In the contemporary society, education is a foundational human right. It is essentially an enabling right that creates various avenues for the exercise of other basic human rights. Once it is guaranteed, it facilitates the fulfillment of other freedoms and rights more particularly attached to children. Equally, lack of education provision endangers all fundamental rights associate with the welfare of human beings. Consequently, the role of education and in particular girl child education as a promoter of nation states welfare cannot be overemphasized. As various scholars asserts, the challenges and problems faced by the African girl child, to enjoy her right to education are multifaceted. Such difficulties include sexual abuse, child labor, discrimination, early pregnancies, violence and poverty, culture and religious practices (Julia 219). Across the developing world, millions of young girls lack proper access to basic education. In the contemporary society, this crisis, which is particularly critical in remote and poor region of sub-Saharan Africa, the Middle East, and South Asia have fascinated increased public attention. However, almost all global nation states have assured their commitment in addressing various girl child challenges and allowed a declaration to enable each young girl and boy receive education by the year 2015 (Herz and Sperling 17). This target was firmly established and approved in the United Nations Millennium Development Goals. However, this study will focus on girls’ education in Africa and its impacts to their livelihood.
Girl Child Education in Africa
To reach the universal education goal for all children, special efforts should be clearly made by policymakers like addressing the social, economic and cultural barriers keeping a large percentage of girls in less developed countries out of school. Essential, human capital enhancement is a critical element in poverty reduction. Therefore, the participation of children in primary and secondary schools plays a fundamental role in the development of social infrastructure in the less developed countries. Extensive research has established that investing in girls’ education has high returns because it is not only restricted to female educational attainment but also for mother and children’s health, women’s empowerment, income growth, and productivity, sustainable families, democracy and woman empowerment in the society (Herz and Sperling 17).
In Africa, various nation states have formulated distinct national gender policies on education. However, they do vary from one country to another, but ultimately addressing common concerns especially to the girl child. Some countries have special policy documents regarding women and girls education. Some of these countries include Madagascar, Burkina Faso, Mali, Chad, Senegal, Mauritania and Senegal. Other countries have their girls and women’s education policies derived comprehensively from the national education policy...