An Investigation into Islamic Schools’ Contributions to Girl-Child Education in Nasarawa State

This study investigates the contributions of Islamic schools to girl-child education in selected communities in Nasarawa State, North Central Nigeria. Despite persistent challenges in female education enrolment across the North Central zone, Islamic schools have in some communities served as important access points for girls whose parents resist sending them to secular public schools. The study employs a descriptive survey design, collecting data through questionnaires administered to 200 female students, 30 teachers, and 50 parents in twelve Islamic schools across Lafia, Akwanga, and Wamba local government areas. Data were analysed using descriptive statistics and chi-square tests. Findings indicate that Islamic schools in the study area have contributed positively to girl-child enrolment, particularly in communities where public school attendance is culturally resisted. However, challenges including limited female teacher representation, inadequate sanitary facilities, and a narrow academic curriculum beyond Quranic and Arabic subjects constrain the quality of education offered. The study recommends investment in girl-friendly school infrastructure in Islamic schools, the recruitment of more qualified female teachers, and the expansion of Islamic school curricula to meet national minimum education standards. These findings are relevant to state education agencies, Islamic education bodies, and gender equality advocates in North Central Nigeria. Keywords: girl-child education, Islamic schools, Nasarawa State, female enrolment, education access.