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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 Educationin 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-childeducation 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.
TABLE CONTENT
TITLE PAGE
Title Page ` i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of
content vi
CHAPTER
ONE
INTRODUCTION
1.1 Background
to the
study 1
1.2 Statement
of the
problem 6
1.3 Purpose
of the study 7
1.4 Significance
of the
study 7
1.5 Research
question 8
1.6 Research
hypotheses 8
1.7 Definition
of
terms 9
1.8 Delimitation 10
1.9 Limitation 10
1.10
Definitions of
terms 10
CHAPTER
TWO
LITERATURE
REVIEW
2.1 Introduction 11
2.2 The
need for universal basic education in
Nigeria 12
2.3 Objectives
of universal basic
education 13
2.4 Infrastructural
facilities 14
2.5 Access
to quality
education 15
2.6 Gender equality
and women
empowerment 16
2.7 Gender
parity in
education 20
2.8 Gender
equality in education 21
2.9 Gender
enrolment in
schools 22
2.10
Availability of
teachers 23
2.11
Strategy for retention of girls in
schools 24
2.12
Economic empowerment for
women 25
2.13
Funding and implementing of Universal Basic
Education 27
2.14
Constraints 28
CHAPTER THREE
RESEARCH
METHODOLOGY
3.1
Introduction 29
3.2 Research
design 29
3.3 Population
and
sample 29
3.4 Sample
and sampling
procedure 29
3.5 Instrument for data collection 30
3.6 Validity
and
reliability 31
3.7 Process
of data
collection 31
3.8 Procedure
for data
collection 32
CHAPTER FOUR
DATA COLLECTION AND ANALYSIS OF RESULT
4.1 Introduction 33
4.2 Testing of hypotheses 36
CHAPTER FIVE
DISCUSSION, SUMMARY IMPLICATION FOR COUNSELING AND RECOMMENDATION AND CONCLUSION
5.1 Introduction 42
5.2 Discussions 42
5.3 Counselling implications 48
5.4 Recommendations 49
5.5 Conclusion 52
REFERENCES 53
APPENDIX 59
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.
TOPIC: AN APPRAISAL OF THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION NIGERIA
Format: MS Word
Chapters: 1 - 5
Delivery: Email
Delivery: Email
Number of Pages: 65
Price: 3000 NGN
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