal Government Areas, Kaduna state and Nigeria as a whole.

This study will add to existing body of knowledge on the Challenges of Girl-child education and with specific reference to KagarkoLocal Government and SabonGari Local Government and in Nigeria as a whole.

The study would equally be of help to fellow students who would want to embark on similar research work. It would provide them with the rudiment/elements of research report writing as well as relevant literature, which could serve as a starting point.

1.6 Scope of the Study

Education is a vast area of study and an inquiry into this area could be time among other resources consuming. To this end, this study will specifically focus on girl-child education with more enquiriesto becentered on its challenges. The study will also restrict its coverage to Kagarko and SabonGari Local Government of Kaduna State.

1.7 Hypothesis

Ho1 There is no significant relationship between cultural beliefs of a society and the advancement ofGirl-childeducation inKagarko and SabonGari Local Government Ho2 The ability of Kagarko and SabonGari Local Governments to contribute substantially toGirl-child education is notsignificantly dependent on their programmes and policies

1.8 Definition of Key Concepts

Girl-child Education: Girl-child education is defined as a process whereby the girlchild acquires adequate and appropriate knowledge, skill, attitudes and values in order to function optimally as a citizen. It can be operationally defined as;
1. Learning experience organized for female students under the age of 18 in order to make them useful members of the society in which they belong ii. Programme aimed at giving out of school girls vocational skills to help them break through economically iii. Literacy skills iv. Girls enrollment, retention and completion of school from primary to secondary
Cultural beliefs:This can be defined as set of shared values, norms, goals and practices that characterizes a group, society or community. It can be operationally defined as;
1. Early marriage and child bearing ii. Household duties iii. Parent‘s perceptions iv. Traditional practices
2. Religion
3. Hawking practices/ child labor vii. Low self-concept
Education programmes and policies: This can be defined as a course of action, principle, plan or decision adopted by government and other organizations to achieve specific educational goals. It can be operationally defined as;
1. Universal Basic Education(UBE) ii. Millennium Hope Programme

iii. Vocational and skill acquisition centres iv. Public enlightenment

Structures for mobilization vi. Incentives for the girl-child

1.9 Organization of Chapters

This research work which is on the Challenges of Girl-child education in Kagarko and

SabonGari Local Government Areas will have six chapters.

Chapter one is the introduction. It comprises of the background of the study, statement of the problem, research questions, aims and objectives of the study, significance of the study, scope of the study, hypothesis and definition of terms. This chapter gives a brief history on the research topic, brings out the problem that needs to be addressed and also why the research work is important.

Chapter two is the Literature review and theoretical framework. In this chapter, different work from different scholars related to the research topic will be reviewed. It gives an overall view of what has been done in the past. A theory will also be used and applied based on the research work.

Chapter three is the Research Methodology. It has the following sub-topics: introduction, research design, population and sample size, sampling techniques, data gathering techniques, data analysis techniques and justification of the research method used. This chapter discusses all the designs and techniques that will be used to draw the sample size and generate data for the research work and why they are important.

Chapter four is the policy context and content. This chapter analyses the policies on education in Nigeria and programmes adopted by the government and non-governmental organizations on Girl-child education. It analyses the strategies used to achieve such policies and programmes and how it has affected the Girl-child.

Chapter five is Data presentation and analysis. It has the following sub-topics: introduction, data presentation, data analysis, test of hypothesis and discussion of findings. This is where the data collected from the field through questionnaires, interview and secondary data is presented, analyzed and discussed.

Chapter six is the last chapter and it has the following sub-topics: summary, conclusion, recommendation, references and appendices. This is where the whole work is summarized, concluded and recommendations are made based on the findings in chapter five. Books, journals and materials that were used for the research work will be acknowledged here and other important information like documents, questionnaire and interview schedule is attached.

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GIRL-CHILD EDUCATION AND ITS CHALLENGES IN KAGARKO AND SABON GARI LOCAL GOVERNMENT AREAS OF KADUNA STATE