ABSTRACT
This project was carried out to find
out the impact of women educational status on the upbringing of children in
Yala local government area of cross River State. The study identifies that
children educational, social and moral development takes place at home. The
relevant literature reviewed revealed that the educational, social and moral
behaviour of mothers have a direct influence on the children. The instrument
uses were questionnaire, interview and observation to seek information about
how women bring up their children. The researcher therefore has tried to look
at the relationship between the level of educational attainment of mothers and
moral up-bringing. Therefore it is generally believed that educationally
socially and morally ill equipped mothers are responsible for poor performance
among less privilege children.
TABLE OF CONTENTS
Chapter One
Introduction
Statement of problem
Purpose of the study
Research question
Scope of the study
Limitation of the study
Basic assumptions
Significance of the study
Definition of terms
Chapter Two
Review of related literature
Chapter Three
Methodology
Design of the study ‘
Sampling procedure/population
Techniques for data collection
Techniques for data analysis
Formula for calculating percentage
Chapter Four
Analysis and presentation of data
Chapter
Five
Summary, conclusion and recommendations
Suggestions for further research
References
CHAPTER
ONE-
INTRODUCTION
BACKGROUND OF THE
STUDY
The need for women to attain
higher position at work as well as obtain good jobs has resulted in the
increase of women in higher educational institutions, most especially when it
is on acknowledgement fact that education socialization process and improving
ones standard of living. But as more women attempt to obtain good education up
to the tertiary level, many are beginning to wonder about its importance and
the role it plays in national development. Moving into adulthood, women face a
series of specific developmental problems mainly of social and economic
character deeply rooted in cultural attitude regarding the respective roles of
the genders. Historically women’s self advancement has been curtained by burden
of reproduction, particularly heavy in societies like Nigeria with very high
fertility rate (Currently more than five children per women) as well as by
associated cultural views about the basic role of women being that of
childbearing, child raising and home makers with limited reason to entertain
wider aspiration. However, these physical and attitudinal constraints are
changing moiré gradually in Nigeria than in many other parts of the world as a
result of the advent of contraception (still quite limited in Nigeria) a
gradual down trend in the fertility rate and economic changes is associated
with urbanization and pove5rty which have pushed large numbers of women into
the labour force. Hence, various authors have examined the impact of women
education on different aspects of development, fertility moral development,
mate selection, children upbringing etc. however, few studies have been carried
out on these issues in Nigeria.
Article II of CEDAW (the
united nation convention on the elimination of all form of discrimination
against women) states that women shall have equal rights as men with respect to
employment opportunities, choice of professions, promotion and remuneration. Although
CEDAW has not been domesticated in Nigeria law, the Nigeria constitutions
outlaws’ discrimination on the basis of sex and women’s employment. The reality
however, is that Nigerian women are far from enjoying equal right in the
labour, their lower levels of educational attainment, biases against women
employment in certain branches of the economy in certain branches of the
economy ior types of work and discriminating salary practices. The legal
protections noted above also have little, if any practical effect in the formal
sector, agricultural and domestic service, where the vast majority of women are
employed. Ij the fifties and sixties only a handful of Nigerian women went to
school, but in the eighties during the oil boom women’s education was encouraged
when the government declared free education for al and gave attractive
employment to few educated women. One of the main barriers holding back the
high level of female illiteracy. In the long run, the only way to overcome this
situation is through universal access to basic education with adequate
resources to ensure that functional literacy and numeracy are instilled in a
sustainable sense. Without the danger of former pupils revertin to illiteracy
or at best semi literacy. In addition to strengthening basic education or
children however, it must be a top priority to enable adults, in particular
women to achieve literacy through non formal adult education programmes.
Another important factor that influences women education was mans desire to
marry educated women. These reasons among others where what encourage parents
to embark on mqss education for their female children. Inspite of mass literacy
of women, there has been mounting decline in the educational performance,
social and moral behaviour of children in Nigeria. Many people believe that
parents especially mothers are solely responsible for the laxity. This is
pertinent therefore to the aim and objectives of this study thereby showing
whether the women’s educational status has any contribution to the moral decay,
poor educational performance and delinquent behaviour of children in Nigeria
particularly in yala LGA of Cross River State.
1.2 STATEMENT OF
PROBLEM
In Nigeria today, poor
academic achievement of children can be attributed to non literacy parents, non
challant attitude of sound education. The moral and social decadence in the
society can attributed to improve upbringing of a child. Due to historical
belief, women in the country are not given adequate education because they feel
that working mothers do not have much time for their children and the entire
house hold.
1.3 PURPOSE OF THE STUDY
The purpose of this study is
to find how the impact of women education on children’s educational, social and
moral upbringing. To analyze the role of women in children upbringing and make
contributions to the existing literature on women’s role. Recommendations for
possible remedies will be suggested.
1.4 RESEARCH QUESTIONS
The following are some
important questions to be answered by the study.
1. What
are the various attitudes of women in the social life of their children?
2. Is
there any relationship between the educational status of women and moral
behaviour of children?
3. Has
women educational status have any impact on the academic performance of
children?
4. Can
social behaviour of children be influenced by the educational status of women?
1.5 SCOPE OF THE STUDY
This study focuses only on
the impact of women education on children upbringing and involved selected
women who satisfy the following criteria. Women from all works of life ranging
from professional life like doctors, dentists, accountants, educationist etc to
clerical workers like labourers, traders and non working class women. Women
with children between the ages of 3 and 28 years.
BASIC ASSUMPTIONS
The following assumptions are
made it is assumed that the level of educational attainment of women differs
different from one woman to another. Literate mothers are more liberal in their
ways of doing certain things especially towards children. The social, moral and
educational need of children differs from age one to 10.
1.6 SIGNIFICANCE OF THE STUDY
This study will be of great
benefit to the illiterate mothers, the children and the society at large. In
the sense that women will pick up challenges to be highly educated in order to
improve more on their children upbringing with less regard to their education.
The findings will also be of practical values to the entire society.
1.7 DEFINITIONS OF TERMS
Education:
Education is the process by which an individual acquires knowledge in order to
fit into the society, and also embracing into all the ramification of life.
Women with low
education: This includes women with no education,
primary education and modern school education.
Women with Average Education:
Women with commercial or secondary school education, ordinary diploma (OND)
grade II teacher’s certificate.
Women with high Education:
This include those with Nigerian certificate of education (NCE)
Higher national diploma (HND)
Advance teacher training college and nursing/midfery certificate and university
degree.
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