Feminism and Girls’ Right in Education: A Review of Cases from Developing Countries

This article reviews the concept of feminism and girls' right to education in developing countries like Pakistan and Nigeria. It explores the obstacles and challenges faced by girls in getting an education, including cultural perception, gender, and religion. The article also discusses the progress made by feminist movements in these countries and highlights the cases of Malala Yousafzai and the Boko Haram kidnappings.

Feminism and girls’ right in education-
a review of cases from developing
countries
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5.0 CHAPTER FIVE: RESULTS
5.1 Concept of Feminism
The definition of feminism includes many political movements, ideologies, and social
movements with equal political, personal, economic and social equality (Walby, 2011). The goal
is to create professional and educational opportunities for women similar to men. The Fourth UN
World Conference on Women's Forum, held in Beijing conducted a study to provide equal
opportunities for men and women. The majority of the world explicitly supports equality
between men and women, such that women can work outside their homes and help build the
nation (Carrington, 2014). It is generally accepted that women should have the same rights as
men however the inequalities remain.
Pakistan was convicted from the start against the concept of feminism and religion acts as a
primary factor against women for equality (Fleschenberg, 2010, p.166). While Benazir Bhutto
(Pakistan’s first Muslim head of state and serving twice as Prime Minister Pakistan), Sharmeen
Obaid Chinoy (two time Academy Awards and six Emmy Awards recipient), Malala Yuousafzai
(female education activist and youngest Nobel Prize Laureate), Muniba Mazari (featured under
30 list in Forbes 30, a wheelchair-bound painter and TV anchor) and Fiza Farhan (a United
Nations’ panel of women Economic Empowerment and featuring under 30 in Forbes 30 lists).
Feminism in Pakistan has made significant progress in attending schools and universities and in
getting jobs (Critelli and Willett, 2013, p. 201-221). Pakistan is a country rooted in extremist
religious ideology and extremism. With the main religious tendencies guided through unstable
political history, martial laws, and democracy, leadership through dictatorship without hesitation.
On February 12, 1983, women activists and lawyers filed a petition against in the Lahore High
Court, where a man’s testimony is equated to two women. The infamous Hudood Ordinance by
Pakistani dictator General Muhammad Zial ul-Haq, reflecting his view of Islamic law (Critelli
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and Willett, 2010, p. 407-422). Although Hudood's laws of adultery and rape have replaced by
the less pronounced Pakistani's Protection of Women Act (2006) on the protection of women in
Pakistan, however Pakistani feminists activists still have a long way to go (Shaheed, 2010).
Gender-based violence, widespread recognition of women not to seek education or employment
and communities that accept female roles as property and in domestic works remain widespread
across the country. Pakistani law, their society or religion does not allow for women to be treated
as an equal with men. Deep-rooted cultural and patriarchal traditions of Islam meets the demands
of the misogynists. Pakistan had been placed at the last point before equality, in the gender
equality annual report (Jamal, 2013). The World Economic Forum Gender Index, based in
Geneva, depicts Pakistan being on 141 lists out of 142 countries in female political participation
and economic opportunities for women, 132 in providing access to education, 119 for survival
and 85th for empowering politically.
The position of feminism in Nigeria can be analyzed from its history of feminism. The liberation
of women is part of Nigerian history and began in 1914 when several demonstrators were called
"Ogidi Palaver." The first movement was disseminated indigenous peoples and the British
(Badran, 2013). The 1925 Nwaobiala Movement was strongly reflected in the rejection of the
colonial state. It was regarded as "Women's War" involving 10,000 women who participated and
upheld the mainstream of women. In Nigeria, there have been some feminist movements with
creative expression. Feminism is absent in all walks of life, and farmers make up 40 percent of
the population (Haussman, Sawer and Vickers, 2010). Gender diversity can resolve many of the
problems that can aid the growing population with cheap and nutritious livelihoods and food.
Religion and tradition are means used by society to misinterpret women. Technology has played
an important role in modern Nigerian feminism in spreading the feminist consciousness of
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revolutionary social relationships (Marmara, p.2320-6942). The last "Me Too Hashtag" was a
major women's movement in Nigeria that highlighted the difficult reality of women in the
country. The campaign was launched during Boko Haram, "Bring Back Our Girls" and "No
More," a hashtag movement founded by Nigerian activist Ireti Bakare-Yusuf. The movement led
to the conclusion of sexual abuse and impunity. Unlike in the West, the bourgeois borders of
Nigerian society as a popular indicator in the Nigerian context (Okafor and Akokuwebe, 2015).
The pay gap between men and women is a relative difference between the pay of men and
women. Gender differences between men and women point to gender differences in Nigeria is
highly prominent. Modernization and economic growth have developed in the context of the
global economy, but credible relations to modern times in Nigeria have not been mentioned.
Traditions, religious customs, and societal roles have high significance amongst middle and
lower class of Nigeria population (Norwood, 2013, p. 225-236). Religious services are
considered to be an important aspect of middle class Nigerian, and they attend regular services.
Nigerian feminists movements have been gaining some pace in the recent time period as
Nigerian feminists are stirring movements for personal space and more gender role identity
within the society.
5.2 Rights in Female Education
Education allows an individual to develop in a social, mental, physical, emotional, political,
economic and spiritual manner. This process enables the acquisition of knowledge and the
potential for self-realization (Aslam, 2009, p. 747-784). Education protects, preserve and
strengthen self-actualization. The nature of education depends on individual abilities, which
confers the rights of every citizen, regardless of gender, nationality, and age. The Universal
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Declaration of Human Rights (1948) regards education as a fundamental right. The figure below
depicts children out of school in Pakistan by region.
Figure 1: Children Out of School in Pakistan
Source: (Dawn.com, 2015)
Pakistan was represented at the World Summit on Education and Development (2015) entitled as
one of the worst performing countries in the world in terms of education. The new government,
elected in July 2018, stated that 22.5 million of the most affected children, most of which were
girls at primary school (Asadullah, 2009, p. 77-86). In Pakistan, it is estimated that 32% of girls
in elementary schools come from high school and 21% of them are boys. At the age of six,
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nearly 59% of girls got out of school, whereas boys were only 49%. Only 13% of girls went to
school till ninth grade. These details depict that the girls were the most affected.
Figure 2: Reasons for Children Not to study
Source: (Dawn.com, 2015)
Women's rights to education are linked to various obstacles within the school system. The
Pakistani government is reluctant to create an education system to meet the needs of the country,
especially girls (Faridi, Chaudhry and Anwar, 2009). The government does not build enough
schools, and there is no initiative to establish a private institution or religious institutions from
establishing schools. The lack of state-subsidized schools and the presence of schools at a
distance, where women are victims of sexual violence are the reasons parents of girls do not send
their daughters to school. Pakistani Taliban forbids girls to go to school. Lack of legal structure
in education deters females from receiving an appropriate education. The religiously driven
political state with religious motives has hindered from providing of female rights in education
(Nadeem et al., 2011).
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Figure 3: Age of Children against Out of School
Source: (Dawn.com, 2015)
The Pakistani Taliban or the Tehrik I Taliban is known for their sexism, hatred, and violence
against women. The Taliban believes it wants to limit women to a safe environment by keeping
them behind purdah. Afghan women in the area are educated only in the Quran, after the age of
8, and they are forced into wearing of burqa all the time. Women seeking education were made
to attend underground schools. In case a teacher or girl was caught educating girls, they would
risk imprisonment and often execution (Butt and ur Rehman, 2010, p. 5446-5450). Females are
not allowed to be treated by male doctors unless accompanied by a male chaperone. Lack of
educated females and lack of doctors led to an increased rate of females not being treated and
suffering from diseases. Increased incidence of disease and death is one of the leading immediate
effects of lack of education amongst females. In case women violated the Taliban law, they were
faced with public flogging and often execution. It has been estimated in that 80% of marriages in
the country are forced and females are made to get married by the age of 16 years of age,
according to Amnesty International (Inamullah et al., 2010, p. 11). There are several restrictions
on females from the age of 8 that restricts their rights to education. Moreover, there are severe
punishments in case they failed to abide by any law. Some schools were closed due to violent
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attacks and with the Taliban taking control over that area. There are more than 180 schools and
more than 900 private schools in the Swat Valley until the security situation improves. As a
result, the future of 125,000 young women is uncertain (Latif, 2009, p. 424-439). Taliban
commander, Maulana Fazlullah has been leading several campaigns against the ill-effects of
female education. This has deterred parents from sending their children, especially girl child to
the schools. Religious orientation and blind faith in religion affects parents and being followers
of Islam, and they do not feel to commit anything that is against their religion. Cases of opponent
beheading, kidnappings, destruction of rich houses along with political assassination have
become common in the country (Bano, 2010). The case of Malala Yousafzai, who survived
bombing attack while traveling to her college is well known in the entire world. After getting
treated and living outside the country for a prolonged time period, she has returned to Pakistan in
order to support the cause of female education and improve the situation of females in the
country. At Prime Minister Shahid Khaqan Abbasi’s ceremony she gave a speech focused on
providing better health services and education for girls. She created the “Malala Fund” which
invested $ 6 million for schools through uniform and textbooks (Raza and Sohaib Murad, 2010,
p. 541-557). She aims at empowering women in Pakistan by providing access to education. After
the independence, the Government of Pakistan had little focus on education of women.
In 1920, primary and secondary education in Nigeria was led by voluntary Christian
organizations. A higher number of secondary schools were set up for girls. The situation has
changed considerably post-independence of African states and their political independence.
Sexual inequality in women's education has increased considerably (Senbanjo, Oshikoya,
Odusanya and Njokanma, 2011, p. 364). The UN Plan, including Universal Primary Education
(UPE), was introduced in the 1970s was aimed at providing free and compulsory education. The
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Nigerian historian Kitetu said that domestic traditional philosophy is aimed at women in making
domestic contributions only. The situation changed with public awareness, state intervention,
parents and their girls being sent to school. This has brought about more women involvement.
Women in school have increased since 1990, but the boys have been ever since more compared
to girls. Between 1970 and 1994, the number of primary school students increased from 30% to
80% (Isara and Ojedokun, 2011).
Figure 4: Percentage of Girls in Education
Source: (Hatch, 2011)
Over the last decade, many discussions have focused on sexual inequality in Nigeria. Adult
female literacy has yet to be successful; lack of literacy can be attributed to lack of schools at
every location, absence of security in girls, lack of hygiene elements. There are several important
factors seen in the gender differences, but the new rise in Boko Haram led to the black people
leaving their homes and fleeing for their lives. Boko Haram kidnapped girls from their schools
and rapid them. The girls had been in hostages for a long time until Boko Haram decided to
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release them (Ekpenyong, Davis, Akpan and Daniel, 2011, p. 193). This event shook the whole
nation, and after that, it caused a serious drop in schools enrolment because parents were afraid
their daughters would not be kidnapped. Parents of girls from the Nigerian culture marry them
off young. Examples of sexual violence, sexual persecution, and school threats are other factors
that prevent women's education.
5.3 Perception of Cultural, Roles of Gender and Religion
Cultural perception, gender, and religion are considered to be the major deterrent in Nigeria and
Pakistan, which have been snatching away female rights to education and binding them
household chores. In Pakistan, Malala Yousafzai, recipient of Nobel Peace Prize 2014, is
struggling to provide the right to education for women (Chatta and Ayub, 2010, p. 1-8). Pakistani
gunmen attempted to kill her in her homeland in 2012 because she was fighting development,
religion, modernization. Pakistani women, because of their cultural beliefs, gender and religion,
health systems, education systems, and political systems are themselves against formal
education. They face demotivations within their family against a system of formal education and
they are more reliant on Quran education. The forced norms within their community coerce them
to receive a ma’s decisions for all aspect of their lives. Extremism in religion is responsible for
reducing the social role of women and reduced women rights. Pakistan is a patriarchal
community where men have official authority and women are considered for domestic duties.
Such a cultural and social tradition has grave consequences for the vision of women's lives.
Religious essences and traditional cultural boundaries hinder women's right to education. The
situation is more or less similar in Nigeria. Sexuality is a social identity that is integrated into the
social and personal realm of social construction. The spread of masculinity and religion control
between Muslims and Christians has resulted in less empowerment of women and fewer
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contributions from women in all areas. The ethnic minorities of pre-colonial women continued to
support the dominating positions of men and also played an important role in social and
economic life (Wusu, 2012, p. 31-48). The rise of Boko Haram in the country has changed all
social structures and women have gradually lost their basic rights.
5.4 Boko Haram Activities in Nigeria and its Impact on Feminism
Boko Haram has been present in the Lake Chad Basin, including Nigeria, Niger and Cameroon.
Jama'at Ahlis Sunnah Lidda'awati w’al Jihad in 2009, and 2016 killed nearly 30,000 people
displacing over 2.4 million people. Boko Haram Rebellion is described as a humanitarian crisis
in Lake Chad. Malnutrition, malnutrition and violence in the region, has led to serious
consequences for women's and women's rights. Lethal kidnappings are found in girls' schools,
parents are afraid of children being executed. The outbreak of Boko Haram has undermined the
education system and the girls' right to education is prohibited. and leaders in the region. Female
teachers and women are afraid to go to school.
In Nigeria, women constitutes about half of the population. They are mothers, producers, leaders,
community developers and organizers, and play an important role in the society. They also
contribute to the social, political and economic development of the Community. It is known that
women throughout the Community have a double responsibility for role in the society and their
reproductive roles in humans (Makama, 2013). North Nigeria is a patriarchal society with high
dependence on religion. An important part of a traditional society in which people, in every way,
monitor and control all family members' marriage and men to control women. Women are taught
to do household chores, often neglected and kept at home (Allanana, 2013, Makama, 2013).
Boko Haram has killed many people in the north of the country and possess problem for women
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and children. A recent study found that Nigeria and its closest neighbors Chad-Niger and
Cameroon have been killed tragically by the Boko Haram since 2009 and claimed thousands of
lives. There is not only economic problem but it has changed many social roles for women and
children. In short, the Boko Haram robberies made several widows and orphans in Nigeria and
other African countries. Activities of book Haram disrupted not only education in Nigeria, but
expanded in many settlements and villages in the northern region, trying to disrupt a significant
part of Nigerian states that are in conflict with neighboring countries. Nigeria has been identified
with the highest ethnic and religious conflict. Since 2009, the rebellion disrupts the northeastern
states of Boko Haram, especially Adamawa, Borno, and Yobe, as well as other parts of
neighboring states such as Chadmaria, Diffa, and Nigeria. North Cameroon and Chad evacuated
millions of people in these areas, and thousands of women and children traumatize widows and
orphans. Many households, schools, educational institutions, villages and cities, were relatively
damaged, destroyed and uninhabited, with youth unemployment and poverty being prevalent in
the society. Many entrepreneurial organizations are deformed, and many noble people have been
affected. In addition, many women were separated from their husbands and children, which
directly or indirectly affect the lives of women and children.
6.0 CHAPTER SIX: DISCUSSION
Women's education is seen as a fundamental factor in the development and promotion of society
and the whole country. Improving women's education can lead to great advances in society,
generally in the country and in the general situation. Women's education society becomes a
model for the young community and then promotes education to address the national challenges
(Fatima and Sultana, 2009, p. 182-198). Women's education has many positive effects on society
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and society in health, social welfare, lower mortality and so on. The above analyses of feminism
and the impact of women in Pakistan and Nigeria show a slower growth and slower development
of society as a whole. The work focuses on school enrollment and gender inequality, which aims
at improving the quality of life, examining poverty and slowing up the growing population.
Sexual equality impacts sustainable human development in education (Faridi, Malik and Ahmad,
2010, p. 58-68). The governments, societies, and cultures of these countries need to be prepared
for a solution. Women's education is not considered important because girls are married off at a
young age and are expected to support their families. Feminism movements have been in
Pakistan since independence. In 1947, during the British Empire, Fatima Jinnah, Prime Minister
Mohammed Ali Jinnah’s wife, provided a support committee for women who were getting
transferred refugees from India to Pakistan. Pakistan's feminism has been a constant fight today
because of the continued protest against violence against women; recently there is increasing
awareness of education, political and legal rights for women (Shami, 2009, p. 141-150). Many
believe that feminism to be absent Pakistan. Only a minor Pakistani men and women believe that
women's rights must be improved
The Government of Pakistan is not focused on education and there is lack of educational
guidelines. The government seems unremitting and does consider education at national and local
levels. The education system restricts women's education in Pakistan, and there are wide barriers
outside the purview of schooling itself that deters rights of women to education. Pakistan
education at school level incurs costs and remote school locations prohibit poor parents from
sending their girls. Even in state-sponsored schools, the cost of education is not viable for low-
income families, and the poor constitutes 29.5% of the country's population. Poor parents make
girls undertake domestic work. The daughters of low-income families often work in the
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household sector, such as sewing, or embroidery and other domestic industries. Girls forced to
stay home or work prevent them from having the right to education (Awan, Ahmad and Khan,
2010). Most families do not believe that girls need to receive education or their social structure is
not appropriate for girl’s education. Conventional communities in Pakistan believe that the
education of girls can violate cultural norms. Women face negative consequences when they
receive education. The girls leave schools when they approach puberty and parents are afraid of
girls entering romantic relationship. Women are expected to live with their husband's family,
once they are young and are married off. The marriage of children is a direct result of a girl not
attending school. Over the years, the education system in Pakistan has had a major change. Many
private schools have been set up that have no control and quality, and the lack of access to poor
state schools creates a flourishing market for cheap private schools. Militant groups and Taliban
attacks have destroyed the state of education in Pakistan. Challenges in education in Pakistan left
about 25 million children out of school. Thousands of children have fallen into military disasters.
Repeatedly the Taliban militants destroyed school buildings, hampering students and teachers,
and parents. The Taliban in Pakistan recently campaigned against women's education in Swat
valley. The Taliban Law is the Shariah Justice System, which is against educating females.
Feminism in Pakistan was reinstated by the Malala Yousafzai attack. Malala is committed to
empowering women in Pakistan providing fundamental right for citizens. Girl students make up
58% of students according to the UNESCO 2011 Global Monitoring Report. The Pakistani
government has tried to improve the learning outcomes by increasing focus in girls' primary
schools. At present, Pakistan is focusing on education for all (EDF) and the Millennium
Development Goals. The constitutional reform in Pakistan (Article 25A) includes education as
the fundamental right of citizens. Malala provided inspiration in the country such that thousands
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of Pakistani girls do not go to school in difficult conditions. She talked to the world about the
rising Taliban militants, which prevented girls from teaching in Swat, which caused the loss of
education for many girls. After a malicious attack on Pakistani cities, many exhibitions were
made. Baacha Khan Trust Educational Foundation (BKTEF) on the International Children's Day
celebrated with Baacha School with 4,000 students. Students showed support and emphasized
the importance of education for a better future for the people. Pakistan's Constitution provides
free and compulsory education to all Pakistani children. There are new laws in the federal state
and provinces of Pakistan to ensure access to education. The new law should define the quality,
tasks, and responsibilities of educational services and define the implementation process.
In Nigeria, the number of children without formal education has increased, and most children out
of school are Muslim girls. Some girls go to primary school and few go to secondary schools.
Although there are special schools for girls, this rates are particularly low (Omole, 2010). The
spread of lies and traditional beliefs are related to the low education amongst girls. Nigeria is an
intensive child labour country like every African country, and almost a fifth of all African
children are involved in child labor, twice as much as the rest of the world. Approximately 9% of
Nigerian children are involved in dangerous activities. The ILO and the United Nations
Convention on the Rights of the Child struggle with the rights and challenges of many children
and the spread of children's education (Adekola, 2010, p. 1069-1077). The involvement of
children in armed conflicts, the sale of children, child prostitution and child pornography is one
of the biggest problems preventing women from taking up important societal roles. Females face
many challenges to achieve equal rights in education. Although it was a recognized educational
right in the 1948 Constitution, it was not successful.
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A girl in education in Nigeria was a constant struggle. The facts related to Nigerian education
have not been able to evolve in recent years. Despite the progress, girl’s attendance in school is
considerably low. It has been estimated that 10.5 million children did not go to school regularly
(Nwadioha, Egah, Alao and Iheanacho, 2010, p. 111-113). Most rural schools charge informal
fees, which is affordable by low income families. Parents who want their girl child to undertake
household work. The cancellation of these informal education fees may allow higher enrollment
at the primary level. The role of women mentor is not present in the Nigerian society. The role of
women as a mentor should not be underestimated (Mordi, Simpson, Singh and Okafor, 2010).
Moreover, the social benefits of education for women are related to the health benefits and
increased participation in the society.
Nigeria faces Islamic terrorists who attacked villages with their defined Islamic views. The April
2014 terrorist attack, when Boko Haram brought 200 girls out of their schools, had shaken the
nation. Bad infrastructure and lack of security prevent children to go to school (Rabiu,
Adewunmi, Akinlusi and Akinola, 2010, p. 8). There are several programs aiming to eliminate
discrimination against women in education. The international basic education rights, introduced
in 1976, highlight the country's policy of educating children aged 6 to 11 years. The program is
aimed at parents and children. The Education for All program was presented by AGEI (African
Initiative for Education). Although these plans were good intentions, they were not implemented
and remain suspended.
Pakistan does not define societal roles of women properly. This is due to the two traditions the
country has inherited. Firstly, the poor situation of women in the Muslim world. They are
isolated and do not have access to the same public social services as men. There is no better
example than the attack by Malala Yousafzai, which almost killed her. The low social position of
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women in Pakistan has serious demographic implications. The census in 2017 did not confirm
the optimism of the government that the country has switched to demographic change.
Population growth is one third higher. Pakistan's economic survey in the years 2016-17 was
2.4% and 1.8%. The second surprise is that the gender situation in Pakistan was not in line with
the demographic standard. In the normal population, the proportion of women in the general
population is slightly higher than in men. This is largely the result of longer women's lives. This
did not happen in Pakistan and is due to the relatively low position of women in Pakistani
society. Given that influential demographic change has been demonstrated in Pakistan,
improving the position of women in society has a significant impact on birth rates.
The increased social status of women in society in Pakistan is the most important factor for
women's participation in the labor market, which is 43.1 percent, which is almost twice as high
as 24.3 percent in Pakistan. This is largely due to the employment of women in the large clothing
industry in Bangladesh. Another factor is the level of education of women. When women enter
the labor force, the growing need for education. In Pakistan, parents seem less likely to invest in
the education of their daughters because they better marriages depending on whether their
children are expecting their old age. This creates discriminatory practices and is responsible for
reducing the presence of girls in schools. But empirical evidence from Pakistan shows that return
rates are much higher in women than in men, but the percentage of parenting is much lower than
that of boys. When they marry, most women move from their parents' house to their husband's
house. This is particularly true in rural areas.
Another factor that usually affects women in Pakistan is involvement in family activities. A
general Pakistani’s girls' day is full of activities that boys do not need. In many children with
older children, older girls have to look after their younger brothers. Girls cannot go to school as
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they get older. The problem is even greater for women in the labor market, as it is expected that
gender roles and cultural households will continue to play. Lower fertility reduces the size of
households and reduces the demand for girls for young children. This is one of the many virtues
that occur throughout the population. The above issues raise a number of problems, many of
which concern public order.
Women play an important role in both social and domestic matters. In addition, women in
Nigeria's history have managed a variety of jobs, such as small businesses, farming, domestic
trade and unconditional jobs. In addition, the role of women in the first place is a result of ethnic
differences arising from religious learning. For example, in the north, home standards for living
in Islam are generally considered normal and unnecessary transitions are not easy to make. When
it comes to tradition, they get married (Anyanwu, 2010, p. 38-61). Women in cities sell some
homemade food, mainly by sending girls to streets or working in small public spaces. In the
south, women traditionally play an important role in the trade economy and inter-regional
markets. They served as the main source of employment in the economies and influenced local
organizations in traditional systems. Since the early nineteenth century, when the great Caliphate
Fulaniho studied Sokotský, who is Usthmanem Ibn Fodio, Islam was the main pillar of the
Joruby cargo space community in the southern part of the country, which in last century has
translated similar to the western women's styles. Professionalism and their political ambitions
have been depicted amongst women. In addition, women are not seriously considered by state
heads in their development plans in Nigeria. The southeastern part of the Igbo is known for its
role in education. Aggressive efforts are made in modern trade and management in Igbo. Igbo
has Christian in the South, which opposed the Northern Faith, caused decades of panic and
intensified debate between the two communities. Nigeria is poor in society, there are women, in
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cities and rural areas, some are trained and others are not. Women are exposed to discrimination
and oppression of the people. Domestic violence is classified as a serious problem in the country.
Although marriage is a well-known institution in the country, adultery is widespread prevalent.
General Nigerian women make many sacrifices to maintain a marriage, avoid excess, abuse and
divorce. The economic situation is an important part of the spread of AIDS. Nigeria currently
produces 100,000 diplomas in one year. 90% of them are unemployed young people. Nigeria has
high population and natural resources. However, poor management of state intimidation has led
only to desperate poverty, which has heightened with attacks of Boko Haram. The aggravation of
religious and ethnic attacks is leading to death and poverty. Women suffer in all these cases and
young girls are forced into prostitution at a very early stage. The choice is obvious; either they
die of hunger or run the risk of AIDS and die after a few years. Even as hunger is a threat, many
preach about prostitution and the situation has not changed. In the AIDS epidemic, survival has
become death. In the health sector, where barriers are not generic from epidemiological outlook;
health services and other social services are weak and in insufficient quantities and quality.
There is no family planning and lack of education is continually aggravating this problem in
Nigeria as well as in Pakistan.
7.0 CHAPTER SEVEN: CONCLUSION
Education must be treated as a priority for national and electoral campaign participants.
Transparency and inclusive national participation need to be aimed at creating a situation where
women's educational rights can be managed. Lack of state intervention in education has to be
tackled and their greater involvement has to be promoted. The government has been seen often
using school buildings for military usage making them more susceptible to attacks. Africa is one
of the most difficult places to train a girl. Taliban Pakistani forces prevent women from
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education while Boko Haram has created a fear towards access to education in Nigeria. It has
been found that girls in the conflict zone are less likely to go to school than countries without
conflict. In both the instances females were found unable to go to school. If a woman does not
attend school, her future job and the possibility of financial freedom as an adult are in danger.
Such females as youth are vulnerable to HIV along with other deadly diseases and even death.
Providing women's education is an important challenge and requires a strategic alliance between
NGOs, civil society organizations and business organizations. Civil society Organizations,
NGO’s and certain Corporate Organizations are trying to reduce the widespread of education in
Nigeria and Pakistan. Focus on religious education changed the value of the formal education
system. Religious education is often the only option in low-income families, and formal studies
do not promote religious issues. The decentralized government structures in these countries,
further act as a constraint application of regulations for the education system. There are separate
results with separate process at each step which leads to creation of contradictory schedules in
school and formal education system. In each province of Pakistan, there is a serious gender issue
with great neglect women, especially in education and other rights. It depicts state-oriented
motivations on education and women's rights in education. In these countries, there are many
obstacles in the school system in itself. Lack of formal facilities and educational institutions from
government initiatives in these countries act as a major source of deterrent for development in
education and overall women welfare.
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8.0 REFERENCES
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Nigeria. African Journal of Business Management, 4(6), pp.1069-1077. Retrieved on 21st January
2019, from http://www.academicjournals.org/journal/AJBM/article-abstract/3D681E924167
Anyanwu, J.C., 2010. Poverty in Nigeria: A gendered analysis. African Statistical
Journal, 11(11), pp.38-61. Retrieved on 21st January 2019, from
http://www.bollettinoadapt.it/old/files/document/12947afdb_11_10.pdf#page=40
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