Niger
WYND, Shona (1995) Factors affecting girls' access to schooling in Niger, Final
Report to ODA Education Division, Ministry of Overseas Development, London.
This study, based on fieldwork in Niger, sets out to develop "a more rigorous
understanding of the relationship between education, the role that it plays within the
community, and its potential influence on fertility", (p.i). Niger has a fertility rate of 7.4
and a literacy rate of 14% (9% for females). The overall primary school enrolment rate
is 28.5% and only 36% of that figure are girls; in rural areas female enrolment can be as
low as 10%. Wynd found that the school system is valued-
"not for the basic skills it aims to provide for its students, but for the jobs
that students, and their extended families, anticipate upon their
graduation from university or professional school", (ibid).
As far as girls are concerned there is a widespread fear that schools teach them ways
which run counter to local behavioural norms and that girls may become pregnant as a
result:
"Ironically, rather than looking upon education as means of ensuring
healthier families, the local belief is that school could actually contribute
to increasing fertility", (p. ii).
The causes of low enrolment figures in rural areas are examined including the
inefficiency of recruitment methods and the avoidance techniques of parents who do
not wish to send their children to school. The concept of "success" also affects
recruitment: success means securing a position with the civil service after graduation.
Children who do not manage to do this are considered to have "failed", and as most
children will "fail", it is not considered worthwhile to send them to school, especially if
they are daughters. It is also believed that "passes" are given to the children of
government employees rather that to those who have earned them. Girls have few
educated role models in the villages and in any case Hausa girls are likely to marry at
about 12 years of age. It is often the mother who discourage girls from continuing at
school, often because of the fear of the risk of pregnancy, and girls sometimes
deliberately fail the primary leaving examination because of pressure at home. The
question of a girl's education or lack of it is also a factor in the marriage market, and in
the loss of labour in the home. All the factors discussed ape supported by verbatim
evidence from the interviews conducted in the villages. Wynd concludes:
"The potential gains that a primary school education may currently offer