the contribotion of women education in national development; Kano municipal, Nigeria

THE CONTRIBUTION OF WOMEN EDUCATION IN NATIONAL DEVELOPMENT

IN KANO MUNICIPAL,

KANO STATE

NIGERIA.

BY

YASIR MMMMMMM

SAFIYAN ABDULLAHI 07/023---,

KHADIJAT ABDULKARIM 07/0237

FAITH-ROSE YUSUF 07-023---

SAADATU RIMI COLLEGE OF EDUDATION KANO,

FACULTY OF ART AND SOCIAL SCIENCES,

DEPARTMENT OF SOCIAL STUDIES.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF

NIGERIAN CERTIFICATE IN EDUCATION (N.C.E).

© DECEMBER, 2011.

CHAPTER TWOPRECOLONIAL PERIODDuring the pre-colonial era, Nigerian women contributed to the sustenance of the kin groups. Pre-colonial Nigerian economy was basically at a subsistence level, and Nigerian women participated effectively in this economy. Apart from being mothers and wives and taking charge of the domestic sector, women contributed substantially to the production and distribution of goods and services.In the agricultural sector, the women farmed alongside theirhusbands and children. In south eastern Nigeria, women also took part in the production of palm oil and palm kernel. They also participated in local and long distance trade in different parts of Nigeria and were fully involved in the procurement and sale of various food items and related commodities.

Women in pre-colonial Nigeria were fully involved in food processing, for example, fish drying (especially in the coastal areas of Calabar, Oron and the Niger Delta area), garri processing et cetera. In eastern Nigeria, the women ofOkposi, Uburu and Yala were very active in salt production.Women were engaged in pottery making, especially in Afikpo in present day Abia State, and in weaving. In northern Nigeria, even the women in purdah were involved in food processing and also traded with the aid of their children. Most often, these women supplied the means of sustenance forentire households.Pre-colonial Nigerian women also provided health care and spiritual services, extensively. Most traditional religions feature immortal females as goddesses. Most goddesses in Nigeria were portrayed as river goddesses, fertility goddesses and earth goddesses. In the Niger Delta area, women provided music, songs and dances required during religious activities. Women also officiated as priestesses, diviners, healers, traditional birth attendants, and oftentimes as custodians of sanctuaries for gods and goddesses.The legal status of Nigerian women in pre-colonial times needs highlighting. Under the pre-colonial customary laws inmost Nigerian societies, women were considered free adults. At the same time, certain limitations were imposed which subordinated them to male authority. Women had independent access to income. Since land was usually owned communally, whoever worked or tilled the land, whether male or female, derived the benefits. Nevertheless, women in many societies could not inherit land.Education in pre-colonial times was functional. It enabled women to obtain a skill in order to earn a living. Ogunsheye(1999) observes that "a woman who was without a craft or trade, or who was totally dependent on her husband, was not only rare, but was regarded with contempt" (Aliyu, 1992), Asregards politics, women in pre-colonial Nigeria were an integral part of the political set up of their communities.

Most often, they carried out separate functions from the men. These functions were fully complementary. In pre-colonial Bomu, for instance, women played active parts in the administration of the state. They held very important offices in the royal family, including the officesof the Megira (the Queen mother) and the Gumsu (the first wife of the Mai or King) (Ola, 1978).Women also played a very significant role in the political history of ancient Zaria. The modern city of Zaria was founded in the first half of the 16th centaury, by a woman called Queen Bakwa Turuku. She had a daughter called Amina who later succeeded her as Queen. Queen Amina was a great and powerful warrior. She built a high wall around Zaria in order to protect the city from invasion and extended the boundaries of her territory beyond Bauchi. The people of Kano and Katsina paid tributes to her. She turned Zaria intoa very prominent commercial centre. The story was not different in ancient Yorubaland. The Oba ruled with the assistance of a number of women refereed to as the ladies of the palace. The ladies of the palace consisted of eight titled ladies of the highest rank.The significant role played by prominent women such as Moremi of lfe, Emotan of Benin and Omu Okwel of Ossomari in the precolonial history of Nigeria cannot be ignored. Moremiand Emotan were great amazons who displayed tremendous bravery and strength in the politics of lfe and Benin respectively, while Omu Okwei dominated the com mercial scene of Ossomari in present day Delta State (Omu and Makinwa, "1976).

THE COLONIAL PERIODThe colonial economy was an export oriented one and it seriously undermined the prestige of the traditional occupations of Nigerian women. While it placed women at a great disadvantage, it enhanced the economic status of the British, Lebanese, Syrian and a few male Nigerian merchants.

Many of the smaller markets hitherto dominated by women gradually disintegrated as a result of the emergence of expatriate firms such as John Holt, United African Company (U AC.), Lever Brothers et cetera. Women were denied access to medium and large scale loans which were vital in operating at the bulk purchase level of the colonial economy. In agriculture, cash crop incentives, technology and innovations were restricted to men (Curtin, 1964). Colonial policies and statutes were clearly sexist and biased against women.During the colonial period, education was functional. The curricula emphasized religious instruction and clerical! skills for boys and domestic science for girls. Technological and scientific based education was not encouraged. The curricula for girls enabled them to become good housewives, rather than income earners.As regards politics, colonialism affected Nigerian women adversely as they were denied the franchise and very few of them were offered any political or administrative appointments. For instance, it was only during the 1950s that three women were appointed into the House of Chiefs, namely Chief (Mrs) Olufunmilayo RansomeKuti (appointed into the Western Nigeria House of Chiefs); Chiefs (Mrs) Margaret Ekpo and Janet Mokelu (both appointed into the Eastern Nigeria House Of Chiefs). It was also only in the 1950s thatwomen in Southern Nigeria were given the franchise. The women's wings of political parties possessed very little functional relevance.

THE POST-COLONIAL PERIODDuring this period, Nigerian women began to play very activeroles in various aspects of the nation's development, and assumed a more critical role in traditional agriculture. Particularly as a result of the large scale exodus of able-bodied men to wage labor; Nigerian women took over an increasing portion of the burden of food production, contributing between 50 per cent and 70 per cent of Nigeria's food requirements.

While the situation in the public sector remained unsatisfactory, it was markedly different from what had obtained during the pre-colonial! and colonial times. Five years after independence, only 6.9 per cent of the salaried workforces were women; by 1970, 8.7 per cent of the total number of established staff in the Federal Civil Service were women. In 1980, the percentage of women had risen to 12.6 per cent. Similar pat terns were maintained in State Civil Services.In 1979, women constituted 4,9 per cent of agricultural manpower in Nigeria, 1.4 per cent of artisans and craftsmen,and 1.6 per cent of the professional/sub-professional! group. It was only in the medical sector that women constituted 84.3 per cent of dieticians and 80.2 per cent ofnurses.The position of women in education in post colonial Nigeria has not improved much. According to the Population ReferenceBureau, in1981, only 6 per cent of adult Nigerian women wereliterate. By 1979, 72.9 per cent of urban girls and 80.08 per cent of rural girls were not attending school.University admission figures also reflect a low percentage of female entries in the new era. Successive postcolonial governments have encouraged female education and expanded educational facilities for g iris. In spite of these efforts, however, the impact on women is still low. Some of the factors that militate against women's education in the country include the perception that women needed to be educated only to be good housewives and the high dropout rate amongst women.The economic recession since the mid1980s is also affecting women's education in Nigeria. As a result of increasing costof education, most parents, especially in the rural areas, prefer withdrawing girls from school, instead of boys. To stem this tide, some State governments have passed edicts granting free education to girls up to certain levels, in other states, women with children are allowed to attend school and it is considered an offence to withdraw a female child from school before a stipulated age. Early marriages

by girls are frowned upon by many States and women's organizations. A Women's Education unit was established at the Federal Ministry of Education to encourage women education. Subsequently, all State Ministries of Education did same.The legal system inherited from the colonial era placed manyobstacles on the way of women's self advancement and participation in national development. For instance, mined women had to obtain their husband's written permission to obtain inter national passports. Until very recently, women were not allowed to stand bail for a suspect. The statutory provisions still do not favor women in many respects, including divorce and inheritance. The role of women in Nigeria's post1960 politics has not been reflected sufficiently, in terms of appointments to policymaking posts. In spite of massive support given to various political parties by women, women organizations, market women movements etc., until recently, very few women benefited from political patronage.In Southern Nigeria, women already had the franchise by 1960; thus in 1960, Mrs. Wuraola Esan from Western Nigeria became the first female member of the Federal Parliament. In1961, Chief (Mrs) Margaret Ekpo contested elections in Aba Urban North constituency under the National Council of Nigerian Citizens (NCNC) platform and won, becoming a memberof the Eastern Nigeria House of Assembly until 1966; Mrs. Janet N. Mokelu and Miss Ekpo A. Young also contested elections, won and became members of the Eastern House of Assembly.In northern Nigeria, however, women were still denied the franchise even after independence. As a result, prominent female politicians like Hajia Qambo Sawaba in the North could not vote and be voted for. It was only in 1979 that women in northern Nigeria were given the franchise, following the return to civilian politics.During the Second Republic (19791983), there was further progress. A few Nigerian women won elections into the House of Representatives at the national level. Some of these

women were Mrs. J. C. Eze of the Nigerian People's Party (NPP) who represented UzoUwani constituency in former Anambra State, Mrs V.O. Nnaji, also of NPP who represented lsu and Mrs Abiola Babatope of the Unity Party of Nigeria (LJPN) who represented Mushin Central II of Lagos State. But, on the whole, very few women won elections into the State Houses of Assembly during the Second Republic.During the same period, only two women were appointed Federal ministers. They were Chief (Mrs) Janet Akinrinade who was Minister for Internal Affairs and Mrs Adenike Ebun Oyagbola, Minister for National Planning. Mrs Francesca Yetunde Emmanuel was the only female Permanent Secretary (first in the Federal Ministry of Establishment and later Federal Ministry of Health).A number of women were appointed Commissioners in the states. In 1983, Ms Franca Afegbua became the only woman to be elected into the Senate. Also, very few women contested and won elections into the Local Government Councils during this time.With the return of military rule in December 1983, the firstformal quota system was introduced by the Federal Governmentas regards the appointment of women into governance. The Buhari administration directed that at least one female mustbe appointed a member of the Executive Council in every state. All the states complied with this directive; some states even had two or three female members. In the early 1990s, two women were appointed Deputy Governors. These were Alhaja Latifat Okunu of Lagos Slate and Mrs Pamela Sadauki of Kaduna State. Chief (Mrs) D.B.A. KLiforijiOlubi served as Chairperson of a bank, i.e. the United Bank for Africa PLC. Later on, Dr Simi Johnson and Eniola Fadayomi served as Chairpersons of Afribank International Nigeria and Allied Bank Nigeria PLC, respectively. There was, however, no female minister. There was also, no female member of the defunct Supreme Military Council or the later Armed Forces Ruling Council.In the 1990 elections into local governments heralding the Third Republic, very few women emerged as councilors and

only one woman, Chief (Mrs) Titilayo Ajanaku, emerged as Chairperson of a Local Government Council in the West. During the gubernatorial elections, no female governor emerged in any of the states. Only two female Deputy Governors emerged, namely: Alhaja Sinatu Ojikutu of Lagos State and Mrs. Cecilia Ekpenyong of Cross River State. In the Senatorial election held in 1992, Mrs. Kofo Bucknor Akerele was the only woman who won a seat in the Senate. Very few women won election into the House of representatives. One of these few was Chief (Mrs) Florence Ita Giwa who won in the Calabar Constituency under the banner of the National Republican Convention (NRC). Amongst the members of the Transitional Council appointed by President Babangida in January 1993, only two were women, namely Mrs. Emily Aiklmhokuede and Mrs. Laraba Dagash.In the Interim National Government of Chief Ernest Shonekan,two female ministers were appointed into the Cabinet. General Abacha had a number of female Ministers at various times in his cabinet, including Chief (Mrs) Onikepo Akande and Ambassador Judith Attah.During the military regime of General Abdulsalami Abubakar (June 9, 1998 May 29, 1999), there were two women in the Federal Executive Council: Chief (Mrs) Onikepo Akande (Minister for Commerce) and Dr. 1araba Gambo Abdullahi (Minister of Women Affairs).In the Fourth Republic which started on May 29, 1999, the Nigerian political terrain has witnessed an increase in the number of women political appointees, even though women did not perform well at the elections. In the elections held before May 29, 1999, few women emerged as Chairpersons of local government councils. A number of women won elections as Councilors. There is no female Governor in any State of the Federation. Only Lagos State produced a female Deputy Governor in the person of Senator Bucknor Akerele.In the National Assembly, there are only three women in the Senate, namely: Chief (Mrs) Florence Ita Giwa representing Cross River State South Senatorial District; Mrs Stella Omu from Delta State and Hajiya Khairat Abdul-Razaq (now Hajiya

Gwadabe) representing the Federal Capital Territory. There are only 12 women In the House of Representatives and these are: Barrister lquo Minimah, Mrs. Patience Ogodo, Lola Abiola Edewor, Patricia 0. Etteh, Dorcas Odujinrin, J.F. Adeyemi, Binta Garba Koji,Gbenni Saraki, Florence Aya, Lindaikpeazu, Temi Harrinnan and Mercy Almona lsei.In the State Houses of Assembly very few women emerged as members. While in some States, one or two women emerged in the Houses, most other states have virtually no females in their legislatures. States like Cross River, Akwa I born State, Rivers, Lagos and many others do not have female members in their State Legislatures.Women have been appointed as Commissioners and therefore members of the Executive Councils in all the states, but while some states have one female, others have two females in the Executive Councils. President Olusegun Obasanjo has appointed a number of women into the Federal Executive Council. They are Dr. (Mrs) Kema Chikwe (Minister of Transport), Mrs. DupeAdelaja (Minister of State Defence), Dr. (Mrs) Bekky Ketebuigwe (Minister of State, Ministry of Solid Minerals), Dr. (Mrs) Amina Ndalolo (Minister of State,Federal Ministry of Health), Mrs. Pauline Tallen (Minister of State, Federal Ministry of Science and Technology), and Hajia Aishatu Ismaila (Minister of Women Affairs). Chief (Mrs) Titilayo Ajanaku is the Special Adviser to the President on Women Affairs.From the foregoing, it is evident that only very few Nigerian women have participated and emerged in Nigeria's political landscape, in spite of the pioneering efforts of women like Funmilayo Ransome-Kuti and Margaret Ekpo since the 1950s. Today, the number of women in top jobs is still nearly insignificant.

CHAPTER III

RESEARCH METHODOLOGY

3.0 INTRODUCTION:

This chapter explains in details the procedure for

methodology the researchers to employ in accomplishing the

objectives of the research study under the following sub-

topics these are ; The research design, population of the

study, sample and sampling procedures, instrument for data

collection, Distribution and analysis will be clearly

observed in this chapter.

3.1 RESEARCH DESIGN

Descriptive research would be used in the study to

determine the contribution of women education toward

national development. It’s a type of research that deals

with the presentation and organization of classified

obtained data effectively in a convenient form for

instance the of frequency distribution and simple

percentage.

the research is typically a discriminative form of

research “A kind of research that enable the researchers

to organizes and summarize data obtained/frequency

distribution obtained by calculating the core-value for

the whole data.

Research is designed to directs and determine the nature

of the situation as they exist at the time of conducting

the research. Air and Razuviech (1972)

Kolo (1992) socio-metric techniques are used mainly for

studying organizational structure of social group which

the subject are asked simply to indicate preference for

each other in an imaginary situation.

3.2 RESEARCH POPULATION

The population of this study is targeted at the entire

population of Kano metropolis, which constitute six (6)

local Government Areas Thus; Dala, Gwale, Fagge, Nasarawa,

Tarauni and Municipal. the researchers would sampled out 100

people that would be drawn from the target population.

3.3 SAMPLING PROCEDURE.

The methodology adopted for this selection is Random

Sampling Techniques, so that each member of the six (6)

Local governments would have an equal chance of being

selected. their is also mixture of classified or

systematic sampling and random sampling, Kerunge (1973).

3.4 INSTRUMENT FOR DATA COLLECTION

The main instrument used for data collection for this

study is questionnaires, this instrument is the most

appropriate tool for collection of data in this research

study, the questionnaire which is based on the

contribution of women education in national development

in Kano metropolis, the questionnaire were designed to

elicit information in accordance with the subject matter.

3.5 DATA DISTRIBUTION

One hundred (100) sets of questionnaire on the rights

of people with special needs would be distributed and

administered to the randomly selected subjects, one

hundred (100) sets of questionnaire for each of the three

(3) senatorial districts of Kano which serves as sampled

out of the subject.

3.6 DATA COLLECTION PROCEDURE

After the distribution and administration of the

questionnaire, to the randomly selected people of Kano

metropolis the respondents were given time to answer the

questions provided on the questionnaire, they are expected

to answer what they deemed best for the question being

asked, the researchers would then return to collect the

completed questionnaire.

3.7 DATA ANALYSIS PROCEDURE

The researchers wish to apply a simple percentile

technique for the analysis of the obtained data, in this

regards to the statement mentioned on the questionnaire.

Therefore the procedure for data analysis would be simple

percentage.

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 INTRODUCTION

This chapter presents and analysis’s the data obtained

during study and make analysis of the obtained data, the

data were presented accordance with the designed

questionnaire for the research base on the title;

contribution of women education in national development in

Kano metropolis.

The data obtained were presented in tabular form and

converted into percentages for easy interpretation. A

total number of 120 questionnaire administered to the one

hundred respondents sampled out of the target population

for the research study, the essence of this is as a result

of impromptu and indefinite douser of the study hence the

researchers may not retrieved all the questionnaire

administered with out any missing, damage, invalid ones form

the respondents.

4.1 DATA PRESENTATION, ANALYSIS AND INTER4.1 DA

Question one:

The socio-economic background of parents affects the

enrolment of females in education and carriers that would

explore their potentials.

Table 1.

RESPONSE RESPONDENTS PERCENTAGE%Agree 72 72%Disagree 28 28%TOTAL 100 100%

72 out of the total respondents agreed to the assertion,

constituting 72%. While 28 out of 100 respondents disagreed

to the assertion constituting 28%.

This indicate that, the majority of the population

admitted that parental socio-economic status have effect on

women education.

Question two:

Religious belief and practice do not permit female to

interact freely with person s that are not closely related

to them.

Table 2.


67 Out of 100 the respondents agreed to the fact that

religious belief and practice do not allowed females to

interact freely with any one who is not their siblings,

which constitutes 67%, while 33% out of 100 disagreed to the

motion constituting 33%. This clearly reveals that religious

belief and practice have negative effect on women education

in Kano metropolis.

Question Three,

3. Traditional and cultural beliefs discourages females

from competing with their male counterparts in any field of

endeavor

Table 3.


57 respondents out of 100 agreed to the assertion which

constitutes 57% while 43 others disagreed to the assertion

construed 43%.

This indicates that more than half of the total respondents

admitted that traditional and cultural belief greatly have

effect on women education in the state.

Question Four:

.4 Early marriage of female in the societies reduces

their chance of attaining or exploring their potentials.

Table 4.


82 respondents out of 100 agreed to the fact that early

marriage of female among societies reduces their chances

greatly in contribution to national development in Kano

metropolis. While 18 others disagreed to the fact,

constituting 18%.

This is obvious that, early marriage of females in the

societies seriously affects women education in development

in kano metropolis.

Question Five:

. 5 the effects of gender disparity are generally

initiated by parents at home, hence parents provides toys

like car, bicycles bikes for boys while toys like babies,

kitchen utensils for girls.

Table 5.


The question above generated 100resopndents to agreed

with the assertion that parents provide masculine toys for

boys and feminist toys for their girl child which

constitutes 100%.

This clearly revealed that parents were the first to

initiates gender disparity right from infancy at home and

later have great influence on female education.

Question Six:

6 Females generally belief that they are not equal

with their male counterparts in all aspects of human

endeavor and so prefer to choose less professional courses

Table 6;


The question above generated 74 respondents out of 100

agreed to the assertion that psychologically, females do not

sees themselves as equal with their male counterparts in all

aspect, this constitutes 74%. While 26 respondents disagreed

to the assertion which constitute 24%. In this regards, it

weakens their chance of being fully educated and endowed to

contribute to national development.

Question Seven:

7. in societies, females are considered to be inferior, and

therefore are not supposed to rule or lead their male

counterparts.

Table 7.


The above table generated 52 out of the total

respondents agreed to the fact, constituting 52%, while 48

out of 100 disagreed with the fact constituting 48%.

This indicated that majority of the respondents hold the

belief that females are considered to be inferior to their

male counterparts which poses a serious treats on women

education and the contribution to national development at

large.

Question Eight:

8, Male teachers in schools have more intimacy and interact

freely with male student than females.

Table 8,

RESPONSE RESPONDENTS PERCENTAGE%

Agree 68 68%Disagree 32 32%TOTAL 100 100%

The above table generated 64 people out of 100

respondents agreed to the statement above, constituting 68%,

while 32 out of the total respondents disagreed to the

statement which constitutes 32%.

From the above responses it is clear that male teachers

interacts freely with male students than females students,

this makes it difficult for the females students to acquire

quality education that would make them a great leaders of

tomorrow that would contribute greatly to national

development.

Question Nine:

. 9 Females should study courses that would make them good

house wives and mothers.

Table 9,

RESPONSE RESPONDENTS PERCENTAGE% Agree 64 64%Disagree 36 36%TOTAL 100 100%

The table above generated 64 responses out of 100

respondents agreed to the statement above which constitute

64% and 36 others disagreed to the statement which

constitute 36%.

Question Ten.

10. Give any additional information to why females are not

fully educated to contribute their own quota to national

development. in national development.

RESPONSE;

Non of the respondents give any additional information to

the question above, instead some respondents repeats what

have been asked previously on the questionnaire.

SUMMARY OF THE FINDINGS.

From the results generated on the study, the analysis of

respondents on the contribution of women education in

national development in Kano metropolis clearly indicates

that, the major constraints militating against the

enrolment, participation and contribution of women education

in national development in Kano metropolis were found to be

the following;

● The socio-economic status of parents

● Feminist biases

● Early marriage of female

● Religious/ Cultural beliefs

● Lack of carrier guidance and counseling in all level

of education for female students to choose and pursue

professional carrier/course.

Were found to be most impending constraint to the

contribution of women education on national development

Especially in Kano metropolis of Kano state and beyond.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.0 INTRODUCTION;

This chapter summarizes the previous chapters in the

research study and make conclusion to the research as well

as providing possible recommendations to remedy some of the

problems identified during the course of the study if

properly and appropriately applied and adopted, which the

researchers felt it would bring out the maximum output of

women education for national development to its peak.

5.1 SUMMARY.

Generally education have been the bases of academic and

national development, this is because of the vital role it

plays in rising the quality and standard of mankind. With

the realization of this fact, Nigerian government has

embarked on worth-while activities such as financial

investment on technical education. Contrary to this emphasis

made by federal government of Nigeria, (F.G.N) studies have

clearly shown that general enrolment and participation of

females/women in education have been found to below

expectations.

In addition, Nigeria has been rated very low in terms

of human development, this is due to some number of reasons

which include; poor attitude of general public towards women

education, the policy of government over the years which

have neglected the role of women in national developmental

activities and hence the advancement of women educationally,

the universal basic education (U.B.A) program of the

democratic dispensation has been launched with the aims of

making education compulsory at primary and secondary school

level with the view of eradicating illiteracy among adult in

near future, it is also aimed at eradicating gender

disparity which has characterized the educational landscape

in Nigeria.

What have been presented below are the details findings

of the research concerning the contributions of women

education in national development in Kano metropolis. For

proper presentation, the summary of the findings consist of

the following;

The patens of responses generated on the enrolment and

participations of women education tends to geared at;

(A). There is no much encouragement and support towards

the education of girl-child and women in the

state.

(B). The response generated reveals the evidence of

gender disparity in employment, assignment of high

task and promotion opportunities for women to be

educated and contribute to national development.

(C). It also revealed practically that early marriage

of females in societies really retards their

chance of full participation and enrolment in

field of education that would promote women to

higher levels for national development.

(D). It also reveals that most parents contribute or

influences gender disparity right from home, hence

they tends to provide masculine toy to their male

child and feminist toys to the girls.

(E) The respondents also reveals that most females

students do not understands sciences and other

challenging subjects/courses that would promotes

them to next level of status, therefore, the

researchers felt that these poses a great set back

on women to be fully endowed and contribute to

national development.

5.2 CONCLUSION.

The need to empower Nigerian women can not be over emphases

especially in this democratic dispensation where the society

recognized the need for every individual to develop their

potentials and contribute to the development of this nation,

it is therefore, imperative that councilors creates general

awareness on the on the benefits that could be derived from

empowering women as well as assisting Nigerian women to

assert their rights and contribute meaningfully to national

development.

However, if the remedies and recommendation provided in

this chapter are adopted and applied, if the courses of low

participation and empowerment of women education in all

aspect of human endeavor among Nigerian societies is not

completely eradicated among Nigerian society, then it would

surely minimized the trend to the lowest rate.

5.3 RECOMMENDATION

To achieve maximum output of the participation, enrolment,

empowerment of women education for national development

amongst Nigerian society, here are some proposals for active

plan which will hopefully results to active participation,

enrolment and empowerments of women education for national

development at all level.

This include active involvement of the stake holders

and other organizations thus;

I. The government.

II. Education authority.

III. General public.

IV. Women organization and feminist group.

V. Professional bodies.

VI. Political Parties.

Among others should co-operate towards achieving the

set objectives.

THE GOVERNMENT.

The government is fully aware of the vital role of

women education for national development. Therefore, The

government should strive to educate girls child/women in any

way, there is enough evidence that indicates that Nigerian

women are not receiving the expected education, as a matter

of fact it should see that policy implementation in the

following action;-

(a) unveiling the statistics on women education

in primary and secondary school level, it is

clear that material of education do not

include gender biases, this particularly

causes the low participation and enrolment of

females in field of education , and

therefore, should be stopped.

(b) To provide incentives for girl-child in

schools to be recognized and this would

discourages young females from early marriage

and would have the need to be encourages to

develop their maximum potentials.

(c) Government should get-together with

employment and labor union to get away of

alleviating the burden of discrimination in

terms of work force.

(d) The government should as well set up a trust

found to carry out research on the problems

of women education in all levels of education

and work force.

EDUCATIONAL AUTHORITY.

Government policy on education are interpreted and

implemented by education authority to provide curriculum to

train teachers and also facilities and climate which the

curriculum operates, the education authority set strategies

in solving the problems of women education at all level for

tackling the problems, the education authority has a role to

play.

Thus; promoting public opinion through innovative

educational practice.

To provide guidance and councilor for each school

on carrier choosing for female students.

GENERAL PUBLIC

Genera public in various work force and organization

should realized the needs of women to be fully educated and

empowered, since it has been recognized that public attitude

toward women in many field of endeavors are considered not

to compete with their male counterparts are one of the

factor that restricted women education in national

development which constitute 70% of the total population, as

interpreted and analyzed in previous chapters, there is need

to be aware of these needs

WOMEN ORGANISATION AND FEMINIST GROUP.

Women organization and feminist group have vital role

to play in reinforcing and re awaking women education in

human endeavors for national development in the country.

These can be done through introducing and exposing young

girls in elementary schools to high school professional’s

women of time and other top official women that have greatly

achievements in the society and beyond, as a role models or

mentor. The young girls would always strive hard to see that

they attain such positions or profile as they grow up.

another way is through the use of media, conferences,

publications or any other encouraging way.

PROFESSIONAL BODIES.

Professional bodies should be encouraged to carry out

enlightenments campaign in secondary schools to emphases the

involvements of girls in choice of professional

courses/subject that would explore their potentials for

national development.

Not with standing the points already outlined, in the

view of the fundamental role of women in national

development, there is a need to vigorously pursue the

following suggestive program.

Education of women forks, especially the rural women,

provision of basic education to all women should especially

junior staff in government employee should be given in-

service training, this will provide a multiplier effect to

the education of young women in the state and beyond.

POLITICAL PARTIES.

In this political dispensation, political parties

should pursue a vigorous enlightenment campaign on the

involvement of women in politics and bring out modalities on

mainstreaming them for elective positions, it is wise for

the government to embark on mass mobilization of men to be

trained in nursing and teaching professionals.

Women constitute a great percentage of the population in Nigeria are expected to contribute their quota to the development of the country. For individual and national development, it is crucial that females acquire formal education. However, a cursory look at the pattern of women’sinvolvement in education in Nigeria reveals abysmal low levels. In spite of all the laudable goals and objectives ofeducation, Nigerian women still suffer a lot of constraints and inhibitions which militate against their personal and national development.

REFERENCE

Ade wole A.R (1997), Women informal education, Journal of college of education, Sokoto, 1,

(3) 14-19.

Adefarasin H.A, (1987), Mobilizing Nigerian women forParticipation in national development, national seminar on social development policy, Nigeria, Vol-11. Zaranda hotel, Bauchi, Nigeria.

Agbala T, (1990), Women self-actualization and The theories of development, African urban quarterly.

Annual abstract statistics (1997) Abuja; Federal office of statistics.

Asun C.F, Baklit G, Okoye C,O (1997), Trends in women Education; an analysis of primary, secondary and university enrolment in Nigeria.

Awe B. (1990), The role of women in management capacities.

Ezeigbo A. (1996), Gender issues in Nigeria a feminist Perspectives, Lagos,

Nigerian federal ministry of education, (1981),National policy on education, pg- 49, Lagos

Nigeria.

Nigerian office of statistics, (1984), Annual report on Statistics of women in education, Lagos, Nigeria.

Okoji O, (2003), We need a woman president to Disgrace Nigerian men, Vanguard news paper, June 22, 2010.

Olacy E Williams B (1996), Changing the role of women in National development; Women department of the Nigerian enrolment, Oruwari Yomi (ed) Ibadan, Vantage publisher, 112-117.

Shonekan. (1987), Daily time news paper, November, 2, 1992. page 21.

The guidance (2003), U.N report rated; Nigeria the 148th In human development, news paper No. 64, July9, 2003.

APPENDIX

QUESTIONNIARE

SAADATU RIMI COLLEGE OF EDUCATION FACULTY OF ART AND SOCIAL

SCIENCES, DEPARTMENT OF SOCIAL STUDIES. KUMBOTSO, KANO STATE.

PMB 3218.

Dear respondent,

We are students of the above mentioned institute who wish to

carry out a research study on;

THE CONTRINUTION OF WOMEN EDUCATION IN NATIONAL DEVELOPMENT IN

KANO METROPOLIS.

Please kindly fill in the space provided accordingly and

tick each box below appropriately, your response would be

treated confidentially. It is hoped that the information you

provided would help in guiding the study

Therefore, you are expected to respond to this questionnaire

with sincerity and decency

You are expected to thick [ √ ]

(A) BIO DATA

Gender: Male [ ] Female [ ]

Age distribution: (a) 18-25 [ ] (b) 25-35 [ ]

(c) 35-45 [ ] (d) 45 and

above [ ]

Marital status; Married [ ] Single [ ) Divorce [ ]

(B) Educational Qualification:

(a) Adult literacy [ ] (b) primary school [ ]

(c) Post Pri. School [ ] (d) Graduate [ ] (e) NCE/ND [

] (f) HND [ ]

(g) Under graduate [ ] (h) Post graduate [ ] [ ]

others [ ]

(C) Details of employment.…………………………………………………

(D) Position/Rankin

office………….....................................……….

(E) KEY LEGEND:

A = Agreed. [ ]

B = Disagreed [ ]

1 The socio economic background of parents affects the

enrolments of female in education and other carrier

that would explore their potentials.

A = Agreed. [ ] B = Disagreed

[ ]

2. Religious belief and practice do not permit female to

interact freely with person s that are not closely related

to them.


[ ]

3. Traditional and cultural beliefs discourages females

from competing with their male counterparts in any field of

endeavor.


[ ]

4. Early marriage of female in the societies reduces

their chance of attaining or exploring their potentials.


[ ]

5. the effects of gender disparity are generally

initiated by parents at home, hence parents provides toys

like car, bicycles bikes for boys while toys like babies,

kitchen utensils for girls.


[ ]

6. Females generally belief that they are not equal

with their male counterparts in all aspects of human

endeavor and so prefer to choose less professional courses.


[ ]

7. in societies, females are considered to be inferior,

and therefore are not supposed to rule or lead their male

counterparts.


[ ]

8. Male teachers in schools have more intimacy and

interact freely with male student than females.


[ ]

9. Females should study courses that would make them good

house wives and mothers.


[ ]

10. Give any additional information to why females are not

fully educated to contribute their own quota to national

development.

………………………………………………………………………………………………………………………………………………………………

…………………………

Thanks for your

cooperation.

the contribotion of women education in national development; Kano municipal, Nigeria

Documents