In spite of various programmes put in place to promote Girl-Child education, it is disheartening to note that disparity in access to education still exists in favour of the male children.
National Report on Situation and Policy Analysis of Basic Education in Nigeria, 1993 indicated that some of the obstacles to female/Girl-Child education are historically, socially and culturally rooted. Thus discriminatory cultural practices, religious bias and socio-economic status are the bane of obstacles to the education of girls. Other variable are sexual harassment, hawking, and domestic chores such as withdrawing the Girl-Child from school to take care of her siblings. Distance from school affects enrolment and regular attendance of adult classes. Wrong perception by the trainees who feel that female education is a waste of time and by community who feel that it is pointless investing in female education since the girl will eventually get married and go to her husband’s house. The chance of illiterate women enrolling in adult literacy class depends on her husband’s disposition towards literacy education and the timing of classes. Another reason is when the curriculum places more emphasis on reading and writing instead of functional literacy. High handedness from instructors in handing female trainees leads to drop out in adult literacy classes too.
improving the economic status of her family, for instance the educational level of a woman determines the quality of health attained by her and the members of her family. The social benefit to be derived by female and Girl-Child education cannot be over- emphasized. There is therefore urgent need to be determined more than ever before to ensure the education of the Girl-Child.
The introduction of universal Basic Education Scheme (UBE) at this point in time is appropriate. Of particular interest are the scheme’s objectives Viz:
“ To provide free compulsory universal basic education for every Nigerian Child of school age:
To reduce drastically dropout rate from formal school system through improved relevance and efficiency to cater for dropouts and out of school children/adolescents through various forms of complementary approaches to the provision and promotion of basic education”.
The objectives if properly implemented, will address the issues of imbalance in access to education between boys and girls. The first component of the scheme i.e. “normal basic education encompassing the first nine years of school (primary junior Education) for all children”, if effectively monitored will ensure that the minimum qualification of the Girl-Child is Junior
Secondary School Education. It is very crucial too that the legislation of UBE scheme to be enacted and the articulation of enabling policies will be gender responsive and gender specific.
They should be recruited into the various State and Federal Service and be immediately to undertake the PGDE Programmes in various Nigerian Universities. At the end of the usually one year Programmes, there will be some qualified teachers to kick-off the Junior Secondary School, JSS, Component of the Universal Basic Education. The estimated cost of programme covering personal emolument of the newly recruited graduates, their course fees to the Universities and their training expenses per one thousand students is about forty million naira.
National Report on Situation and Policy Analysis of Basic Education in Nigeria, 1993 indicated that some of the obstacles to female/Girl-Child education are historically, socially and culturally rooted. Thus discriminatory cultural practices, religious bias and socio-economic status are the bane of obstacles to the education of girls. Other variable are sexual harassment, hawking, and domestic chores such as withdrawing the Girl-Child from school to take care of her siblings. Distance from school affects enrolment and regular attendance of adult classes. Wrong perception by the trainees who feel that female education is a waste of time and by community who feel that it is pointless investing in female education since the girl will eventually get married and go to her husband’s house. The chance of illiterate women enrolling in adult literacy class depends on her husband’s disposition towards literacy education and the timing of classes. Another reason is when the curriculum places more emphasis on reading and writing instead of functional literacy. High handedness from instructors in handing female trainees leads to drop out in adult literacy classes too.
Strategies for promoting female/Girl Child Education
Education is an important tool for knowledge, skills and the building of self-confidence. Through education, women are able to contribute most effectively in transforming their environment andimproving the economic status of her family, for instance the educational level of a woman determines the quality of health attained by her and the members of her family. The social benefit to be derived by female and Girl-Child education cannot be over- emphasized. There is therefore urgent need to be determined more than ever before to ensure the education of the Girl-Child.
The introduction of universal Basic Education Scheme (UBE) at this point in time is appropriate. Of particular interest are the scheme’s objectives Viz:
“ To provide free compulsory universal basic education for every Nigerian Child of school age:
To reduce drastically dropout rate from formal school system through improved relevance and efficiency to cater for dropouts and out of school children/adolescents through various forms of complementary approaches to the provision and promotion of basic education”.
The objectives if properly implemented, will address the issues of imbalance in access to education between boys and girls. The first component of the scheme i.e. “normal basic education encompassing the first nine years of school (primary junior Education) for all children”, if effectively monitored will ensure that the minimum qualification of the Girl-Child is Junior
Secondary School Education. It is very crucial too that the legislation of UBE scheme to be enacted and the articulation of enabling policies will be gender responsive and gender specific.
Government is further called up on to:
- Ensure that girls have equal opportunity to be exposed to science subjects as boys;
- Identify and award scholarships and grants to female students who show outstanding performance in or make noticeable contributions to science and technological knowledge; · Intensify functional education in order to make the women self reliant and resourceful in gainful employment;
- Organize massive enlightenment campaigns to sensitize the public on the plight of the Girl-Child through production of documentaries and jingles;
- Encourage increased female participation in educational opportunities to serve as role models;
- Intensify action on revision of school curriculum to discourage and eliminates gender stereotyping; and
- Ensure the implementation of laws, prohibiting withdrawal of girls from school for marriage or for any reason before completion of Junior Secondary education. Girls who drop out of school as a result of regency should be encouraged and provided opportunity to continue with their education after delivery. All and sundry should be sensitized and enabling environment created to enhance the Girl-Child education.
The Role of Teachers
The Universal Basic Education Scheme, UBE, is partly aimed at providing opportunities to acquire the basic skills of reading, writing and numeracy by children of school age, the children will be taught those skills and be properly looked after by teachers who are adequately prepared for the task. The estimated number of new or additional primary school teachers required in school year 2000/2001 is around three thousand 300,000.Production of Primary School Teachers
Some of the primary school teachers needed by the Universal Basic education Scheme can be produced by recruiting and training young people who have completed Senior Secondary School. This teacher-training programme should be organized in association with institutes and Faculties of Education of our Universities and will lead to the award of Diploma or certificate in Primary teaching. The training programme should cover academic teaching subjects, foundations of educations, education courses and primary teaching methods. The programme can be organized at several centers in each state with the full participation of both the state and local governments. The duration of the course is about One year will the estimated cost of running the programme for an enrolment of one Thousand, 1,000, students is put at twenty million naira.Production of Junior Secondary School Teachers
Teachers required for both the senior secondary schools can be produced through massive enrolment into specially organized post Graduate Education Diploma, PGDE Courses. Thousands of young people who have graduated from Universities, Polytechnics and have completed their National Youth Service Programmes, where applicable, are currently un-employed.They should be recruited into the various State and Federal Service and be immediately to undertake the PGDE Programmes in various Nigerian Universities. At the end of the usually one year Programmes, there will be some qualified teachers to kick-off the Junior Secondary School, JSS, Component of the Universal Basic Education. The estimated cost of programme covering personal emolument of the newly recruited graduates, their course fees to the Universities and their training expenses per one thousand students is about forty million naira.
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