The title of this research study is “Examination of socio
cultural constraints against women education in Nkwerre local government area
of Imo State. The purpose of this study is to
determine if the tradition of Nkwerre people militate against the education of
women. On the course of this study, survey research design was adopted. The
total population of the study covers all the nine (9) government secondary
schools in the area and a sample of two hundred (200) students was drawn using
simple random sampling techniques, four research questions was formulated to
guide the study and data collected were carefully analyzed using mean and grand
mean. Based on the result of the findings, it was discovered that ignorance on
the part of the parents to sponsor the education of women, traditional belief
that training girls for another man to marry is a taboo or mistake; preference
to male child, early marriage, etc impede the education of women. Finally, the
researcher recommended that government as a matter of necessity should make the
employment of educated women automatic as a means of encouraging other women,
cultural and religious re-orientation, public enlightenment programmes sex
education and etc.
There are
three (3) basic components of human existence that man requires to satisfy.
These to Osinulu (1994) are the physical, the spirituals and the mental. She
stressed that physically man needs air, water, and food for survival, while
spiritually, he requires religion and mentally, education for nurturing and
developing natural intelligence.
However, the
perspective that have been used to study the women have been developed
over-time, and are based on personality trails and characterizations and
biological and social reactions. There characterizations only differ partially
and from one period to the next. Studies on women are as old as history itself,
but studies on consciousness are fairly recent, dating back to the
suffragettes. Studies on women span through different area, ranging from women
and society, the role of women, women and education, due role of women-culture
and society, women and industrial society and women and labour market and so
on. The different perspective reflect on the roles of women in the different
economics.
Women
dedication has been a crucial aspect of gender issues since the latter part of
the twentieth century and has attracted much concern and attention at the
global, regional, sub-regional, national and even community levels. Indeed the
desire to give a positive sense of direction to girl and women who lack
education or left school early has necessitated the formulation of favourable
policies and the implementation of bold actions in this regard.
However, the
thrust of these actions and available literature has been to promote equal
educational opportunity for boys and girls, to increase enrollment figures of
girls and women in school at all levels of education, to ensure access to
education and eliminate obstacles to women education There is also the need to
understand the educational ideas that shaped and influenced the development of
women education in Nigeria Research conducted on women according to Amadi
(2006) has shown that women are characterized by greater dependency, stronger
social orientation and the tendency to become more easily discouraged by
failure than men, this trait no doubt is very important in studying the
socio-cultural constraint militating against women education in Nigeria.
It is believed
that the socio-cultural factors militating against women education in Nigeria are so
great and important and hence should constitute an area of interest for a
developing country like Nigeria.
There have been prolonged and sustained gender disparities and graduate out put
levels of education. It is against this background that women have been
classified as a special group of people, with special needs that can be met
through education. This study is very important in that it is aimed at
identifying the socio-cultural constraints militating against women education
and in doing so, make possible suggestions that will help to solve the problems
Overtime,
skewed educational accessibility has been inhibiting women’s socio economic
empowerment Conceptually
the stereotyped role assigned to women by the colonial
‘ideology of domesticity’ which emphasizes domestic education for the women
folk have made gender asymmetry to be sustained in the country These prejudices
have been exacerbated further by vagaries of missionary education and other
male-gender privileging colonial literature (Harmnond and Jablow, 1992: 6).
Political
culture that has emerged from the colonial orientation has been particularly
patriarchal. It reflects gender inequalities in men and women’s role, and
levels of access to state power, resources and institutions (Mama, 1997:71).
Specific development policies targeted at women’s education and socio-economic
participation have been largely ineffectual in the country. Unhealthy state
controlled developmentalism’ has, indeed, helped to erode (any) independent
feminist initiative ever geared toward women educational progression in our
society (Tsikata, 1997:381). Nigeria
women’s access to formal education is still being constrained due to their
unfair workload within the household division of labour. Consequently, the
realization of the MDG3’s “gender equality and women empowerment” target is
being impeded vacuously (Opaluwah 2007:5). Across various geo-political
delineations in Nigeria, a greater percentage of school-age girls are
needlessly out-of- school, compared with the ratio applicable to boys of the
same age grouping Therefore the attainment of the MDF2’s target ie ‘education
for all by 2015 is glaring at a cross-roads; having missed the initial deadline
of 2005. It is all these incongruence outlined above that made a stringent
questioning of the country’s political and institutional frameworks, as they
pertain to educational accessibility imperative. These issues are thus the
pre-occupation of this research study.
The main
purpose of this study is to examine the socio cultural constraint to women
education in Nkwerre local government area of Imo State.
Specifically the study will seek to:
1. Unfold the cultural
constraint to women education in Nigeria and Nkwerre in particular;
2. Determine if the
tradition, custom and culture of Nkwerre people militate against education of
women;
3. Determine if parents’
attitude towards educating their girl child hinder the education of Nkwerre
women;
4. Determine whether
early marriage hinders the education of women in Nkwerre metropolis.
This is a
deliberate attempt by the researcher to show the needs for women education in Nkwerre
local government area of Ebonyl state, since women can contribute their quote
to national development, it is necessary, that if they are educated, it will as
well, show that the development of a country cannot be comprehensive without
participation of women, groomed at tertiary institution.
The study will
be more beneficial to all educators, educational planner, and the general
public on the need for important improvement in women education. Above all, the
study will serve as a good information sources for women who has been
discriminated against decade, now by their men counterparts, hence offers them
the opportunity to free them from this ugly situation. Lastly, students and
subsequent researcher who would want be benefit from this study.
This study is
concerned with the socio-cultural constraints to women education with
particular reference to Nkwerre local government area of Imo State.
It will as well offer reasonable suggestion that will reduce the problems of
women education in Nkwerre local government area of Imo State.
Nkwerre local
government has common boundaries with MPU in Aninri local government area of
Enugu state and North by Awgu in Awgu local government area still in Enugu
state, East by Ezewukwu in Bende local government area of Abia state and South
by Oso Edda in Afikpo South local government area of Imo state and is made up
of 17 traditional communities with a population of one hundred and twenty one
thousand, three hundred and sixty three (121,363) persons. Male has 62.049
while female has 52.314 persons according to 2006 population census. The people
are mainly traders who engage in petty trading, pottery makers, farmers and
civil servant. She is naturally blessed with fertile land for farming and value
culture.
Four research
questions were formulated to guide the study.
1. What are the
socio-cultural constraints against women education in Nkwerre local government
area?
2. Do tradition, of Nkwerre
people militated against education of their women?
3. How does parental
attitude towards education of their girl child hinder the education of women in
Nkwerre Local government Area?
4. Do early marriage
hinder the education of women in Nkwerre Local government area?
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