TABLE
OF CONTENTS
CHAPTER
ONE
INTRODUCTION
Background of the study
Statement of the problem
Purpose of the Study
Significance of the Study
Scope of the study
Research Question
CHAPTER
TWO
LITERATURE REVIEW
Conceptual Framework
Theoretical Framework
Empirical Studies
Summary of Review of Related Literature
CHAPTER
THREE
RESEARCH
METHOD
Research Design
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data Collection
Validity of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER
FOUR
RESULTS
Summary of Major Findings
CHAPTER
FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Discussion of Findings
Conclusion
Educational Implications
Recommendations
Limitations of the Study
Suggestions for Further Studies
Summary of the Study
REFERENCES
QUESTIONNAIRE
Sample Composition
CHAPTER ONE
INTRODUCTION
Background of the study
Education in its broadest perspective is
the lifelong learning, both formal and informal, which aims at equipping the
individual effectively with acceptable skills, knowledge, attitudes and
competences that will enable him/her to cope favorably with the problems of the
society. It is one of the main keys to economic development and improvements in
human welfare. As global economic competition grows deeper, education becomes
an important source of competitive advantage, closely linked to economic
growth, and a way for countries to attract jobs and investment. In addition,
education appears to be one of the key determinants of lifetime earnings.
Countries therefore, frequently see raising educational attainment as a way of
tackling poverty and deprivation.
In developing countries, education is also
linked to a whole batch of indicators of human development. Unfortunately, the
potential contribution of women in education is undervalued and underutilized
(Onyishi, 2007). In Nigeria, there had been several developmental initiatives
in the sector since 1960; however, the standard has been degrading instead of
getting better (Norah & Ihensekhien,
2009). In view of the crucial role of women in molding
individuals from birth and throughout human lifecycle, there is no way a
country can achieve development without the participation of women in
government. It is not just the participation of women in government that is the
necessary solution, but having women in decision making positions. In many
countries of the world, the contributions of women were not being recognized
until when the United Nations (UN) declared the Decade of Women (1976-1985),
making it mandatory on governments to focus on issues of women as an integral
component of national development (Lawson, 2008).
Women's education can be regarded as a
kind of knowledge given to women for enhancing their self-respect and
self-dignity. This knowledge can be in form of formal, non-formal and informal
education, it can also be in form of adult education, community development,
workshops, seminars, conferences and training. Women's education is for making
women to become economically independent and self-reliant (Lawson, 2008). Women
as mothers, are educators within their families, what they learn, they pass on
to their children and their future generations (Lawson, 2008).
Education for women is a development priority due to the
dynamic potential of educated women. Therefore, the main objectives for women's
education are as follows:
• To
enable women to improve their family's health and diet.
• To
increase women's productive ability, thus raising their families' standard of
living.
• To
give women access to appropriate technologies, management of
cooperatives and the use of loan
facilities.
• To
improve women's social and culture status.
• To
enable women to discharge their responsibilities more effectively
• Helping
women to fight their own fears and feelings of inadequacy or
inferiority.
• Educating
women in all round development. That is mentally, socially, physically,
psychologically, religiously and economically.
• To
make women participate fully in all the affairs of their nation and to be at
centre of sustainable development.
• To
make women able to acquire their own basic needs of the society, like food,
shelter, fuel, clothes and nurturing.
• To
enhance nation building in terms of economic and human development.
Since Nigeria has joined the rest of the world to allow
women to participate fully in the society; from going to school to doing formal
jobs, she has witnessed a remarkable improvement in educational sector and the
workplace (Anugwom,
2009). The Federal Government of Nigeria has also fully
embraced some of the resolutions of these conferences and has in the past ten
years or so appointed women generally into some decision making positions such
as Ministers, Special Advisers, Director Generals, etc. To this effect, this
study is set to investigate the role of women of education in the development
of Igbo-Eze North local government area of Enugu state.
Statement of the problem
The current wave of globalization has
greatly improved the lives of women worldwide, particularly the lives of women
in the developing world. Nevertheless, women remain disadvantaged in many areas
of life, including education, employment, health, and civil rights. According
to the U.S. Agency for International Development and the World Bank, 57 percent
of the 72 million primary school aged children who do not attend school are
females. Additionally, girls are four percent less likely than boys to complete
primary schools (Gender statistics, 2010). While many gains have been made with
regards to overall level of education worldwide and more children than ever are
now attending primary school (King, 2013), there is still not world-wide gender
parity in education. In every income bracket, there are more female children
than male children who are not attending school. Generally, girls in the
poorest 20 percent of household have the lowest chance of getting an education
(Jensen, 2010). This inequality does not necessarily change in adulthood.
Statistics show that of the 774 million
illiterate adults worldwide, 64 percent are women – a statistic virtually
unchanged from the early 1990s (Herz & Gene, 2004). The United Nations
Millennium Development Goal (MDG) to promote gender equality and empower women
therefore uses education as its target and the measure of gender disparity in
education as its indicator of progress. Through the efforts of the
international community, the UN hopes to eliminate gender disparity in primary
and secondary education in all levels of education no later than 2015. What a
lofty target to realize!
There are still 58 million girls worldwide
who are not in school. The majority of these girls live in sub-Saharan Africa
and South and West Asia. A girl growing up in a poor family in sub-Saharan
Africa has less than a one-in-four chance of getting a secondary education. The
Millennium Development Goal (MDG) to get as many girls as boys into primary and
secondary school by 2005 is likely to be missed in more than 75 countries.
Nigeria is still among the nations facing many challenges in reaching that
target by 2015 as well bridging gender gap in primary and secondary education.
It is imperative to say that education plays a particularly important role as a
foundation for girls’ development towards adult life. At the time ensuring
gender equality requires adapting equally to the needs and interests of girls
and boys. International human rights law lays down a threefold set of criteria
where by girls should have an equal right to education, equal right in
education and their equal rights should be protected and promoted through
education (Akmam, 2002).
Gender inequality in education is extreme.
Girls are less likely to access school, to remain in school or to achieve in
education. Despite almost 30 years of the Convention on the Elimination of All
forms of Discrimination against Women (CEDAW), and 20years of the Convention on
the Rights of the Child (CRC), today girls make up around 56 per cent of the 77
million children not in school, and women make up two thirds of the adults who
are illiterate. Even girls who do enroll in school may have irregular attendance
due to other demands on them, and the fact that their education may not be
prioritized. Girls are more likely to repeat years, to drop out early and to
fail key subjects, and in most countries girls are less likely to complete the
transition to secondary schooling. Inequality in society inevitably has an
impact on the provision and content of education. Hence, the need to examine
and address the issues surrounding poor education of women in our society
cannot be overemphasized.
Purpose of the Study
The intent of this study is to examine the role of women
education in Igbo-Eze North local government area of Enugu state. The study
will specifically
investigate:
1. The
challenges of women education in the area under study.
2. The
extent to which women are venturing into tertiary education in the area under
study.
3. The
benefit of women education in the area under study.
4. The
role of women education in the area under study.
Significance of the Study
Theoretically, this will throw more light
on the existing literature with regard to the place of women education in
developmental processes and the extent to which women are embracing educational
ventures.
It will be of great help to students and
researchers who may want to investigate issues relating to women education.
This work will also serve as a working document to women community-based
organizations and other established women organizations that are interested in
improving the status of women.
This study will provide Nigerian women
with the fundamental reliability and understanding of the women and access to
education in Enugu state, thereby keeping them abreast on the mechanisms
suitable for the promotion of gender equality in economic and political
participation.
This work will also be more beneficial to
women, especially those who are aspiring for political positions.
This work will serve as a basis for
building structures that will promote the aspirations of women on gender
equality in political participation.
This research work will also be beneficial
to policy makers in general, thereby including more women into the decision
making process.
If findings of this study are implemented,
it will help to restore confidence in women, thereby building a sense of
belonging in them to collaborate with their male counterpart in driving the
economy of the state.
This work will produce data, which will enhance
the understanding of major challenges confronting women and education pursuits
in developmental processes and the best strategies for eliminating the
constraints. Based on this, governmental and non-governmental organizations
would be able to mount effective policies and empowerment programmes that would
be beneficial to women and the world in general.
This research work will equally serve as a
good reading material for all those who seek knowledge, especially those who
desire to enrich their knowledge on the issue concern women education and
developmental strive.
Scope of the study
The study was
specifically carried out in Igbo-Eze North Local Government Area and did not
extent to geographical areas. The study generally examined the role of women education
in urban areas in Igbo-Eze North Local Government Area of Enugu State. It is
limited to investigating:
• The
challenges of women education in the area under study.
• The
extent to which women are venturing into tertiary education in the area under study.
• The
benefit of women education in the area under study.
• The
role of women education in the area under study.
Research Question
This study will be guided by the following
research questions:
1. What
are the challenges of women education in the area under study?
2. To
what extent are women venturing into tertiary education in the area under
study?
3. What
are the benefits of women education in the area under study?
What are the roles of women education in the area under study?
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