21st Century Girl-Child Education in Insecurity-Prone Areas of Nigeria: Prospects and Challenges

MAFARA, Rabiatu Musa; SULE, Muhammad

doi:10.64348/zije.202520

Authors

MAFARA, Rabiatu Musa Author
SULE, Muhammad Author

DOI:

https://doi.org/10.64348/zije.202520

Keywords:

Girl-Child Education, Insecurity, Feminist Theory, School Safety, Nigeria

Abstract

This paper examined 21st century girl-child education in insecurity-prone areas of Nigeria: prospects and challenges. Girl-child education is a fundamental driver of national development, yet insecurity remains a critical barrier in many parts of Nigeria, particularly in the northern regions. Widespread insurgency, banditry, kidnappings, and communal conflicts have led to school closures, reduced enrollment, and heightened parental fears, disproportionately affecting female students. This study examines both the prospects and challenges of 21st-century girl-child education in insecurity-prone areas of Nigeria, using feminist theory as a framework. The research highlights how gender-based violence, economic hardship, and cultural norms exacerbate educational inequality. Despite these obstacles, initiatives such as digital learning, community engagement, and government interventions offer potential solutions. The study recommends a multi-sectoral approach involving enhanced school security, policy reforms, psychosocial support, and economic empowerment programs to ensure safe and equitable access to education for girls in conflict-affected areas.

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