TABLE OF CONTENT
Title page
Approval page
Dedication
Acknowledgment
Abstract
Table of content
CHAPETR ONE
1.0 INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPETR TWO
2.0 LITERATURE REVIEW
CHAPETR THREE
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
Abstract
Increasing attention has been given to the importance of achieving gender equality in education. To date, however, most efforts have focused on addressing gender parity – an equal number or proportion of girls and boys accessing educational opportunities. Although simple gender parity may be easier to measure, gender equality encompasses a wider concept, of which gender parity is only a part. Gender equality moves beyond access and requires that girls and boys also experience the same levels of quality and outcomes of education. The research was guided by two research questions ant research hypotheses, the researcher adopt a survey research design for the study.
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
One of the key impediments to achieving gender equality in education is that it cannot be addressed in a vacuum; rather, educational institutions are products of the inequalities that exist in larger society. Educational institutions are shaped by the societal forces that perpetuate gender‐based discrimination; yet, they can also be essential tools to effect great change throughout a community or social context. Behaviours and beliefs formed in schools and educational institutions can have a lasting impact on gender relations in society. Education systems are both a result of external forces and instrumental to perpetuating or alleviating gender disparity around the world. While gender equality in education necessitates that girls and boys have equitable educational conditions, treatment and opportunities, policymakers and practitioners have different rationales for improvement. The need to address gender inequality permeates the Millennium Development Goals (MDGs), United Nations Educational, Scientific and Cultural Organization (UNESCO) Education for All (EFA) goals, and development‐agency policy and practice. Yet, reasons for gender equality range from arguments for social and economic efficiency to the fulfilment of human rights and/or empowerment of girls and women. Gender analysis is a prerequisite to ensuring that every step of design, planning, implementation and monitoring and evaluation of education policies and programmes takes into account existing gender disparities. It creates the opportunity for users to address gender needs throughout the life cycle of the intervention. By illuminating differences of gender, it allows users to evaluate the way in which interventions will impact gender roles, relations or responsibilities. In order to ensure the effective. The Universal Basic Education (UBE) Programme is an educational programme aimed at eradicating illiteracy, ignorance and poverty. The implementation of the UBE scheme in Nigeria started with its official launch on 30th September 1999 in Sokoto, Sokoto State. The vision of the programme is that at the end of 9 years of continuous education, every child should have acquired appropriate and relevant skills and values and be employable in order to contribute their quota to national development (Tahir, 2005). The programme if properly implemented would help the country achieve the following: quality education, achievement of the MDGs, more jobs for Nigerian citizens, curbing of indiscipline and crime, reduction in child labour, reduction of gender imbalance in educational attainment, reduction of the level of poverty, better health for the Nigerian child, motivating students to enroll in schools (Anaduaka & Okafor, 2013). The UBE act of 2004 covers; (i) Early Child Care Development and Education (ECCDE) (ii) Six years of primary Education (iii) Three years of junior secondary education. (Tahir, 2005). Furthermore, the guideline for the implementation of UBE in primary schools outlined the targets of the programme as follows:
- Ensuring that every primary school-age child is in school.
- 100% transition to JSS at the end of six years of primary education.
iii Completers of primary education to possess literacy, numeracy and basic life skills, as well as ethical moral and civic values.
- All teachers in primary school to possess the Nigerian Certificate of Education (NCE).
- Review of primary education curriculum to conform to the reform agenda. Good classroom teaching is an imperative for achievement by both boys and girls, but more so for girls who have little or no learning time outside school. There is need to continue to explore various approaches which will enhance the teaching and learning environment bringing education in harmony with the local context and at the same time giving it the props for further development. Intricately intertwined into the quality of education is access to schooling and retention of girls. In this respect the potential of the school curriculum in attracting and retaining girls has not been given the attention which it deserves. Its starting point was an adaptation of western curricula and bore little relevance to the lifestyle of the children. Hence in learning, children in Wammako local government area of Sokoto state were enlighten on the need to effectively participate in education.
In Nigeria, concerns have been expressed on the glaring educational Inequalities in the education sector which has created a lot of gaps and marginalization among groups in the education sectors. For instance, Yusuf (2003) opined that the classification of many states in the North as “Educationally Disadvantaged-States” has not even remedied the situation. There have been a lot of discrepancies and Inequalities between the regions in education. One important question to answer is that if the Nigerian education sector is adequately effective to prepare individuals towards attaining the best in life coupled with the Inequalities in the sector? According to Dogra (2011), “there are some major Inequalities in today’s education system which should be addressed and solved, if future of the country has to be secured. It will require a lot of initiative, zeal and hard work on the part of government authorities, education stakeholders, schools and teachers to do away with these negatives (Inequalities) plaguing the education sector”. In line with these views, Igbuzor (2006) also highlighted that the importance of education to human beings cannot be over emphasized. Education is a human right that should be accorded to all human beings solely by reason of being human. For this reason, a lot of international human rights instruments that provide for education as a fundamental human right has been propounded. These include the Universal Declaration of Human Rights (1948), the International Covenant on Economic, Social and Cultural Rights (1966) and the African Charter on Human and Peoples’ Rights (1981) (Igbuzor, 2006). Also, Agwagah and Aguele (2007) asserted that gender imbalance in education is a major issue desired to be given needed emphasis in the on-going UBE reforms embarked upon by the Federal Government of Nigeria. Participation in Basic education in Northern Nigeria as compared to the south is very low. The disparity in basic education between the north and the south is historical (Okobiah, 2002). Government has taken several measures to check this imbalance. Despite government commitment to improve girls’ participation in basic education, the participation of the girl is still behind that of the boys (Olarewaju, 2002). In the same vein, Nneka and Anaekwe (2006) reported that females are grossly under-represented in terms of enrolment, participation and achievement in basic education. Also, Agwagah and Aguele (2007) asserted that gender imbalance in education is a major issue desired to be given needed emphasis in the on-going UBE reforms embarked upon by the Federal Government of Nigeria.
1.2 STATEMENT OF THE PROBLEM
There were more boys than girls participating in primary education in Wammako local government area of Sokoto state. Despite the growth of education in Northern Nigeria in the early 2000s, the introduction of UBE in 2003 and the legal policies concerning education, gender disparity in education still continue to prevail with regard to enrolment of girls, their retention, as well as girls’ participation in education (UBE, 2007). Government of Sokoto state has establish measure to improve the access of female children to primary education in order to allow their full participation in education. Although the impact of gender roles on girls’ participation in education is acknowledged but few studies address them; among those studies are (Oxfam GB, 2007 Fant, 2008 and Kamwendo, 2010) those factors This therefore causes a lot of concern to the researcher and call for gender diagnosis.
1.3 OBJECTIVE OF THE STUDY
The study has two objectives; the broad and the specific objective, the broad objective is to analyzed the participation in education by gender and location in the primary schools in Wammako LGA of Sokoto state; the specific objectives are;
- i) To examine the effect of school location on the participation of female pupils in Wammako LGA
- ii) To examine ways of improving female gender participation in primary education in Sokoto state
iii) To proffer suggested solutions to the identified problem
1.4 RESEARCH QUESTIONS
The following research questions were formulated by the researcher to aid the completion of the study;
- i) Is there any effect of school location on the participation of female pupils in Wammako LGA?
- ii) Are they possible ways of improving female gender participation in primary education in Sokoto state?
1.5 RESEARCH HYPOTHESES
The following research hypotheses were formulated by the researcher to aid the completion of the study;
H0: There is no significant relationship between school location and gender participation in primary school education
H1: There is a significant relationship between school location and gender participation in primary school education
1.6 SIGNIFICANCE OF THE STUDY
The study investigate the factors that analysis the participation in education by gender and location in primary school in wammako local government sokoto, sokoto state. This research is of great importance to many educational stakeholders who are directly or indirectly affected by the situation. It intends to educate, explore student on academic research by analyzing the concept, the rate of participation in education by gender and location in primary schools, wamakko local government in sokoto state. It will guard student researchers by analyzing the basic obstacle or challenges faced by both genders student in education in primary schools operating under wammako local government. It will help the researcher as well as the professionals dealing with educational sector with understanding of factual situation by analyzing activities surrounding the gender participation in wammako education system. It is important in enlightening the percentage level of both gender of student in wammako system. It will diagnose and provide solution to problem faced by either gender student i.e. economic or finance, environmental, insecurity, lack of western education by children parent. It will enhance and help educational administrator in wammako local government by making the insecurity challenges faced by both gender in the process of acquiring western education.
1.7 SCOPE AND LIMITATION OF THE STUDY
The scope of this study covers analysis of participation in education by gender and location in primary school. The study focused on the disparity between female and male gender participation in primary education in the study area. The study was also limited to Wammako local government area because of several factors:
- a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
- b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher have to combine other academic activities and examinations with the study.
- c) FINANCE: The finance available for the research work does not allow for wider coverage as resources are very limited as the researcher has other academic bills to cover.
1.8 OPERATIONAL DEFINITION OF TERMS
Education
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research
Gender
Gender is the range of characteristics pertaining to, and differentiating between, masculinity and femininity.
Location
In geography, location and place are used to identify a point or an area on the Earth's surface or elsewhere
Primary school
A primary school, junior school or elementary school is a school for children from about four to eleven years old, in which they receive primary or elementary education.
1.9 ORGANIZATION OF THE STUDY
This research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview, of the study), statement of problem, objectives of the study, research question, significance or the study, research methodology, definition of terms and historical background of the study. Chapter two highlight the theoretical framework on which the study its based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study.
