ABSTRACT
This research work examined causes of disparity
between male and female enrolment in adult Education. Five research questions
were generated to guide the study line with the objectives of the study.
The population of this study comprised student of
University of Lagos Akoka Yaba, Five department were selected for the study.
The descriptive survey design was used to conduct the study. Questionnaire was
the instrument designed by the researcher and administered to the respondents
for collection of data. A total of one hundred and fifty respondents were
randomly selected as sample size for the study. Data analysis was carried out using
simple percentage and frequency tables. The study found among other things that,
the programme organized to reduce causes of disparity between male and female
enrolment in adult Education has been fairly successful and that there are
constraints which include inadequate of fundings, Lack of grassroot planning,
and male from this study, The study recommended among others that there is need
for restructuring of grassroot planning, adequate information should be supply
that male and female students would be benefited.
Also government should have adequate financial
arrangement which should be matched with an adequate administrative structure
to deliver the services.
TABLE OF
CONTENTS
Title
page
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table
of contents vi
CHAPTER ONE
Introduction
1
Statement
of the Problem 5
Purpose
of the Study 8
Research
Questions 9
Significance
of the Study 9
Scope
and Limitations of the Study 11
Definition
of Terms 11
Historical
Background of University of Lagos 12
CHAPTER TWO: LITERATURE REVIEW
Introduction 15
Pattern
of Gender Enrolment across Disciplines 19
Gender
Disparity in Enrolment into Basic Formal
Education
in Nigeria 20
Reason
for Gender Disparity in the Enrolment 22
Implication
for National Development 25
Summary
of the Literature Review 27
CHAPTER THREE: RESEARCH
METHODOLOGY
Introduction 28
Research
Design 28
Population of the Study 28
Sample Size and sampling Techniques 28
Instrument of Data Collection 29
Validity of the Instrument 29
Data Collection and Administration 30
Method of Data Analysis 30
CHAPTER
FOUR
Demographic Data of the Respondents 31
Analysis of research question 33
Discussion of findings 40
CHAPTER
FIVE: SUMMARY, CONCLUSION, AND RECOMMENDATION
Introduction 42
Summary of the Study 42
Conclusion 43
Recommendation 44
References 46
Questionnaire 49
CHAPTER ONE
1.1
Introduction
There seems to be a natural gender role
distinction all over the world, which has created gap in opportunities between
men and women. This identified gap has constituted what is generally regarded
as gender inequality among gender advocates. To them gender gap is that wide
separation, the unfilled space between the male and female in various
Endeavour’s, which include education. According to UNESCO (1995) the gap
between the male and female literacy rates is not just about men and women and
the educational opportunities provided for them, but it is also a statement
about the society’s development, and its capacity and willingness to provide
such opportunities.
The imbalance is noticeable in gender
enrolment at all levels and types of education, as well as across various disciplines
and programmes, especially at the tertiary level. Today such an existing gender
gap between opportunities seems to be narrowing. However, inequalities still
persist in certain regions of the world and more prominent in some sectors, of
which education is one. In the third
world war and in particular Nigeria, as put by Ballantine (1989) evidence
indicates that subtle and blatant sexism occurs at all levels of educational
system. This , no doubt is a reflection of the sex stereotype which believes so much in male children as
agents of genealogical sustenance. This stereotype belief was found by Biraimah
(1994) and funk (1993) to have affected access to education in general and
university education in particular; and even the chance of career and profession.
They both argued that sexism and gender disparity remain a significant problem
at all levels of education, which require urgent solutions and strategies for
ensuring gender equity. However, the philosophy guiding the Nigerian
educational policy is “sound and effective citizen and equal educational
opportunities for all citizens of the nation at the primary, secondary and
tertiary levels”(FGN 1981, 1998). By implication, the observed gender gap may
not be attributable to inequality of educational opportunities. Infact, the
government implementation of the free universal Basic education (UBE) that
covers primary and junior secondary education could be an attempt to equalize
educational opportunities throughout the country.
In addition, the location of the
tertiary institutions is spatially fair to all parts of the country so as to
increase access. However, the national policy on Education does not make any
special provision of the female gender. While the enrolment of the first two
levels of education can be said to be moving towards gender equalization
observations on the higher education, especially the university seems to be the
opposite. For instance, the percentage female enrolled at the secondary schools
in 1980 and 1999 were 13% and 30% respectively, while they were 25% and 36% in
1980 and 1999 respectively for the male. Similarly, female enrolment at the
primary education level ranged between 43. 2% and 45.5% between 1990 and 1998.
It ranged between 42.7% and 47% during the same period at the secondary
education level. At the University level, the average overall percentage was
29.8% during the same period for the female. Grey (1993) and Boquerón (1991)
pointed out that the issue now is not of equal educational opportunity alone,
but gender disparity in enrolment among various courses, especially the
sciences and science-related discipline. The implication according to them was
that narrowing the gender gap further would require breaking down gender
barriers in certain courses.
In a related ethnographic carried out
by Holland and Eisenhart (1990) on why few women become scientists or
mathematicians, their findings revealed that gender disparity is experienced as
an individual phenomenon. In spite of these efforts to close gender gap in
education, most African countries seem not to have embraced women’s rights in
the formulation of their educational policies, particularly at the tertiary
level. This, UNICEF (1992) rightly observed that a more significant and
alarming dimension is that gaps continue to be high. Reports from UNESCO (1995)
indicated that boys enrolled in schools more than girls. For instance, at the
first level of education, nearly 85 million or 24.5% of the world’s girls are
estimated to be out of school as compared to the 60 million or 16.4% of the
world boys. The report shows also showed that five hundred and sixty-five
million of women or two-third of world’s illiterate adults are women and most
of them live in the developing regions of Africa.
The country’s average enrolment in primary
schools between 1989 and 1995 showed that girls recorded a national average of
44.46%. The enrolment at primary, post-primary and tertiary levels of education
reflects gender imbalance. The inferior position of women, particularly in
African societies is seen to be normal, and indeed, reinforced by the
prevailing religious, economic, political, cultural, social and legal
institutions. These factors include poverty; distance of schools and school
related factors are generally regarded as common reasons for the persistent
gender gap across cultures (UNICEF 1992). In the African setting, the culture
appears dominated by paternalism and stereotyped tendencies. The Nigeria
culture for instance, accords the male children priority over female right from
birth, which transcends into schooling and inheritance. Particularly among the
very low income earners and illiterate parents who cannot afford western
education for their numerous children, many choose to send the male children to
school while giving out their female children in marriage even at tender age
raises money for the education of their brothers. The rate of female enrolment
ranged between 26.22% in 1988/89 academic session and 43.09% in 1996/97.
However, it should be noted that there was a steady increase in the rate of
female enrolment over the period. The increase was, however, not too
significant, except for the year 1996/97 academic session. In Nigeria, the
seemingly low female enrolment at the tertiary level may not be solely
attributed to discrimination. This is because female enrolment at the first
levels of education is still lower than that of male. Consequently, continues
to the university level (Adeyemi 2001). Fortunately, the trend is gradually
improving due to modernization and public awareness.
1.2 Statement of Problem
Reports from UNESCO (1995) indicated
that boys enrolled in schools are more than girls. For instance, at the first
level of education, nearly 85 million or 24.5% of the world’s girls are
estimated to be out of school as compared to the 60% or 16.4% of the world
boys. The reports also showed that 565 million women or two-third of world’s
illiterate adults are women and most of them live in the developing regions of
Africa, Asia and Latin America. Indeed recent reports by UNICEF (2013),
indicated that Nigeria is currently rated along with Bangladesh, Brazil, China,
Egypt, India, Indonesia, Mexico and Pakistan as the nine most populous
countries of the world with over 70% of the world’s non-literate people.
Furthermore, while 60% of Nigerian women are illiterate in 1980, it increased
to 63% in 1995, out of which 32.7% were male and 52.7% were female. This rate
varies from North to South of the country. For example, federal Ministry of
women affairs and social development (FMWASD) and UNICEF (2012) observed that
at least 85.7% of females in Northern Nigeria are illiterate as against 31.1%
in the southern part.
The inferior position of women,
particularly in African societies is seen to be normal, and indeed, reinforced
by the prevailing religious, economic, political, cultural, social and legal
institutions. These factors includes poverty, distance from schools and school
related factors are generally regarded as common reasons for the persistent
gender gap across cultures (UNICEF 1992). In the African setting, the culture
appears dominated by paternalism and stereotyped tendencies. The Nigerian
culture for instance, accords the male priority over female right from birth,
which transcends into schooling and even inheritance. Particularly among the
very low earners and illiterate parents who cannot afford western education for
their numerous children, many choose to send the male children to school while
giving out their female children in marriage even at tender ages to raise money
for education of their brothers. The following data sheds more light. From the
1991 population census figure, 11,148,681 belonged to 10-14 age group and
9,335,798 belonged to 15-19 age group. Out of this figure, 651,273 and
2,045,063 were married, which constituted 5.8% and 21.9% respectively (National
Population Commission 1991 and Federal office of statistics 1999). The 5.8%
that married from 10-14 age groups were female and most of the 21.9% that
married from 15-19 age groups were also female. Unfortunately, these married
teenage girls are from low income and illiterate families.
They were suppose to be children of
school going age by Nigerian educational policy, which stipulated age 3-5 years
for pre-primary education, 6-11 years for primary education,12-18 years for
junior and senior secondary education (NPE 1981,1998) and the legal marriage
age in the country is 21 years Nigeria especially Yoruba. Alternatively, the
female are often engage in domestic and farm labour or street hawking and
related task that are essential to the household economy. UNICEF(1997) national
consumer survey revealed that about 48% of
Nigerians were poor with 17% of them being extremely poor and cannot
avail themselves of the opportunity of formal education.
In many rural settlements, children
sometimes have to go long distances on foot to attend school. The distance of
schools from home often place girls safety at risk while at the same time
keeping them away from domestic chores for longer periods of time. In certain
communities, particularly the Islamic cultures, change of girls going to school
may further be thwarted due to lack of proximity, when separate school
facilities are not available to girls and the absence of female teachers and
relevant gender-sensitive curricular. Thus, in must parts of the Islamic,
Nigeria where parents only grudgingly allow their female children to go to
school, for religious and cultural believes, the traces of what term ”negative
western influences” in the school setting easily makes them to even withdraw
their daughters before completing primary education. This development tends to
affect the enrolment of girls up the tertiary level.
1.3 Purpose of the Study
This research work is an attempt
1.
To
ascertain level of disparity in enrolment into universities.
2.
To
examine the causes of disparity between male and female in universities.
3.
To
determine the extent to which cultural biases affect women’s participation in
adult education.
4.
To
determine the extent of gender barriers in adult education programmes in
universities.
5.
To
suggests ways of removing obstacles to the enrolment of different gender into
adult education.
1.4 Research
Questions
The following research questions will
be raised in view to achieving the purpose of the study
1.
What
is the level of gender disparity in enrolment in the universities?
2.
What
are the causes of disparity between male and female in universities?
3.
Do
family responsibilities affect women in adult education training in universities?
4.
What
is the extent of gender barrier in adult education programmes in the
universities?
5.
To
what extent do women participate in adult education training compared to their
counterparts?
1.5 Significance
of the Study
This study is significant in a number
of ways. In the first place, the factors affecting women’s participation in
adult education need to be thoroughly investigated for better understanding of
the phenomenon. This study is expected to provide a breakthrough in helping to
identify the factors affecting women’s effective participation in adult
education. It is hoped that the study will provide useful information to policy
and decision machinery makers which will enable them to put in place effective
machinery for overcoming such factors and thus raise the level of women’s
participation in adult education. The investigation will also help to acquaint
other researchers and academicians the field of adult education with specific
on interest on women education.
In addition, the finding of the study
will be of immense value to adult learners, instructors, administrators of
literacy programmes and the agency for adult and non-formal education as it is
expected to help them identify problem areas, way forward, thereby improving on
women’s investment and participation in adult education. besides, since the
study is expected to make clear the factors which is affecting women’s
effective participation in adult education, the measure to adopt in turning the
situation around. It is hoped that policy makers and planners including
implementers of adult literacy programmes in the area in particular and the
country in general will then become better informed and therefore be able to
decide on the variable to take into consideration when formulating, planning and
implementation strategies and policies for the growth and development of adult
education. Finally, it will help to increase women’s awareness about the
existence of the programme and thus encourage them to be more involved.
1.6 Scope
and Limitations of the Study
This study is limited to University of
Lagos located at Yaba Local Council Development Area of Lagos State. The study
will make useful suggestions to narrow the gender gap in the University
enrolment in the nearest future, which included sustained enlightenment
programmes and accommodating the females. The limitation and militating factors
are time and financial constraints and the uncooperative attitude of the
respondents in getting the questionnaires filled.
1.7 Definition of Terms
The following terms are defined as used in the study:
1.
Enrolment:
Is the act of officially joining a course or a school.
2.
Gender: The fact of being male or female.
3.
Gender Specific: This is connected with men only or
women only.
4.
Disparity: A difference especially connected with
unfair treatment.
5.
Access: This is the right or ability of
approaching or entering.
6.
Student: A person who studies a particular
academic subject.
1.8
Historical Background of University of
Lagos
University
of Lagos state was founded in 1962, for over 5 decade, provided qualitative and
research-oriented education to Nigerians and all those who have entered its
domain in search of knowledge. At its inception, the University of Lagos was
empowered to produce a professional workforce that would steer the political,
social and economic development of a newly independent country. Over the last
fifty years the University has pursued this mission with vigour, excellence and
panache. The University has built a legacy of academic excellence and is now
acclaimed publicly as “the University of First Choice and the nation’s pride”.
The establishment of the University of Lagos in 1962 was informed by the need
to intensify the training of a professional workforce for a newly dependent Nigeria
in search of rapid industrialization and economic development. The University began with three faculties:
commerce and Business Administration, Law and Medicine. At its first meeting
the Board of the faculty of Commerce and Business Administration changed the
name of the faculty of Business and social studies. The Faculties of Art,
Education, Engineering and science were added in 1964.
For the
first academic session, 1962/1963, the University admitted 46 students for the
faculty of commerce and Business Administration and 26 for the faculty of law.
These students for the faculty of commerce and Business Administration and 26
for the faculty of law. These students received their first lectures on 22
October 1962 at the temporary site in a secondary school at idi-araba, adjacent
to the medical school and the teaching hospital. 28 medical students had
already commenced lectures three weeks earlier on 3 October, 1962. The
University moved from its temporary location in idi-Araba to the Akoka main
campus in September 1965. The direction of the University’s future development
was consolidated with the promulgation of the University of Lagos decree in
1967 (Decree No. 3 of 1967). The new constitution created an integrated and
more structurally coherent institution by establishing a single council for the
whole University. The previous arrangement had two separate councils, one for
the University and the other for medical school. By the beginning of the
1970’s, the University had developed an unwieldy and confusing academic
structure in which the faculty system operated alongside the school and the
collegiate systems. Law and Engineering were faculties; Education and Medicine
were colleges, while Biological sciences, Mathematics and physical sciences,
Environmental Design, Social studies, Administration, Humanities, and African
studies were schools. On 28 June 1973, senate finally adopted the faculty
system for the whole university, conceding the collegiate system only to the
college of Medicine. The re-designation of the college of Education required a
constitutional amendment and following the promulgation of the University of
Lagos.
The school
postgraduate studies, whose dramatic growth has attracted the sobriquet, “the
lagoon lighthouse, was established on 22 July 1981. In 1984, Federal University
of Technology, Abeokuta (FUTAB) was merged with the University of Lagos.
University of Lagos’ Mission
The
University of Lagos established autonomous commercial outfits as a means to
generating additional revenue. Foremost among these are Unilag Consult and
Unilag Ventures.
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