Generate text that refutes this claim: The complex controls over enrolment  Suggesting investments are required in teachers limits a recognition of the multiple forces creating barriers to achieve a right to education. Universal education is constrained by political, socio-cultural, and economic, structures.  Firstly, gender inequalities in education raise cultural norms of the role of girls in society, and within the domestic-sphere at home. Religious and cultural beliefs mean girls account for 70% of children not attending school. Across Sub-Saharan Africa the economics of child marriage often mean girls leave school or become reluctant to go to school. A positive correlation is found between low education and countries with high rates of child marriage [1] . Niger has the highest rate of child marriage.  Secondly, poverty and hunger act as key restraints in achieving the target. As Mkandawire (2010) argues, development needs to be brought back onto the ‘pro-poor’ agenda. Human capital cannot be developed without a broader focus on social and economic policies that enable development first.  [1] See further readings: Education for Girls, 2013.
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Fundamentally, structures cannot be changed without development. Human capital however, provides a means of development. Studies have shown the positive role human capital - a composite measure of education and knowledge - has on a nation’s development.  The AfDB have shown that enhanced human capital amongst Africa’s young population is empowering change - promoting good governance and post-conflict recovery; and intrinsic to economic growth (Diawara, 2011). In other words teachers need investment to educate the youths in order to overcome these barriers to universal education.