The United Nations (UN) sustainable development agenda on girls’ education in the world, including Nigeria, is a continuous project. Data-based evidence suggests that stakeholders in global education systems achieve best returns on girls’ education when they have opportunities to complete 12 years of basic education.

This is just as true for education and economic outcomes as it is for health, social and societal outcomes. Risk Factors in Girl Child Education: The Causes of Gender Inequality Among Pupils in Northern Nigeria examines various systemic factors that hinder enrolment of girls in school systems within and outside Nigeria.

Using relevant research themes, concepts, and theories of education, the author analysed common global challenges hindering access to basic education—particularly among girls. This practical text presents a well-researched analysis of theoretical and practical implications of classroom safety, gender equality, and inclusion to proffer effective solutions for improving pedagogy outcomes in educational facilities around the world.

Useful for students, researchers, educators and policymakers, the book discusses research gaps in pedagogical literature, policy failures, and country-specific challenges. to provide effective recommendations that can reduce the number of OOSC in Nigeria and other countries.

Closing the wide gender gap in global education systems and empowering more women and girls to take part in decisions that affect them will not only reduce the high rate of gender-based violence but increase their social engagement, productivity, and value in patriarchal societies. .