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APPRAISAL OF THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION
NIGERIA
ABSTRACT
This study appraised the implementation of Universal Basic
Education in Nigeria.
The population comprised of female teachers in Education
District Bariga Area of Lagos State.
A total of one hundred and eighty female teachers were used
as sample.
Five hypotheses were postulated and tested in the study.
The study involved the administration of universal Basic
Education in Bariga Local Government Area of Lagos State, Nigeria.
The statistical technique employed was Pearson product moment
correlation to determine whether there is significant relationship between the
following variables gender inequality, educational opportunities, economic opportunities,
political opportunities, poor funding, implementation 'parental economic status
girl-child education enrolment and completion.
The following findings were made based on the result of the
analyses.
i. There is no
significant relationship between gender inequality and educational
opportunities available for girl-child.
ii. There is a
significant relationship between gender inequality and economic opportunities
available for women.
iii. There is a significant relationship between gender
inequality and political opportunities available for women.
iv. There is no
significant relationship between poor funding andimplementation of universal
basic education.
v. There is a
significant relationship between parental economic status and the girl-child
education enrolment and completion.
These findings were discussed and recommendations were made.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE
STUDY
Nigeria recognizes education as a fundamental human right and
it is signatory to the major conventions for the protection of the children and
women, especially the conventions on the right of the child. (CRC)and the
convention of the elimination of discrimination against women. In 2003, the
government of Nigeria passed into law the child right act. This act is at
facilitating the realization and protection of the rights of all children. In
the question to achieve the objectives of millennium development goals it
enacted the Universal basic education laws, which provides for a 9 years free
and compulsory education to fast track education interventions at the primary
and junior secondary schools.
In Nigeria there is a national gender disparity in basic
education environment, retention and competition against girls most especially
rural communities at a disadvantage.
Access to formal schooling still poses a problem. It is
estimated that 7.3 million children of whom 60% are girls are not in school.
Drop out is more pronounced at primary 6 where more than 17% of children
dropout of school yearly the dropout issue. Its multifarious dimensions, the
most significant of which are early marriage for girls in the worth, boys and
girls engagement in income generating activities to supplement household income
in the south eastern.
The poor quality of the education system and perceived weak
employment prospect for school and university leaves are so key factors
affecting dropout and low transition from primary school to junior secondary
school.
In addition, dropout is also attributable to poor teacher
quality, scarcity or inadequacy of teaching and learning materials, over
crowded classroom and a general absence of learner friendly environment.
Egenti (2008) observed that deprivation of educational
opportunity to girls is likely to exclude them from the main stream of
development in future, increase the dependency ratio of the population and
results in the under development of a Nation.
Anan (2001) posited that no development strategy in better
than one that involves women as central players, it has immediate benefits for
institution health and reinvestment of the family community and ultimately
country level. Educating girls is a school development policy that works. It is
a long term investment that yields exceptional huge success.
Lagos state was created in 1967; its population has continued
to grow on geometric level, base on the result that it is the fastest growing
megacity in the world recently. It is the economic nerve centre of the nation.
It continues to attract people within and outside the country. In a nutshell,
Lagos state is a mini Nigeria.
As a result of the ever increasing population the
infrastructure is over stretched, and it
is affecting the quality of services been provided and which invariable affects
the state in term of living to spend more money on the provision of
infrastructural facilities. This ever increasing population school enrolment in
Lagos state in recent year has continue to grow on average of 130 student to a
teacher most especially in areas where we have high population density.
Adeyemi (2007), stated that the general Universal Basic
Education programme is a response to the Universal declaration of human right
(1948) which stipulated the right of every citizen to basic education. As a
result follow-up to this declaration section 19 of Nigeria 1999 constitution
stipulated that government shall direct its policy toward enduring that there are
equal education opportunities at all levels in line with the Federal Republic
of Nigeria. National policy on Education (2004).
The objective of the Universal Basic Education scheme include
among others, the provision of universal access to basic education, provision
of a conducive learning environments, the eradication of illiteracy within the
shortest possible time as well as the ability to communicate, the objectives
also include laying of sound basis for scientific reflective thinking
development of social attitudes giving every child the opportunity of developing manipulation skills that would
enable him to function effectively in the society, Babalola 2000, Obayo 2000,
Olubor and Unyimade 2001.
Education is one of the key sectors for advancing gender
equality and women’s empowerment. It effects in improving the conditions of
women’s lives through enhancing their access to public participation and
employment. In addition education has the potentials of strengthening the
position of women through providing them with view skills to negotiate for
better conditions of work, pay and domestic rights. The firm behalf in the
positive role that education can play in improving women’s condition and
position, also through its role in reproducing inter-generational benefits for
children, has become a central aspect of Nigeria government.
Engenti (2008), posited that developing countries like
Nigeria, parental involvement way to have to be initiated and enhanced before
girls access and participation in educational programmes can achieved. This
nexus is the path tracer factor or determinant of girls enrolment rate which
helps in changing parental attitudes, regarding the value of girls and in
educating females about the benefits of educational programme for the boy child.
The girl child can even be made to help in the financing of boy’s education by
being housemaid or assisting their parents in income earning activities to pay
for boys education. Even when the girls have access to education, the home
activities usually circumscribe their academic performance in school. This is
because they have little or no time to their assignments or attend extra
lessons because of the work they are expected to do at home.
When they are prejudices against basic education, it is mostly
that the incidences of prostitution, early marriage and teenage pregnancy will
put end to the girls education. FGN/UNICEF (2001) reports that, this is more
pronounced in rural areas and in the northern part of Nigeria where 55% of
girls aged 15-19 are either already mother or are pregnant. Unless there in
charge in the mind set of power elite in the region ability to make a break
through in the universal basic education need bold action.
1.2 STATEMENT OF THE
PROBLEM
There is gender disparity between boys and girls in schools
enrolment in Nigeria in favour of boys. Education of the boy, child in usually
considered more important than the girls based on internal and external
discontinuity factors, such as domestic responsibilities direct costs of education
are a constraints on girl participation based on the perception of low economic
returns to female labour, school environments can be deterrents to girls
learning and completion of schooling including, availability of sanitation facilities for adolescent girls schools secure from
abuse including by fellow pupils and teachers, well it roads and transport
arrangement to minimize threats to girls
safety, school culture norms and traditions such as early marriage, dowry and
initiation ceremonies at the onset of
sexual maturation can also be determent.
Access to quality education in been hindered by ever
increasing student population in public in Lagos state.
Coupled with few and deteriating facilities such building
chairs and devices. Student teachers ratio is an average of 130 student to one
teacher in a nut shell over crowdness in a affecting the quality of education
being provided. majority of the women are found in non formal economic sector
such as petty trading road clearing etc. women empowerment in the political
area is very low compare to the high level men holding political
appointment in Lagos state.
It might then be argued that women holding political offices,
it could be difficult to implement properly the power equity and women
empowerment goal of millennium development programme in Lagos state.
In this regard the low level of girl child enrolment in
public school, over crowdness high students ratio to low teachers non
availability of facilities poor health facilities available to women in the
state are some of the problem which this study intended to examine.
1.3 PURPOSE OF THE
STUDY
The purpose of this study is to appraise the implementation
of the universal basic education, gender equity and women empowerment policy,
and statement of millennium development goals in Lagos state.
1.4 SIGNIFICANCE OF
THE STUDY
The study is significant because it intend to give expert
opinion on the implementation of universal basic education bringing to fore,
inequality of girls child enrolment, retention, completion and access to
quality education.
In addition, it is also significant because it examine the
level of disparity in the economic and political empowerment that exists
between men and women.
1.5 RESEARCH QUESTION
1. Is there any
significant relationship between gender inequality and educational
opportunities available for girl child?
2. Is there any
significant relationship between gender inequality and economic opportunities
available for women?
3. Is there any
significant relationship between gender inequality and political opportunities
available for women?
4. Is there any significant
relationship between poor funding and implementation of universal basic
education in Lagos state?
Is there any significant relationship between economic status
of parent and girl child educational enrolment status of parent and girl child
educational enrolment retention and completion?
1.6 RESEARCH
HYPOTHESES
The following hypotheses will be tested:
1. There is no
significant relationship between gender inequity and educational opportunities
available for the girl-child
2. There is no significant
relationship between gender inequity and economic opportunity available for
women.
3. Funding of
Universal Basic Education has led to less focuses by implementation.
4. There is no
significant relationship between poor funding and the implementation of
universal basic education.
5. There is no
significant relationship between economic status of parent and girl child
education enrolment, retention and completion.
1.7 DEFINITION OF
TERMS
APPRAISAL: Giving an expert opinion on value or cost of an
issue even etc
IMPLEMENTATION: To carry out a given task or an assignment.
U.B.E: Universal Basic Education
GENDER EQUALITY: Girls/Women having the same rights and
opportunity in life as boys/men
M.D.G: millennium development goals
WOMEN EMPOWERMENT: A process of transforming gender through
groups or individuals developing awareness of women’s subordination and
building their capacities to challenge it.
1.8 DELIMITATION
This study will be carried in Bariga Local Government area of
Lagos state. Also, the findings of this study will be generated to state other
local government areas of the state
1.9 LIMITATION
Lack of time, Poor road network, Lack of fund, need for
reliable accurate data, are notable limitations of this study,
1.10 DEFINITIONS OF TERMS
The following terms and acronyms are operationally defined
for this study:
APPRAISAL: Giving an expert opinion on value or cost of an
issue even etc
IMPLEMENTATION: To carry out a given task or an assignment.
U.B.E: Universal Basic Education
GENDER EQUALITY: Girls/Women having the same rights and
opportunity in life as boys/men
M.D.G: millennium development goals
WOMEN EMPOWERMENT: A process of transforming gender through
groups or individuals developing awareness of women’s subordination and
building their capacities to challenge it.
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