Project – Parents’ perceptions on girls’ access to formal education in selected Kogi State communities.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education is universally recognised as a fundamental human right and a powerful instrument for social, economic, and national development. Formal education equips individuals with knowledge, skills, and values necessary for personal empowerment and active participation in society. Despite global efforts to promote universal education, access to formal education remains uneven, particularly for girls in many developing countries, where socio-cultural, economic, and religious factors continue to limit educational opportunities (UNESCO, 2018).

Globally, significant progress has been made toward achieving gender parity in education, especially at the primary level. However, disparities persist in enrolment, retention, and completion rates for girls, particularly in sub-Saharan Africa (UNICEF, 2020). Girls are often disproportionately affected by poverty, early marriage, domestic responsibilities, and gender-based discrimination, all of which hinder their access to and participation in formal education. Parental attitudes and perceptions play a crucial role in shaping these outcomes, as parents are primary decision-makers regarding children’s schooling.

In Nigeria, gender inequality in education remains a major development concern despite the existence of policies such as the Universal Basic Education (UBE) programme and the National Policy on Gender in Education. Although overall enrolment has increased, regional and community-level disparities persist, with girls in certain states and rural communities experiencing lower access to formal education compared to boys (Federal Ministry of Education [FME], 2018). Cultural beliefs about gender roles, preference for male education, economic constraints, and concerns about girls’ safety and morality often influence parental decisions regarding schooling.

Kogi State, located in North-Central Nigeria, is characterised by diverse ethnic groups, cultural practices, and socio-economic conditions. While some communities in the state have made progress in improving access to education, others continue to record low enrolment and high dropout rates among girls, particularly at the secondary level. In many communities, girls are expected to contribute to household labour, care for siblings, or prepare for early marriage, which can reduce their chances of accessing formal education.

Parents’ perceptions of the value and appropriateness of educating girls significantly affect girls’ access to schooling. Some parents perceive formal education as less beneficial for girls, especially when economic resources are limited, leading to prioritisation of boys’ education. Others may support girls’ education but face structural barriers such as poverty, long distances to schools, or inadequate school facilities (Aikman & Unterhalter, 2007). Understanding these perceptions is critical, as they directly influence decisions related to enrolment, attendance, and continuation of girls’ education.

Although several studies have examined barriers to girls’ education in Nigeria, there is limited empirical research focusing specifically on parents’ perceptions in selected communities within Kogi State. Given the socio-cultural diversity of the state, community-specific evidence is necessary to inform targeted interventions and policy responses. This study therefore seeks to examine parents’ perceptions of girls’ access to formal education in selected Kogi State communities, with the aim of contributing to efforts to promote gender equality in education.

1.2 Statement of the Problem

Despite national and international commitments to achieving gender equality in education, many girls in Nigeria continue to face significant barriers to accessing formal education. In Kogi State, while primary school enrolment has improved in some areas, girls’ access to and retention in formal education remains a challenge in several communities. These challenges are often rooted in parental perceptions and attitudes toward girls’ education.

In many households, parents are confronted with economic constraints that influence educational decision-making. When resources are limited, parents may prioritise boys’ education over girls’, based on the belief that boys are more likely to provide economic returns or support the family in the future. Additionally, cultural norms and gender stereotypes that emphasise domestic roles for girls can lead parents to undervalue formal education for female children.

Concerns about early marriage, teenage pregnancy, and girls’ safety while commuting to school may further discourage parents from enrolling or retaining their daughters in school. In some communities, parents fear that prolonged schooling may expose girls to moral risks or reduce their marriage prospects. These perceptions, whether accurate or not, significantly affect girls’ access to formal education and contribute to gender disparities in schooling.

Although government and non-governmental organisations have implemented programmes aimed at increasing girls’ enrolment and retention in school, their effectiveness is often limited by persistent parental beliefs and community norms. Without a clear understanding of how parents perceive girls’ education and the factors shaping these perceptions, interventions may fail to address the root causes of limited access.

The lack of empirical, community-based research on parents’ perceptions of girls’ access to formal education in Kogi State constitutes a major gap in knowledge. This gap hinders the development of context-sensitive policies and programmes that can effectively promote girls’ education. Therefore, the problem addressed by this study is the insufficient empirical understanding of parents’ perceptions regarding girls’ access to formal education in selected Kogi State communities.

1.3 Purpose of the Study

The main purpose of this study is to examine parents’ perceptions of girls’ access to formal education in selected communities in Kogi State.

1.4 Research Questions

1. What are parents’ perceptions of girls’ access to formal education in selected Kogi State communities?

2. What socio-cultural and economic factors influence parents’ perceptions of girls’ education?

3. How do parents’ perceptions affect girls’ enrolment and participation in formal education?

1.5 Research Hypothesis

H₀: Parents’ perceptions have no significant influence on girls’ access to formal education in selected Kogi State communities.

1.6 Significance of the Study

The findings of this study will be beneficial to education policymakers, community leaders, parents, non-governmental organisations, and researchers. The study will provide evidence-based insights into parental attitudes toward girls’ education, inform the design of community-based interventions, and support efforts to improve girls’ access to formal education in Kogi State and similar contexts.

1.7 Scope of the Study

The study focuses on selected rural and semi-urban communities in Kogi State. It examines parents’ perceptions of girls’ access to formal education and factors influencing these perceptions. The study does not include all communities in Kogi State, and findings should be interpreted within this context.

1.8 Operational Definition of Terms

• Parents’ Perceptions: Parents’ beliefs, attitudes, and views regarding the value, importance, and appropriateness of formal education for girls.

• Girls’ Access to Formal Education: The ability of female children to enrol, attend, and continue schooling within the formal education system.

• Formal Education: Structured education provided in recognised institutions such as primary and secondary schools.

• Selected Communities: Specific communities within Kogi State chosen for the purpose of this study.

Project – Parents’ perceptions on girls’ access to formal education in selected Kogi State communities.