Professional Documents
Culture Documents
BY
BY
A RESEARCH PROJECT PRESENTED TO THE NATIONAL TEACHERS INSTITUTE (NTI), KADUNA IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF POST GRADUATE DIPLOMA IN EDUCATION (PGDE)
APPROVAL PAGE
This project have been read and approved for national Teachers Institute (NTI), Kaduna By
This project is dedicated to God Almighty who has been my strength and courage in all things especially during this work.
ACKNOLEDGEMENT I give my sincere gratitude to God Almighty to whom I owe my existence. I deeply acknowledge my supervisor, Mr. G. U. Igwebuike whose professional advise assisted me in finishing this work successfully. I as well give my thanks to my lecturers: Dr. (Mrs) B. Adirika, Dr. (Mrs) Okonkwo and Dr. (Mrs) Okoli. My appreciation goes to the centre manager, Mr G. U. Igwebuike. I am deeply indebted to my loving mother, Mrs Sussanah Unah, My brothers and sisters for their immeasurable support to me on the course of this programme. To every other person(s) who must have contributed positively in actualizing the success of this work, I say a very big THANK YOU
ABSTRACT We live in a world where inequality reigns. This inequality manifests itself in various spheres in Nigeria and it affects greatly, the women. Inequality exists in Nigeria in political, social and educational spheres and the girl children are being discriminated upon based on their gender. This project discusses inequality in education and how it affects the girl child, the reasons should be educated and the millennium development goals on girl child education. No nation can develop beyond the level of education of its population and Nigeria cannot be an exception. Education is a key factor in the civilization and development of any nation and for Nigeria to achieve the Millennium Development Goal Strategy (MDGs) there is the need for women education and empowerment. Women education helps the family on the health and nourishment of their children, empowers them economically, make them participate in governance. It is therefore recommended that the government should pay more attention to the education of women if we must achieve the MDGs by the year 2015 and that they should not be discriminated in all spheres of our national development.
TABLE OF CONTENTS Cover Page Title Page Approval Page Dedication Acknowledgement Abstract Table of Contents CHAPTER ONE - INTRODUCTION 1 3 i ii iii iv v vi
Background of the Study Challenges Facing Education in Nigeria Statement of the Problem 7 Girls Education: A World Bank Priority How are girls doing?: Success and Challenges Purpose of the Study 13 CHAPTER TWO - REVIEW OF RELATED LITERATURE An Overview Education
10 11
15 18
Women Education in Nigeria The Nexus between Violence against Women and the MDGs CHAPTER THREE Research Design Area of Study Population and Sample Instrument for Data Collection Validity of Data Collection 33 Method of Data Collection 33 Method of Data Analysis 34 CHAPTER FOUR - DATA ANALYSIS AND RESULTS Introduction Equity Quality Achievement CHAPTER FIVE - DISCUSSION RESEARCH METHODOLOGY
19 25
31 32 32 32
35 36 39 41
Access to Education Retention/Dropout What is to be done References Appendix I CHAPTER ONE INTRODUCTION Background of the Study The severe decline of the oil market in the early eighties, combined with the Structural Adjustment Programme (SAP), led to drastic reductions in spending on education. The result was unpaid teacher salaries, degradation of education facilities at all levels and strikes in universities and schools. The end result is declining literacy rates in the country. The poor state of education in Nigeria is aptly captured in the National Empowerment Development Strategy as follows: the delivery of education in Nigeria has suffered from years of neglect, compounded within the by inadequate attention from to an policy ongoing
44 45 46 51 54
frameworks
sector.
Findings
Nigeria. The national literacy rate is currently 57 percent. Some 49 percent of the teaching force is unqualified. There are acute shortages of infrastructure and facilities at all levels. Access to basic education is inhibited by gender issues and socio-cultural beliefs and practices, amongst other factors. Wide disparities persist in educational standards and learning achievements. The system emphasizes theoretical knowledge at the expense of technical, vocational, and entrepreneurial education. School curricula need urgent review to make them relevant and practice oriented. Similarly, according to the Nigeria Millennium
Development Goals 2005 report, Literacy level in the country has steadily and gradually deteriorated, especially within the 15-24 years group. By 1999, the overall literacy rate had declined to 64.1 % from 71.9 % in 1991. The trend was in the same direction for male and female members of the 15-24 years age bracket. Among the male, the rate declined from 81.35 % in 1991 to 69.8 % in 1999. The decline among the female was from 62.49 % to 59.3 % during the same period. Statistics indicate glaring imbalances against girls in enrolment, attendance and completion rates in all levels of education in Nigeria, particularly in the
northern parts of the country, due to a variety of socio-cultural and religious factors. It means that the rights of millions of children, especially girls, are violated. It is estimated that 7.3 million school age children are out of primary school majority of them girls. Meanwhile, the education system in Nigeria is guided by the broad National objectives which are articulated in the National Policy on Education. At its inception in 1999, in response to the challenges in the primary education sector, the present administration launched the Universal basic Education
Programme. Specifically, the Child Rights Act provides the legal framework for the implementation of the Programme, which makes basic education not only free but also compulsory. In addition, as a signatory to the 2000 World Education Conference, and the 6 Dakar Goals towards achieving Education for All (EFA), Government has also established a National EFA Coordination unit under the Federal Ministry of Education mandated to prepare a National Action Plan for the delivery of EFA in Nigeria.
The girl-child is a biological female offspring from birth to eighteen (18) years of age. This is the age before one becomes young adult. This period covers the crche, nursery or early childhood (0 5 years), primary (6 12 years) and secondary school (12 18years). During this period, the young child is totally under the care of the adult who may be her parents or guardians and older siblings. It is made up of infancy, childhood, early and late adolescence stages of development. During this period, the girl-child is malleable, builds and develops her personality and character. She is very dependent on the significant others, those on whom she models her behaviour, through observation, repetition and imitation. Her physical, mental, social, spiritual and emotional developments start and progress to get to the peak at the young adult stage. Concept of Education is the process of providing information to an inexperienced person to help him/her develop physically, mentally, socially, emotionally, spiritually, politically and economically. That is why at graduation
ceremonies one hears the Vice-Chancellors pronounce these words while awarding degrees to their institutions graduates, you have been found worthy in character and learning In
education parlance, it means that the individual has acquired adequate and appropriate knowledge, skills and attitudes and values, known as cognitive, psychomotor and affective
behaviours to be able to function optimally as a citizen. These behaviours are the focus of training individuals in institutions of learning. The planned and systematic training given in an institution of learning is formal education. The programme or is organized, planned and systematically implemented. In an
informal education, there is no plan and the training is haphazard and incidental. Education is the process through which individuals are made functional members of their society (Ocho, 2005). It is a process through which the young acquires knowledge and realizes her potentialities and uses them for self-actualization, to be useful to herself and others. It is a means of preserving, transmitting and improving the culture of the society. In every society education connotes acquisition of something good, something worthwhile. Education is one of the fundamental rights of individuals. Article 26 of the Universal Declaration of Human Rights, which was adopted by the United Nations General Assembly in December, 1949 stipulated that:
Everyone has the right to education. This shall be free at least in the elementary and primary stage.
Elementary education shall be compulsory while technical and professional education shall be made generally
available. Higher education shall be equally accessible to all on the basis of merit. Parents have a prior right to choose the kind of education that shall be given to their children (Offorma,2008). Children are future leaders of tomorrow and mothers are guardians of the future, and the first aim of every family and society should be to raise healthy and productive individuals who are physically, psychologically, socially, and mentally well
developed. These can be achieved through the education of the girl-child who is the mother of tomorrow.
The World Bank is committed to fighting poverty and helping developing countries invest in their education systems. In light of this, it has embraced the achievement of the Millennium
Development eliminating
Goals gender
as
its
main in
priority primary
and, and
particularly, secondary
disparity
education. The World Bank has recognized that there is no investment more effective for achieving development goals than educating girls. The World Bank is a partner and one of many
players in the international drive to improve gender equality and empower girls and women. World Bank activities focus on assisting countries own efforts to advance gender equality. Through its lending and non-lending activities, the Bank has helped to improve lives of girls in client countries. Since the World Conference on Education For All in Jomtien in 1990, the Banks emphasis in the area of girls education has increased and gender equality has been integrated as an important component of the Banks poverty reduction mission. The Education for All Fast Track Initiative and the recent Education Sector Strategy Update has reinforced the World Banks commitment to the Education for All and the Millennium Development Goals.
Purpose of the Study The purpose of this study is therefore to find out:
The influence of parents- child intention and rearing practice in the character formation and in the girl education. The influence of the socio economic status of the family to the girl child education. The influence of the federal government and the state budget to the education of the girl child. The influence of the relatives in terms of support to the girlchild education. The influence of the introduction of the millennium
development initiative agenda towards the training and empowerment of the girl child education.
Significance of the Study The findings of this study can be of immense benefit to the society towards the girl- child education if the following are put in place: (1) Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children;
(2)
Ensuring that by 2015 all children, with special emphasis on girls, children in difficult circumstances and from ethnic minorities have access to and complete free and compulsory primary education of good quality;
(3)
Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes;
(4)
Achieving a 50 percent improvement in levels of adult literacy by 2015, especially for women and equitable access to basic and continuing education for all adults;
(5)
Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls full and equal access to and achievement in basic education of good quality;
(6)
Improving all aspects of the quality of education, and ensuring excellence for all, so that recognized and
reasonable learning outcomes are achieved, especially in literacy, numeracy and essential life skills. Similarly, the Millennium Developments Goals (MDGs) adopted in
September
2000
at
the
United
Nations
Millennium
Declaration has two of the eight goals devoted to education. They are goal 2 (to achieve universal primary education) and goal 3 (to promote gender equality and empower women).
Scope of the Study This research/study could cover so many areas or fields, but I narrowed down to the influence of girl- child education to the millennium development goals (MDGs) in Nigeria drawing my research excerpt from works compiled by UBEC, 2003 & FME, 2003. This work covers the five Eastern States in Nigeria. CHAPTER TWO REVIEW OF RELATED LITERATURE An Overview In this chapter, a review of literature will be made on the influence of girl-child education to the millennium development goals. Millennium Development Goals (MDGs) represent a global partnership that has grown from the commitments and targets established at the world submits of the 1990s. Responding to the worlds main development challenges and to the calls of civil
society, the Millennium Development Goal (MDGs) promote poverty reduction, education, maternal health, gender equality, and aim at combating child mortality, HIV/AIDS and other diseases. Set for the year 2015, the Millennium Development Goal (MDGs) are an agreed set of goals that can be achieved if all actors work together and do their part. Poor countries have pledged to govern better, and invest in their people through health care and education. Rich countries have pledged to support them, through aid, debt relief, and fairer trade (UNO, 2000). Hence there is greater call to poorer nations to invest in education such as to increase the standard of living of their people. The education of women should be given high priority to achieve these goals. The issues associated with the education of women not peculiar to Nigeria but global. The backwardness in terms of women education can be traced to the traditions and cultures of Africans in general and Nigeria in particular. The African culture has assigned different roles to the male and female child. The male child is expected to be the head of the family while the female child is brought up with the notion of being subservient and
taking care of the home (Saadawi, 1980). As a result the males were taught hunting, wrestling etc in the olden days and were more educated with the introduction of formal or western education while the female on the hand are prepared and taught on how to manage the family and pleasure the husband. (Faseke 2001) pointed that while this sex role has encouraged the boys to excel it tends to discourage the girls from excelling and asserting herself. In agreement (Okeke et. al 2008) stated that the responsibilities we assign to the boys prepares them to be inquisitive, creative and innovative while the girls are expected to be gentle, docile and timid in preparation for marriage. This notion has affected negatively the education of women in formal education as most parents in traditional societies are of the view that after these training, the female ones end up getting married and bringing up children in their husbands house. Thus they see the education of women as a waste of money. Yet the education of both the male and female is very important for the civilization and development of any nation. In spite of the fact that education is important for development, that of women have been
population (to be precise 49.69% SAPA 1993). Incidentally, about 61 percent of the total female population are reported to be illiterates as against 37.7 percent illiterate male population (SAP 1993). This discrepancy is completely unacceptable if we are to achieve the Millennium Development Goal (MDGs). Then how can we talk about development if half of populations are backward? This importance was rightly pointed out by Saadawi (1980) when she wrote, it is no longer possible to escape the fact that under privileged status of women, their relative backwardness, leads to an essential backwardness in society as a whole. Based on the above, it has become extremely important that if the Millennium Development Goals were to be achieved by the year 2015, the government must encourage the education of females as well as a stop to early child marriage of girls. It is the aim of this project to examine the education of women in Nigeria vis-sa viz its effect on the development of the nation.
Compared with two decades ago, more young people are entering school, completing the primary level, and pursuing secondary and tertiary education. In low-income countries alone, average
enrollment rates in primary education have surged upwards of 80 percent, and primary completion rates are now above 60 percent. Remarkable accomplishments have been made towards achieving gender equality at all levels of education. Since 1990 the ratio of girls to boys enrolled in school has risen at all levels of education. The most significant increase in girls education enrollment in Sub-Saharan Africa and South Asia has been at the primary education level. Estimates show that many countries will not meet the education Millennium Development Goals (MDGs) by 2015. Almost 30% of low- and middle-income countries are off-track or seriously off-track from meeting the education Millennium
Development Goal of universal primary education. Additionally, more than 20% of low- and middle-income countries are off-track or seriously off-track from meeting the education Millennium Development Goal of empowering women and girls by achieving gender parity in education.
Federal Government will not only focus on girl/boy dropouts from school but is set to ensure that gender parity issue is fully tackled in the country. On this note, the government has declared its
commitment to ensuring that the strategies for the improvement of Girl Child Education are disseminated to all States of the Federation to enhance the reduction of high gender disparity in the nations education sector. Delivering a keynote address at the 11th Girl Child Education National Steering Committee Meeting at Abuja, the Hon. Minister of State for Education, Barrister Ezenwo Nyesom Wike stated that the Federal Ministry of Education would work with all stakeholders to scale up programmes geared towards improving girls education. Wike noted that the
interventions in girls education are designed to address the Millennium Development Goals, (MDGs), Two and Three and assist Nigeria in attaining its Universal Basic Education goals by 2015. The Minister who is also the Chairman of the National Steering Committee appealed to States to reciprocate the gesture of development partners by also committing resources to address both girls and gender education issues. He commended the British Department for International Development (DFID) and UNICEF for their funding initiatives and technical support towards enhancing girl-child education. Earlier, Director of Basic and Secondary Education at the Federal Ministry of Education, Mrs
Mabel I. Ozumba stated that the meeting was convened to discuss modalities for improving on the gains attained in the enhancement of girl-child education in the country. It is pertinent to recall that Nigeria is among the countries that agreed to achieve Education For All (EFA) target by 2015 through a robust basic education programme being implemented by Universal Basic Education Commission (UBEC).
Education Education is a necessity for the survival of a nation. The concept education suggests development of valuable knowledge and skills in a society. Hence, OConnor (1957) sees the educational system of any society as an elaborate social mechanism designed to bring about in the persons submitted to it certain skills and attitudes that are adjudged to be useful and desirable in the society. In the same vein education was defined by Nduka in Adebiyi (2005) as a process of transmitting the peoples culture from one generation to another. Lawal (2005) defined Education: as the process of creating awareness to secure freedom from
bondage of ignorance. Education could therefore be defined as a means or process of making an individual functional to his society by transmitting the accepted norms, ideas, traditions as well as culture of a given society. Fafunwa (1971) viewed education as the aggregate of all the process in which a child or young adult develops the abilities, attitudes and other forms of behaviour which are of positive value to the society in which he lives. Education has been viewed traditionally as a social leveler, it is the only instrument designed for piercing the social barrier that has been created by all other structures of society. The only effective means of achieving the millennium goal in Nigerian is to widen the access of the women and girls to quality education. Women Education on the other hand to the Education received by women, which makes them functional in society, Mwangi (2004) viewed it as the type of education received by women which would them become aware of themselves and their capacity to exploit their environment.
Women Education in Nigeria The effort of Nigerian government in education have not yielded significant positive results on girls and women education, GirlChild educational attainment in Nigeria is still low as records have shown that fewer girls go to school than boys. (Onuebunwa, 2003). The level of education of women is low in Nigeria most especially in the North. This could be traced to the culture and traditions of the various communities in Nigeria. Culture in traditional African societies has assigned roles to women and this has affected the type of Education given to women. The type of education in the olden days was informal and regarded as very important and indispensable to the whole society. The younger ones were educated on the dos and donts of a particular society by the women until a certain age were the men takes over training of the male child while the women continues with the training of the female child. This is because the females were trained in preparation for house hold duties and to pleasure their husbands as wives (that is they were prepared for marital life). This continued until the introduction of western education which also was modeled along the British system of
education which had more schools for boys than girls. The early education system according to Mba (1982): Was modeled on the literary education of the English public school system of the second half of the nineteenth century. In this system, there were far fewer schools for girls than boys and the curriculum for girls consisted of painting, singing, dancing and accomplishments in order to prepare girls to become wives and mothersthe proportion of girls to boys in missions schools was extremely low. For instance, in 1920 the ratio of girls to boys in secondary school was 1:35. The National Literacy rate for female is only 56% compared to 72% for male and in certain states the female literacy, enrolment and achievement rates are much lower, for example, girls met enrolment in Sokoto, is 15% compared to 59% for boys (UNICEF, 2004).
Violence is a major obstacle to growth and development. Violence against women in particular hinders progress in achieving development targets in Nigeria. Despite the growing recognition of violence against women as a public health and human rights concern, and of the obstacle it poses for development, this type of Violence continues to have an unjustifiably low priority on the international development agenda and in planning. This
document highlights the connections between the Millennium Development Goals (MDGs) and the prevention of violence against women by showing how working towards the MDGs will reduce violence against women; and preventing violence against women will contribute to achieving the MDGs (Abama and Kwaja, 2009). One of the most pervasive violations of human rights in all societies exists on a continuum from violence perpetrated by an intimate partner to violence as a weapon of war (Grown, 2005).Violence against women is a major threat to social and economic development. This was recognized in the Millennium Declaration of September 2000, in which the General Assembly of the United Nations resolved to combat all forms of violence against women and to implement the Convention on the Elimination of All Forms of Discrimination against Women
(United Nations, 2005). Such violence is intimately associated with complex social conditions such as poverty, lack of education, gender inequality, child mortality, maternal ill-health and human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS). WHO has adopted the following definitions of physical and sexual violence to aid in research and programming,
concentrating on identifiable acts? Physical violence means a woman has been: slapped, or had something thrown at her; pushed, shoved, or had her hair pulled; hit with a fist or something else that could hurt; choked or burnt; threatened with or had a weapon used against her. Sexual violence means a woman has been: physically forced to have sexual intercourse; had sexual intercourse because she was afraid of what her partner might do or forced to do something sexual she found degrading or humiliating. Though recognized as a serious and pervasive problem, emotional violence does not yet have a widely accepted definition, but includes, for example, being humiliated or belittled; being scared or intimidated purposefully. Intimatepartner violence (also called domestic violence) means a woman has encountered any of the above types of violence, at the hands of an intimate partner or ex-partner; this is one of the most common and universal forms of violence experienced by women. The Millennium Declaration explicitly recognizes that the equal rights and opportunities of women and men must be assured and MDG 3 specifically addresses the promotion of gender equality and women's empowerment. In addition, gender
equality is recognized as key in achieving all eight Goals. As an interim report by the Millennium Project on progress towards Goal 3 points out that: development policies that fail to take women to be actors in those policies and actions will have limited effectiveness and serious costs to societies. The reverse is also true: the achievement of Goal 3 depends on the extent to which each of the other goals addresses gender-based constraints and issues. Although gender equality is visible in the Goals, the continued existence of violence against women is inconsistent with these commitments and with Goal 3 itself (WHO, 2002). The relationship between sustainable development and violence against women is not explicit in the Declaration and Goals and, at first glance, none of the indicators relate directly to violence against women. Closer examination reveals, however, that violence against women both as an extreme manifestation of gender inequality and a means of perpetuating it is highly relevant to all of the Goals. Furthermore, the Goals provide powerful arguments and entry points for a variety of approaches to eradicating violence against women. In the following sections of this document, each MDG is examined separately for its
relevance to addressing violence against women and for the strategic opportunities it offers to prevent and eliminate such violence. Cultural institutions, particularly religion, are often cited for their role in violence against women. The frequency with which women, the family, and the home are seen to overlap with cultureindeed, to be the main vessels for the maintenance and continuation of cultural and religious traditions is quite striking. As a result of violence or a fear of violence, Nigerian women are unable to protect themselves from infection and to access HIV/AIDS services. Although Nigeria has ratified international and regional human rights treaties providing for womens rights to protection against violence and womens rights to health, the unchecked domestic violence and the lack of access for women to HIV/AIDS services are clear indications that the government is failing to meet its responsibilities. In addition to womens greater physiological susceptibility, social, cultural, and legal forms of discrimination compound their vulnerability to HIV. Domestic violence, already a leading cause of female injury, deprives women of bodily integrity by eliminating their ability to consent to sex, negotiate safer sex, and determine the number and spacing
of their children (Karanja, 2003). In many cases, the threat of abandonment or eviction constrains economically dependent women to remain in abusive relationships, thereby exacerbating their vulnerability to HIV infection.
The Nexus between Violence against Women and the MDGs: Violence against women occurs in all social and economic classes, but women living in poverty are more likely to experience violence. Although more research is needed to fully understand the connections between poverty and violence against women, it is clear that poverty and its associated stressors are important contributors. A number of theories about why this is so have been explored. Men in difficult economic circumstances (e.g.
unemployment, little job autonomy, low socioeconomic status or blocked advancement due to lack of education) may resort to violence out of frustration, and a sense of hopelessness. At the same time, poor women who experience violence may have fewer resources to escape violence in the home (Birdsall et.al,
ways that respond to and address gender inequality. For example, such strategies must: (1) promote increased access to post-primary, vocational and technical education for women; address gender gaps in earnings as well as barriers to accessing credit for women; (2) extend and upgrade childcare benefits to enable women's full participation in the paid labour market; (3) address issues of occupational segregation that often
ensure
social
protection
and
benefits
for
women
in
precarious employment situations often those involved in informal employment. In summary, economic development strategies should aim for decent, productive work for all (Jewkes, 2002). It should also be recognized that increasing womens educational status and economic independence does not guarantee the elimination of violence. In some cases, this may actually increase womens chances of experiencing violence at least initially. Improved economic conditions may provide more opportunities
to escape and avoid violence, but they are only part of the complete eradication of violence against women. Programmes to eradicate extreme poverty and hunger should be designed specifically to promote womens economic participation and independence of women in ways that do not expose them to increased violence. Poverty and hunger force many women to migrate as a survival strategy. In many countries, women migrants working in domestic service or factories are at high risk of experiencing abuse by employers including confinement, slave-like conditions, and physical and sexual assault. Some women may resort to transactional or commercial sex in order to survive, or fall into the hands of traffickers (Heise et.al, 2000). Women and girls often bear the brunt of conflicts. It is estimated that at least 65% of the millions of people displaced by conflict are women and girls who face daily deprivation and insecurity (International Organization for Migrants, 2002).Violence against women is increasingly documented in crises associated with armed conflict, with rape and other forms of sexual violence used to humiliate and intimidate civilians and as tactics in campaigns of ethnic cleansing (Amnesty International, 2004). Women living
in conflict situations or in camps for refugees or displaced persons are already very vulnerable to extreme poverty, hunger and illness. Their situation is frequently made even worse by the high rates of physical and sexual assault against them, including by intimate partners, which have been documented in such circumstances. In some cases, women and girls are forced to submit to sexual abuse in order to obtain food and other basic necessities as fuel and water. Humanitarian relief programmes should be designed to protect women and girls in situations of war and displacement, and to ensure that their basic needs are met. More education empowers women by giving them greater self-confidence, wider social networks, and greater ability to use information and resources, and attain economic independence. Alarmingly, 65% of the world's children who do not attend school are girls, and two thirds of the worlds illiterate people are women (UNAIDS, 2002). Policies and programmes aimed at universal primary education should promote education for girls and women as a means of empowering and protecting them, and of achieving gender equality in society. Schools, however, are an important site for normative change and should be seen to offer
strategic opportunities for addressing gender inequality. As the task force for MDGs 3 points out, Girls and their families may find little reason to attend school if the curriculum or their teachers or counselors convey the message that girls are less important than boys or if the school tracks girls into fields of study or training for low-paid occupations considered appropriate for females (McGinn, 2001). Educational programmes should include measures that enable girls and women to benefit from their increased educational level without fear of violence. This may include efforts to involve or sensitize the partners of women in education programmes, as well as broader awareness
programming. Girls face many barriers to education, some of which involve violence or make them more vulnerable to it. For example, many families place little value on educating girls, and prefer to keep them working at home or for wages elsewhere. Some poor families can only afford to send one child to school, and the selected child is usually a boy. Poor girls who want to attend school, but whose families cannot afford tuition fees or supplies, can be pressured into exchanging sex for school fees, uniforms, books, and lunches. Early marriage can also cut short a
girls education. Social and educational policies should seek to eliminate harmful gender norms that devalue the education of girls, For together with practices such as child labour and early marriage. some girls, lack of safety in or around schools is the chief obstacle to getting an education. In some countries, there are high levels of sexual violence and harassment from teachers and male students including rape, assault, and physical and verbal harassment (Jefferson, 2004). Educational authorities must ensure that schools are safe places for all students, with special attention to the security of girls. Summary of reviewed literature Women education will help to achieve the millennium development goals by the various roles they play in the society as a result of enlightenment. It helps her to prepare better diet and nutrition for her family thereby creating a healthy nation. She teaches her children the need for peace through compromise and loyalty to the nation. Education prepares her for conflict management and resolution in order to create a conducive environment for economic activities and political stabilities.
CHAPTER THREE RESEARCH METHODOLOGY Research Design Area of Study Population of the Study Sample and Sampling Procedure Instrumentation for Data Collection Validation of the Instrument Reliability of the Instrument Method of Data Analysis
Research Design The design is made to investigate the influence of girl child education to the millennium development goals. The design was made to cover the five eastern states of Nigeria as represented below: SAMPLE STATES ABIA ANAMBRA EBONYI ENUGU IMO Area of Study STATE CAPITALS UMUAHIA AWKA ABAKALIKI ENUGU OWERRI
This study is designed to investigate the influence of girl child education to the millennium development goals with emphasis on the eastern states of Nigeria.
Population and Sample The population of this study comprises respondents namely 100 married teachers and 100 students from primary five to senior secondary school levels. The married teachers were selected through random sampling to represent the parents of the pupils and students in the study. They were selected due to their ability to understand and translate items of the study and react appropriately. The primary five and six pupils were selected because they were knowledgeable more than their lower class counterparts.
Instrument for Data Collection The instrument used is 1 questionnaire. The data and information of this study was collected through the method of structured questionnaire. The questionnaire was in two sections. One section was administered to parents and the other to the pupils. The first part provided for the collection of the personal data of the
respondent such as high age, sex, parental occupation, sibling position, etc. the second part considered of the main information to be extended from the respondents. In addition to the questionnaire technique as a method of data collection in this study, the interview technique was also employed. Some of the parent-teacher and school pupils were interviewed to clarity and confer their opinions on some of the issues raised in the questionnaire.
Validity of Data Collection The questionnaires were constructed by the researcher with the help of the supervisor, who went through the items and approved some.
Method of Data Collection In administering the questionnaire, the researcher adopted the direct delivery techniques (D.D.T.). This means that
questionnaires were personally administered by the researcher on the respondents. This was done with the aid of some teaching staff in school concerned. This was to ensure high rate of questionnaire returns. The pupil respondents were assembled in a
class and the researcher explained to them what they were supposed to do. The instruments were read out to them and some explanations were made by the researcher. At the end of the exercise, the questionnaire was collected immediately. The Direct Delivery Technique (D.D.T.) was used to: 1) 2) Reduce the mortality rate of the questionnaire. Help the researcher to clarify issues and matters which are ambiguous and unclear to the respondents. 3) Encourage the respondents to complete the questionnaires on their own rather than being influenced by others. 4) Eliminate delays the time loss often associated with other methods of collection.
Method of Data Analysis The analysis of data in this study was based mainly on answering the research questions. This is no hypotheses were formulated for the study. In doing this, the researcher used percentage distributions to give insight into the proportions of respondents who are inclined to any of the items tested.
Data analysis and findings Girls bear the heaviest burden for household responsibilities, including care of sick parents and siblings, and are first ones to drop out of school. In the South eastern Nigeria more boys than girls drop out of school shown in Tables 1, 2, and 3 below (data from UBEC, 2003) . The drop-out syndrome is a function of some factors that distract the boys from schools. These factors include: preference for a trade, quest for money, parental decision, lack of employment opportunities, hawking/street trading, long process of education and lack of counseling. TABLE 1: Pre-Primary School Enrolment in South East Nigeria (2003)
State Male Enrolment (%) and Female Enrolment (%)
Female enrolment % Female 24,165 49.35 35,640 48.80 10,936 17,083 32,432 66.20 49.54 50.20
a Ebonyi 5,811 33.79 Enugu 7,403 50.46 Imo 32,182 49.80 Source: UBEC, 2003 report
State Male Enrolment(%) and Female Enrolment (%) States Abia Anambr a Ebonyi Enugu Imo Male Enrolment % Male 138,165 49.80 174,243 45.31 205,615 350,052 242,267 49.42 49.62 51.22 Female enrolment % Female 139,278 50.20 139,278 54.69 210,325 355,369 230,771 50.58 50.38 48.78
Male Enrolment % Male 63,824 44.79 74,690 42.88 89,636 83,311 89,923 49.78 43.36 46.41
Female enrolment % Female 78,684 55.21 99,499 57.12 90,427 108,835 103,835 50.22 56.64 53.59
RESULTS
The result here shows the enrolment trend from pre-primary to secondary school in Nigeria to show the extent of equity or parity between male and female learners (the boy-child and girl-child). The data covers all the thirty-six (36) states of Nigeria and the Federal Capital Territory, Abuja. Tables 4 and 5 show gender disparity from preprimary to secondary school levels. The enrolment percentages of the boy-child are consistently higher than that of the girl-child. These differences are significant. Despite governments programmers for childrens education, there are still gaps in the enrolment of the boy-child and the girlchild education in Nigeria. Table 4: 2004 Enrolment by Gender from Pre-Primary to Secondary Schools
PREPRIMARY (%), PRIMARY (%) AND SECONDARY (%) Gender Pre-primary Male 937,997 Female 896,522 Total 1,834,519 % enrolment 51.13 48.87 100 Primary 12,273,046 9,994,361 22,267,407 % enrolment 55.12 44.88 100 Secondary 1,567,011 1,204,623 2,771,634 % enrolment 56.54 43.46 100
Source: FME: Basic and Senior Secondary Education Statistics in Nigeria, 2004 & 2005.
Table 5:
Source: FME: Basic and Senior Secondary Education Statistics in Nigeria, 2004 & 2005.
The FME (2006:4) found out that In the south, a moderate bias towards boys enrolment is evident in the south west, while the south east displays a bias towards girls enrolment. In the north there is a strong evidence of bias towards boys enrolment Offorma, (2008) confirmed that disparity is more in the Northern part of the country in favour of the boy-child than in the southern part. In South- eastern states there are more girls than boys in the secondary schools, but more boys than girls in the preprimary, except for Ebonyi and Imo state. In South Africa, the enrolment of girls in schools has increased to 53% in secondary school. The intake and access to primary school has attained 100%. This implies that the girl-child at that level of education equal access to school as the boy-child. In a report by (Asare, 2009) National Programme Officer of the Ghana Education Campaign Coalition , he stated that the complexities in the
challenges to attain gender- parity in basic school enrolment, retention and completion, and appreciating that the- existing quantity and quality defects in girls education, is a result of structural deficiency deeply rooted in policy and practice, is vital. He added that working to remove barriers to quality girls education should not only be seen as a statutory in fulfillment of girls right but a building block to sustainable development. In his opinion, the need for Government and Civil Society to collaborate to safeguard gender interests in basic education is immediate and imminent for Ghana to remain on track to achieve the Millennium Development Goals on education and gender.
The Jomtien Conference of 1990 launched the Education For All (EFA) initiatives, which aimed at getting children into school within ten years and also stressed that the urgent priority was to ensure access to and improve the quality of education for girls and women. Many countries mapped out programmes to facilitate the implementation of the initiatives. Nigeria embarked on Universal Basic Education. All these are in a bid to meet the Millennium Development Goal number two, which is to achieve
Universal Basic Education. The question is what is the quality of education given to the girl-child that will help her to adapt to the knowledge based economy of the 21st century? The answer to this question can be attempted by ex-raying what happens in the schools today. Demotivated teachers, examination malpractice, gender biased curriculum, lack of school facilities and
instructional materials, incessant strike actions are some of the variables in the quality of education of children. UNICEF education in South Africa, demanded that quality education was not about how well a child was performing in school but a number of factors that enrich the wellbeing of a child in school. She cited the issues of administration of discipline, corporal punishment, sexual harassment, child abuse and child labour as some of the things that lead to exclusion of groups of students from accessing quality education. United Nation statistics, national reports and studies initiated by non-governmental organizations in 2005 repeatedly showed that girls, as a group, had lower literacy rates, receive less health care, and more impoverished than boys. Today we are in a revolution and this will be reflected in teaching,
research and community work, which will help the girl-child to fit into the global society.
Primary Maths
English
Source: Calculated
UBE
National
Assessment
Report
(UBEC, 2003).
Table 6 shows the mean performance of Primary 4-6 pupils in four (4) core subjects. Boys have higher mean scores in Mathematics and Social Studies while girls presented higher mean scores in English and Primary Science. The achievement of the two groups is poor from the mean scores. The implication is that the foundation is weak as the primary level of education is the foundation for higher education. If Nigeria and indeed African are
to achieve the Education For All goals, particular attention must be paid to the primary school level.
RESULTS Table 7: Higher Scorer in Core Subjects SUBJECTS MALE FEMALE Mathematics Scored higher in 14 states Highest scorer Male=44.58. English Highest scorer Male=28.88 Scored higher in 19 states, Social Studies Scored higher in 14 states, Highest scorer Male=29.88. Primary Science, Highest scorer Male=46.88 Scored higher in 25 states Source: UBE National Assessment Report (UBEC, 2003).
SUMMARY OF THE RESULT Table 7 presents a summary of achievement at the primary school level in four (4) core subjects, namely: Mathematics,
English, Social Studies and Primary Science in 36 States of Nigeria plus FCT. The evidence as shown is that boys performed higher than girls in English and Primary Science, while girls performed better than boys in Mathematics and Social Studies. In both cases, the mean sores are higher than the national mean score. It is interesting to observe that the girl-child does well in school when given the opportunity. Females scored higher than the males in 25 states in Primary Science and had the highest score in Mathematics. Females also scored higher than males in 19 states in Social Studies. Generally, performance at the primary school as shown by the national mean score is poor. This can be attributed to the quality of education offered at that level. Some of the factors that influence quality education include: teacher quality, availability of facilities, instructional resources,
infrastructure, supervision of instruction, provision of school meals, hands-on and learner centered methods and approaches, parental involvement and learner-friendly environment. CHAPTER FIVE Summary, Conclusion and Recommendations Discussion
In this section of the work we shall discuss major and crucial issues in girl-child education. The issues to be discussed include: Access to education Retention and Dropout Equity Enrollment Quality, and Achievement in school subjects
In table 1, the result shows that in the South Eastern Nigeria more boys drop out of school than girls in the rural areas despite the burden of household chores and the responsibilities of taking care of parents and the sick siblings done by the girls at home due lots of distractions.
Access simply means the right to education. It is also the opportunity provided for the girl-child to be educated. Access deals with the availability, convenience and ability to be educated. It is true that many governments make provision for the education of their citizens, but the provisions most of the time do not take cognizance of the peculiarities of the girl-child. In that case the girl-child may not have access to education, which is a fundamental human right. Research has shown that millions of girls do not have access to school despite the concerted efforts to
push the cause forward. Okeke, Nzewi and Njoku (2008) identified child labour, poverty and lack of sponsorship, quest for wealth, bereavement, truancy, broken home, engagement of children as house helps, as factors or the clog in the wheel of childrens access to education in the UNICEF A-Field made up of Abia, Akwa Ibom, Anambra, Bayelsa, Benue, Cross River, Ebonyi, Enugu, Imo and River states of Nigeria. According to (World Bank, 2003),
more than 350 million people, over half Africas population, live below the poverty line of one dollar a day. This implies that poverty, too, excludes children, including the girl-child, from school. It has been reported in BBC News (2006), that African patiarchical societal viewpoint favours boys over girls because boys maintain the family lineage. Additional reasons why girls do not have adequate access to education in Africa include the fact that many have to stay home to nurse relatives with HIV/AIDS. That their mothers were not educated is another reason that makes them feel that their daughters do not need education. However, tables 1 and 2, reveals that generally, in the rural areas social, cultural patterns combined with relatively poor quality of
schooling place girls, their education and development is in a disadvantaged and vulnerable position. UNICEF (2003) reported that in Sub-Saharan Africa, the number of girls out of school each year has risen from 20 million in 1990 to 24 million in 2002. Of the 25 selected countries studied, fifteen (15) were in sub-Saharan Africa. The criteria studied were: low enrolment rates for girls; gender gaps of more than 10 percent in primary education; countries with more than one million girls out of school; countries included on the World Banks Education For All Fast Track Initiative and countries hard hit by a range of crises that affect school opportunities for girls, such as HIV/AIDS and conflict. The fifteen countries included Chad, Nigeria, Sudan, Tanzania, Eritrea, Ethiopia and the Democratic Republic of Congo. The worst hit is Southern Sudan, which has been seriously affected by civil war for decades.
UNICEF said to wait for an end to the conflict would be to dismiss the rights of generations of children. UNICEF noted that in the area, as few as 15 percent of primary school-aged children were in school and girls represented only one quarter of the number.
By the time the upper primary level was reached, there were hardly any girls left in school and at the territory's foremost secondary school, Rumbek, there was a solitary girl. Only 560 of the 8,000 teachers in southern Sudan are women, which was merely seven percent (Nduru, 2003).
Finally, tables 4, 5, and 6 shows gender disparity from preprimary to secondary school levels. The enrolment percentages of the boy child are consistently higher than that of the girl-child. These differences are significant. Despite the governments program for the childrens education, there are still gaps in the enrolment of the boy-child and the girl-child education in Nigeria.
Implication to Education There are a lot of challenges facing Nigeria and making it difficult for good quality education that is empowering and capable of bringing about sustainable development to be provided. In this work there are some challenges that face education. The first and perhaps the greatest challenge facing education is inadequate funding by federal, states and local governments, to the extent
that funding has been in response to conditionality imposed by international financial institutions (IFIs). Statistics show that federal government expenditure on education between 1997 and 2000 has been below 10% of overall expenditure. The national expenditure on education cannot be computed because various states expenditure on education cannot be determined, in relation to the UNESCO recommendation of 26% of national budgets. Women are at the heart of most societies. Regardless of whether they are working or not, mothers are very influential people in children's lives. Educating girls is one of the most important investments that any country can make in for its own future. Education has a profound effect on girls and women's ability to claim other rights and achieve status in society. Having an education can make an enormous difference to a woman's chances of finding well - paid work, raising a healthy family and preventing the spread of diseases such as HIV and AIDS (UNICEF, 2004).Women with at least a basic education are much less likely to be poor. Providing girls with one extra year of schooling beyond the average can boost their eventual
wages by 10 to 20 per cent (Psacharopoulos, & Patrinos, 2002). An educated woman is 50 per cent more likely to have children immunized against childhood diseases. Despite the importance and necessities of women education, 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 (UNICEF, 2004). At the May 27, 2005 Nigeria's Children Day Celebration, leaders call for accelerated progress on girls' education. The theme of the day was "Educate the girl child, educate the nation". The UNICEF deputy representative declared that "Providing quality education for all children is a must". Particular attention should be paid to girls not only for the development of the country, but to fulfill the right of every child to education (UNGEI, 2005). In September 2000, 188 heads of state from around the world signed Millennium declaration and established the Millennium Development Goals (MDGs). While most goals aim to achieve significant progress in development by 2015, one of the goals was to be achieved by 2005 - gender parity in primary and secondary education. In a recent UNICEF publication, "Progress for Children", reporting on progress made on primary education, shows that the current rate of
progress in Nigeria is too slow to achieve gender parity by the end of 2005 and Universal Primary Education by 2015, the target dates for Nigeria's achievement of the UN Millennium Development Goals in Nigeria. In Nigeria, about 7.3 million children do not go to school, of these, 62 percent are girls. Nigerian girls are still disadvantaged in their access to education. As a result, all do not register for school and those who register do not attend regularly, often dropping out of learning very little (UNGEI, 2005). The gender gap favoring boys has remained consistently wide in Nigeria over the last ten years. In the Northern part of the country, the number of children out of school is particularly high and the proportion of girls to boys in school ranges from 1 girl to 2 boys and even 1 to 3 in some states. In 2003, the Ministry of Education in Nigeria adopted the strategy for accelerating girls' education in Nigeria. In 2004, the ministry launched the Girls' Education project supported by UNICEF, in order to focus interventions on states with the lowest enrolment rates for girls. UNICEF also supports the 25 by 2005 global initiative for the acceleration of girls' education in order to achieve gender parity in
25 countries by 2005. Nigeria is one of the 25 countries selected for the first-track action. Supporting education in Nigeria where there are 7.3 million children of primary age out of school, of whom 62 o are girls, the Federal Ministry of Education in Nigeria is implementing an educational programme with support from UNICEF to achieve gender parity and Universal Basic Education (UBE). This support from the international multilateral organizations will directly benefit girls as well as boys in six northern states of Nigeria.
Limitations of the Study Certain factors militated against this research during the course of the study. One of the major factors was transportation. Majority of the states used were quite distant from the area of the researcher especially their Ministries of Education, having good and accessible roads etc. however, a lot of money was spent on the course of this work. Another challenging factor was that of finance. Being an individual research work, funding was rather high. Hence, few samples were engaged instead.
Finally, time factor played its own role on the course of this work. The researcher being a student was faced with the challenges of limited time in completing this work. These amongst other factors are the limitations to this research work.
Recommendations From the above analysis, it is clear to us that the state of education in Nigeria is lamentably poor. There are a lot of challenges facing the education sector. Meanwhile, there are perspectives that could be utilized to transform the sector. It has been documented that with current trends, the target of achieving universal primary education will not be attained in many countries (including Nigeria). The UNDP documents that: If current trends continue, the target of achieving universal primary education by 2015 will be missed by at least a decade. There will be 47 million children out of school in 2015, 19 million of them in sub-saharan Africa. Forty six countries are going backwards or will not meet the target until after 2040. These countries account for 23 million of the 110 million children currently out of school in developing countries. In trying to look at what is to be done, the
position of Action Aid International is very clear and unambiguous All children should have access to quality education within an equitable system. Schools should be places where childrens rights especially those of girls, are respected, injustices are challenged and lives transformed. By attending school, children can acquire the confidence and knowledge to better access and make use of information that can improve their lives. The dignity and self-confidence gained can help them to challenge
discriminatory and biased gender roles and relations. We know that education can also provide girls with the knowledge and confidence needed to help reduce maternal and child mortality, violence and HIV/AIDS transmission. Furthermore, good quality education is essential for enabling countries to achieve the level of economic growth required to tackle poverty and make sustainable development a reality.
In our view, what needs to be done to face the challenges of Education in Nigeria include:
1. Adequate resourcing which will be needed to build new schools, train more teachers etc 2. Implementation of the UBE Act and ensuring that all forms of user fees are abolished
3. Dealing with the quality issues including size of classes, number of teachers and provision of materials. 4. Massive investment in infrastructures in all levels of education 5. Promotion of child friendly and teacher friendly school environment 6. Respect and protection of the rights of children in school including protection from violence in schools especially of the girl child. 7. Review of school curricula to promote critical and relevant learning 8. Proper governance of schools and implementation of Schools Management Committees (SMCs) 9. Tracking of resources to ensure proper, adequate and accountable utilization of resources budgeted for
education 10. Improvement of teacher quality through employment of professional and qualified teachers, in service training and retraining and implementation of the teacher salary structure 11. Dealing with the HIV/AIDS pandemic in the education sector 12. Completion, popularization and utilization of EFA plan 13. Empowerment approach to education
Suggestions for Further Research As a result of the above mentioned limitations of the study, the researcher is making recommendation for further research in the following area for a more comprehensive study and results:
1.
The role of the parents to the education of the girl-child in Nigeria, MDGs initiative.
Conclusion In conclusion, we agree with the argument that if we are to achieve development goals, then the world must change course especially in terms of economic development, philosophies and macroeconomic policies particularly those initiated and inspired by IMF. There is no doubt that the state of education in Nigeria is lamentably poor and there are a lot of challenges facing everyone especially the girl-child. But there are perspectives and
approaches that can be utilized to turn the situation around. What needs to be done is clear. We need to rise up to the challenges and change the course of events in Nigeria and put education in a
right
footing.
That
is
the
only
sure
way
to
sustainable
development.
Summary This research has confirmed to us that if we must achieve the Millennium Development Goals (MDGs) in the year 2015, girl-
child Education should be made a priority. To achieve this, an aggressive free education programme at the primary and
secondary school level should be made compulsory for parents to send their children especially, their female ones with a penalty attached for anyone found at home.
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Amnesty International (2004). Lives blown apart: crimes against women in times of conflict. London, Zed Publishers. Asare, K. (2009). Ghana: quality education crucial to end girlchild labour. http://allafrica.com/stories/200906151025.html Birdsall, N. (2004) Task Force 3 Interim Report on Gender Equality, New York, Millennium Project. BBC News (2006). UN Appeal for Girls' Education. World: Africa. 26 Apr. 2006. 08 Oct. 2006, http://www.news.bbc.co.uk. Fafunwa B. (1971) History of Nigeria Education, London: Longman Group ltd. Faseke, M. (2001) The Nigerian Women; Her Economic and soAs Political Status of Time Perspective. Ibadan Agape Publications. Federal Ministry of Education (2003): http://www.cishsdney 2005.org/Images/Israel Osokoya A/024.doc Grown, C. (2005) Taking Action: achieving gender equality and empowering women. UN Millennium
Heise L, et.al (2000) Ending violence against women. Baltimore, MD, Population Information Programme, John Hopkins University School of Public Health, 1999 (Population Reports, Series L, No. 11), p. 13.
International Organisation for Migrants (2002) New IOM Figures on the Global Scale of Trafficking in Migrants. Trafficking in Migrants (IOM) Quarterly Bulletin. Jefferson L R (2004) In War as in Peace: Sexual Violence and Womens Status. New York, Human Rights Watch.
Jewkes R, 2002) Intimate partner violence: causes and prevention. The Lancet Publications. Karanja, W.L (2003) Domestic Violence and HIV Infection in Uganda. Human Rights Dialogue, Fall, Series 2, No 10. Lawal, R.T. (2005) Women Education A Pre-Condition For Peace In Nigeria. Journal of Women in Colleges of education (JOWICE) Vol. 9 2005. Mba, N. (1982) Nigerian Women Mobilized: womens political activities in southern Nigeria 1960-1965. Berkely; University of Califonia. McGinn, T. (2001). Reproductive Health of War-affected Populations: What Do We Know? International Family Perspectives, Vol. 26, No. 4. Mwangi, E. (2004). News and views from Africa. http.//www.newsfromafrica/indices/index_1707.html. Retrieved 2/6/09. Nduru, M. (2003). South Africa: Education as a beacon of hope for the girl- Child. Johannesburg: Inter Service Press. Ocho, L.O. (2005). Issues and concerns in education and life. Enugu: Institute of Development Studies , University of Nigeria. OConnor, D.J. (1957) An Introduction To The Philosophy Of Education. London, Routledge and Kegan Paul
Offorma, G.C. (2008). The boy-child-education in the southeastern states of Nigeria: problems and prospects. Paper presented at the convention of the Unity Schools Old Students Association (USOSA), held at Dannic Hotel, Enugu Okeke, E. A. C., Nzewi, U.M. & Njoku Z. (2008). Tracking school age childrens education status in UNICEF A-Field states. Enugu: UNICEF Onuebunwa, B.N. (2003) Low attainment Girl-Child functional Education, Implication for UBE and Basic Family Health in Education and Annual Book of Reading Philosophy of Education Association of Nigeria. Saadawi, (1980) The Hidden Face of Eve Women in the Arab World London, 2nd Edition Books Ltd UNAIDS (2002) Report on the Global HIV/AIDS Epidemic. Geneva UNICEF (2004): The state of the World's Children. UNICEF (2003). The state of the worlds children. UNICEF. United Nations (Girls' Education Initiative (2005): Nigeria's Children's Day: Leaders call for accelerated progress on girls' education in http://www. ungei.or/news2005015.htm United Nations Girls' Education Initiative (2005): Nigeria: Launch of the Home-Grown School Feeding Programme http://www.ungei.org/ gap project 2005015htm Wike, N.E. (2011) Federal Government Committed to Girl-Child Education. Online Publication, Friday, 19 August 2011 17:50 World Health Organisation (2002) World Report on Violence and Health. Geneva, World Health Organization. APPENDIX I
PARENTS QUESTIONNAIRE National Institute Kaduna, Awka Study centre. Dear Respondent, I am a final year student of Postgraduate Diploma in Education currently carrying out a research on the influence of girl-child education to the millennium development goals. This questionnaire is meant for the research and all the information given will be treated confidentially. You are not required to give your name but your homes response is solicited. Thanks. Yours sincerely, Nwakpa Stanley O. Teachers
your own (i.e do not ask anybody for an answer) in responding to these items and information. You can call on me for assistance if you have any difficulty. Questions 1. Do you consider your childrens formation? (a) 2. Very important (b) Important (c) Not Important Do parents have important roles to play on the character formation of their children? (a) 3. Yes (b) No Does parents- child interaction and rearing practice affect the character formation of their children: (a) 4. Yes (b) No How often do you gather your kids for family prayers, moral instructions and go to church with them?
(a)
Very often
(b) Occationally
5.
Children of quarrelsome parents and broken homes imitate their parents and this affects their behavior badly: (a) Yes Parents you (b) No (b) Peers ever tried to (c) Children themselves find out why your children
6. 7.
Have
misbehave?
(a)
Yes
(b) No
8.
Have you ever rebuked or warned your child for going out with a particular group of children?
(a)
Yes
(b) No
9.
Caning Admonition
(b) Scolding
(c) Starving
(d)