Downlaod complete project materials on Public Perception Of Girl Child Education Among Rural Dwellers In Nigeria
ABSTRACT
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This study examined public perception of girl child education among rural dwellers in Awka North L.G.A: Data for the study were drawn using the questionnaire and in-depth interview. Data were analysed using the chi-square. Using a sample size of 521 (made up of 509 questionnaire respondents and 12 interviewees), findings of the study revealed that male respondents have negative views about educating a girl-child than female respondents; respondents with higher level of education have positive views on educating the girl-child; those with high income have positive view on educating their female children than those with low income; and, younger respondents have positive perception of girl-child education than older respondents.
Based on these findings, the study recommended, among other things, that the government should intensify efforts to improve the standard of education in the rural areas, that stake holders should cover more rural areas so as to avail them the opportunity of having expert advice and counselling on the need to educate the girl-child among other things.
TABLE OF CONTENTS
Title page
Approval page
Certification page
Dedication
Acknowledgements
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background to the study
1.2 Statement of the problem
1.3 Research questions
1.4 Objectives of the study
1.5 Significance of the study
1.6 Operationalization of concepts
CHAPTER TWO: LIERATURE REVIEW
2.1 Review of empirical literature
2.2 Review of theoretical literature
2.3 Review relevant of theories
2.4 Theoretical framework
2.5 Hypotheses ..
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research design
3.2 Study area
3.3 Study population
3.4 Sample size
3.5 Sampling procedure
3.6 Instruments for data collection
3.7 Administration of instruments
- 8 Method of data analysis
CHAPTER FOUR: RESEARCH FINDINGS
4.1 Introduction
4.2 Socio-demographic characteristics of the respondents
4.3 Views of respondents on access to basic education by girls in Awka
North L.G.A
4.4 Views on the level of education of parents and education of the girl child
4.5 Views on the level of income of parents and education of the girl child
4.6 Views on the government and girl-child education
4.7 Cross tabulation of research variables
4.8 Test of hypotheses
4.9 Discussion of findings
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary of findings
5.2 Limitations of the study
5.3 Implications of the study
5.3.1 Implications for social policy
5.4 Conclusion
5.5 Recommendations
REFERENCES
APPENDICES
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The girl-child, according to Offorma (2009) is the biological female offspring from birth to 18 years of age. This is the age before one becomes young adult. This period covers the crèche, nursery or early childhood (0–5years), primary (6–12years) 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. At this stage, 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 (Offorma, 2009).
The position of the girl-child in the family and the society at large has biological and historical antecedents. Buttressing this fact, Oyigbenu (2010) observed that the girl-child, and indeed women the world over, especially in Africa and Nigeria, have had their destiny sealed from birth by tradition and culture on account of their sex. Continuing, Oyigbenu (2010:7) disclosed that they have been called the weaker sex in order to justify societal discrimination and oppression against them.
They must remain silent hewers of wood and drawers of water, bearers of children, and toilers of arduous labour from sun-rise to sun-down. They can be seen but not to be heard in both the private and the public spheres of decision making. The girl-child by the natural status ascribed to her by male-defined norms of societal conduct and behaviour remains a property to be owned and commoditized. Consequently her rights appear to be circumscribed by tradition, custom, and the chauvinism of male patriarchy in most cultures.
A consequence of the above scenario is that right from birth the girl-child is placed on an unequal position with the male child thus putting her chances and extent of possible life achievement in jeopardy. One major area this unequal treatment is manifest is in the area of formal education. Without education the girl child suffers. This is aptly summarized by Hagher (2002) when he noted that without school, no job; without job, no husband, and no beautiful clothes.
This position is supported by Oyigbenu (2010) when he stated that lack of access to education is indeed the end of the world, because without it there is certainly no future for the girl-child in the strict sense of full inclusion and participation in the development process, self actualization, self-fulfilment and personal freedom. The need to educate the girl child is informed by the fact that purposeful occupational achievement and satisfaction is ensured by deep self-awareness and understanding which can only be achieved through the provision of effective and functional education.
This, according to Oniye (2003), is likely to guarantee women empowerment with its root based on women’s struggle to improve their status. The empowerment suggested is such that entails the process of challenging power relations and of gaining wider control over source of power and economic self-sustenance. This, however, cannot be achieved without the provision of reasonable access to formal and functional education to the women folk. This is based on the premise that education has been adjudged to be a viable instrument of positive change (Oniye, 2003; National Policy on Education, 2004).
From the foregoing, it could be understood that there tends to be a general belief that the girl-child is not given equal educational opportunities like their male counterparts due to a number of socio-cultural and socio-economic factors. For instance, scholars like Oleribe (2002a & 2002b), Oniye (2003) Akufua (2008), and Offorma (2009) have identified such factors to include poverty, gender, too much responsibilities being given to girls, and the level of education of parents.
Amao-Kehinde (2001) observed that girls between the ages of 6 and 12 years tend to be given more responsibilities than boys. Time spent on household duties reduces study time for young girls (Nwaji, 2011). Some parents also create disparity in the home by saddling the girls with work which will not give them enough time to read all in the name of preparing her for her role in the kitchen (Omolewa, 2008).
In some parts of the country where female seclusion is practiced, women have less access to education because many parents feel reluctant to send their daughters to school. Nwankwo (2007) believes that preference is still given to the schooling of boys to that of girls in some families. To some families, Nwankwo (2007) noted, there is little or no point spending their money educating women since they are often considered other people’s property.
Thus, it is believed that there is no need to make sacrifices to send the girl child to school. This actually affects national development, considering the high population of females in Nigeria.
(Maduewusi, 2001). Nwankwo (2007) also noted that sometimes, when parents could not cope with economic pressures in the home, women (girls) will be withdrawn from school to give way for the boys who are regarded as the breadwinners.
Eboh (2001) observed that the girl-child is used most often to fight poverty in the family by withdrawing them from school to do street hawking, prostitution or begging or given out in early marriage. Ezema (2009) pointed out that men are ever anxious to get their daughters married off in order to use the bride prize to solve problems.
Added to the above, the level of education of parents tends to influence their attitude towards the education of the girl-child. This is the opinion of Lawal (2003) who observed that majority of female children from educated parents or foster parents tend to be encouraged to acquire Western education unlike those of not very educated parents.
This is so because it is believed that educated parents are well versed on the benefits of educating the girl-child unlike those still unable to look at the essence of education above cultural or traditional perspective.
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