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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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