This study examines the experience of female education in Northern and North Central Nigeria, South Sudan, South Africa, and the United States. Through empirical reports, articles, journals, and participants' practical experience, this study adopts a qualitative methodology comprising educational system information in the three Sub-Saharan countries and the United States. It explains how gender disparity and exclusive socioeconomic and sociocultural policies impede female education. It examines females from the United States, South Africa, and South Sudan who have shown resilience in overcoming obstacles of slavery, racism, apartheid, patriarchy, poverty, and war to encourage the higher academic pursuit of Idoma girls in Benue State, North Central Nigeria. The study shows that despite policies that have generated varying mechanisms to incorporate marginalized female students in school systems, deep inequalities persist and are palpable in the academic achievement data of female students.
TopIntroduction
This study examines the experience of the education of girls and women in North Central Nigeria, South Africa, South Sudan, and the United States. The study adopts a qualitative methodology using empirical reports, articles, and journals of the educational system to argue that development in any country would be more rapid if women were better educated, especially at the higher education level (Asante, 2022). Research reveals that women's labor force participation has led to significant economic developments in the past 50 years (Benett, 2014). Previous studies also show that any organization that considers gender diversity as one of its top priorities stands a chance to retain a talented workforce and increase its performance (Sharma, 2016). For this reason, women need to be well educated so that they are not considered as less skilled and less qualified as they work in a diversified work environment (Kundu & Mor, 2017).
Higher education plays a significant role in global development (Lebrón et al., 2014-2018). It is an institution that is a vital element of human development and an inspiration that aids girls and women in making fuller and more influential contributions to national and global development. Ewoh-Odoyi (2021) posits that the study of women in higher education has been neglected, especially in developing countries and less studied places like North Central Nigeria. For example, Nigerian policy documents reveal that cultural factors threaten the recognition of women in the society. The issues of harmful traditional and religious practices against women are linked to the culture, which perpetrates men and women's gender roles and lifestyles. Sociocultural barriers in the policy text are also connected to socioeconomic issues like cultural barriers, which impedes female participation in primary education, contributing to early marriages among young girls prevalent in northern and central Nigeria (Mobolaji et al., 2020).
This study uses initiatives from American, South African, and Sudanese girls who have shown resilience overcoming obstacles of slavery, racism, apartheid, patriarchy, poverty, and war to encourage the higher academic pursuit of Idoma girls in Benue State, North Central Nigeria. Every child's right to education is imperative, irrespective of gender or family status. It is access to a transformed life and a liberated mind (Machado and Bilo, 2018). Denying a girl, the right to education deprives her of the opportunity to discover herself and her full potential. Coker-Kolo and Jones (2021) assert that to achieve any form of national development, everyone's participation is essential. For this reason, social protection policies can help address the multifaceted nature of child poverty and improve children's well-being, especially in education (Machado & Bilo, 2018).
Women and girls experience oppression and discrimination through cultural practices in different parts of the world, especially in Sub-Saharan Africa (SSA), which accounts for why several national and international organizations have intervened concerning gender equality, liberation, and women's empowerment. (Arnot & Fennell 2008; Call, A. U. 2019; Unterhalter 1999). At the World Conference on Education (1990) in Geneva, steps toward girls' autonomy created awareness of gender parity in education. To complement this initiative, the Beijing Conference (1995) and the Millennium Development Goals (MDGs) (2005) also emphasized gender parity and sustainable development goals (SDGs). They maintained that inclusive and equitable quality education promotes lifelong learning opportunities for boys and girls and aim to achieve equity by 2030 (U.N., 2015). However, in March 2016, the Nigerian senate failed to enact the bill of gender and equal opportunity, which forbids the physical, psychological, sexual, verbal, economic, social, and cultural abuse or similar mistreatment or mishandling that interferes with the integrity of women (Makinde et al., 2017).
Access to higher education comprised physical access and enrolment (Du Plooy & Zilindile, 2014; Ghandani et al., 2007; Motala et al. 2009; Shindler & Fleisch, 2007). Physical access refers to the learner's physical admission into school Gamede (2005). Also, access to higher education includes research, the development of civic duties, and public solidarity. It is a vital means of attaining and achieving sustainable development, respect, and tolerance in the community.