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THE IMPACT OF WOMEN’S
EDUCATION IN ATTAINING THE GROWTH AND DEVELOPMENT OF THE NIGERIA’S ECONOMY: A
CASE STUDY OF OREDO LOCAL GOVERNMENT AREA OF EDO STATE
ABSTRACT
This study was under taken in order to
investigate the impact of women’s education in Nigeria so as to know if the
educated women contribute positively or negatively to the development of the
country economy using Oredo Local Government Area of Edo State as a case study.
This study was limited to Five Public Secondary School Namely:
a)
Oredo Girls college
b)
Idia college
c)
Edokpolor Grammar school
d)
Edo college
e)
Akenzua Secondary School
The findings showed
that education of women has immensely contributed to the growth and development
of this country and has brought about better stand and of living in their
various homes. The findings also revealed that education women could stand
anywhere to face any challenge socially, economically, politically and
otherwise the study also showed that some educated women neglect their homes
while in their respective Jobs.
TABLE OF CONTENTS
CHAPTER ONE
Introduction
Background of the study
Statement of problem
Purpose of the study
Significance of the study
Hypothesis
Research problems
Scope/delimitation
Definition of terms
CHAPTER TWO
Literature review
CHAPTER THREE
Design and methodology
Population and sample
Instrumental and data collection
Analysis of data
CHAPTER
FOUR
Presentation and analysis of data
Introduction
Percentage analysis
Research problem analysis
CHAPTER
FIVE
Summary, conclusion and recommendation
Summary and conclusion
Recommendation
REFERENCES
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE
STUDY
Education is a
training which incorporate, time, pain, lasting valves, cultural ideas, utility
of experience which are geared toward the orientation of the mind to perform
and exhibit such visible skill of change which are enduring and transferable
according to Richard Amayo. Education can also be seem as the development of
each unit of the society to maximize his potentials abilities and also to
enable one contribute meaning fully to the growth of that community and share its
accomplishment according to risk. Education can also be seen as complete and
generous education that which fits a man to perform justly, skillfully and
magnanimously, all in the office both public and private of the peace and
wa-according to Milton.
Fafunwa (1974) sees education as an aggregate of all process by which a child
or young adult develops abilities attitudes and other to the society which
he/she lives. Horne (1976) sees education as the internal process of supervisor
adjustment of the physically and development free conscious. John Dewey (1944)
sees education as a continuous reconstruction of experience in which there is
development of immature experience which there is development of experience
which are founded with the skill and habits of intelligence. Education enable
individual to develop abilities, attitude and acquired the norms and valves in
the society. Education is the gateway to knowledge and development for the
individual and the nation. It is best legacy that parents can leaves for their
children and it is the most valuable possession that a person or individual can
ever acquire.
The women here protested their commercialization or their being made consumer
objects. They claimed that they have the resources to sustain and accelerate
their social economic political and educational status and further affirmed
that their male counterpart misallocates these resources. Woman here largely
excluded from any place in policy making and other important position in public
or private sectors. In post independence period in many developing countries
Nigeria inclusive, education wag given to both men and women as a right to
facilitate the developing process. Women can contribute to national development
if they are educationally empowered. According to attain (1959) women have
always been regarded as weak vessel but they have in react time refused the lag
in terms of education. She said that woman have confessed that they have over
come self select and mediocrity due to their exposure to educational world
instead of being a burden or a liability to their husband they will support and
help the family to achieve greater height and their children have more
opportunities to be a literate than those of the non-educated people which will
help to increase the growth and development of the society and the country at
large. With education, women can partake in any field, political, socially,
economically, religiously and soon in politics for instance which was almost
abominated by men (male child) is now being appreciated by women even married
women because they are educated and carefully participate to the growth and
development of the Nigerian economy by being a politician.
Malam Kaita (1982) said that what a man can do, a woman can do as well, apart
from bringing up children in the right manner so that they can match or fit
with the present day society, advocated women have the chance and ability to
contribute their talents, and knowledge in the task of national economic
revival for the country growth and development. The educated women is better
and more useful housewife and a mother, neighbors and citizen, community
mobilizes and social workers and even a good philanthropist, we must therefore
encourage the young girls (female children) and women with necessary attitude
to benefit from the fruit of education not merely for their own self improvement
but for the rapid growth and development of the Nigeria economy.
STATEMENT
OF THE PROBLEM
The bane for women education in Nigeria is entrenched in the nation’s new
national policy on education which states that!
“With regards to women education
special efforts will be made by ministries of education and local government
authorities in conjunction with ministries of community development and social
welfare and of information to encourage parents to send their daughters to
school”
The
tacit (understood) reference made to women education in the national policy on
education is contained in the primary education section of the document. It
must be observed here that no further reference was made to the provision of
women education in this all important document on education.
Nagess (1995) opined that the absence of a policy statement on women education
has reflected in the national policy on education (NPE), makes the NPE fall
short of women expectation and it amounts to a total disregard for that section
of the population in this country.
The plight of women, interims of education is further compounded by the
negative attitude of parents toward female education. Some parents are usually
reluctant to send their girl child to female education especially to higher
levels like their male counterpart. Another problem closely related to this is
the reluctance to acquire western education and misunderstanding on the part of
the girls themselves about the value of the acquisition of formal education. In
education equity means equal access to good schooling. According to Ocholi
(2002) geography (in terms of location) and families, relative’s wealth has
been discovered to also affect equity. For example in Nigeria, in the last few
years, the regression (toward male, female education in balance) in basic
education is reflected in the fact that the net enrolment rate of girls in
primary school is lower than the female literacy rate Ocholi, noted that in
1995, 25 percent of girls who should have enrolled in school did not. It was
equally observed that in 1995, the average primary school completion rates for
boys and girls were 56.3 percent and 45.7 percent respectively. Most girls
leave school due to inability to pay cost among of her reasons
It is however, an open secret today that Nigeria women are educationally
backward when compared with their male counterparts. According to the 1991
national population census, women alone constitute 49.7% of the overall population
with 70% being of Nigeria women 35 years and above are illiterate. The level of
illiteracy is said to be thrice as high in the rural areas when compared with
the urban areas.
Three fundamental barriers have been identified by Awe (1990) 10 be responsible
for low level of development and enhancement of women especially for
educational advancement. These barriers are:
i)
Restricted access to education
ii)
Reluctance to aspire and
iii)
Resistance to women advancement within a patriarchal system.
Restricted access to
education by women in this country is profoundly rooted in history, religion,
culture the psychology of self, law political institution, limit women access
to school when compared with their male counterparts for example it has been
observed that Nigeria women are lagging behind their counterparts in developed
and some developing nations due to the late start in educating them. This is
caused by our tradition and culture which are hostile to women, the tradition
and culture reduces them to kitchen manager eases and producers of babies, thus
their ideally is expected to end in the kitchen a condition which ironically is
detested by many parents thereby discouraging their investment in girls-child
education.
Reluctance to aspire is another major problem against women education. This is
main manifestation of African wrong socialization which tends to impress upon
the women folk the belief that certain of subjects and profession are the
exclusive preserve of men. Our socialization at the same time confines women to
certain roles (e.g. cooking, baby making, baby nursing, home keeping etc.).
This state of affairs is definitely a negative of the scientific discovering
that women are not intellectually inferior to men. This is because of the fact
that both male and female have 42 chromosomes in t5he genes. Furthermore,
science has revealed that there are no innate biological or psychological
reasons why girls should not do well as boys if given the opportunity and if
provided with adequate motivation.
Resistance to women advancement with a patriarchal system is further
manifestations to our cultural practices which convert interact to hinder women
advancement especially for educational view points. The resistance is further
engendered by cultural impediment imposed on women by her traditional assigned
roles of housewife, mother baby sitter, member of inferior sex, stereotyped
gender victim, among others. Thus it is stated that the problem of resistance
to women advancement are culture based as they include those brought about by
home work, conflict, ignorance or the part of many parents, erroneous belief
that religion is against the provision of sound formal education to the girl child,
gender stereotyping and stigmatization, socio-economic constraints and poor
attitudes of some parents.
It is pertinent to note at this juncture that the greater access of men in
Nigeria to education more than their women counterparts have very negative
consequences on the latter. In fact, it has been observed that this unwholesome
situation is the principal factor that is responsible for the preponderance of
women lower position in work organizations and less paid jobs for instance, it
has been noted by Oladunni (1999) that Nigerian women are found predominated in
such a way that occupation as teaching, nursing services, agriculture, small
scale food, processing, consequently it has been opined that majority of them
are therefore poor improvised and susceptible to attack by a number of
debilitating diseases such as vesto virginal fistula etc.
Other problem against women education includes the familiar problem in Nigeria
like lack of funds, inadequate facilities; inadequate man power sexual
harassment, conflicting societal role expectation, government policies and lack
of political will to power implement the entire educational programme.
The inferiority complex observable in Nigeria, women can be attributed to the
influence of environmental manipulation fore example, through the traditional
socialization process of the typical Africa society, women are made to accept
negative self fulfilling prophecy, stereotyping and stigmatization that they
are members of a weaker sex, at present, the forces which combines to hamper
women education and development in Nigeria could be viewed broadly to include
denial of access to education, early marriage, confinement to solitary living,
subjugation by culture to accept choices forced on them, discrimination and
harassment at work, political disenfranchisement from elective and political
appointment and exposure to cruel mourning rites upon the death of their
husbands.
PURPOSE OF THE STUDY
The need for women empowerment can only be achieved through the provision of
adequate and functional education to the women folks. This is crucial because
no matter how rich or vast a nation is without an effective efficient adequate
and functional education for all citizens (men and women) education which as
relevant to its immediate needs, goals and objectives, such as nation would
find it difficult to stand on its own. The brand of education being advocated
is that type of education in which is embedded the spirit of self realization
and all that area needed for the country overall development like mass
literacy, economic empowerment etc.
The need for women education is also informed by the fact that purposeful
occupational achievement and satisfaction ensure by deep self awareness and
understanding which can only be achieved through the provision of effective and
functional education and or guidance and counselling. This has been noted is
likely to guarantee women empowerment with its root based on women struggle to
improve their status, the empowerment suggested is such that entails the
process of challenging power relations and of gaining wider control over source
of power. This however, cannot be achieved without the provision of reasonable
access to formal education to the women folks; this is based on the premise
that education has been adjudged to be viable instrument of change in the
positive direction.
In the spirit of universal basic education (UBE), provision of formal and
functional education needed for the women folk because
i)
It would empower them to know and ask for their right to education, health,
shelter, food, clothing etc.
ii)
It
would empower them to fight against every form of discrimination against their
folk, assert themselves about their equal treatment with their men counterpart
as bonafide citizens of this nation Nigeria.
iii)
It
would enable the women take decision and accept responsibilities for taking
such decision concerning them.
iv)
It
would give economic power to the women and there by enable them to contribute
their quota to the economic growth of the nation.
v)
It
would empower the women scientifically through exposure to science and
technological education age and the challenges of the present technology break
through unfolding world wide.
vi)
It
would help women to reduce materials and infant mortality through improved
nutrition, improved child rearing practice, healt5h care and prevention against
killer diseases.
vii)
It
would avail women the opportunity of participating keenly in the world of
sophisticated policies and governance as enlightened citizens.
SIGNIFICANCE OF THE
STUDY
This study will reveal the attitude of women which hinder their education as
well as the socio-economic benefit of educated women in the growth and
development of the country economic. Education will also be pottered to these
problem to ensure equal education of women and men.
RESEARCH QUESTIONS
The study in hanged on the following research questions:
1)
Does the attitude of teacher in school neglect the education of women?
2)
Does the education of the girl child (women) bring about the breakdown of
culture?
3)
Does your religion’s belief support women’s education?
4)
Does parental educational background play a role in women’s education?
5)
Does family size affect education of women?
6)
Does the society support women’s education in attaining the country’s goals?
7)
Does a woman really have low 1 Q as reported by men being described as fish
brain?
SCOPE OF THE STUDY
This
study which examines the impact of women’s education in Nigeria in attaining
the growth and development of the country’s economy limited to five secondary
schools in Egor Local Government Area and also draw sample from the secondary
schools teacher and from educated and non-educated parents
DEFINITION OF TERMS
For clarification and prevention of possible confusion and ambiguity, meanings have
been attached to some terms in the research:
Attaining:
To achieve something, to actualize something
Development:
To increase something or for something to change and have an increased size or
take a new shape.
Education: Systematic
training and instruction, school for the acquisition of knowledge, skills
information etc by a more experienced person i.e. teacher.
Income: The
money hat a person receives or earn as a salary, sales or from nay productive
ventures.
Factors: Things
that affect a situation event or process.
Growth: It
is the increase of something for another new change (dynamism)
Culture: Way
of life of people in terms of religion, marriage, belief, art, music, etc.
Attitude: It
refers to a character of behaviour possessed by someone.
Prevail: It
means to overcome a problem or barriers which stand as a hindrance to achieve
something.
Shallow brain: The
brain that cannot assimilate deeply and rapidly or brain that cannot
reason/think deeply or indebt.
Community: Is
a geographical location where people come together and habit it or a place
meant for habitation of people.
Participate: To
be included man activity or to take part in carrying out particular activities.
Weaker
vessel: It refers to somebody that does not have much
strength/might to do something or not having much say in something.
Polygamous: It
refers to a family whereby a man marries two or more wives.
Upkeep: This
is keeping something or somebody in a continuous good
condition.
Philanthropist: A
person that helps others who are in need financially and otherwise.
Women education: This
is the type of education given to women in order to acquire any formal
education or knowledge and skills under the guidance of a school.
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