ABSTRACT
This
study appraised the implementation of Universal Basic Education in
Nigeria.
The
population comprised of female teachers in Education
District Bariga Area of Lagos State.
A total of one hundred and eighty female teachers were used as sample.
Five hypotheses were postulated and tested in the study.
The study involved the administration of universal Basic Education in Bariga Local Government Area of Lagos
State, Nigeria.
The statistical technique employed was Pearson product moment correlation to determine whether
there is significant relationship between
the following variables gender inequality, educational
opportunities, economic opportunities, political opportunities,
poor funding, implementation 'parental
economic status girl-child education
enrolment and completion.
The
following findings were made based on the result of the analyses.
i.
There
is no significant relationship between gender inequality
and educational opportunities available for girl-child.
ii.
There
is a significant relationship between gender inequality
and economic opportunities available for women.
iii.
There
is a significant
relationship between gender inequality and political opportunities available for women.
iv.
There
is no significant relationship between poor funding and implementation of universal basic education.
v.
There
is a significant relationship between parental economic status and the girl-child education enrolment and completion.
These
findings were discussed and recommendations were made.
TABLE
CONTENT
TITLE PAGE
Title
Page ` i
Certification
ii
Dedication iii
Acknowledgement
iv
Abstract v
Table
of content vi
CHAPTER ONE
INTRODUCTION
1.1 Background to the study 1
1.2 Statement of the problem 6
1.3 Purpose of the study 7
1.4 Significance of the study 7
1.5 Research question 8
1.6 Research hypotheses 8
1.7 Definition of terms 9
1.8 Delimitation 10
1.9 Limitation 10
1.10
Definitions of terms 10
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction 11
2.2 The need for universal basic education in
Nigeria 12
2.3 Objectives of universal basic education 13
2.4 Infrastructural facilities 14
2.5 Access to quality education 15
2.6 Gender
equality and women empowerment 16
2.7 Gender parity in education 20
2.8 Gender equality in education 21
2.9 Gender enrolment in schools 22
2.10
Availability of teachers 23
2.11
Strategy for retention of girls in schools
24
2.12
Economic empowerment for women 25
2.13
Funding and implementing of Universal Basic Education 27
2.14
Constraints 28
CHAPTER THREE
RESEARCH METHODOLOGY
3.1
Introduction 29
3.2 Research design 29
3.3 Population and sample 29
3.4 Sample and sampling procedure 29
3.5 Instrument
for data collection 30
3.6 Validity and reliability 31
3.7 Process of data collection 31
3.8 Procedure for data collection 32
CHAPTER FOUR
DATA COLLECTION
AND ANALYSIS OF RESULT
4.1 Introduction
33
4.2 Testing of hypotheses 36
CHAPTER FIVE
DISCUSSION, SUMMARY IMPLICATION FOR
COUNSELING AND RECOMMENDATION AND CONCLUSION
5.1 Introduction 42
5.2
Discussions 42
5.3 Counselling implications 48
5.4 Recommendations 49
5.5 Conclusion 52
REFERENCES 53
APPENDIX 59
CHAPTER
ONE
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
Nigeria
recognizes education as a fundamental human right and it is signatory to the
major conventions for the protection of the children and women, especially the
conventions on the right of the child. (CRC)and the convention of the
elimination of discrimination against women. In 2003, the government of Nigeria
passed into law the child right act. This act is at facilitating the
realization and protection of the rights of all children. In the question to
achieve the objectives of millennium development goals it enacted the Universal
basic education laws, which provides for a 9 years free and compulsory
education to fast track education interventions at the primary and junior
secondary schools.
In
Nigeria there is a national gender disparity in basic education environment,
retention and competition against girls most especially rural communities at a
disadvantage.
Access
to formal schooling still poses a problem. It is estimated that 7.3 million
children of whom 60% are girls are not in school. Drop out is more pronounced
at primary 6 where more than 17% of children dropout of school yearly the dropout
issue. Its multifarious dimensions, the most significant of which are early
marriage for girls in the worth, boys and girls engagement in income generating
activities to supplement household income in the south eastern.
The
poor quality of the education system and perceived weak employment prospect for
school and university leaves are so key factors affecting dropout and low
transition from primary school to junior secondary school.
In
addition, dropout is also attributable to poor teacher quality, scarcity or inadequacy
of teaching and learning materials, over crowded classroom and a general
absence of learner friendly environment.
Egenti
(2008) observed that deprivation of educational opportunity to girls is likely
to exclude them from the main stream of development in future, increase the
dependency ratio of the population and results in the under development of a
Nation.
Anan
(2001) posited that no development strategy in better than one that involves
women as central players, it has immediate benefits for institution health and
reinvestment of the family community and ultimately country level. Educating
girls is a school development policy that works. It is a long term investment
that yields exceptional huge success.
Lagos
state was created in 1967; its population has continued to grow on geometric
level, base on the result that it is the fastest growing megacity in the world
recently. It is the economic nerve centre of the nation. It continues to
attract people within and outside the country. In a nutshell, Lagos state is a mini Nigeria.
As
a result of the ever increasing population the infrastructure is over stretched, and it is affecting the
quality of services been provided and which invariable affects the state in
term of living to spend more money on the provision of infrastructural facilities. This
ever increasing population school enrolment in Lagos state in recent year has
continue to grow on average of 130 student to a teacher most especially in
areas where we have high population density.
Adeyemi
(2007), stated that the general Universal Basic Education programme is a
response to the Universal declaration of human right (1948) which stipulated
the right of every citizen to basic education. As a result follow-up to this
declaration section 19 of Nigeria 1999 constitution stipulated that government
shall direct its policy toward enduring that there are equal education
opportunities at all levels in line with the Federal Republic of Nigeria. National
policy on Education (2004).
The
objective of the Universal Basic Education scheme include among others, the
provision of universal access to basic education, provision of a conducive
learning environments, the eradication of illiteracy within the shortest
possible time as well as the ability to communicate, the objectives also
include laying of sound basis for scientific reflective thinking development of
social attitudes giving every child the opportunity of developing manipulation skills that would
enable him to function effectively in the society, Babalola 2000, Obayo 2000,
Olubor and Unyimade 2001.
Education
is one of the key sectors for advancing gender equality and women’s
empowerment. It effects in improving the conditions of women’s lives through
enhancing their access to public participation and employment. In addition
education has the potentials of strengthening the position of women through
providing them with view skills to negotiate for better conditions of work, pay
and domestic rights. The firm behalf in the positive role that education can
play in improving women’s condition and position, also through its role in
reproducing inter-generational benefits for children, has become a central
aspect of Nigeria government.
Engenti
(2008), posited that developing countries like Nigeria, parental involvement
way to have to be initiated and enhanced before girls access and participation
in educational programmes can achieved. This nexus is the path tracer factor or
determinant of girls enrolment rate which helps in changing parental attitudes,
regarding the value of girls and in educating females about the benefits of
educational programme for the boy child. The girl child can even be made to
help in the financing of boy’s education by being housemaid or assisting their
parents in income earning activities to pay for boys education. Even when the
girls have access to education, the home activities usually circumscribe their
academic performance in school. This is because they have little or no time to
their assignments or attend extra lessons because of the work they are expected
to do at home.
When
they are prejudices against basic education, it is mostly that the incidences
of prostitution, early marriage and teenage pregnancy will put end to the girls
education. FGN/UNICEF (2001) reports that, this is more pronounced in rural
areas and in the northern part of Nigeria where 55% of girls aged 15-19 are
either already mother or are pregnant. Unless there in charge in the mind set
of power elite in the region ability to make a break through in the universal
basic education need bold action.
1.2 STATEMENT
OF THE PROBLEM
There
is gender disparity between boys and girls in schools enrolment in Nigeria in
favour of boys. Education of the boy, child in usually considered more
important than the girls based on internal and external discontinuity factors,
such as domestic responsibilities direct costs of education are a constraints
on girl participation based on the perception of low economic returns to female
labour, school environments can be deterrents to girls learning and completion
of schooling including, availability of
sanitation facilities for
adolescent girls schools secure from abuse including by fellow pupils and
teachers, well it roads and transport arrangement to minimize threats to girls safety, school
culture norms and traditions such as early marriage, dowry and initiation
ceremonies at the onset of sexual
maturation can also be determent.
Access
to quality education in been hindered by ever increasing student population in
public in Lagos state.
Coupled
with few and deteriating facilities such building chairs and devices. Student
teachers ratio is an average of 130 student to one teacher in a nut shell over
crowdness in a affecting the quality of education being provided. majority of
the women are found in non formal economic sector such as petty trading road
clearing etc. women empowerment in the political area is very low compare to
the high level men holding political appointment in Lagos state.
It
might then be argued that women holding political offices, it could be
difficult to implement properly the power equity and women empowerment goal of
millennium development programme in Lagos state.
In
this regard the low level of girl child enrolment in public school, over
crowdness high students ratio to low teachers non availability of facilities
poor health facilities available to women in the state are some of the problem
which this study intended to examine.
1.3 PURPOSE
OF THE STUDY
The
purpose of this study is to appraise the implementation of the universal basic
education, gender equity and women empowerment policy, and statement of
millennium development goals in Lagos state.
1.4 SIGNIFICANCE
OF THE STUDY
The
study is significant because it intend to give expert opinion on the
implementation of universal basic education bringing to fore, inequality of
girls child enrolment, retention, completion and access to quality education.
In
addition, it is also significant because it examine the level of disparity in
the economic and political empowerment that exists between men and women.
1.5 RESEARCH
QUESTION
1. Is
there any significant relationship between gender inequality and educational
opportunities available for girl child?
2. Is
there any significant relationship between gender inequality and economic
opportunities available for women?
3. Is
there any significant relationship between gender inequality and political
opportunities available for women?
4. Is
there any significant relationship between poor funding and implementation of
universal basic education in Lagos state?
Is
there any significant relationship between economic status of parent and girl
child educational enrolment status of parent and girl child educational
enrolment retention and completion?
1.6 RESEARCH
HYPOTHESES
The
following hypotheses will be tested:
1. There
is no significant relationship between gender inequity and educational
opportunities available for the girl-child
2. There
is no significant relationship between gender inequity and economic opportunity
available for women.
3. Funding
of Universal Basic Education has led to less focuses by implementation.
4. There is no significant relationship between
poor funding and the implementation of universal basic education.
5. There
is no significant relationship between economic status of parent and girl child
education enrolment, retention and completion.
1.7 DEFINITION OF TERMS
APPRAISAL:
Giving an expert opinion on value or cost of an issue even etc
IMPLEMENTATION:
To carry out a given task or an assignment.
U.B.E:
Universal Basic Education
GENDER
EQUALITY: Girls/Women having the same rights and opportunity in life as
boys/men
M.D.G:
millennium development goals
WOMEN
EMPOWERMENT: A process of transforming gender through groups or individuals
developing awareness of women’s subordination and building their capacities to
challenge it.
1.8 DELIMITATION
This
study will be carried in Bariga Local Government area of Lagos state. Also, the
findings of this study will be generated to state other local government areas
of the state
1.9 LIMITATION
Lack
of time, Poor road network, Lack of fund, need for reliable accurate data, are
notable limitations of this study,
1.10 DEFINITIONS OF TERMS
The
following terms and acronyms are operationally defined for this study:
APPRAISAL:
Giving an expert opinion on value or cost of an issue even etc
IMPLEMENTATION:
To carry out a given task or an assignment.
U.B.E:
Universal Basic Education
GENDER
EQUALITY: Girls/Women having the same rights and opportunity in life as
boys/men
M.D.G:
millennium development goals
WOMEN
EMPOWERMENT: A process of transforming gender through groups or individuals
developing awareness of women’s subordination and building their capacities to
challenge it.
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