INFLUENCE OF TERRORISM ON GIRL-CHILD EDUCATION IN NIGERIAN SCHOOLS FADEKEMI FUNKE OMIRIN Osun State University NIGERIA Email: drfadeomirin@gmail.com ABSTRACT This study examined the influence of terrorism on girl-child education in Nigerian schools. The study investigated causes and consequences of terrorism on girl-child education. A descriptive survey design was used for the study. Stratified random sampling technique was used to select four (4) higher institutions and four (4) secondary schools for the study. Simple random sampling technique was used to select 800 respondents (100 from each school) for the study. The study revealed that terrorism is caused by religious beliefs, politics, unemployment and poverty. It also discovered that terrorism has highly hindered girl-child education especially in the North East of the nation and that the menace can be curbed by changing peoples mentality on the negativity attached to western education, seeing politics as a game of chance, reducing unemployment and reducing poverty level of the masses. It is suggested that government should make youth education a priority and compulsory so as to break the yoke of poverty and equip them with entrepreneurial skills, and also that government should tighten the nation s security and provide adequate means of fighting anxiety. Keywords: Education, Girl-Child, Influence, Terrorism 1. Introduction Terrorism is the deliberate creation and exploitation of fear for bringing about political change. All terrorist acts involve the use of violence. These terrorist acts are committed to non- armed actors. Terrorists attempt not only to sow panic but also to undermine confidence in the government and political leadership of their target country. Terrorism is therefore designed to have psychological effects that reach far beyond its impact on the immediate victims or object of an attack. In the world of today, terrorism is now one of the major challenges facing Girl-Child Education (Okoli, 2014). Ensuring that children have safe, secure environments in which to grow, learn and develop healthy brains and bodies is not only good for the children themselves but also builds a strong foundation for a thriving, prosperous society. Science shows that exposure to circumstance that produce persistent fear and chronic anxiety can have lifelong consequences. Fear has the potential to affect how children learn solve problems and relate to others (Oladele, 2014) The nation Nigeria has witnessed brutal confrontation and massive assaults from terrorists group which is undoubtedly the most blood-thirsty and destructive, both in term of demonic brutality, mindless savagery and flagrant disobedience to the principles of peace and stability. Nigeria has witnessed insurgency from this terrorist group called Boko Harram from 2009. They unleash terror and fear in the minds of every Nigeria. There is wanton destruction of government properties, bombing of churches, mosques and other public places, assassination of prominent individuals, burning of schools occasioned by sporadic shooting of innocent citizens. In Nigeria, what appears 29th-31st August 2016, Accra, Ghana 414 ISBN: 978-9988-2-3994-7
to be an act of terrorism can be traced to the October 1 st, 2010 bomb blast at the Eagle Square in Abuja. Today it has taken a new dimension. Nigeria as a nation is now at the mercy of terrorist religion known as Boko Harram. Just as it was planned in rapid succession between October 2010 till now, the nation has had countless explosions at different times to tell us that the issue of terrorism is very well alive with us (Amaka, 2014). In the world today, terrorism is now one of the major challenges facing Girl-Child Education. Boko Harram (which means western education is forbidden), to them according to the Sharia law women or girls are not entitled to education, which goes contrary to Universal Basic Education Policy. The 1984 Universal Declaration of Human Rights s that every person has a right to education. In 1990 also, the World Conference on Education For All (EFA) which was held in Jomtien, Thailand declared among others, that every person shall be able to benefit from educational opportunities designed to meet their basic learning need. However, much as the two declarations do not have exclusions of exemption, the girl child, especially in the third world countries is to be their least beneficiary. Despite the passage of the child right act into law in 2003 by the National Assembly in Nigeria, personal experience and available data reveal that the issue of girl child rights seek to facilitate the realization and protection of the rights of their tribe, gender and parents status. Of course, Nigeria as a nation recognizes education as a fundamental human right and is signatory to the major convention on the rights of the child and Convention on the Elimination of all Forms of Distraction Against Women (CEDAW). But there continue to be a national gender disparity in basic education environment, retention and completion against girls (Abayomi, 2008). 2. Research Objectives The general purpose of the study was to find out the influence of terrorism on girl-child education in Nigeria. Specifically, the study: 1. Identified the causes of terrorism on girl-child education especially in North Eastern region of Nigeria. 2. Examined how terrorism has affected and hindered girl-child education and; 3. Suggested ways of improving the already damaged and dented image of the country s education system. 3. Statement of the Problem Education system in Nigeria, especially in the North eastern part has being under disruption since 2009 by the set of terrorists named Boko Harram. This group of terrorists has become a threat to many homes and especially on school girls and has eaten deep into our education. The hostility seems to have gone beyond religious and political coloration. Several attempts have been made by the government to curb this menace but it keeps persisting. There have been different reports on cases of girls of school age and girls in boarding schools being kidnapped and abducted, killing of teachers and burning of schools and properties (Amaka & Marama, 2014). The researcher deemed it fit to find out the influence of these terrorists on the girl-child education in the Northern Eastern region of Nigeria. 29th-31st August 2016, Accra, Ghana 415 ISBN: 978-9988-2-3994-7
4. Literature review 4.1 Effects of Terrorism on Girl Child Education in Nigeria Nigeria, the giant of Africa continent has been a relatively peaceful, multicultural, dynamic and progressive nation, blessed with human and natural resources, which paved ways for many opportunities for its citizens and foreigners to live in harmony from the colonial era, to the inception of Nigeria independence on October 1, 1960 to year 2000 where the country started experiencing the strange and global trend of terrorism, insurgency which led to the gruesome killings of innocent Nigerians, carried out by an insurgent group called Boko Harram ( Oloweselu, 2015). Abiye, (2011) noted that domestic terrorism arose in Nigeria because emergent militant groups took advantage of governments inefficient action and inactions in dealing with the fundamental elements of nationhood. Such as internal security, resource control, injustice, corruption, ethnicism, sycophancy, favouritism, overlordship and marginalization. These factors have made terrorism to be ethnicized in Nigeria. Currently the nation is witnessing high spate of insecurity especially in the northern Nigeria by a group of terrorist known as Boko Haram. The Jama atu Ahlus Summah Lid-da wai Jihad popularly known as Boko Haram is a strong pseudo Islamist terrorist group which has its base in Kanamma, North Eastern Nigeria. Musa, (2011) d that the Boko Harram has been in existence since 2001 but did not become popular until 2009 when they participated actively in the sectarian violence which occurred in the Northern Nigeria. The name Boko Harram is a Hausa ment, which upon translated into English mean Western education is sinful. This group is opposed to everything that is of Western origin, more especially Wstern education; its ideologies and system. Fatima and Olowoselu, (2015) noted further that since 2009, Boko Harram has disrupted educational system in the North Eastern Nigeria with huge negative effect on girl education. The group dislikes girls attending schools and also committed criminal offences ranging from kidnapping of school girls, killing of teachers, religious leaders both in Christianity and Islamic faith; they have unleashed fear in the minds of every Nigerians lining in the region. There is massive destruction of school activities in the North-Eastern Nigeria. In recent past, they used local girls to carry out mindless bombing of major central market, shopping mall, cinema halls and bus stations. They are also involved in murdering of traditional rulers and prominent citizens of Northeastern Nigeria. Abduction of school girls, the elderly and female teachers were also common in their recent styles of operations. Boko Harram has displaced over one million people in North-Easter Nigeria (NEMA, 2015). It also becomes a threat to the entire country. Their activities have crippled the socioeconomic activities between Nigeria, Cameroon, Niger Republic and Republic of Chad. Many Nigerian citizens residing in Adamawa, Borno and Yobe were currently internally displaced (NCRM, 2015). The Boko Harram insurgency in the north eastern region of Nigeria has slowed down the nations abilities of achieving the Millennium Development Goals project (MDG s), Education For All (EFA) and as well as Nigeria Vision 2020 programmes. The senseless insurgent attacks have negative impact on socio-cultural values of the people of north eastern region and well-being of other foreign nationals (Olowoselu, 2014). Presently, economic activities are low in the region, as foreign expatriate are relocating to other regions in Nigeria due to the increasing security crisis. With the mindless bombings perpetrated by the insurgent, most schools have been closed in Adamawa, Borno and Yobe s. ( Olowoselu, 2015). 29th-31st August 2016, Accra, Ghana 416 ISBN: 978-9988-2-3994-7
4. 2 Historical Analyses of Terrorist Attacks on Nigerian Schools (Education) Citizens (April, 2011 February 2015) Dates Venues Causalities Nature of Attacks Source April 15, 2011 Maiduguri No death National Electoral Commission was bombed May 29, 2011 Borno 4 killed Multiple bombing June 26, 2011 Maiduguri 25 died Bombing of social and relaxation center November, 2011 Damaturu 150 died Coordinated bombing and shooting and attacks on police facilities Potiskum Yobe February 17, 2012 Kaduna 2 died Gunmen attack on Zonkwa killing 2 students February 21, 2012 Borno No death Boko Haram destroyed Gomari Costain primary school by fire February 22, 2012 Borno No death Abba Ganaram primary school Maiduguri was set ablaze by Boko Haram March 1, 2012 Kaduna Boko Haram attacked Government Secondary School Fadan Kaje April 11, 2012 Damaturu Boko Haram attacked and bombed police station and one primary school in Fika April 29, 2012 Kano 15 died Boko Haram struck Bayero University open theatre being used as church by Christians killing 15 people including 2 university professors April 30, 2012 Tarabe 10 killed and Suicide bomb blast hit a convoy of a May 12, 2012 Maiduguri 22 injured commissioner Boko Haram burnt a private nursery, primary school, church and police station in Damagun May 13, 2012 Maiduguri Boko Haram burnt Mafa central school in Maiduguri August 19, 2012 Yobe Boko Haram attacked and blew up a primary school, church and police station in Damagun September 27, 2012 Maiduguri October 1, 2012 Adamawa March 18, 2013 Borno 3 died, 7 injured 2 injured Boko Haram attacked Mohammed Goni College of Legal and Islamic Studies in Maiduguri, shooting security men, burnt down administrative block, the office of the Deans and the council chamber. 25 died Attack by gunmen in University in Mubi town Adamawa killing 25 students Boko Haram attacked 4 public schools in Maiduguri killing 3 teachers, injured 4 people and 3 students. April 7, 2013 Borno 1 died Gunmen attacked and killed a teacher in Gwange III primary school in Maiduguri 29th-31st August 2016, Accra, Ghana 417 ISBN: 978-9988-2-3994-7
April 9, 2013 Borno 2 died plus unknown number of officers June 18, 2013 Damaturu Boko Harram attacked and killed two teachers plus other officials on their way to provide food to schools during inspection tour in Dikwa Local Government Area. 11 died Boko Haram attack on GSS Damaturu, shooting sporadically, killing 7 students, 2 teachers and 2 gunmen headed to the teacher s quarters killing another 2 teachers, 6 students sustained various degrees of injury June 24, 2013 Borno 9 died Gunmen attacked and killed 9 students in Gamboru on their way to take examination July 6, 2013 Yobe 42 died Boko Haram attacked GSS Mamudo in Yobe, killing 41 students and a teacher September 16, 2013 Yobe 60 killed Bomb blast on school of Agriculture, Yobe killing 60 students. September 29, 2013 Yobe 41 died Boko Haram stormed a dormitory of College of Agriculture in Gujiba Yobe State killing 40 students and a teacher February 25, 2014 Yobe 29 died Boko Haram stormed a Co-educational Federal Government College boarding school in Buni Yadi killing 29 male students, injured 59, abducted some female students, some girls ordered to quit school and get married or be killed in future attacks April 14, 2014 Borno 16 died Boko Haram attacked Girls Secondary School and kidnapped 234 Chibok girls, burnt down the library and other government properties April 11, 2014 Borno 8 died Boko Haram attacked and exchanged fire with soldiers killing 8 teachers in Dikwa, Borno April 20, 2014 Plateau More than 200 died Twin Jos bomb blast by Boko Haram claimed over 200 lives October 31, 2014 Gombe 8 killed, 17 Bomb blast in Gombe State Central Bus injured Station November 1, 2014 Borno Bomb blast occurred in Monday Market in Maiduguri, Borno November 7, 2014 Azare 8 killed Bomb blast in Azare town, Bauchi killing 8 people November 10, 2014 Yobe 49 students Suicide bomber bombed Government killed, 69 Secondary School Potiskun, Yobe. students and 6 teachers injured 29th-31st August 2016, Accra, Ghana 418 ISBN: 978-9988-2-3994-7
November 15, 2014 Adamawa 4 people killed Attacks on Hong town of Adamawa killing 4 people April 16, 2014 Adamawa 10 killed Attacks on Gombi town of Adamawa November 25, 2014 Borno 60 killed, 120 Another twin bomb blast in Monday injured Market in Maiduguri. A crowded main market November 26, 2014 Borno 15 killed, 45 Suicide twin bomb blast in Monday injured market, Maiduguri December 5, 2014 Gombe Raid on Lafarge Cement Company with sporadic shooting in Gombe December 7, 2014 Borno 20 girls Abduction of 20 girls in Lassa town, abducted Borno December 18, 2014 Borno 40 girls Boko Haram abducted 40 girls in a village abducted near Chibok town, Borno. December 19, 2014 Yobe Properties and houses destroyed Attacks on Damagu town in Yobe, destroying properties and houses December 21, Yobe 8 killed Attack on Geidam town in Yobe, 20114 December 22, 2014 Gombe 19 killed, 8 injured December 22, 2014 Bauchi Goods worth millions of naira were destryed killing 8 people Suicide bomb blast attack in Dukku car station, Central Gombe killing 19 people and injured 8 people Coordinated suicide bomb blast attack in Bauchi central market January 10, 2015 Borno 4 killed Female suicide bomber blast, Monday market in Maiduguri killing 4 people January 12, 2015 Yobe 2 policemen Bomb blast in Potiskun in Yobe, killed on duty killing 2 policemen on duty January 13, 2015 Gombe 3 killed An insurgent killed 3 people outside Mosque in Gombe January 14, 2015 Borno Military repel insurgent attack in Biu town, Borno January 17, 2015 Adamawa 80 houses Insurgent razed down 80 houses in Gombi were razed town, Adamawa down January 25, 2015 Yobe 8 killed Attacks on Monguno town in Borno killing 8 people February 14, 2015 Gombe Military repel insurgent attack in Gombe February 15, 2015 Yobe 10 killed Bomb blast killed 10 people in a bus station in Damaturu, Yobe 5. Method This study was a descriptive study of the survey type. The population of the study comprised all higher institutions and all secondary school students of the North Eastern region of Nigeria. Four 29th-31st August 2016, Accra, Ghana 419 ISBN: 978-9988-2-3994-7
(4) higher institutions were selected and four (4) secondary schools were selected. The s involved were Gombe, Borno, Yobe and Adamawa s. One hundred (100) students were randomly selected from each school given a total number of 800 respondents. The instrument used was questionnaire tagged Questionnaire on Influence of Terrorism on Girl-Child Education in Nigeria (QITGE). The instrument was validated by two experts from the Faculty of Education of Osun State University, Ipetu-Ijesa Campus, Nigeria. The instrument was personally administered by the researcher with the help of research assistants. All the copies were retrieved and were considered valid for analysis. The 4 point modified Likert Scale of Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD) was used for the items. Reliability coefficient of 0.83 was documented using the test-retest procedure for testing reliability of psychological tests. Three research questions were raised and answered using descriptive statistics of mean and standard deviation for analysis. An item with a mean score of 2.50 and above was accepted, while item with a mean score of less than 2.50 was not accepted. 6. Findings Research Question 1: Are there causes of terrorism on girl-child education in the north eastern Nigeria? Table 1 S/N ITEMS X S.D DECISION 1 Boko Harram as a threat to Girl-Child Education in Nigeria is because of the religious beliefs that says Western education is a sin 3.51 0.58 Agree 2 Terrorism in Nigeria is attached to political governance 3.41 0.65 Agree 3 The traditional belief that a girl-child position is in the 3.15 0.66 Agree kitchen led to terrorizing girl-child school attendance 4 High level of unemployment is one of the reasons for 3.09 0.91 Agree terrorism 5 Poverty and corruption are part of the causes of terrorism in Nigeria 3.29 0.55 Agree Table 1 shows the responses of the respondents on causes on girl-child education in Nigeria. The mean scores were 3.51; 3.41; 3.15; 3.09 and 3.29 respectively while the standard deviation were 0.58; 0.65; 0.66; 0.91 and 0.55 respectively. These revealed that all the items on cause of terrorism on girl-child education were agreed to by the respondents. Research Question 2: To what extent has terrorism hindered girl- child education? Table 2 Descriptive survey of the extent terrorism has hindered girl-child education in Nigeria S/N ITEMS X S.D DECISION 1 Terrorist attacks have affected the girl-child education 3.11 0.88 Agree through mindless attacks on their schools 2 Frequent abduction of school girls in their hostels, 3.67 0.50 Agree occasional kidnapping of school girls on their way to school have reduced their attendance to school 3 Educational activities on girls education in mostly affected s have been suspended since most teachers 2.87 0.85 Agree 29th-31st August 2016, Accra, Ghana 420 ISBN: 978-9988-2-3994-7
and school heads in the region are among the internally displaced persons 4 The attacks of the terrorists have traumatized female 3.30 0.78 Agree teachers and girls and are afraid of going to schools with the fear of being attacked 5 Educational planners and inspectors of girls education 2.94 0.86 Agree programme cannot conduct periodic checking as most education officers in the region are currently out of their s 6 The act of terrorism on girl-child education will give room for early/child marriage in the affected region 3.18 0.54 Agree Table 2 above revealed the extent to which terrorism has affected girl-child education in the North East Nigeria. The mean of 3.11; 3.67; 2.87; 3.30; 2.94; 3.18 and the standard deviation of 0.88; 0.50; 0.85; 0.78; 0.86; and 0.54 respectively show that the respondents agreed to all the items as d in the table Research Question 3: Are there remediations to tackle the menace? Table 3 Descriptive survey showing the remediations to tackle the menace of terrorism on girl-child education S/N ITEMS X S.D DECISION 1 Government security agents should be properly equipped 3.70 0.74 Agree to provide security in communities especially to vulnerable women and girls 2 There should be round-the-clock security in schools to 3.01 0.74 Agree protect school girls from abduction, rape and forced marriage by Boko Harram terrorist group 3 There should be collaboration between the Nigerian 3.22 0.70 Agree government and the international communities especially Nigerian neighbouring countries such as (Chad, Cameroon and Niger) in the fight against Boko Harram 4 There should be sanctions against religious clerics that 2.90 0.77 Agree incite violence against women or any minority religious group in the communities 5 Provision of jobs by the government will minimize the 3.10 0.54 Agree act of terrorism 6 Nigerian government should provide free compulsory 2.84 0.78 Agree education to all girls in the north eastern region of Nigeria up to tertiary level of education 7 Federal government should provide scholarship for 2.91 0.84 Agree continuous education to all dropped out school children who were internally displaced, sheltering outside north eastern Nigeria. 8 Peace and security studies should be incorporated into Nigerian school curriculum 3.03 0.90 Agree All the items suggested on table 3 above were agreed to by the respondents with means of 3.90; 3.01; 3.22; 2.90; 3.10; 2.84; 2.91 and 3.03 respectively likewise the standard deviations of 0.74; 0.74; 0.70; 0.77; 0.54; 0.78; 0.84 and 0.90 respectively. 29th-31st August 2016, Accra, Ghana 421 ISBN: 978-9988-2-3994-7
Discussion of the study The saying that when you educate a girl-child you educate a nation is highly relevant to any society. Girl-child education is the provision of quality and affordable education to all girls of school age. The findings revealed that, terrorism as a threat to girl-child education is born out of religious belief, political governance that the position of a girl-child is in the kitchen, high level of unemployment, and poverty as well as corruption that are ravaging the society. The second findings revealed the extent to which terrorism has affected girl-child education in Nigeria. The frequent abduction of school girls in their hostels and kidnapping of school girls on their way to school have reduced their school attendance. Teachers and school heads in the affected region have become internally displaced persons and so have suspended educational activities on girls. Educational planners and inspectors of girl-child education programmes cannot conduct periodic checking on schools as most education officers in the region are out of their s. This also led to early marriage of under aged girls. The third findings revealed some ways the menace could be curbed. These include; government security being properly equipped to provide security for the vulnerable women and girls; a roundthe-clock security in school to protect the school girls; collaboration between Nigerian government and the international communities (such as Chad, Cameroon, Niger Republic) to fight the Boko Harram; sanctions against religious clerics that incite violence against women or any minority religious group and provision of jobs to the youths to reduce poverty and joblessness in the society. 7. Conclusions and Recommendations From the findings of this study, there is no doubt that terrorism has negatively influenced girl-child education in Nigeria. It has drastically reduced the school attendance, sent teachers and head of schools far away from their duty posts, led to abduction and kidnap of school aged girls, disrupts school activities and led to girl-child early marriage. It has created fears in the heart of the vulnerable women and girls and therefore flee their homes making them Internally Displaced Persons (IDP). These findings are in consonant with the findings of Fatima and that Boko Harram insurgency in the north eastern region of Nigeria has slowed down the nations ability to achieve the Millennium Development Goals (MDGs), Education For All (EFA), and as well as Nigeria s Vision 2020 programmes. NEMA, (2015) also revealed that Boko Harram has become a threat to the entire country as over one million people in the north eastern Nigeria are displaced. Olowoselu (2014) also d that the senseless insurgent attacks have negative impact on socio-cultural values of the people of north eastern region and well-being of other foreign nations. Based on the findings of this study, the following are recommended: 1. Government at all levels should make youth empowerment their priority and compulsory so as to break the yoke of poverty. This will deplete the army of youths available for recruitment into various criminal activities. 2. Government should embark on veritable poverty alleviation programmes by engaging them in entrepreneurial skills that will impact positively on the lives of the people. 3. Government security agents should be properly equipped to tighten the nation s security better and provide adequate means of fighting insecurity especially to vulnerable women and girls. 4. Intelligence gathering by the security agencies should be intensified, as this will nip many of the security problems confronting the nation in the bud. ISBN: 978-9988-2-3994-7 29th-31st August 2016, Accra, Ghana 422
5. Border patrol should be enhanced and there should be a proper and efficient regulation of the influx of immigrants or aliens, in order to forestall their recruitment into criminal gangs. 6. Peace and security studies should be incorporated into Nigerian school curriculum. 7. Awareness campaigns and sensitization of people on security matters should be intensified by the government, non-governmental organizations (NGOs), media and publication houses and other concerned patriots. 8. References Abayomi, I. O. (2008). Girl Child Education. The Daily Independent Newspaper, June 10, 2013. Abiye, S. (2011). The Abuja attacks, Lagos: The Telegraph Newspaper, 10 th May, 2011 Amaka, W. R and Marama, F. (2014). Kidnapping of Chibok School girls. Vanguard Newspaper, October 30, 2014. Fatima, M. J. & Olowoselu, A. (2015). Effect of insurgency on girl education in North Eastern Nigeria: European Journal of Education and Development Psychology, 3 (1), 44 50. Musa, P. (2011). Boko Harram History in Nigeria. Journal of Arts and Social Science, 4 (2), 18-21. NEMA (2014). National Emergency Management. Abuja, Nigeria NCRM (2014). National Commission for Refugee Management. Abuja, Nigeria Okoli, A.I.C. & Lontyer, P. (2014). Terrorism and humanitarian crisis in Nigeria. Insight from Boko Haram Insurgency. Global Journal of Human Social Science (F) xiv (1), 39-49 Oladele, H.F. (2014). Bring back our girls protest in Lagos. Vanguard Newspaper, April 30, 2014 Olowoselu, A. (2014). Historical analysis of Boko Haram insurgency on educational management in Northern Nigeria. Global Journal of Arts, Humanities and Social Sciences, 2 (10), 77-83 ISBN: 978-9988-2-3994-7 29th-31st August 2016, Accra, Ghana 423