Women Education: Problems And Implications For Family Responsibility

Women Education: Problems And Implications For Family Responsibility

Chapter One

Preface

Background Of The Study

The contention that there was a bias against women in traditional Nigerian society is too egregious to scholars of history of education in the country. That women are the subjects of a growing public and transnational interest is irrefutable( Sator, 1992; Ekejiuba, 1991; Okonjo, 1991) and this interest stems from the acute recognition that women are pivotal to social and profitable development.

The hedge placed against women’s tone- fruition especially in traditional Nigerian society was without expedient to the places the women played in similar society. piecemeal from the domestic tasks which may be seen as data of socialization and convention, women were also veritably productive in the profitable sphere of the Nigerian society.

Adeyokunu( 1981) has reported that women in Nigeria are more involved than men in nearly all areas of agrarian conditioning ranging from ranch clearing to processing. In malignancy of this, the women suffer and are victims of a social order that treats them largely as alternate position part players. therefore, gender bias against women ranges from labour request demarcation to rejection from policy timber. According to Mamman( 1996), this demarcation exacerbates poverty by precluding the maturity of women from carrying the credit, education, training, health services, child care and legal status demanded to ameliorate their prospects. One clear area of noted imbalance against women has been in the area of education. It’s thus not surprising that women’s shy access to education has been seen as the source of the colorful demarcation that they suffer( Afigbo, 1991).

As a result, there has been a surge of agreement that women’s lot and general socio- profitable enhancement of nations can be achieved through the accession of education and broad commission of women( Stephen, 1992; Palmer and Almaz, 1991; Caldwell, 1979). It’s against this background that sweats to educate women in Nigeria have entered a significant boost in recent times. Particularly worth mentioning in this regard is the sweats of informal groups andNon-Governmental Associations( NGOs) in encouraging womanish education in theSouth and North of the country and the commitment ofstate governments in the North to an enhanced educationfor women. Some of these sweats manifest in the establishment of special seminaries for girls and women education units in the education ministry of numerous countries in Nigeria.

Despite all these sweats women still lag vastly behindmen in education( Ezeani, 1996), but there has beenmarked ending of the gap as further and further women taketo formal education while some youthful men under theinfluence of distorted values in moment’s Nigerian societyare allured down from seminaries.

As a result, the National Universities CommissionAnnual Reports since 1988 show a significant increase inthe womanish registration numbers in Nigerian Universities asagainst what it was half a decade before also. In additionto this fact, womanish registration inpost-primary schoolsespecially in Southern Nigeria has nearly caught up withmale registration. Education per say-so, is the main tool forimpacting chops and stations applicable to the contributionof the individual concerned to public development.

immaculately education trains force for the frugality, helps to completely develop the capabilities of individualities andhelp similar individualities consummate employment openings( Ali, 1988; Okafor, 1971). In other words, formaleducation immaculately enhances labour force participation ofwomen since education is a critical variable in modernwork situations. But more intriguing is that educationbroadens experience of women and gives them access tonew coffers and chops( Shaheed, 1995). But these loftyaims of education are fulfilled only where the individualoffers himself for employment and uses the occasion ofemployment to make colorful benefactions towards the development of his society.

thus, education acquired is only applicable to theextent it makes conspicuous impact in the lives of theindividual and society. It’s in this sense that we’re concernedwith the ways and manner in which the growingeducational commission of women will affect the Nigeriansociety. This concern derives from the fact that womenhave always been seen as not only late moneybags to the labour request but as also borderline to the labour process.

One likely cause of the below indeed in contemporaryNigeria in malignancy of the increase in the number of womenwith formal education may be seen in the relinquishment of theWomen in Development( WID) approach to women’seducation which while perfecting access to education forwomen doesn’t attack the structural factors limiting theusage of this education to liberate women from patriarchaldomination. A cause of solicitude in the Nigeriancase in this regard is the fact that encyclopedically women’s labourforce participation has increased and at times evenat the expenditure of the manly rate( EFA Global MonitoringReport,2003/2004).

Encyclopedically, it’s estimated that women labour force participation has increased from 36 in 1990 to 40 by 1997( Razavi, 2003). Recent data indicate that, encyclopedically overthe last five decades women’s labour force participationhas increased and women moment make up over 45 ofthe world’s pool with further women than ever beforeparticipating in the labour force or laboriously seeking forjobs( ILO, 2007). But besides the below general picturecountry specific data from the ILO and United NationsPopulation Division( EFA Global Monitoring Report,2003/04) show significant increase in womanish labour forceparticipation in similar countries as Japan, Indonesia, Singapore and Thailand.

Statement Of The Problem

The problems facing Nigeria educational system can not, still, be over generalized because of the diversity characterizing its history which makes some problems peculiar to certain regions. In Nigeria, variations in womanish educational participation between geographical regions and within the socio- profitable strata is relatively significant and the similarity of problems in utmost pastoral corridor of the country nonetheless, makes concern over womanish education material and meritorious of special attention.

therefore, the problem of women education problem in Nigeria seems worth stressing. The 2005 National academy tale( NSC) revealed that there are large geographical and gender difference between Southern and Northern Nigeria incompletely due to maternal socio- profitable support, artistic, religious and educational factors. womanish net registration rate( NER) in some countries in the South are as high as 70 while some in the North are as low as 10. In pastoral seminaries, the chance of powerhouse was as high as35.39. The womanish dropouts in pastoral seminaries were advanced than males,42.10 as against28.67( Ajaja, 2011). But in civic communities and communities where the International associations are working the situation is entirely different. The chance of women who are powerhouse in civic seminaries was lower when compared with pastoral seminaries,22.92 as against35.39. Chance of powerhouse was still advanced among womanish scholars in civic seminaries,24.28 for ladies as against21.47 for males( Ajaja, 2011). In another studies it has shown that the participation of the womanish children in these Communities is far lesser than in other pastoral communities of Northern Nigeria with an increase of over 60 in womanish children registration, while attendance has risen over 25 in the supported seminaries( DFID, 2006). It has also been discovered that further womanish scholars drop out from academy due to poverty and early marriage culture. According to ― This day ‖ review( 2005), a case in a vill, Gamji in Zamfara state, where in its history, no womanish scholars had gone beyond the fifth time in the abecedarian academy before being withdrawn for marriage due to maternal factors. To the stylish of the knowledge of the experimenter, it appears much has not been done to probe the probable causes to the problem at hand. It’s in the light of this that the experimenter was initiated to take over this study in the forenamed area. still, it’s an irrefutable fact that without positive maternal support, any sweats to ameliorate womanish participation in education will be greatly hampered( UNESCO, 2010; Ajaja, 2011).

also, parents ’ socio- profitable support, artistic tradition and practice, and also religious beliefs of the parent are some of the maternal factors affecting the system. utmost of the occupants of the pastoral areas are growers who have a veritably low socio- profitable support to the extent that they’re always floundering for their survival talk lower of the education of their daughters. Traditionally, they attached less important to the education of womanish children thus any attempt to contribute to its development is rendered useless. In a study conducted on academy powerhouse pattern among elderly secondary seminaries in Delta state Nigeria, Ajaja Patrick( 2011), was quoted to have said that ― Encyclopedically, reasons why scholars powerhouse from academy can be distributed into four clusters. These include; School related, Job related, family affiliated, and community related. ‖ His finding was supported by Freudenberg and Ruglls( 2007) who linked maternal occupation, parent ‘s socio- profitable support and parent ‘s educational background among twenty four factors under family cluster that leads to pupil ‘s powerhouse. Misperception of the real tutoring of Islam about womanish education also leads them to show negative stations to the education of their daughters. Although a great deal of literature point at the low position of education among womanish children in Nigeria, utmost of these studies attributed to low position of womanish children education to frugality, religious and artistic beliefs,( Deininger, 2003; Sperling, 2005; FGN and UNICEF, 2001 UNESCO, 2002; ACTIONAID Nigeria, 2003), but little if not none examine the womanish scholars ‘ powerhouse from scholars ‘ perspective and colorful strategies to be integrated and espoused in working the problem, the findings of this paper attempts to address this exploration gap. This study is thus veritably timely and significant. Interaction with womanish children in Nigeria shows that these womanish children want to go to academy; these womanish children are likely to succeed but the occasion isn’t given to them to explore their capabilities conceivably due to some maternal factors which need to be seriously examine. Others are being forced to drop out of academy and latterly on be married without seeking for indeed their particular views by the parents or guardians. As such the experimenter felt the need to take over exploration to probe women education problems and recrimination for family responsibility.

Objects Of The Study

The major ideal of the study was to assess women education problems and recrimination for family responsibility.

The study specifically

1. examine the significant differences of parent ‘s socio- profitable support on women education from scholars ‘ perspective, in Nigeria

2. examine the significant differences between parent ‘s artistic traditions and practice on women education from scholars ‘ perspective, in Nigeria.

3. Ascertain the part family played in educating their womanish children

4. Determine the extent to which these woman drop out from seminaries

Exploration Question

This study handed answers to the following questions

1. Is there any significant difference between parent ‘s socio- profitable supports on women education from scholars ’ perspective, in Nigeria?

2. Is there any significant difference between parent ‘s artistic traditions and practice on women education from scholars ’ perspective, in Nigeria?

3. Is there any significant difference of parent ‘s religious belief on women education from scholars ’ perspective, in Nigeria?

Significance Of The Study

Women education problems and counteraccusations for family responsibility is considered from the following perspectives

The study would be of benefit to the Secondary Education Board and the Universal Basic Education Board on the benefits women education and the need to educate the womanish children.

The study would be of immense benefit to all seminaries in Nigeria where women education has been neglected because it would serve as an eye nature to others.

The study would be of benefit to other experimenters who may wish to replicate this study in other countries of the confederation.

The study would contribute to our stock of knowledge on the dire need to education women in Nigeria.

Compass And Limitation Of The Study

This study concentrate on women education problems and counteraccusations for familyresponsibility.The issues that will be covered in this study include position of interest scholars, benefit deduced from educating women in Nigeria, the problem of education in Nigeria, how early marriage hinders women education in Nigeria, the position of significant difference of parent ‘s religious belief on women education from scholars ’ perspective, in Nigeria

Description Of Terms

The following terms are defined either as generically used in the field of education

Education- is the process of easing literacy, or the accession of knowledge, chops, values, beliefs, and habits. Educational styles include liar, discussion, tutoring, training, and directed exploration. Education constantly takes place under the guidance of preceptors, but learners may also educatethemselves.Education can take place in formal or informal settings and any experience that has a constructive effect on the way one thinks, feels, or acts may be considered educational. The methodology of tutoring is calledpedagogy.

Family- In the environment of mortal society, a family( from Latin familia) is group of people combined either by consanguinity( by honored birth), affinity( by marriage or any other relationship like siblings familiesetc.), orco-residence( as inferred by the etymology of the English word” family”( 1)) or participated consumption( see nurture association), or some combination of these. Members of the immediate family includes consorts, parents, sisters, sisters, sons and/ or daughters. Members of the extended family may include grandparents, aunts, uncles, relatives, whoresons, whoresons, and/ or siblings in- law. occasionally these are also considered members of the immediate family, depending on an existent’s specific relationship.

Responsibility- it comes from the Latin responsus, which means “ to respond. ” There are actually a many different delineations of the noun. It can be another word for responsibility, as in,” He demonstrated hisresponsibility by showing up to practice on time.” And it can be used to describe the social force that motivates us to take on individual liabilities, as in,” A sense of responsibility drove him to study all of the songs.