EARLY GIRL CHILD MARRIAGE IN NIGERIA
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In
the pre-independence era in 1847 when formal education was first introduced in
Northern Nigeria, the government through the Native Authority (NA) (which
transformed to Local Government Authority) had to force parents to send the
girl-child to enroll in formal schools. The NA fully funded the education of
these girls who were conscripted to various schools often located outside their
province Bayisenge, J. (2012). However, the socio-cultural and religious
practices that evolved later in Northern states, particularly the North East
and North West changed with the highest number of girl-child not enrolled in
school and those who drop out to get married. The majority of these girls never
return to school to complete their education, learn a trade, or acquire
vocational skills that would economically empower and make them self-reliant.
Every
society and culture has some basic norms and beliefs that guide the people. In
Nigeria for instance, specifically the Northern Nigeria (Hausa - Fulani
dominated) allowed early marriage of the girl-child. Erulkar and Bello (2007)
argued that the reason for acceptance of early marriages among Northern region
is to preserve the value of virginity, fears about marital sexual activity, to
reduce promiscuity of the girl-child, and other socio-cultural and religious
norms¹. However, due to the ignorance and selfish nature, more often than not
they forget the effect it has on the girl- child as well as their community
development. It is worrisome that the girl- child has no power to resist the
offer. The effect of early marriage on the girl-child that affects her
wellbeing and that of the society include education, lack of economic
empowerment and lack of knowledge on reproductive health services which will
enable them take informed decisions, enhance their ability to leverage
resources and participate in community decision making.
This
research project, besides having the objective of fulfilling the requirements
for the award of BSc in Educational Management Certificate, also aims at
providing an explanation of the effects of early marriage on girl-child
education in Wamakko local government .By providing this insight, this research
would have given a clearer picture of the extent of the problem in the area of
study and factors that leads to the phenomenon in which young girls are taken
out of school abruptly, therefore being denied the opportunity of acquiring the
most basic western education.
An
explanation of these factors will also by extension, expose the socio-cultural,
religious and economic aspects of the problem and afford the observer, its
historical origin. These will then give a greater grasp of the phenomenon and
all its aspects, including indeed, its implication s for the lives of the
affected girls and collective destiny of their community (Wamakko local
government).
1.2
Statement of the Problem
Early
girl-child marriage results in less access for girls to education or the end of
education for girls. Once girls are married, their status infringes upon a
range of their rights. Child marriage is closely linked to girls dropping out
of schools, denying their right to education they need for their personal
development, their ability to contribute their family and community. A girl child, who continues with her study
and has VVF, will be a hindrance to her education. Depriving a girl of the
opportunity to learn, limits her prospects for employment and her ability to
gain useful skill.
1.3 Objectives of the Study
For every research to
be properly conducted, it must have aim and objectives that lead to its
writing. Thus, the objectives of this research are as follow:
i.
To examine the causes of early marriage
on girl-child education in Wamakko local government.
ii.
To analyze the consequences of early
marriage of girl-child in Wamakko local government.
iii.
To outline the possible ways to address
the challenge of early marriage of girl-child in Wamakko local government.
1.4 Research Questions
The
following research questions were adapted to assist the researchers;
i.
What are the causes of early marriage on
girl-child education in Wamakko local government?
ii.
What are the consequences of early
marriage of girl-child in Wamakko local government?
iii.
What are the possible ways to address
the challenge of early marriage of girl - child in Wamakko local government?
1.5 Significance of the Study
This research provides clear explanations
that are sourced from the members of Wamakko local government on the problems
of girl-child education which are more realistic and down-to-earth. Therefore,
its findings will enable policy makers to formulate remedies to the phenomena
that are more people-oriented and participatory.
Although the scope of the research is
confined to Wamakko local government, its findings and conclusions will tend to
also apply to most local government in Northern Nigeria. This is because
Wamakko local government shares similar culture/norms and traditions with the
rest of local governments in Northern Nigeria. Therefore, the facts revealed by
this research will also be applied to rest of this part of Nigeria. Thus, the
research will be as significant for this wider area as it is for Wamakko local
government.
On a more specific scale, the research
will provide clear explanations on the phenomenon being studied. The effects of
early marriage on girl child education in Wamakko local government. This will
enable school administrators in the area understand the problem areas and on an
immediate basis, provide possible solutions to them within their jurisdiction.
They should also be better placed to communicate the nature of the crisis to
higher authorities from a more informed position.
1.6 Scope and Delimitation
The
scope of the study is to investigate the effect of early marriage on girl child
education.
The major delimitations in undertaking this
study are time factor (the study is confined to Wamakko local government,
rather than Sokoto state) and financial Problem which a wider area will
jeopardize.
1.7 Operational
Definition of Terms
Effect:
Is
defined as a result of something or the ability to bring about a result.
Early Marriage: Is used to refer to both formal marriages and
informal unions in which a girl lives with a partner as if married before age
of 18 (UNICEF 2005) .
Girl-child:
Is a biological female offspring from birth to
eighteen (18) years of age. This is the age before one becomes a young
adult.
Education:
Education is the process of providing
information to an inexperienced person to help him/her develop physically,
mentally, socially, emotionally, spiritually, politically and economically.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 CONCEPTUAL AND THEORETICAL
ISSUES
There
seems to exist an inexhaustible volume of literary works on the effect of early
marriage on girl-child education not only in northern Nigeria but also
particularly in Sokoto State. These works are usually carried out by individual
academicians, government agencies and international organizations. Added to
these are the books, newspaper articles, seminar papers e.t.c.
The
term “early marriage” is used to refer to both formal marriages and informal
unions in which a girl lives with a partner as if married before age of 18
(UNICEF 2005) . Similarly, UNIFPA (2006) defines early marriage and child
marriage, any marriage carried out below the age of 18 years, before the girl
is physically, physiologically, and psychologically ready to shoulder the
responsibilities of marriage and childbearing. Child marriage, on the other
hand, involves either one or both spouses being children and may take place
with or without formal registration, and under civil, religious or customary
laws.
Ango
(1991) defined early marriage as either marriage of an adolescent girl/boy or
marriage of an adolescent girl to a matured man or vice-versa and this happens
at puberty when the individual is getting matured. The marital age according to
Molokwu (2000) is above the age of 18 years, when the individual is physically,
socially, academically and emotionally matured to cope with the challenges of
marriage. The Nigerian review draft decree put the marriageable age of the
girl-child at 18 years. Also, the UNICEF (2001) on the rights of the child
recommends that children should not be separated from their parents before 18
years unless it is considered necessary.
The
Convention on the Elimination of All Forms of Discrimination Against Women
(CEDAW), the most comprehensive international bill of rights for women, states
that any betrothal or marriage of a child should not have any legal status. The
Committee that monitors this convention states further in General
Recommendation 21 (Article 16(2)) that the minimum age for marriage for both
male and female should be 18 years, the age when “they have attained full
maturity and capacity to act”. Most early marriages are arranged and based on
the consent of parents and often fail to ensure the best interests of the girl
child. Early marriages often include some elements of force, (Otoo-Oyortey and
Pobi 2003).
The
lack of an overarching definition of early marriage in international
conventions has generated some debate. Some scholars and activists, argued that
instead of looking for a universal age at which girls and boys should not
marry, the focus should be put instead on eliminating the unwanted effects of
early marriage. Some suggested that a universal age of marriage is not
appropriate, in part because societies have different understanding of what it
means to be a child as well as different socio-economic and cultural realities.
Bunting (1999) proposes that governments should be allowed to set the age of
marriage below 18 years of age, but that the onus is on them to demonstrate
that this lower age does not result in any discrimination or adverse
consequences for women. Child marriage is the practice of marrying a young girl
(generally defined as below the age of eighteen) to an adult.
In
most cases, it is always a young girl married to a matured man. It is a
situation where female adolescents and teenagers are married to adult husbands.
In these instances, sometimes, the men can be twice their ages and these
females become child brides. Adedokun, et. al., (2012) observed that child
marriages are often arranged in two distinct ways, within a context of force
and coercion, either by parents or other persons in positions of authority in
the family arranging their young daughter’s marriage to an adult, often a much
older man or arranging the future marriage of two children. It is not uncommon
to find girls of 7 -14 years already married off with the girls sent off to
live with the families of the husbands.
Generally,
prospective husbands are selected based on social, religious and monetary
factors and age is not considered an important factor, as husbands are on the
average 12 years older than the child brides in monogamous unions and up to
15-20 years older in polygynous unions (Population Council, 2005) and in
isolated cases, may be several decades older. Child marriage equals early
marriage. This inevitably denies children of school age their right to the
education for their personal development, preparation for adulthood and
effective contribution to the future well-being of their family and society. The
interaction between the number of years of a girl’s schooling and the
postponement of marriage is firmly established by demographic and fertility
studies. On the average, women with seven or more years of education marry four
years later and have 2.2 percent fewer children than those with no education.
Meanwhile, it has been rightly observed that there is better tool for effective
development than education of girls. It lowers infant mortality, promotes
health, improves nutrition, raises economic productivity, enhances political
participation and prepares the ground for educating the next generation.
The
clarion call for the liberation of the girl- child from the shackles of early
marriage and her attendant relegation to a vulnerable position has continued to
be resisted with traditional customs and religious beliefs, despite the United
Nations declarations (UNICEF, 2001) on the fundamental human rights of the
girl-child. Child marriage is regarded as a global problem that undermines
global development efforts towards achieving more educated, healthier and
stable populations as it often involves discontinuance of education, early
severance of family ties, separation of the child-bride from her peers,
domestic violence, early sexual activity and child bearing associated with
health complications. Significantly, the practice has received universal
condemnation and has been identified as contributing greatly to the slow pace
of achieving the Millennium Development Goals (MDGs) (eradicating extreme
poverty and hunger, achieving universal primarily education, promoting gender
equality and empowering women, reducing child mortality, improving maternal
health and combating HIV/AIDS, cervical cancer, sexually transmitted diseases,
VVF, malaria and other diseases) in many countries.
Judging
from the array of socio-medical consequences of early marriage, it is only
logical for countries to legislate against child marriages. Nigeria followed
suit by enacting ‘Child Rights Act 2005’ which amongst others out rightly
prohibits child marriages. The paramount issue however, is the effective
implementation of this law.
2.2 Empirical review
The
“children and women’s right in Nigeria situation assessment and analysis 2001”
published by UNICEF sees the issue as one of the most enduring challenges the
Nigerian government has to face. The assessment initially observes that
education is the vehicle for personal and social progress for the woman,
arguing that, “the higher a woman’s level of education, the more likely it is
that she will marry later, play a greater role in decision-making and exercise
her reproductive rights.” As a mother, an educated woman, according to UNICEF
is more efficient because, “her children are also more likely to enjoy better
health and to be well nourished.”
However,
the UNICEF document laments hindrances to the education and advancement of
females in Nigeria. It listed them as “deeply ingrained cultural beliefs and
attitudes passed from generation to generation which sometimes results in
practices that are harmful to the survival of female children and women”.
The
assessment is able to see the link between female literacy and under-five
mortality rate and concludes that, “there is a strong relationship between low
levels of female education and child survival”. Still, UNICEF is convinced that
the problem is greater in northern Nigeria, revealing that, “both female
illiteracy and under –five mortalities are almost twice as high in the northern
states as in the south”.
Data
presented in the assessment indeed portray are very educationally backward
northern Nigeria. In the north-west; it reveals that, “where 82% of women have
had no education, 67% of their children have also had no immunization. The
situation is scarcely ally better in the north-east”.
The
same document paints a very disturbing picture of girl-child education in
Nigeria by stating that, “of special concern is the educational access of
girls, who have historically been disadvantaged, relative to boys, and the
closely related problem of female illiteracy…”
Apart from research work by such global
organizations as UNICEF there also exist large volumes of materials produced by
individuals, mostly academicians who specialized in the field. One of them is
Junaid (1993) who did “a situation analysis on basic education in sokoto
state”.
Professor
Junaid in the chapter dealing with “Views and Attitudes Towards Female
Education” declares that “…while majority of parents and husbands agreed in
principle that the education of girls is a key to success in life …in
practice…only a few of them are willing to allow their wives to continue
education after marriage.”
Among
the adduced reasons for this, though erroneously, Junaid quickly points out
religion tops the list. “This was followed by convenience (presumably of the
husbands)”, while another set argued that “it was not in their tradition to
allow their wives to continue with education after marriage”. Yet, others
reared that “an educated wife would be a threat to her husband”.
In
this work, early marriage is quoted as the most significant hindrance to female
education in sokoto state covering about 68% of the research respondents.
From
professor Junaid’s findings, it can be deducted that marriage (pre and post)
constitutes the greatest factor in the inability of the girl-child to acquire
formal education. As a young spinster, it is a favored option to continued
schooling and as a wife; it is the barrier to continued education.
Lloyd
(2005) asserts that in many parts of Africa, Nigeria inclusive, the bride price
or wealth, paid in exchange for the bride’s labor and fertility is an important
resource for greater wealth and survival of the family and therefore may induce
early arrangements of marriage by parents. Existing notions of morality and
honors are important influences on decisions of parents to marry off daughters
very early to ensure that a girl’s virginity is preserved at marriage, as
culturally expected in order to purchase the highly valued virtue for the girl
and honour for her family. In the absence of viable options, early marriage is
seen as a way of protecting girls from unwanted pregnancies. When such
marriages are to older men, they are also considered as necessary guardians
against possible immoral and inappropriate behavior on the part of the young
wives.
Giyan
(2009) argued that some religious practices, such as Islam encourage early
marriage and parents imbibe this for fear of their daughters being pregnant out
of wedlock and the only available option could be marriage at an early age.
Early marriage has been defended in Nigeria as clearly permissible by the
Islamic religion, but with the cautionary measure that such marriages can only
be consummated when the bride is mature enough. He concluded that most times
these decisions are often made without the consent of the child and with no
recourse to the consequences of the actions.
UNICEF
(2010) observed that the marriage of young person’s less than 18 years is still
widely practiced in many parts of the world but remains prevalent in countries
of Africa, Latin America and the Caribbean as well as Southern Asia and
predominantly affects girls. It was estimated that, if nothing changes, a 100
million young girls aged 15 years or less will be married within the present
decade. Regional estimates of its occurrence for girls include 48 percent in
Southern Asia, 42 percent in Africa and 29 percent in Latin America and the
Caribbean with wide differentials across the countries.
In
the West African sub-region, the proportions of girls affected vary from 28 to
43 percent (Ghana, Togo, Cote d’Ivoire, Senegal, Benin, and Nigeria) to 60 to
80 percent (Burkina Faso, Guinea, Mali, Chad and Niger).
Abdallah
(2011) in a study observed that in Nigeria, the practice of child marriage is
deeply entrenched in tradition, culture and religion and the country has one of
the highest rates of child marriage in the world, with estimated 42 percent of
girls married before 18 years; and while this is found among many ethnic groups
across the country, its predominance is clearly in the northern part of the
country. While nationwide, 20 percent of girls are married by age 15, and 40
percent are married by age 18, child marriage is extremely prevalent in some
regions such as among the predominantly Muslim Hausa-Fulani of the Northwest
and North-East (of which Zaria is a part) where 48 percent of girls are married
by age 15, and 78 percent are married by age 18. While average age at first
marriage is 17 years nationwide, average age of marriage for girls is just over
11 years in Kebbi State and about 15 years in most other parts of northern
Nigeria. Among the Yoruba’s, made up of a mixture of Christians and Muslims in
the South-West, child-marriages are no longer arranged and for the Igbo in the
South-East that are predominantly Christians, the practice has declined
considerably and restricted to few communities and situations where pregnant
teenagers are forcefully married off, to prevent family shame or restore
honour.
Bayisenga
(2012) examined the issue of early marriage in sub-Saharan Africa. It sheds
light specifically on reason behind its perpetuation, its harmful consequences
which include barrier to education, enjoyment of girl’s human rights and how it
further threatened the development of countries. He observed that early marriage
is due to various factors including among others, the search for economic
survival, protection of young girls, peer group and family pressure,
controlling female behavior and sexuality, wars and civil conflicts and
socio-cultural and religious values. It is a violation of girl’s human rights
as it deprives her from freedom, opportunity for personal development, and
other rights. It also a developmental challenge for population pressure, health
care costs and lost opportunities of human development. It is barrier to girl’s
education as young girls drop out from school to get married which impacts
negatively on the community as whole and on the wellbeing of future generation.
This practice stands in direct conflict with the objectives of the Millennium Development
Goals (MDGs); such as the promotion of basic education, fight against poverty,
the prevention of HIV/AIDS and reduction maternal mortality rate.
Adedokun,
et. al., (2012) examined the maternal health implications of early marriage on
young mothers in Gombe, using data obtained from 200 young mothers aged 15-24
years. The study revealed that more than 60 percent had only primary education,
50 percent had been married for between 5-9 years and more than 70 percent had
experienced complications before or after childbirth. Age at first marriage,
current age, level of education and household decision making influence
maternal health risks in the study area. Entitlements and freedoms that are
highly relevant to reduction of maternal mortality, provided by international
treaties are inaccessible to young women in the study area.
Nwokolo
(2012) investigated the capacity building strategies for counseling against
early marriage of the Girl-child in Ogidi Education zone of Anambra state.
Three research questions were used and descriptive survey design was adopted.
The population for the study is all the parents who are members of the parents’
teachers’ association of all the schools in Ogidi education zone and all the
eleven counselors in the chosen zone. A sample of 660 respondents was chosen
through random sampling and all the 11 counselors were chosen because the
population size is small. On the whole 671 respondents were used for the study.
Instrument used was questionnaire and mean rating was used as the statistical
tool. The results showed that all but one of the items are the capacity
building strategies as agreed by the respondents. This implies that unless the
parents work together with the counselors, counseling might not contribute much
in the fight against early marriage of the Girl-child.
In
2009 Nigerian Demographic and Health Survey (NDHS), it was reported that in
26.5 percent couples, there is an age difference of 15 or more years between
husband and wife. Equally, it showed the median age of marriage in the South
West and South East was 20.2 years whilst those of the North West was 14.6
years and slightly higher in the North East with 15.0 years. A study based on
the 2003 NDHS revealed that the timing of marriage varies considerably by
region and area of residence. The median age at marriage is lowest among girls
in North West and North East regions, at 15.8 and 16.8 years respectively.
Rural girls were more likely to marry early compared with urban girls; for
example, in the North West, 29 percent of urban girls married by age 15
compared with 65 percent of their rural counterparts who are married at the
same age. The timing of marriage among girls in the southern regions is later.
Another significant factor from the 2003 survey was that rural girls were more
likely to get married earlier than urban girls. It is quite glaring that there
is higher incidence of child marriage in Northern Nigeria.
Erulkar
and Bello (2007) conducted a multi country research which included Nigeria. The
findings showed that the modern contraceptive usage rate among married child
brides from 15-19 years old in Nigeria is 0.6 percent. This percentage is very
negligible; such child brides in most cases cannot determine the period of
pregnancy and are prone to early pregnancy. With this, they are susceptible to
the increased risk of dying, increased risk of premature labor, low birth rate
and higher chances that the newborn babies will not live. There are also the
serious medical complications of
Vesico-Vagina Fistula (VVF) and Rectum Vagina Fistula (RVF). It is
pathetic that girls with such medical conditions are considered unclean and
ostracized by society. They discovered that in Nigeria, this condition affects
150,000 women. Out of this, a whole lot of 80-90 percent of wives with VVF are
divorced by their husbands. They also observed that most of them lack basic
education.
From
the review of previous studies, it is evidence that a number of factors are
responsible for early marriage of girl child marriage in various countries
including Nigeria. The consequences of such action has contributed immensely to
the non-achievement of gender equality, absolute poverty and hunger reduction,
universal basic education, and improved health and reduction in maternal and
infant death, HIV/AIDS, etc. in Africa and other third world countries.
2.3 Causes of Early Marriage
2.3.1 Poverty
Financial problem has lured a lot of people to
this mess of giving out their girl in marriage in other to be free from the
burden of female expenses. It means one less person to feed, clothe and
educate. They bring forth children they cannot train due to poverty, the
alternative is to enrich their pockets or lift the burden of training a girl
child by giving her out in marriage at a tender age as an exchange.
2.3.2 Absence or Limited Education
Family
educational background has a vital role to play in a child’s educational
attainment, the probability that an educated parent will marry off his girl
child is very slim as they know the value of education. Lack of education
propel parents to believe that training a girl child is a waste of resources,
that marriage is the only alternative that will protect her without knowing the
precautions act.
2.3.3 Traditional/Religious belief
Most
traditions and religious belief varies; some are based on old time religious
traditions which encourage child marriage. There is a certain age a girl is
married off in other not to bring shame to the family and they also believe
that a girl must be married as a virgin, to maintain their belief parents marry
off their girl before she becomes sexually abuse. Also children can be an
avenue for settling debts or sealing family relationship, in this aspect the
girl child is formally betrothed to the man as soon as she is born.
2.3.4 Gender inequality
Gender
inequality is one of the challenges women face presently, were more preference
are given to men over a woman, this is practically transferred to young girls
of nowadays. This is one of the main attribute that has facilitated early-girl
child marriage. It is believed that no matter how you train a woman she will
end up in a man’s house, so therefore they marry their girls off in other not
to waste their resources.
2.4 Possible ways to address the
Challenge of Early Marriage
Several NGOs and international
organizations work to mitigate the impact of many of the drivers of child
marriage, such as poverty, illiteracy and gender equality.
Programs
that specifically target child marriage reduction have recently been increasing
in scope and efficacy. The most
effective anti-child marriage programs in terms of evaluation result shows two
extremes. The first contains long-term child prevention programs that tend to
be comprehensive because they aim to change deeply entrenched social and
cultural practices. At the other extreme are the newer and smaller school and
incentive-based programs that bring a combination of established efficacy and
simple intervention: cash or goods such as livestock given to parent in return
for girl’s school attendance or married to be delayed (Malhorta et al 2013)
Changing
the social and economic structures of community and all level of education
should be made accessible to girls so that more girls will be enrolled and
retained. Parents and community leaders also need to be sensitized to support
girls in school, and married girls too, need to be encouraged to continue their
education.
2.5. Consequences of Early Marriage
on Girl-Child Education
2.5.1 Lack of Education
Early
marriage inevitably denies children of school age their right to the education
they need for their personal development, their preparation for adulthood, and
their effective contribution to the future well-being of their family and
society. Indeed, married girls who would like to continue schooling may be both
practically and legally excluded from doing so.
In
rural areas, secondary education often means that a girl must leave home to
live in a school dormitory. Parents fear that this may expose her to risks
including premarital sex and pregnancy. In Northern Nigeria, for example, girls
are often kept for this very reason. Even where girls can live at home while
attending schools, fears about their possible sexual activity, about sexual
harassment, or about insecurity on the journey to and from school, discourage
their attendance.
2.5.2 Heath Risk
In
most cases child marriage results in many issues one of such is Vesico Vaginal
Fistula (VVF) is a hole between the female vagina and the bladder, this erupts
from a prolonged obstructed labour of a girl-child. The child suffers this
after child birth for a long run, during the period the girl-child leaks urine
or feces sometimes both uncontrollably. Often times VVF leads to chronic
medical issues like constant infection, kidney diseases and infertility.
Medically
it is observed that a female organ is open and vulnerable to infections they
are at risk of suffering sexual transmitted disease which could be contacted
from sex, toilet and unclean environment. The girls face the challenges of
severe pain during intercourse due to their sex organs are not developed
enough.
2.5.3 Death
UNFA
(2013) discovered that complications from early child pregnancy and childbirth
are the second leading causes of death among girls of 15-19 years with recorded
estimates of 70,000 deaths yearly. UNICEF (2014) states that infant mortality
among babies born of mothers under age 18 is 60% higher than those born of
mothers above 18 years.
2.5.4 Domestic violence
Most
men are impatient when they marry a young girl forgetting the fact that the so
called wife is a child that needs to be corrected with love. They unleash their
anger at every mistake by the child, thereby causing physiological trauma for
the child. Often times they live in fear of the unknown, due to the series of
abuses from the husband or his family members. Inflated injuries from violence
or physical abuse pose a threat to her existence; it can lead to premature
death. When they run back to their parent they are sent back, they digest all
the marriage for better for worse.
CHAPTER THREE
METHODOLOGY
3.0
Introduction
This
focuses on the overview of the research design, population of the study, the
sample and sampling techniques instrument for data collection (validity and
reliability of the instruments) method of data collection as well as method of
data analysis.
3.1 Research Design
In
carrying out this research, a descriptive cross-sectional design will be
applied in other to guarantee the coverage of research area by representation
of data collected
3.2 Population of the Study
The
population of this research consisted of 150 household among Gumbi, Arkilla and
Dundadye districts of Wamakko Local Government. The table below shows the
details of the population of the study.
Table 3.1 Distribution of the
population of the study
Districts Male Female Total
Arkilla 32 18 50
Dundaye 27 23 50
Gumbi 35 15 50
Total 94 56 150
Source:
Questionnaire, 2021
3.3 Sample and Sampling Techniques
According
to Oluikpe (1981) sample in research refers to subject selected for a study.
Sampling method therefore is the process by which the researcher selects a
parts of the population for a study rather than studying the whole population
(polite and beck 2004).
The researchers adopt non-probability
sampling approach thus the purposive sampling is used for the study. One
hundred and Fifty (150) persons were carefully selected.
The technique employed is a random sampling
among the districts of Wamakko local government.
3.4 Instrument
for data collection
The
instrument considered appropriate for this study has been the closed ended
questionnaire, thus being the major instrument used in the survey study for
sourcing data. The questionnaire was distributed among the some of the house
members of Wamakko Local Government randomly selected for the study. The
questionnaire consisted of two sections: section A and section B. the section A
consisted of personal data of the respondents while section B consisted of
questions that elicited response from the respondents with response options Yes
or No.
3.4.1 Validity of the Instruments
An
instrument could be said to be valid for use in research work, if it measures
what is designed or meant to measure. The instrument of data analysis will be
scrutinized by experts in the field of education, confirm its validity for
conducting this research
3.4.2 Reliability of the Instrument
The
reliability of the instrument was tested through test and retest method. The
first test administered, then after an interval of three weeks, the second test
was administered. Thirty (30) parents from independent local government served
as respondents who were outside the selected sample of the study.
Data
collected were used to calculate the reliability correlation coefficient using
Pearson Product Moment Correlation Coefficient (r) so as to determine the
reliability of the instrument. The index obtained was 0.69 which indicated that
the instrument has been consistent.
3.5 Administration of Instrument
Secondary
data sources related to the research subject were collected from various higher
academic institutions and from different government and non-government
organizations. More specifically, secondary data collection involved written
documents (published and unpublished) in Usman Dan Fodio University and Shehu
Shagari College of Education.
Primary
data sources related to the surveyed households (150) were selected from total
households of Arkilla and Gumbi and Dundaye districts of Wamakko local government.
A semi-structured interview administered questionnaire sought information on
respondents’ reasons for not sending school-age girls to the locally available
formal school and why girls are married off early (before the age of 18).
3.6 Method of Data Analysis
The data were analyzed using table,
frequency and percentage in accordance with the data gotten from the
respondents.
CHAPTER FOUR
PRESENTATION AND DISCUSSION OF DATA
4.1. Introduction
This
chapter laid emphasis on presentation of the data which have been collected
from the respondents in the course of the study. The information or data which
have been collected would be presented in statistical tabular form showing
responses with numbers of the respondents in the table and in percentage.
4.2. Presentation of Data
The following
analysis of the research data as presented below in tables is an attempt to
answer the research questions of this work and is in line with the purpose of
the study.
Table 4.1: Distribution of respondents
according to gender
Response Frequency (n) Percentage (%)
Male
94
62.7
Female 56 37.3
Total
150
100
Source: Questionnaire, 2021
The above table 4.1 shows the gender
distribution of the total respondents in which 94 representing 62.7% of thse
total respondents were males, while the remaining 56 representing 37.3% were
females. This shows that majority of the respondents were males.
Table4.2: Distribution of the
respondents according to factors responsible for early marriage with respect to
girl child education
Factors Frequency
(n) Percentage (%)
Poverty
60
40
Traditional/religious
belief 30 20
Parents’
influence
40
27.6
Peer
pressure
5
3.3
Gender
inequality
15
10
Total
150
10
Source: Questionnaire, 2021
The above table 4.2 shows that 60 of
respondents representing 40% claim that poverty are the predominant factor
responsible for early girl child marriage. 30 of respondents representing 20%
claim that traditional/religious belief is the primary factor responsible for
early girl child marriage. 40 respondents representing 27.6% claim that
parents’ influence is the main factor responsible for early girl child
marriage. 5 of respondents representing 3.3% claim that peer pressure is a
factor responsible for girl child marriage. 15 respondents representing 10%
claim that gender inequality is a factor responsible to early girl child
marriage.
Table4.3: Distribution of the
respondents on what age is appropriate for marriage with respect to girl child
education
Respondent Frequency (n) Percentage (%)
11-13
- -
14-16
30 20
17-19 50 33.3
20-25
70 46.7
Total
150
100
Source: Questionnaire, 2021
The above table 4.3 shows that 30 of respondents
representing 20% claim that the appropriate age for marriage is between 14-16
years. 50 of respondents representing 33.3% claim that the appropriate for
marriage is between 17-19 years. 70 respondents representing 46.7% claim that
it is between 20-25 years
Table 4.4: Distribution of the
respondents on consequences of early marriage with respect to girl child
education
Response Frequency (n) Percentage (%)
Death 20 13.33
Health
risk
30 20
Lack
of education 50 33.33
Domestic
violence 50 33.33
Total 150 100
Source: Questionnaire, 2021
The above table 4.3 shows that 20
respondents representing 13.3% claim that death is a consequence of early
marriage. 30 respondents representing 20% claim that health risk is a
consequence of early marriage. 50 respondents representing 33.3% claim that
early marriage causes illiteracy. 50 respondents representing 33.3% claim that
early marriage causes domestic violence.
4.3 Discussion
of Findings
From the above table 4.3, it can be seen that the
most appropriate minimum age for marriage is between 20 & above with
respect to girl child education. This will enable the person to have access to
education up to her graduation as well as her social development. This is
consistent with the findings of Molokwu (2000), which suggest that the marital
age is above the age of 18 years, when the individual is physically, socially,
academically and emotionally matured to cope with the challenges of marriage.
Thus, marriage within the age of 18 & above can be said to be appropriate,
considering the period required for a person to be matured and acquire a
graduate qualification.
On the factors responsible for early
marriage as show in table 4.2, the most common factor responsible for early
marriage is poverty. This is consistent with the findings of Forward (2008), Where poverty is acute, also,
parents may regard young girls as economic burden and their marriage to much
older rich men becomes very attractive and beneficial to the girl and her
family. He concluded that a daughter may be treated as a commodity that the
family has to be traded and sometimes girls are used as currency to settle
debts or stabilize relationships between families.
On the impact of early marriage on
education, the responses gotten from the respondents make it clear that early
marriage is detrimental to girl child education. This is in line with the
findings of professor Junaid 1993, it can be deducted that marriage (pre and
post) constitutes the greatest factor in the inability of the girl-child to
acquire formal education. As a young spinster, it is a favored option to
continued schooling and as a wife; it is the barrier to continued
education.
Finally, the study revealed that
education is the most paramount instrument required to abort early marriage.
According to UNICEF 2009, getting and keeping girls in school may be one of the
best ways to eventually foster consensual marriage and blissful married life,
while also contributing to delayed sexual initiation, lower rates of HIV/AIDS
and other morbidities and greater gender equality. Therefore, education is a
good weapon for combating early marriage.
CHAPTER
FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction
This chapter represents the summary, conclusion and
recommendations for this study.
5.2 Summary of Major Findings
As stated earlier in the first chapter of this
study, the project comprises of five chapters in all. In the first chapter of
the research, a general introduction about the study has been presented. More
so, the objectives of the study were stated in the chapter one of the research,
the aim was to investigate the effect of early marriage on girl child education
in Wamakko local government. The following are major findings of the study.
1. The
most appropriate minimum age of marriage should be between 20-25 years of age.
Marriage below the age of 20 is not advisable to girl child as it affect the
education of the girl child
2. The
predominant factor responsible for early marriage is poverty
3. Early
marriage has serious effect on the education of girl child. It denies children
of school age their right to education they need for their personal development
and their effective contribution to the future well-being of their family and
society.
4. Education
is the most paramount instrument required to abort early marriage, as the
research perceived its prevalent more in the northern part of Nigeria where
educating a girl-child is a waste of resource.
5.3 Conclusion
Early marriage is a practice as old as
the culture of the people of Wamakko, just as it is in the entire northern
Nigeria. It is a phenomenon that has impacted rather negatively in the
education of girl children in this part of the country. Girls are denied the opportunity
to go to school in order to be full-time housewives at a very early age.
These have created a very stiff resistance
to efforts by governments and other groups to improve the situation.
5.4 Recommendations
1. The
efforts of government and other concerned groups should be re-double towards
producing the impetus for parents to send their girl children to school
2. The
cost of schooling should be reduced for parents, through the provision, free of
charge of learning tools and materials to pupils by governments.
3. Governments
and NGOs should sustain their poverty alleviation drives, especially for women
and rural communities.
4. There
should be sustained campaign by leaders of communities and of thought for
female education.
REFRENCE
Abdallah, B. A. (201l): Girl Child Marriage and
Women Development in Nigeria: Contemporary Issues”, Journal of Development and
Psychology 14(9): pp.248-259
Adedokun, G. N., Tochukwu, H. E. and Adedeji, 0. 0.
(2012): “Early Childhood Marriage and Early Pregnancy as a Risk to Safe
Motherhood”, A Report on the Regional Conference on Traditional Practices
Affecting the Health of Women and Children in Africa, 19-20 Nov. ICA
Angen, MJ. (2000). Evaluating interpretive inquiry:
Reviewing the validity debate and opening the dialogue. Qualitative Health
Research. 10(3) pp. 378-395.
Ango, R. G. (1991): “The. Impact of Girls’ Education
on Early Marriage”, Independent Evaluation Report: CAMIFED and CAMA Programmes
Zimbabwe, September.
Bayisenge, J. (2012):’ “Early Marriage as a Barrier to
Girl’s Education: A Developmental Challenge in Africa”, Journal of Social
Psychology 12(6): pp. 23-48.
Bunting, A. (1999): “Particularity of Rights,
Diversity of Contexts: Women, International Human Rights and the Case of Early
Marriage, Doctoral Thesis, University of Toronto, Faculty of Law.
Erulkar, A. and Bello G. (2004): The Experience, of
Adolescence in Rural Amhara Region Ethiopia. UNFPA, UNICEF, and ‘Population
Council. Population Council: New York.
Forward 2008 Available at http//dx.doi.org/10.29322/IJSRP.8.10.2018
Giyan, H. A. (2009): Women and Education: Equity and
Equality. Berkley: McButcheon.
Junaid M.I.
(1993)- Basic Education in Sokoto State: A Situation Analysis.
Lloyd, C.B. and Mensch, B.S. (2005), “Marriage and
Childbirth as factors in School Exit: An Analysis of DHS Data from sub-Saharan
Africa”, Population Council 219,
Malhorta, Warner, McGonagle & Lee-Rife (2013)
Solutions to End Child Marriage: What the Evidence Shows. International Center
for Research on Women.
Molokwu, B. (2000), “Gender assessment: Issues and
Perspectives”, Rwanda ISP Kigali, Rwanda
Nigerian Demographic and Health Survey (NDHS), 2009
Nwokolo c. “counselling against early marriage of
the girl child in anambra state. Edo
Journal counselling 2012;22:45-50
Otoo-Oyortey, N. and Sonita Pobi. (2003), “Early
Marriage and Poverty: Exploring links for policy and program development. The
Forum on Marriage and the Rights of Women and Girls in collaboration with the
International Planned Parenthood Federation.
UNFA 2013. State of world population 2013;
motherhood of childhood; facing the challenge of adolescent pregnancy . new
york; UNFA
UNFPA. (2006): “In ending child marriage, A guide
for global policy action International Planned Parenthood Federation and the
Forum on Marriage and the Rights of Women and Girls. U.K.
UNICEF (2001): “Early Marriage: Child Spouses”,
Accessed on 8th August, 2013 www.unicef.org/childmarriage
UNICEF (2004), “Child Marriage Advocacy Program:
Fact Sheet on Child Marriage and Early Union.
UNICEF (2005): Early Marriage: A Harmful Traditional
Practice. UNICEF: New York, USA. www.unicef.org/childmarriage
UNICEF (2009), State of World’s Children: Child Protection
from Violence, Exploitation and Abuse.
UNICEF (2010): “Child Marriage Advocacy Program:
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UNICEF 2014 available from; www.unicef.org/protection/57929-58008.html
This
questionnaire is designed to gather information concerning Effects
of Early Marriage on Girl Child Education in Wamakko Local Government.
The success of the research depends
greatly on how you answer the questionnaire. Therefore, would very much
appreciate if you will answer the questions in the best possible manner.
All information you give are for the
research purpose only and will be treated with strict confidentially.
Thank
you.
INSTRUCTION
a.
All questions are to be answered by ticking
the appropriate option provided.
b.
Where written response is required be clear
and straight forward.
SECTION ‘A’
Section A: personal Data
1. Sex
(a) Male (b) female
2.
Age
(a) 10-19 (b) 20-30
(c) 31-40 (d) 41-50 (e) 51 &
above
3.
Marital status
(a) Married (b) single
4.
Educational qualification
(a) Qur’an/school
certificate
(b) NCE
(c) HND/DEGREE
(d) Master’s
degree
(e) 
Any
other, please specify
5.
Age at marriage
(a) Below
15 years
(b) 16-20
years
(c) 21-30
years
(d) 31
years & above
6.
Occupation
(a) Farming
(b) Business/
trading
(c) Civil
servant
(d) Unemployed/student
Section B
1.
What age do you think should be the most appropriate minimum for marriage with
respect to girl child education?
(a) 10-13
(b) 14-16 (c) 17-19 (d) 20 & above
2.
What is your view on early marriage?
(a) It’s
a good practice (b) it’s a bad practice (c) none
3.
What are the factors responsible for early girl child marriage in your area?
(a) poverty
(b) traditional/religious belief (c) parents’ influence (d) gender inequality
4.
Early marriage affects girl child education
(a) Yes
(b) no
5.
Early marriage has health effect on girl child
(a) Yes
(b) No
6.
Girl child marriage is open to domestic violence and sexual abuse
(a) Yes (b) No
7.
Girl child marriage has maternal, mortality and morbidity effect
(a) Yes (b) No
8.
Early marriage has psychological implication on girl child
(a) Yes
(b)No
9.
Have any of you or your daughter suffered any complications of pregnancy?
(a) Yes
(b) No
10
If yes, what were the complications?
(a) Prolonged
obstruct labor (b) child disability (c) maternal death (d) VVF
11.
What will you suggest as ways of addressing girl child marriage?
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