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Socio-Cultural Factors and Girl Education in Nupe Land, Nigeria: Challenges to Access and Completion Rate

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Socio-Cultural Factors and Girl Education in Nupe Land, Nigeria: Challenges to Access and Completion Rate KIU Journal of Humanities KIU Journal of Humanities Copyright©2017 Kampala International University ISSN: 2415-0843; 2(2B): 79–89 Socio-Cultural Factors and Girl Education in Nupe Land, Nigeria: Challenges to Access and Completion Rate IFEOMA P. OKAFOR, A.O. BALOGUN, ISIAKA ABDULAZIZ, R.K. ONIYE, O.A. IYEKOLO University of Ilorin, Nigeria. Abstract. The issues of equal opportunities for Nupeland are more of cultural beliefs and male and female children in education have practices than the type of family and religion. taken front burner in global discussions among the key stakeholders. This has necessitated Keywords: socio-cultural, factors, Girl various measures such as Education-For-All Education, Nupe Land Challenges, Access, (EFA). Despite the widely acknowledged fact, Completion. that education is a tool for eradicating all forms of social discrimination, deprivation, and as well 1. Introduction as an instrument for attaining a united and peaceful society. The success of ensuring equal Education still remains a vibrant means through opportunities for both male and female alike in which a nation can experience all round access and completion of education is still development. The development in the areas of hampered by certain individuals‟ socio-cultural political, socio-economic, and technology is not beliefs and practices in some culture in Nigeria. negotiable for a nation to be self-reliance. In This study examined whether certain socio- addition, self-reliance can be regarded as a cultural factors hinder access as well as necessary but not a sufficient condition for total completion of girls‟ education in Nupeland. It development of any nation. Evidence has shown also investigated the influence of family type, from the current political and economic scenario family literacy status, and religion on the access of a developing nation like Nigeria that for a and completion rate of girls‟ education. The nation to experience real development, sample size for this study comprised 772 female modalities should be put in place for peaceful students selected across three states. A coexistence among the constituting tribes and researcher-designed questionnaire was used in ethnic diversities of the nation. It has also been collecting the data. Results of the study revealed acknowledged that education is still a tool for that societal negative attitude towards western eradicating all forms of social discrimination, education, and parents‟ beliefs that girls in non- deprivation, and as well as an instrument for educational fields excelled more than those in attaining a united and peaceful society. schools were major hindrances to girls‟ child However, for education to achieve its purpose as access and completion of education in Nupeland. agent of social change, economic transformation Also, while family type and religion have no and political advancement, it must be gender significance influence on hindrances to girls‟ sensitive. In other words, every individual child- access to and completion rate of education, both male and female, should have access to family literacy status exerts significant qualitative education. influence. The study concludes that hindrances to girls‟ access and completion of education in The essence of establishment of schools in any society, according to Mahuta (2007), is to teach 79 KIU Journal of Humanities social values to the younger generation invest hugely in agriculture, transportation and irrespective of their gender. However, in many fishing in which they succeeded. Nupe people traditional African societies, Nigeria inclusive, are also known to be industrious in some the education of a girl-child in the past decades vocations like cloth weaving, glass making, was always taken to be informal (Fafunwa, construction of canoes, leather works, brass and 2002). Studies have shown that education of silver smithing which were some of the female children was confined to their mothers, industries that have been in existence since early grandmothers, elder sisters or any other fifteenth century. responsible female adults who could train the In Nupe community, women are grossly female children as housewives, mothers and neglected in the affairs of the community equip them with all types of services related to (Oleribe, 2002a). They are left out in decision home management (Tsoede, 1997, Oluwole, making. They are engaged in unpaid domestic 2002). Evidence in the literature has suggested works and some are kept as home keepers and that that Africans were not in favour of western never allowed to earn wages of their own. They education for the girl-child and Nupe marry men old enough to be their fathers, denied communities were not excluded. education in favour of their brothers, given out The Nupe tribe falls mainly within the North to foster parents, denied a chance to maximize Central Zone of Nigeria. They are found mostly their potentials and lately, made to enter into an in Kwara, Kogi and Niger states. „Nupe‟ refers unholy competition of child birth with their to a distinct group of people who are indigenes husbands‟ other wives (Erinosho, 1998; Oleribe, of Nupe-land in Nigeria. Their native language 2005). is called Nupe which many speak as first language with the land area that fall within the Education of the Nupe girls in the past decade lower basin of the rivers Niger and Kaduna was mostly informal. Studies have linked between 90-degree north and 60-degree south. preference for informal education for girl child This covers the land area of about eleven in Nupe land to their future prospects of thousand and two hundred square kilometers becoming good home managers (Tsoede, 1997, (11,200 sq km). One outstanding feature is that Shiru, 2000 and Ndayoko, 2005). This has been the length is divided into two almost equal parts. responsible for lower enrollment rate of girl- Along the Niger, villages like Leaba and child in Nupe land while compare with the male Yaukyadya with Borgawa (Borgu) in the South- counterparts. One of the major problems in West, Gidi and Eggan serves as the end point of world education sector and in Nigeria in Nupe territory, in the hinterland. Nupeland also particular is the persistent low enrolment of girl- shares common borders with the Yoruba sub- child in basic education. Despite that the groups of Igbomina, Yagba, Owe and Oworo on Nigerian constitution recognizes the equality of the West Bank. In the nineteenth centuries, all all citizens irrespective of sex, tribe, and status, the western neighbours of Nupeland fell under education, most especially for girl child in some the political sphere of the influence of the Nupe part of the country, are yet to feature as and remained so until the advent of the British. enshrined in the constitution. Girl-child Likewise, the Kamuku, the Gbagyi and the education, according to Kanu (2000), is a Kamberi shared the northern boarders with the demographic problem facing both developed and Nupe. developing countries of the world. However, in spite of the declaration and efforts made at the Historical antecedents of Nupe communities global and national levels, achieving a indicated that the economic system of the Nupes remarkable girl-child education in Nigeria has is based on four different sectors of agriculture. not only become intractable but also elusive These are farming, industry, commerce and (Kanu, 2000). transportation. The land inhabited by Nupe people is in higher quantity and this assisted The lack of interest in western education for their economic pursuits. In Nupe land, there are girl-child among Nupes stemmed from certain many rivers and streams which assisted them to socio-economic and cultural biases/barriers. One 80 KIU Journal of Humanities of these biases with economic undertone is the have contributed to their dropping out of school. belief of most parents that benefits of the Yoloye (1993) remarked that disparity in access education of a girl child will be enjoyed by their rate to education continues to exist in favour of husbands alone, and in a situation where the male, while a corresponding high illiteracy rate resources are limited, considering the persists among females in Nigeria. The female opportunity cost becomes inevitable. Some literacy rate in 1990-2004, as stated by Yoloye parents also believe that instead of wasting their (1993) was estimated at about 44.5 per cent. hard-earned money training a girl-child in When compared with 62.3 per cent for male, school, it is better she is sent to an urban centre female literacy was relatively low. to be employed as maid, thereby earning income for the family (Nzewunwa, 2003, Jekayinfa, Another barrier to girl education is cultural cum 2007). Another reason for the objection to girl religion practices and beliefs in Nupe education most especially in the Nupe communities that favour early marriage and communities is their parents‟ beliefs that girls adherence to the Islamic law that permits the were expected to stay at home not only to assist girl-child to live a marital life after her third their mothers in cooking and hawking, but also menstruation (Jekayinfa, 2007). Research to help their fathers during the period of findings (Bach, 2006; Alao, 2008; & Kobiowu, harvesting on the farm (Tsoede, 1997). Keeping 2010) on the impact of religion on girl-child girls at home as submitted by Shiru (2000) education indicated that women access rate to would prepare them for marriage and life of institutions like schools depends on the extent to being productive and supportive housewives. which cultural and religious belief accord Findings of researchers such as Akogun (2008) women a role in life outside the family. Thus, it and Alao (2008) on enhancing girl-child is expected that in cultures where female education showed that parents expect more help seclusion is wide-spread, girl education could from the boys than girls, and that a married girl never be priority and this may as well result to is no longer a member of her father‟s own poor access and low completion rate of family but rather that of her husband while the schooling.
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