This paper advocates for ways to tackle the socio-cultural cum political barriers preventing the development and growth of girl-child education in North-East geo-political zone. It notes that, for many decades, factors such as poverty, child marriage, government neglect and, recently, insecurity occasioned by Boko Haram insurgency have bedeviled the girl-child education in the zone. Reports indicate that while over 10.5 million Nigerian children of school age are out of school, the North East alone has 39.8 percent of that number, which are mostly girls. This situation, no doubt, poses a dangerous threat to socio-economic development as well as the security of the zone. Efforts should therefore be made not only to give the girl-child quality education but also to increase the percentage of girls that attend school in the zone. It is in this regard that the nation can achieve the 2030 Sustainable Development Goals (SDGs).
Today, the girl-child education in the North-East geo-political zone of Nigeria which before now had not been taken seriously is in danger of being decimated. To a large extent, successive administrations in the zone should be blamed for the sorry state of the girl-child project in the zone. They paid only lip service to girl-child education. The point to be made, therefore, is that the girl-child education had a very poor foundation before the deadly Boko Haram sect emerged. The emergence of Boko Haram, especially during the hostile stage which began in 2009, has exacerbated the situation. This could be seen from the fact that the sect opposes any education which is perceived to be western, especially education for girls (Momah, 2013).
Since 2009, the activities of the deadly sect have succeeded in disrupting and grounding educational system in the zone. The evidence of this assertion becomes very clear when it is seen that the girl-child is used as a suicide bomber; her school and home are constantly under attack; she is frequently abducted and internally displaced; and she now lives in internally displaced camps (IDPs) which is not her original home. The girl-child, along with her teachers, is on daily basis, traumatized which now makes her afraid to attend school. She actually desires and prays to be alive before going to school. The girl-child intermittently asks herself about her life and school but she never gets an answer. She has become downcast, dejected and hopeless.
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