Gender Equality In Africa

This book titled “Poverty linked in large African families” unambiguously deliberate on several challenges faced mainly by large families peculiar to several African countries. Asides the issue of poverty and lack of funds to take care of the large families, this book further talks about the misconceptions and lack of adequate information and knowledge towards child bearing and family planning in general. Also, the misconceptions about gender equality in children as well as the huge expectations placed on the girl child at a tender age towards early child marriage. It is quite unfortunate that most illiterate parents who tend to bear more children they can cater for often depend on government, foreign aid and also charitable organizations to

This has led to several health related issues and misconceptions and worse death in the past as the girl child is yet to be fully matured to go through the rigorous process of a wife and motherhood at such a tender age. Asides that, the girl child is not provided with adequate healthcare system to support or give immediate post-natal care as well as hygienic which may cause complications for the mother or the newborn and may unfortunately result into death. The life of an average West African girl child especially in Northern Nigeria is strangely complex especially when born into a large poor family. As young as the age of 10 are betrothed to a matured male and after reaching the puberty stage, she is ceremoniously led to her betrothed husband house to resume wife and mother duties at a young

In view of the impact of rural poverty across Africa, the rural areas school children in most African countries are at a disadvantage when it comes to the provision of quality education judging from a socioeconomic point of view. Generally, the rural areas have less teachers who are less qualified for the number of enrolled children which evidently points out the low qualified teachers-per-school i.e. 100 pupils to one teacher. The causes of low numbers of qualified teachers are many and also complex some of which are linked to socioeconomic conditions, inequalities and poverty. For instance, teachers naturally opt for urban areas than rural areas school because of huge opportunities and prospects in the urban areas and most importantly higher income. Also, there better life quality in urban areas are not to be compared to that in rural areas such as access to quality infrastructure, general public amenities and other