Exclusion of the female child from primary education: exploring the perceptions and experiences of female learners in northern Nigeria

Abstract

Despite efforts at achieving the SDG goal of education for all, a critical issue remains an increased exclusion of female child from education. This study explored the perceptions and experiences of female learners on girl-child exclusion from primary education. The study employed a concurrent parallel mixed methods research design. The study's population are all female learners in Kastina State primary schools. Data was collected using In-depth interviews, Focus Group Discussions, and a questionnaire tagged: ‘Perceived Exclusion from Education Questionnaire’ (α = 0.84), and analysed using descriptive statistics and thematic analysis via the SPSS and ATLAS.ti respectively. Findings indicate positive perceptions of female learners towards education of the female child; female learners’ experiences in being educated were recounted; factors necessitating the exclusion of female children from primary education were cultural, economic, environmental and personal. Strategies for mitigating the exclusion of female children from primary education were highlighted. Some recommendations are discussed.