APPLICATION OF EARLY MARRIAGE ON WOMEN EDUCATIONAL DEVELOPMENT

CHAPTER ONE

INTRODUCTION

Background to the Study

In the world all over, marriage is an institution which calls for a moment of celebration and a milestone in the life of the adult. In practice, marriage is not restricted to the adult; the girl-child may be forced into early marriage without recourse to neither her consent nor the consequences of such forced union. The impositions of a marriage partner upon a child means that the childhood is lost and never regained (UNICEF, 2001). When children are hurried through childhood, and rushed into taking on adult task (such as marriage at a very early age, the eects can be profound and long lasting. Bayisenge (2010) noted that young girls are robbed of their youth and required to take on roles for which they are not psychologically or physically prepared. Many have no choice about the timing of marriage or their partner. Some are coerced into marriage, while others are too young to make an informed decision. Premature marriage deprives them of the opportunity for personal development as well as their right to full reproductive health, well being and participation in Civic life. It is imperative to say that education plays a particularly important role as a foundation for girls’ development towards adult life. Education is a human right that should be given to all human beings. There are lots of international human right instruments that provide for education as a fundamental human right which include the universal declaration of human right (1948), international convention on economic, social and cultural right (1960) etc. The relationship between education and development is well established such that education is a lay index of development. Research has also shown that schooling improves productivity, health and reduces negative features of life such as child labour. This is why there has been a lot of emphasis particularly in recent times for all citizens to have access to basic education. It has however been established by researchers that improving female education is crucial for national development. Education is a basic human right and has been recognized as such since the 1948 adoption of the universal declaration of human rights. Since then, numerous human rights treaties have reaffirmed these rights and have supported entitlement to free compulsory primary education for all children.

In 1990 for example, the education for all (EFA) communication was launched to ensure that by 2015, all children particularly girls, those in difficult circumstances and those belonging to ethnic minorities have access to and complete free and compulsory primary education of good quality. According to UNESCO report, about 90 million children are not in school and majority of them are children. Most girls do not have access to education despite the fact that it is their rights. The girl-child is oen saddled with responsibilities, which may make her not to have access to quality education. 2007 UNESCO and UNICEF report addressed the issue of education from a rights-based approach. Three interrelated rights were specified and must be addressed in concert in order to provide education for all. The three interrelated rights are: a. The right of access to education. That is, education must be available for, accessible to and inclusive of all children. b. The right to quality education: Education needs to be child-centred, relevant and embrace a broad curriculum and be appropriately resourced and monitored. c. The right to respect within the learning environment: Education must be provided in a way that is consistent with human rights, equal for culture, religion and language and free from all forms of violence.

It is true that many governments make provision for the education of their citizens but the provisions most of the time do not take into cognizance the peculiarities of the girl. In that case, the girl-child may not have access to education, which is a fundamental human right. Research has shown that millions of girls do not have access to schools despite the concerted eorts to push the cause forward. Okeke, Nzewi and Njoku (2008) identify child labour, poverty and lack of sponsorship, quest for wealth, bereavement, truancy, broken home, engagement of children and house helps as factors or the clog in the wheel of girl’s access to education. The right to education, which is a fundamental human right, is frequently denied to girls in some African countries. The then United Nations Secretary General, Kofi Annan, stated that in Africa, when families have to make a choice due to limited resources of either a girl or a boy child, it is always the boy that is chosen to attend school. In Africa, many girls are prevented from getting the education entitled to them because families oen send their daughters out to work at a young age so that they can get the additional income they may need to exist beyond subsistence level and finance the education of sons.