FEMALE EDUCATION IN NIGERIA: THE KEY TO DEVELOPMENT
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FEMALE EDUCATION IN NIGERIA: THE KEY TO DEVELOPMENT
CHAPITRE ONE
INTRODUCTION
1.1 THE STUDY’S BACKGROUND
Education is a tool for any economy’s long-term development (Oyitso & Olomukoro, 2012). Over the last two decades, there have been calls for women to play a role in guaranteeing a country’s long-term growth. Despite the fact that a study found that almost two-thirds of women are illiterate, and roughly the same proportion holds true for females who are not in school.
However, in order for women (females) to contribute to the achievement of sustainable development, they must receive a high-quality education.
Because females make up a larger proportion of Nigeria’s population, women must be read in order to participate in the country’s development (UNESCO, 2002). This takes us to the reality that if half of a country’s population (females) is discriminated against or illiterate, sustainable growth will be inhibited.
Educating a country’s ladies is one method to invest in its future, as the phrase goes, “if you train a woman, you have trained the nation.” If certain impediments are removed, females will actively participate both nationally and globally in the country’s social, political, and economic growth (Okojie, 2011).
Previously, females were known to constantly be in the kitchen, discriminating them from engaging in other aspects of the business based on traditional Nigerian ideas. Despite this limitation, women nevertheless fought to participate in the country’s economic sector, engaging in more agricultural activities than males (Ponte, 2006).
This discrimination against women has rendered them destitute, depriving them of education, training, and health care. Education is an evident area of discrimination against women, owing to their lack of access to education. It has been demonstrated that women may contribute to the nation’s socioeconomic development through quality education and empowerment (Adeniran, 2009).
Against this backdrop, recent initiatives have been made in Nigeria to increase female education. Buttressing this claim are initiatives conducted by non-governmental organisations (NGOs) in Nigeria’s south and north to promote female education and to convince state governments in the north to fund female education. The creation of girls’ schools around the country is one of the campaign’s good outcomes.
Despite all of these important steps, female education continues to lag behind male education. Many women have not been well empowered to participate to national development; they are still traumatised, and as a result, 70% of the 1.2 billion people living in abject poverty worldwide are women (Onwubiko, 2012).
Poverty for these women means that their fundamental necessities are not satisfied, but also that their voices are not heard, opportunities are denied, and their rights are violated.
The Millennium Development Goals (MDGs) went a step further in one of its goals to emphasise the importance of women’s education through empowering women. In Nigeria, the National Policy on Women was adopted in 2000 in order to increase female participation in the country’s social and political arenas in order to achieve national development (Olomukoro, 2012).
Despite the fact that Nigerian culture has a role in limiting female education, the presence of civilization (formal education) is helping to fill the void created in order for women to enter the country’s workforce.
This study on female education in Nigeria: the key to development emphasises the importance of female education to Nigeria’s long-term development.
1.2 STATEMENT OF THE PROBLEM
For almost two decades, the issue of female education has been a hot topic on both the national and international levels. There are some impediments to this effect, which include:
Poverty and economic issues: Due to Nigeria’s high degree of poverty, female youngsters are typically sent to hawk in order to provide for the family’s basic requirements.
Cultural and religious biases: Many Nigerian parents believe that enrolling females in schools is a waste of money and that only boys should be enrolled. Furthermore, some Islamic parents misinterpret the Islamic concept of female education.
Early Marriage and Teenage Pregnancy: Because many parents believe that education is not important for their female children, they marry them off at a young age.
Furthermore, teenage pregnancy causes girls to drop out of school.
These are some of the issues concerning female education in Nigeria.
1.3 THE STUDY’S OBJECTIVES
The primary goal of this research is Female Education in Nigeria: The Key to Development.
Other specific goals include:
a) To investigate the strong link between female education and Nigeria’s GDP.
b) Identifying the obstacles to female education in Nigeria.
b) To make recommendations for promoting female education in Nigeria.
d) To assess how effectively the media has promoted female education in Nigeria.
e) To investigate the percentage of educated ladies in Nigeria.
1.4 QUESTIONS FOR RESEARCH
To guide this investigation, the following research questions have been generated:
a) What is the significance of female education in regard to Nigeria’s GDP?
b) What are the difficulties in female education in Nigeria?
b) What are some strategies for improving female education in Nigeria?
d) Has the media helped to promote female education in Nigeria?
e) What is the percentage of educated females in Nigeria?
1.5 HYPOTHESIS OF RESEARCH
H0: There is no statistically meaningful link between female education and Nigeria’s GDP.
H1: There is a strong link between female education and Nigeria’s GDP.
1.6 THE STUDY’S SIGNIFICANCE
The purpose of this research is to inform, educate, sensitise, and enlighten the general public, government, and policymakers on the significance of female education in achieving national development.
Its purpose is to inform parents about the necessity of sending their female children to school.
The report intends to remind the government of its role in ensuring female education in Nigeria. Females should be required to attend school in Nigeria, and this should be made a legal requirement.
This study will be extremely useful to other researchers who want to learn more about this topic, and it can also be utilised by non-researchers to expand on their work. This study adds to information and could be used as a guide for future work or study.
1.7 THE SCOPE OF THE STUDY/ITS LIMITATIONS
This research is limited to female education in Nigeria, which is the key to development.
Limitation of study
1. Financial constraint- Inadequate funds tend to hamper the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection procedure (internet, questionnaire, and interview).
2. Time constraint- The researcher will conduct this investigation alongside other academic activities. As a result, the amount of time spent on research will be reduced.
1.9 DEFINITION OF TERMS
FEMALE EDUCATION: This term refers to any type of education aimed at increasing the knowledge and skills of women and girls. General education in schools and colleges, vocational and technical education, professional education, health education, and so on are all included. Women’s education includes both literary and non-literary instruction.
DEVELOPMENT: The process by which someone or something grows, changes, and progresses.
UNITED NATIONS EDUCATIONAL, SCIENTIFIC, AND CULTURAL ORGANISATION (UNESCO): Is a United Nations (UN) specialised agency situated in Paris. Its stated goal is to promote international collaboration through educational, scientific, and cultural reforms in order to increase universal respect for justice, the rule of law, and human rights, as well as the fundamental freedoms enshrined in the United Nations Charter.
MILLENNIUM DEVELOPMENT GOALS (MDGs): A United Nations project. The Millennium Development Goals (MDGs) were the eight international development goals set by the United Nations Millennium Summit in 2000, following the passage of the United Nations Millennium Declaration.
REFERENCES
Oyitso, M., and C. O. Olomukoro (2012), Enhancing Women’s Development in Nigeria Through Literacy Education. European Studies Review. 4, (4): 1-9. Canadian Centre of Science and Education.
2002, UNESCO. Educational for All: An International Strategy to Put the Dakar Framework for Action into Action
EFA (Education for All), http://www.unesco.org/education/efa/global.co.comprehensive-efa-strategy-2002-ghtml.
C. E. E. Okojie (2011). Achieving Gender Equality and Women’s Empowerment in Nigeria: Should Women Expect or Hope? The first in a series of lectures. The University of Benin is located in Benin City, Nigeria.
B.N. Ponte (2006). Empowering girls is a challenge for everyone. Meeting of the United Nations Division for the Advancement of Women (DAW) and UNICEF Expert Group on the Elimination of All Forms of Discrimination and Violence Against Girl-Children. Florence, Italy, September 25-28, UNICEF Innocent Research Centre.
C. O. Olomukoro (2012). The Impact of Literacy Education Programmes on Women’s Socioeconomic and Psychological Empowerment in Edo and Delta States, Nigeria. A Ph.D. thesis that has yet to be published. Ibadan University of Technology.
C. P. C. Onwubiko (2012), Empowerment of Nigerian Women Towards National Development. 2(1):66-74 in the Journal of Resourcefulness and Distinction.
I.A. Adeniran (2009). In Nigeria, there are disparities in educational opportunities and women’s disempowerment. A paper presented at the 4th International Conference on Women in Africa and the African Diaspora (WAAD) held in Abuja from March 3rd to March 8th, 2009.
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