In Africa, women are considered as men’s properties or pleasure objects. They are also considered as a ‘machine’ meant for producing children. These situations have resulted in unfair treatment of women especially with regards to education of the male-child than the female child. In the traditional Nigerian society, there exist the belief that women are second class citizen (Enejere, 1991). The author further averts that gender inequality in Nigeria is promoted by religious and communal customs. Young girls particularly in Northern Nigeria are denied the benefit of education. This has given consequences for both the individual and the society at large.
Obinaju (2014) sees education as inalienable right of all irrespective of the person’s circumstance. Education in its general sense is a form of learning which the knowledge, skills, values, benefits and habits of a group of people are transferred from one generation to the next through storytelling, discussion, teaching, training or research. Education has been described as the most important aspect of human development, a key to a successful living, especially girl-child education (Micheal, 2011).