A STUDY ON THE ROLE OF EDUCATION IN CURBING FEMALE GENITAL MUTILATION IN CAMEROON’S RURAL COMMUNITIES

CHAPTER ONE INTRODUCTION 1.1 Background of the Study Female Genital Mutilation (FGM) is a harmful traditional practice that involves the partial or complete removal of external female genital organs for reasons unrelated to medical necessity. This practice is mainly prevalent in parts of Africa, the Middle East, and some Asian regions. According to the World Health Organization (WHO, 2022), more than 200 million women and girls alive today have undergone FGM. Most of these procedures are performed during childhood, often before girls reach the age of 15. FGM poses severe health risks such as chronic pain, infections, complications during childbirth, and even death (WHO, 2022). Beyond its physical health implications, FGM is a clear violation of the rights of women and girls, representing a form of gender-based violence and discrimination. In many rural communities, this practice remains widespread due to deep-rooted cultural, religious, and social beliefs. These beliefs often present FGM as a rite of passage, a prerequisite for marriage, or a way to control female sexuality (UNICEF, 2021). In several cases, societal norms and pressure from the community make it extremely difficult for families to abandon the practice, even when they are aware of its harmful effects. Research has shown that educational interventions can significantly influence cultural perspectives and help reduce the practice of FGM. Studies reveal that women with higher levels of education are less likely to subject their daughters to the practice, and educated men are more likely to oppose it (Yoder, Wang, & Johansen, 2013). Despite this evidence, there are ongoing challenges in successfully integrating education into community-based efforts to bring about widespread change. Global movements aimed at eliminating FGM have gained momentum. International bodies, including the United Nations, have supported this cause through legislative advocacy, awareness campaigns, and education-focused programs. In particular, the Sustainable Development Goals (SDGs) call for the eradication of all harmful practices—including FGM—under Goal 5, which targets gender equality and the empowerment of women and girls (United Nations, 2015). However, the prevalence of FGM remains high in rural areas, where limited access to education and healthcare, cultural resistance to change, and weak enforcement of laws continue to impede progress (UNICEF, 2021). Education is increasingly recognized as a powerful tool in combating these challenges. It equips individuals with vital information about the dangers of FGM and helps to raise awareness about the rights of women and girls (Shell-Duncan, Hernlund, Wander, & Moreau, 2018). Through education, harmful cultural norms can be challenged, legal awareness can be promoted, and alternative rites of passage can be introduced. For these efforts to be successful, educational programs must be culturally appropriate and tailored to the specific contexts and traditions of individual communities (Shell-Duncan et al., 2018). Against this backdrop, this study seeks to explore how education can be used as a strategy to prevent female genital mutilation in rural areas of Cameroon. 1.2 Statement of the Problem Female genital mutilation continues to be a widespread cultural tradition, particularly in rural communities across Africa, Asia, and the Middle East. It constitutes a serious violation of human rights, affecting millions of women and girls around the world and leading to significant physical, psychological, and emotional harm. Despite numerous interventions aimed at its eradication, FGM remains deeply rooted in many societies due to long-standing cultural norms, entrenched gender inequality, and a lack of educational resources (WHO, 2022). In many countries, the crucial role of education in reshaping beliefs and behaviors associated with harmful traditional practices such as FGM is often underestimated. Education is a transformative force that can drive cultural shifts and support the abandonment of destructive traditions. However, high levels of illiteracy in rural areas hinder access to accurate information about the health risks of FGM and the fundamental rights of women and girls (UNICEF, 2021). Evidence suggests that increasing educational attainment—particularly among women—leads to lower rates of FGM. Educated individuals are more likely to challenge practices that compromise health and well-being (UNICEF, 2021). Nonetheless, there is still limited understanding of how education can be practically applied to reduce FGM in rural contexts. Therefore, this study aims to assess the effectiveness of educational strategies in preventing FGM in rural communities across Cameroon. 1.3 Objective of the Study The general aim of this research is to examine how education can help prevent female genital mutilation in rural communities in Cameroon. Specifically, the study intends to: i. Investigate the prevalence of female genital mutilation in rural areas of Cameroon. ii. Assess the influence of educational programs on community attitudes towards FGM in rural settings. iii. Identify challenges faced in implementing educational campaigns aimed at preventing FGM in these communities. iv. Propose suitable educational programs that can be used to discourage the practice of FGM in rural areas of Cameroon. 1.4 Research Questions The study wil be guided by the following questions: i. What is the prevalence of female genital mutilation in rural communities of Cameroon? ii. How do educational programs influence attitudes toward FGM in rural communities of Cameroon? iii. What obstacles hinder the implementation of educational initiatives against FGM in rural Cameroon? iv. What types of educational programs can be recommended to prevent FGM in rural communities of Cameroon? 1.5 Significance of the Study This research will be valuable to rural communities by emphasizing the role of education in promoting gender equality and defending the rights of women and girls. A better understanding of the connection between education and the reduction of FGM could motivate community members to prioritize educational development, leading to a decline in the practice. The findings will also aid policymakers and social workers in designing effective, culturally sensitive educational strategies for combating FGM. In addition, the study will offer practical insights that can guide the development of educational programs tailored to the unique cultural and social conditions of rural communities. From an academic perspective, this research will enrich existing literature on FGM and education, expand library resources, and provide a foundation for future researchers interested in related fields. 1.6 Scope of the Study This study focuses on evaluating the role of education in the fight against female genital mutilation within rural communities in Cameroon. The research will specifically cover: the rate of FGM in these communities, the effect of educational initiatives on public attitudes toward the practice, the obstacles to implementing educational campaigns, and suggestions for effective educational strategies. Geographically, the study will be confined to Bafut, a rural area in Cameroon. 1.7 Limitations of the Study As with any academic endeavor, this study faced several limitations: Time Constraints: The researcher had to balance the demands of this study with other academic responsibilities, including lectures and assignments. Financial Limitations: Conducting the study incurred expenses such as printing, data collection, and sourcing reference materials. Material Availability: Finding relevant literature on the subject was challenging due to the scarcity of local studies specifically focused on FGM and education in Cameroon. 1.8 Definition of Terms Female Genital Mutilation (FGM): A cultural procedure involving the partial or complete removal of external female genital organs for non-medical purposes. It is widely recognized as a human rights violation with serious health effects. Rural Communities: Sparsely populated areas often reliant on agriculture, with limited access to education, healthcare, and infrastructure. These communities may maintain traditional practices like FGM. Education: A structured process for acquiring knowledge, values, and skills through formal or informal means. In this context, it refers to efforts aimed at raising awareness about the dangers of FGM and promoting equality. Cultural Practices: Traditional customs and rituals passed down through generations, shaping societal beliefs and behaviors regarding gender and health. Gender Equality: The fair treatment and equal access to opportunities and resources regardless of gender. It involves removing barriers that disadvantage women and girls. Community-Based Education: Learning programs designed to meet the specific needs of local communities, often involving local stakeholders and using locally relevant materials and methods. Health Risks: Potential negative impacts on an individual’s physical or mental well-being. In the case of FGM, these include infection, childbirth complications, chronic pain, and psychological trauma. Culturally Sensitive: Refers to approaches that respect and consider the cultural values and practices of a community. Educational programs on FGM must be delivered in a way that aligns with local traditions to be effective.