GIRL-CHILD EDUCATION AND ITS PROSPECTS IN WEALTH CREATION IN NIGERIA

Abstract

The research delves into the intricate relationship between girl-child education and wealth-creation in Nigeria. Drawing on theoretical frameworks including Human Capital Theory, Gender and Development Theory, Economic Development Theory, and Social-Cultural Theory, the research explores how cultural norms, educational opportunities, and economic prospects intersect. The research highlights persistent gender disparities in education within the cultural context of Nigeria, perpetuated by deep-rooted norms and practices. It investigates the impact of cultural norms on early marriages and gender roles, disrupting girls' educational trajectories and limiting their economic potential. However, the transformative power of education emerges as a central theme. Education empowers girls by providing skills, agency, and aspirations for economic independence. Educated girls participate in income-generating activities, fostering local economic growth and sustainable development. Implications for policy and practice underscore the importance of culturally sensitive interventions, comprehensive gender sensitization, and strategies that integrate quality education and economic empowerment. The research recommends for collaborative research efforts, advocacy for change, and an environment where educated girls are agents of progress.