GENDER DISPARITY OUT-OF-SCHOOL CHILDREN IN NORTHERN NIGERIA
Prepared by:
ABDULLAHI, Rafila
Department of Educational Foundations,
Faculty of Education and Extension Services,
Usmanu Danfodiyo University, Sokoto
[email protected]
+234 813 273 5571
TAMBARI, Ahmad Ibrahim (M.Ed.)
Department of Educational Management and Administration
Faculty of Education
Islamic University Uganda
[email protected] +234 903 535 6676
MUHD, Ibrahim Lawal
Shehu Shagari College of education Sokoto
[email protected] +234 703 828 7884
ADIYA, Aliyu Balarabe
Department of Educational Management,
Shehu Shagari University of education, Sokoto
[email protected] +2348035955324
Being a paper presented at the International Conference 2024 on Empowering the Future:
Addressing the Challenges and Opportunities for Out-Of-School Children in Nigeria” organized
by the Faculty of Education, Ahmadu Bello University, Zaria held at the Assembly Hall,
Ahmadu Bello University (Main Campus), Zaria from 17th–20th February, 2025
February, 2025
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Abstract
This paper examined the significant challenge with a large number of out-of-school children in
northern Nigeria and this issue is further compounded by a stark gender disparity. This
disparity reveals that girls are disproportionately represented among those denied access to
education. This paper explores the multifaceted dimensions of this gender gap, examining the
complex interplay of socio-cultural norms, economic constraints, and systemic barriers that
contribute to girls' exclusion from formal education. The paper highlights how poverty, early
marriage, household chores, and discriminatory cultural practices often prioritize boys'
education over girls', perpetuating a cycle of disadvantage. It also acknowledges the impact of
conflict and insecurity, which disproportionately affects girls' access to safe and quality
education. Finally, the paper emphasizes the urgent need for targeted interventions, policy
reforms, and community engagement to address this gender disparity and ensure that all girls in
Nigeria have the opportunity to realize their full educational potential.
Keywords: Out-of-school children, gender disparity, girl child education.
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Introduction
Gender disparity in education continues to be a prevalent concern, especially in developing
nations such as Nigeria (Babalola & Adebayo, 2019). In Northern Nigeria, traditional beliefs and
societal expectations frequently prioritize boys' education over girls', leading to a substantial
disparity in educational opportunities (Renner & Wood, 2019). This imbalance has led to a
disproportionately higher number of girls being out of school compared to boys, exacerbating the
issue of gender disparity in education (Osikoya & Suleiman, 2020).
According to a report by United Nations Children’s Fund (UNICEF), Northern Nigeria has
one of the highest rates of out-of-school children in the world, with an estimated 10.5 million
children out of school, the majority of whom are girls. The reasons for this gender disparity are
complex and multifaceted, but they are often rooted in deeply entrenched cultural beliefs and
practices that prioritize boys' education over girls'. One of the main reasons for the high number
of out-of-school girls in Northern Nigeria is early marriage and pregnancy. Many girls are forced
to drop out of school at a young age to get married or because they become pregnant. In some
cases, families prioritize boys' education over girls', leading to girls being left behind in terms of
access to education.
Another factor contributing to gender disparity in education in Northern Nigeria is
religious and cultural beliefs that restrict girls' access to education. In some communities, girls
are not allowed to attend school or are only allowed to do so up to a certain age, after which they
are expected to stay at home and help with household chores.
Furthermore, poverty and lack of resources also play a significant role in keeping girls out of
school in Northern Nigeria. Many families simply cannot afford to send their daughters to
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school, or they prioritize boys' education because they believe it will lead to better economic
opportunities in the future.
Addressing gender disparity in education in Northern Nigeria requires a multi-faceted
approach that involves addressing cultural beliefs, providing financial support to families, and
implementing policies that promote gender equality in education. Organizations such as UNICEF
and the Nigerian government have been working to address this issue through programs that
provide scholarships for girls, create safe spaces for girls to learn, and promote gender equality
in education policies.
Around the world, 119 million girls are out of school, including 34 million of primary school
age, 28 million of lower-secondary school age, and 58 million of upper-secondary school age. In
countries affected by conflict, girls are more than twice as likely to be out of school than girls
living in non-affected countries (UNICEF, 2021).
The Pervasive Gender Disparity in Out-of-School Children in Northern Nigeria.
Nigeria grapples with a staggering number of out-of-school children, a crisis that
disproportionately affects girls, particularly in the northern region. This gender disparity
represents a grave violation of girls' fundamental right to education and perpetuates a cycle of
disadvantage that hinders their individual potential and the overall development of the nation.
While the issue of out-of-school children is a nationwide concern, the situation in Northern
Nigeria is particularly acute, characterized by a complex interplay of socio-cultural norms,
economic constraints, and systemic barriers that impede girls' access to and retention in formal
education.
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Conceptual Definitions
1. Out -of-School Children
According to the United Nations, out-of-school children refer to children who are yet to be
enrolled in any formal education, excluding pre-primary education. The age range for out-of-
school children is 6-11 years. Out-of-school children are school-age children that are supposed to
be in schools but are not in schools due to parental and governmental failures to provide
accessible quality education for them. Out-of-school children are young children in the age group
of 1 to 12 that are roaming the street without access to a functional educational system (Ojelade,
Aiyedun & Aregebesola, 2019).
2. Gender Disparity
Gender disparity refers to the unequal treatment or opportunities faced by individuals based
on their gender. This can include disparities in areas such as education, employment, healthcare,
and political representation. For example, a study by the World Economic Forum found that
globally, women only make up 26% of the workforce in STEM (Science, Technology,
Engineering, and Mathematics) fields, highlighting a significant gender disparity in these
industries (World Economic Forum, 2020).
3. Girl Child Education
Girl child education refers to the importance and promotion of education for girls, ensuring
they have access to educational opportunities and are able to fulfill their potential. Educating
girls has been shown to have positive outcomes for individuals, families, and societies as a
whole.
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One study by the United Nations Girls' Education Initiative (UNGEI) found that educating girls
has a significant impact on reducing child marriage rates, improving maternal and child health
outcomes, and promoting economic development (UNGEI, n.d.). Additionally, the World Bank
research has shown that each additional year of schooling for girls can increase their future
earnings by approximately 10-20% (World Bank, 2021).
The Magnitude of the Problem
In line with data from UNICEF (2021), Nigeria stands out as the country with the highest
number of out-of-school children worldwide, a problem exacerbated by a marked gender
disparity. This discrepancy is particularly stark in Northern Nigeria, where girls are
disproportionately affected by limited access to education. The ramifications of this exclusion
are extensive, impeding the future prospects of girls, perpetuating cycles of poverty, and
hindering their ability to make meaningful contributions to society. A detailed examination at the
state level reveals that Bauchi State is a focal point for male x,school absenteeism, while Sokoto,
Kebbi, and Niger States bear the highest burden of female school non-attendance. Moreover,
findings from spatial analysis emphasize that poverty emerges as a critical determinant of out-of-
school children, particularly prevalent in the northwest and northeast regions of Nigeria
(Adeleke, 2024).
Factors Contributing to the Disparity
1. Socio-cultural norms: Socio-cultural norms, encompassing deeply ingrained cultural and
religious beliefs, often create significant barriers to girls' education in numerous communities
worldwide.These norms frequently prioritize the education of boys over girls, perpetuating a
system where girls are relegated to domestic roles and their access to formal schooling is
severely limited. This disparity stems from a variety of interconnected factors, including
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traditional gender roles, religious interpretations, and societal expectations. Essentially, in some
cultures, educating girls is not seen as valuable or necessary as educating boys. This can be due
to beliefs that a girl's primary role is within the home, caring for children and performing
household duties, while boys are seen as the future breadwinners and leaders of the family and
community (Human Rights Watch, 2018)
2. Poverty: Economic hardship forces many families to make difficult choices, and girls'
education is often seen as less of a priority compared to boys' (UNICEF, 2021).
3. Early marriage: Child marriage remains prevalent in some parts of Northern Nigeria,
prematurely ending girls' education and limiting their life chances (UNFPA, 2020).
4. Household chores:The disproportionate burden of household chores placed upon girls
globally, and particularly in certain regions, significantly hinders their access to education. This
unequal distribution of domestic labor often leaves girls with significantly less time and
opportunity to attend school or focus on their studies. They may be responsible for tasks such as
cooking, cleaning, fetching water and firewood, caring for younger siblings, and working in
family fields or businesses. These responsibilities, while often essential for the functioning of the
household, can consume a substantial portion of a girl's day, effectively preventing or
significantly disrupting their schooling.
This situation is not merely a matter of inconvenience; it has profound consequences. When girls
spend excessive time on household chores, they are less likely to enroll in school, more likely to
drop out early, and achieve lower levels of education compared to their male counterparts.This
perpetuates a cycle of disadvantage, limiting girls' future opportunities and reinforcing gender
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5. Conflict and insecurity: The Boko Haram insurgency and other forms of violence in
Nigeria have had a devastating impact on education, particularly for girls. The conflict has led to
the destruction of schools, the displacement of students and teachers, and a general climate of
fear that has made it difficult for children to attend school. Girls are particularly vulnerable in
this situation, as they face an increased risk of abduction, forced marriage, and sexual violence.
These factors have further exacerbated the gender disparity in education, with girls less likely to
be in school than boys.
The UNESCO report cited in the original statement provides further details on the impact of
the Boko Haram insurgency on education in Nigeria. According to the report, the conflict has led
to the closure of over 1,400 schools and has displaced over 600,000 children. The report also
notes that girls are particularly vulnerable to the effects of the conflict, as they are often the first
to be taken out of school when families are displaced or when resources are scarce. In addition,
girls face an increased risk of abduction and sexual violence, which can have long-term
consequences for their physical and mental health.
The Boko Haram insurgency is not the only form of violence that has disrupted education in
Nigeria. Other forms of violence, such as communal clashes and banditry, have also had a
negative impact on schools and students. In some cases, schools have been deliberately targeted
by armed groups, while in others, they have been caught in the crossfire of violence. The overall
effect of this violence has been to create a climate of fear and insecurity that has made it difficult
for children to go to school.
The Nigerian government has taken some steps to address the problem of violence against
schools, such as deploying security forces to protect schools and providing safe learning spaces
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for displaced children. However, more needs to be done to ensure that all children in Nigeria
have access to a safe and quality education. This will require a concerted effort from the
government, civil society organizations, and the international community(UNESCO, 2020)
6. Educational Infrastructure: The lack of adequate school facilities, especially in rural areas,
disproportionately affects girls. Concerns about safety, long distances to schools, and inadequate
sanitation facilities can discourage parents from sending their daughters to school.
7. Almajiri System: The traditional Almajiri system, prevalent in Northern Nigeria, involves
young boys leaving their homes to study Islamic knowledge. While this system affects boys, it
also indirectly impacts girls, as resources are diverted to support male education, and the system
reinforces gender roles that devalue formal education for girls.
Conclusion
In conclusion, the gender disparity in out-of-school children in Northern Nigeria presents a
formidable challenge that demands urgent and multifaceted interventions. The complex interplay
of socio-cultural norms, economic hardships, conflict, and systemic inadequacies creates a
formidable barrier to girls' access to and retention in education. This disparity not only deprives
girls of their fundamental right to education but also has profound implications for their future
prospects, their families, and the overall development of the region. Addressing this crisis
requires a concerted effort from governments at all levels, civil society organizations,
communities, and international partners. It necessitates challenging deeply ingrained patriarchal
norms that prioritize boys' education over girls', alleviating poverty that forces families to make
difficult choices, creating safe and supportive learning environments, and ensuring security in
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conflict-affected areas. Empowering girls through education is not merely a moral imperative; it
is a strategic investment in the future of Northern Nigeria. By prioritizing girls' education, we
can unlock their potential, empower them to become agents of change, and build a more
equitable and prosperous society for all. Failure to address this gender disparity will perpetuate a
cycle of disadvantage, hindering progress and undermining the future of the region. Therefore, a
sustained commitment to girls' education is crucial for breaking down these barriers,
empowering girls, and building a brighter future for Northern Nigeria.
Suggestion for Causes of Girls Out-of-School in Northern Nigeria
Addressing this gender disparity requires a multi-pronged approach that tackles the root causes
of girls' exclusion from education. This includes:
1. Challenging harmful social norms: Engaging with communities and religious leaders to
promote the value of girls' education and challenge discriminatory practices.
2.Alleviating poverty: Providing economic support to families to enable them to afford the costs
of sending their daughters to school.
3.Ending child marriage: Enforcing laws against child marriage and providing support services
to girls who are at risk.
4. Improving school infrastructure: Creating safe and girl-friendly learning environments with
adequate facilities and qualified female teachers.
5. Addressing insecurity: Strengthening security in conflict-affected areas to protect girls and
ensure their access to education.
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By addressing these challenges, Nigeria can unlock the potential of its girls, empowering them to
contribute to the nation's social and economic development.
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