AN INVESTIGATION INTO THE ROLE OF EDUCATION IN PREVENTING FEMALE GENITAL MUTILATION IN RURAL COMMUNITIES IN CAMEROON

CHAPTER ONE

INTRODUCTION

Background of the study

Female genital mutilation (FGM) is a detrimental cultural practice that entails the partial or complete excision of the external female genitalia for non-medical purposes. The technique is predominantly practiced in certain African, Middle Eastern, and Asian societies, with the World Health Organisation (WHO, 2022) predicting that over 200 million women and girls now living have had it. Female genital mutilation (FGM) is often conducted in infancy, frequently before to the age of 15, and is linked to significant health hazards, including persistent pain, infections, problems during delivery, and potentially fatal outcomes (WHO, 2022). Besides the health consequences, FGM infringes upon the rights of women and girls, constituting a form of gender-based violence and discrimination. The practice endures in rural communities owing to strongly rooted cultural, social, and religious convictions that see it as a rite of passage, a method to guarantee marriageability, or a technique to regulate female sexuality (United Nations International Children's Emergency Fund [UNICEF], 2021). In some instances, FGM is perpetuated by societal standards and communal pressure, making it difficult for families to relinquish the practice despite their understanding of its hazards. Research indicates that educational activities may significantly influence cultural beliefs and encourage the cessation of FGM. Research indicates that educated women are less inclined to submit their daughters to female genital mutilation, whereas educated males are more prone to reject the practice (Yoder, Wang, & Johansen, 2013). Nonetheless, the problem persists in successfully incorporating education into community-level initiatives to promote extensive change. Global initiatives to eradicate FGM have intensified, with international organisations including the United Nations (UN) promoting the cessation of the practice via legislation, campaigning, and educational initiatives. The Sustainable Development Goals (SDGs), specifically Goal 5, advocate for the eradication of all detrimental practices, including female genital mutilation (FGM), to attain gender equality and empower all women and girls (United Nations, 2015). Nonetheless, the incidence of FGM persists in rural areas owing to restricted access to education and healthcare, cultural opposition to transformation, and insufficient implementation of anti-FGM legislation (UNICEF, 2021). Education has been recognised as a viable method to tackle these difficulties by equipping people with information about the health consequences of FGM and the rights of girls and women (Shell-Duncan, Hernlund, Wander, & Moreau, 2018). Educational initiatives may confront cultural conventions, enhance legal consciousness, and advocate for alternative rites of passage. For education to effectively prevent FGM, it must be culturally responsive and tailored to the local environment, including the unique beliefs and practices of each community (Shell-Duncan et al., 2018). Therefore, the researcher aims to  assess the role of education in preventing female genital mutilation in rural communities in Cameroon .

1.2 Statement of the problem

Female genital mutilation (FGM) is a deeply entrenched cultural practice common in several rural cultures, especially in Africa, Asia, and the Middle East. This is a human rights violation impacting millions of women and girls globally, often leading to significant physical, psychological, and social repercussions. Notwithstanding considerable efforts to eliminate FGM, the practice persists extensively in several rural regions owing to cultural convictions, gender disparity, and insufficient education (World Health Organisation [WHO], 2022). In many countries, the significance of education in influencing attitudes and behaviours regarding detrimental traditional practices such as FGM is sometimes undervalued. Education is a potent instrument that may profoundly affect cultural change and enable societies to relinquish detrimental traditions. Nevertheless, several rural areas persist in facing elevated illiteracy rates, therefore restricting their access to knowledge about the hazards of FGM and the rights of women and girls (United Nations International Children's Emergency Fund [UNICEF], 2021). Studies demonstrate that elevated educational attainment, particularly among women and girls, correlates with a reduction in the occurrence of female genital mutilation, as educated persons are more inclined to oppose cultural practices that jeopardise health and well-being (UNICEF, 2021). Nonetheless, there is a limited comprehension of how educational initiatives might be successfully used to prevent FGM in rural areas. Hence, the study seeks to assess the role of education in preventing female genital mutilation in rural communities in Cameroon .

1.3 Objective of the study

The broad objective of the study is to assess the role of education in preventing female genital mutilation in rural communities in Cameroon . the specific objectives is as follows

To assess the prevalence of female genital mutilation in rural communities of Cameroon.

To determine the impact of educational programs on attitudes toward FGM in rural communities in Cameroon.

To explore the barriers to implementing educational initiatives aimed at preventing FGM in rural communities of Cameroon.

To recommend appropriate educational programs that can be adopted to prevent FGM in rural communities of Cameroon.

1.4 Research questions

The following questions have been prepared to guide the study

What is the prevalence of female genital mutilation in rural communities of Cameroon?

What is the impact of educational programs on attitudes toward FGM in rural communities in Cameroon?

What are the barriers to implementing educational initiatives aimed at preventing FGM in rural communities of Cameroon?

What are the recommended educational programs that can be adopted to prevent FGM in rural communities of Cameroon?

1.5 Significance of the study

This study will be of benefit to rural communities by revealling the importance of education as a tool for promoting gender equality and protecting the rights of women and girls. By understanding the relationship between education and FGM, community members can be encouraged to prioritize education, ultimately leading to a decline in the prevalence of FGM. Furthermore, findings of the study will inform policymakers and practitioners about the most effective educational strategies to address FGM. This research will provide evidence-based recommendations for developing culturally sensitive educational programs that can be tailored to the unique needs and contexts of specific rural communities. In addition, findings of the study will also be significant to the academic community as it will contribute to existing literature, add to library resources and serve as a guide to future researchers.

1.6 Scope of the study

The study focus on the role of education in preventing female genital mutilation in rural communities in Cameroon. Empirically, the study will  assess the prevalence of female genital mutilation in rural communities of Cameroon, determine the impact of educational programs on attitudes toward FGM in rural communities in Cameroon, explore the barriers to implementing educational initiatives aimed at preventing FGM in rural communities of Cameroon and recommend appropriate educational programs that can be adopted to prevent FGM in rural communities of Cameroon.

Geographically, the study will be delimited to Bafut, Cameroon

1.7 Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint are: 

Time: The researcher encountered time constraint as the researcher had to carry out this research along side other academic activities such as attending lectures and other educational activities required of her.

Finance: The researcher incurred more financial expenses in carrying out this study such as typesetting, printing, sourcing for relevant materials, literature, or information and in the data collection process.

Availability of Materials: The researcher encountered challenges in sourcing for literature in this study. The scarcity of literature on the subject due to the nature of the discourse was a limitation to this study.

1.8 Definition of terms

Female Genital Mutilation (FGM): A cultural practice involving the partial or total removal of the external female genitalia or other injury to the female genital organs for non-medical reasons. It is recognized internationally as a violation of human rights and has serious health consequences (World Health Organization [WHO], 2022).

Rural Communities: Geographical areas characterized by low population density, often dependent on agriculture or natural resources, and typically lacking access to basic services, including education, healthcare, and infrastructure. These communities often have distinct cultural practices and traditions that may contribute to the continuation of harmful practices like FGM.

Education: A systematic process of facilitating learning, acquisition of knowledge, skills, values, and attitudes through various methods, including formal schooling, informal learning, and community education initiatives. In this context, education refers specifically to programs aimed at raising awareness about the dangers of FGM and promoting gender equality.

Cultural Practices: Traditions and rituals that are passed down through generations within a specific community or society. These practices are often deeply embedded in social norms and values, influencing behaviors and perceptions regarding issues such as gender roles and health.

Gender Equality: The state of equal access to resources and opportunities regardless of gender, including economic participation, decision-making, and access to education and healthcare. Promoting gender equality involves challenging traditional norms that discriminate against women and girls.

Community-Based Education: Educational initiatives designed to address specific issues within a community, utilizing local resources and engaging community members in the learning process. This approach emphasizes the importance of cultural context and community involvement in creating effective educational programs.

Health Risks: The potential adverse effects on an individual's physical, mental, or social well-being. In the context of FGM, health risks may include complications during childbirth, chronic pain, infections, and psychological trauma.

Culturally Sensitive: Approaches or interventions that acknowledge and respect the cultural beliefs and practices of a community while aiming to promote change. Culturally sensitive education is crucial in addressing FGM, as it considers the unique context and values of the community.

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