EXAMINATION OF TRENDS, BARRIERS AND ENHANCEMENT STRATEGIES FOR WOMEN’S ACCESS TO UNIVERSITY EDUCATION IN NIGERIA
CHAPTER ONE INTRODUCTION 1.1 BACKGROUND OF THE STUDY
In this competitive global economy, university education is critical for a resourceful economy in the twenty-first century. It is a dynamic tool for preparing the employable workforce of an economy. Individual and societal benefits of university education include the ability to find work, earn a higher salary, and advance in one’s career. Other benefits include a higher standard of living, better health, and more life opportunities. Keeping in mind the personal and societal benefits of education, youth access and gender equality are critical to achieving personal goals and social justice. Every child, regardless of race, gender, or economic or social differences, should have equal access to education, according to UNESCO’s principles (UNESCO’s homepage). As a result, there is an immediate need to Encourage educational equity. Why? Because a female denied access to education due to factors such as religion, family background, and so on represents a loss of human capital for society. The lack of access to and success in university education contributes to underdeveloped human resources. Women are discriminated against in traditional Nigerian society, according to scholars of the country’s educational history. According to research, women make significant contributions to a country’s national and international development (Sator, 1992; Ekejiuba, 1991; Okonjo, 1991). The barrier erected against Nigerian women requires special attention. Nonetheless, it is clear that women outnumber men in most sectors of the economy, such as agriculture, which was in decline. Nigerians’ mainstay in the 1990s (Adeyokunu, 1981). Regardless, women are victims of social order and are treated as second-class citizens in their own country. They face discrimination in education, the labor market, and politics. This discrimination has resulted in an increase in poverty as their rights are suppressed and education, which is required to improve their standard of living, is denied to them. The education sector is one obvious area where Nigerian women face imbalance. This mismatch in the education sector has given rise to numerous forms of discrimination among them (Afigbo, 1991). Numerous studies, however, have revealed that women’s education and empowerment can significantly contribute to a country’s socioeconomic progress (Stephen, 1992; Palmer and Almaz, 1991; Caldwell, 1979). It’s no surprise Rathgeber (2003) emphasized the need for women to be included in social and economic growth in his study. This is why, in recent years, there have been initiatives in Nigeria to improve women’s education. A notable example is the work of informal organizations and Non-Governmental Organizations (NGOs) who, through their programs, have encouraged female education in the north and south of the country, alongside efforts by state governments in the north to promote female education. For example, the establishment of female schools in various states across the country. Furthermore, the National Universities Commission Annual Reports since 1988 show a significant improvement in female education in Nigeria when compared to several decades ago. Likewise, it It is noteworthy that in southern Nigeria, the number of girls enrolled in post-primary education has surpassed the number of boys. Women’s status in Sub-Saharan African universities reflects women’s social status. Women in Sub-Saharan Africa are underrepresented in education, and those who do manage to get an education choose “female courses” such as arts, education, and social sciences. After graduation, women face low-wage jobs, unemployment, and fewer opportunities to advance. Meanwhile, the primary goal of education is to develop a strong labor force for a country. Thus, if Nigerian and African women in general have access to education, it will broaden their abilities and provide them with opportunities. to new resources; this is a benefit to the economy (Shaheed, 1995). Globally, women’s labor-force participation is expected to increase from 36% in 1990 to 40% by 1997. (Razavi, 2003). According to recent data, women’s labor force participation has increased globally over the last five decades, and women now account for more than 45 percent of the world’s workforce, with more women than ever before engaged in the labor force or actively looking for work (ILO, 2007). Aside from the overall picture presented above, data from the ILO and the United Nations Population Division (EFA Global Monitoring Report, 2003/04) show a significant increase in female labor force participation in countries such as Japan, Indonesia, Singapore, and Thailand. However, in order This study is being carried out to promote women’s access to university education in Nigeria: trends, impediments, and enhancing methods. 1.2 THE PROBLEM’S STATEMENT Gender inequality has long been a global issue, and it is still visible in Nigeria’s education system. Women in Nigeria are denied access to education for obvious reasons such as religion, family background, unstable income, and so on. Previously, it was assumed that women’s education ended in the kitchen. Some Nigerian parents continue to believe that they prevent their female children from attending school. They regard sending a female child to school as a waste of resources because she will almost certainly be married off to a man. Another issue concerning this study is Admissions is a problem. In Nigerian universities, the admissions trend is against females. They are barred from taking certain courses because of their gender. Against this backdrop, this study aims to investigate trends, barriers, and enhancement strategies for women’s access to university education in Nigeria. 1.3 THE STUDY’S OBJECTIVES The primary goal of this research is to investigate trends, barriers, and enhancement strategies for women’s access to university education in Nigeria. Other specific goals include: i. investigating the extent to which women in Nigeria have access to education. ii. To investigate factors that pose a barrier to women’s access to education. iii. To investigate the ramifications of women’s lack of access to education in Nigeria. Investigate how to increase access to women’s university education in Nigeria. 1.4 QUESTIONS FOR RESEARCH To guide this study, the following research questions have been generated: i. What is the extent to which women in Nigeria have access to education? ii. What factors pose a barrier to women’s access to education in Nigeria? iii. What are the ramifications of women’s lack of access to education in Nigeria? iv. What are some strategies for increasing access to women’s university education in Nigeria? 1.5 THE STUDY’S IMPORTANCE The purpose of this research is to inform, educate, sensitize, and enlighten the general public, university administrators, non-governmental organizations (NGOs), and the government about women’s access to education. It is intended to educate the general public on the importance of debunking. the belief that females should not be educated. It is a false belief that must be addressed, despite the fact that, according to UNESCO, everyone has the right to an education regardless of race, gender, or economic or social status. University administrators can help women gain access to higher education. They are supposed to admit students to the departments of their choice based solely on merit and not on other factors. In addition, NGOs and the government have important roles to play in increasing women’s access to education. They must implement policies and programs that will aid in this endeavor. This study will be extremely useful to other researchers who want to learn more about this topic.
Non-researchers can also use it to expand on their work. This study adds to knowledge and could be used as a guide for future work or study. 1.6 THE SCOPE OF THE STUDY/ITS LIMITATIONS This research focuses on women’s access to university education in Nigeria: trends, barriers, and enhancement strategies. The study will look at the factors that contribute to women’s limited access to education and propose solutions to help women get an education in Nigeria. However, the study is limited to the Ministry of Women Affairs in Abakiliki local government in Ebonyi State.
1.7 THE STUDY’S LIMITATIONS
The researchers encountered minor constraints while conducting the study, as with any human endeavor. The significant limitation was the paucity of literature on the subject.
because it is a new discourse, the researcher incurred more financial expenses and much time was required in sourcing for relevant materials, literature, or information and in the data collection process, which is why the researcher resorted to a limited choice of sample size covering only the Ministry of Women Affairs in Abakiliki local government in Ebonyi State. As a result, the findings of this study cannot be generalized to other ministries in other Nigerian states. Furthermore, the researcher’s involvement in this study while also working on other academic projects will impede maximum dedication to the research. Nonetheless, despite the constraints encountered during the research, all factors were minimized in order to provide the best results and make the research a success.
1.9 TERMS AND CONDITIONS
ACCESS: The term “access” in education typically refers to the ways in which educational institutions and policies ensure—or at least strive to ensure—that students have equal and equitable opportunities to fully benefit from their education. Increasing access generally necessitates schools providing additional services or removing any actual or potential barriers that may prevent some students from participating in certain courses or academic programs on an equitable basis. Certain students may have less “access” to educational opportunities than other students due to factors such as race, religion, gender, sexual orientation, disability, perceived intellectual ability, past academic performance, special-education status, English-language ability, and family income or educational attainment levels, in addition to factors such as relative community affluence, geographical location, or school facilities.
UNIVERSITY: A higher education institution (or tertiary)
ACCESS: In education, access refers to tertiary education and research that awards academic degrees in a variety of subjects. Universities typically offer both undergraduate and postgraduate education.
TREND: A general trend in which something develops or changes.
BARRIER: A fence or other impediment to movement or access.
ENHANCEMENT: A change or process of change implemented to improve a product or service and increase its value is referred to as enhancement. In business, a variety of enhancements can be used to increase the efficiency and effectiveness of various processes and functionalities.
STRATEGIES: A long-term or overall goal-oriented plan of action.
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