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THE ROLE OF
EDUCATION IN ENSURING GENDER EQUALITY AND ITS EFFECT IN THE SOCIETY
ABSTRACT
The main
thrust of the study was to examine the role of education in ensuring gender
equality and its effect in the society. Specifically, the study was set out to
find out how education has changed values and promote gender equality, determine
how sex segregation in education is a risk to the society among others. Five
research questions and five hypotheses were formulated to guide the study.
Relevant literature were reviewed. Descriptive survey design was adopted for
the study and the population of the study comprised all Lagos State civil
servants. Simple and Stratified Random Sampling techniques was employed to
select 165 participants. Questionnaire was the main instrument used for data
collection. Some of the major findings were that there is a significance
difference between the mean responses of male and female respondents on the way
education can change values and promote gender equality, there is no
significance difference between the mean responses of male and female
respondents on sex segregation in education and its risk to the society. The
study concluded by recommending among others that government should consider
the interest, needs and priorities of both boys and girls children when
providing education for the society, more equal opportunities should be given
to the girl child as regards equal access to education and educational
facilities.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The concept
of equality of the sexes is a relatively new phenomenon. Until the end of the
nineteenth century, women were treated as the inferior sex and were excluded
from taking part in public life, especially in areas pertaining to politics,
education and certain professions. Resistance to the idea of gender equality
drew its strength from Stoic and Platonic misogyny, which was reinforced and
justified under different intellectual movements, from early Christianity
through to the Enlightenment. The history of the movement for gender equality
is therefore an intellectual, political, social and economic history of the
changing relationship between men and women, rather than how it is often
distortedly represented as a ‘pro-woman’ movement (James Bundage, 1991).
Despite the
dominance of these misogynist traditions, some individuals during the Middle
Ages and early modern period challenged the status quo and called for greater
equality between the sexes.
Christine de
Pisan (d. 1430), a successful Italian-born female writer of the French royal
court was named “the first proto-modern woman” due to her treatise panegyrising
the contributions of women to civilization, in her famous works, The Book of
the Cities of Ladies. For Christine, gender inequality was not on account of
any innate differences between men and women. Instead, she recognised the role
of education and opportunities as the main cause:
“If it were
the custom to send little girls to school and teach them all sorts of different
subjects there, as one does with little boys, they would grasp and learn the
difficulties of all the arts and sciences just as easily as the boys.”
Christine
comprehensively critiques the tradition of misogyny underpinning literary,
religious and philosophical discourses while at the same time reconstructing a
‘new’ canon of literature and history in which the contributions of women are
included and applauded. Many have argued that by her life example
(self-educated, supporting herself and her family through her writing, publicly
engaging with contemporary debates) and by her arguments for greater
appreciation, better treatment and equal access to education for women, she
embodied and espoused one of the earliest formulations of gender equality.
Notable
events in the fight for gender equality in the nineteen and twentieth century
were the following: In the US: the Equal Pay Act of 1963, Title VII of the
Civil Rights Act of 1964, Title IX and the Women’s Educational Equity Act (1972
and 1975), Title X (1970, health and family planning), the Equal Credit
Opportunity Act (1974), the Pregnancy Discrimination Act of 1978, and landmark
Supreme Court cases overturning anti-abortion legislation ( Roe v Wade , 1973).
Education is
chosen as the main target to attain the third Millennium Development Goal
(MDG3): “To promote gender equality and empower women”. The target is: “The
elimination of gender disparity in primary and secondary education by 2005 and
at all levels of education by 2015”.The rationale for a gender equality
perspective in education implies a rights perspective as well as a development
perspective. Education is a basic human right according to Art. 26 in the
Universal Declaration of Human Rights: “Everyone has the right to education.
Education shall be free, at least in the elementary and fundamental stages.
Elementary education shall be compulsory. Technical and professional education
shall be made generally available and higher education shall be equally
accessible to all on the basis of merit”. (United Nations, 2000)
The UN Millennium Development Goals: Goal 3
sees Education as essential for the ability to exercise rights and consequently
for women’s empowerment. Education enables girls and boys, women and men to
participate in social, economic and political life and is a base for
development of a democratic society. The social and economic benefits of
education are well-known since long; also, the advantages of education that
girls and women can draw upon. Increasingly, interventions in development
cooperation focus on the coupled approach of access to and quality of
education, both related to gender equality. Gender inequalities also affect the
structure and management of the education system, the practices and attitudes
of teachers, learning materials and the content of the curriculum.
Interventions in the education sector cannot solve the problems of gender
inequality in society, yet education can have a major impact on the lives of
girls and women, boys and men. Education can be crucial to changing attitudes
into accepting gender equality as a fundamental social value. (United Nations,
2000)
Improving
gender equity in itself may be a goal with clear, intrinsic value. However, a
substantial body of research now suggests that gender equity and the
achievement of other development goals, such as health, education, social and
economic rights fulfilment, and even growth, are inseparable.(Terra Lawson,
2012)
For example,
higher levels of female education and literacy have been found to reducechild
mortality and improveeducational outcomes for the next generation. The presence
of women in political leadership positions appears to increase schooling for
girls. Children’s health is influenced by women’s bargaining power in the home.
Lower fertility rates, also associated with increased educational attainment
for women, can have a positive effect on growth, while gender inequality in
education undermines growth. (Terra Lawson, 2012).
1.2 Statement of the Problem
Nigeria has
a National Gender Policy that focuses on women empowerment while also making a
commitment to eliminate discriminatory practices that are harmful to
women. JICA (2011) However, significant
gender gaps in education, economic empowerment and political participation
remain in Nigeria.[2] While progress towards parity in primary school education
has been made, there remains a significant wage and labour force participation
gender gap ,( World Economic Forum, 2011).[3]Discriminatory laws and practices,
violence against women and gender stereotypes hinder greater progress towards
gender equality. Nigeria has a particularly high maternal mortality rate and
women access to quality health care is limited, particularly in rural areas,
CEDAW (2008a).
Sections
15(2) and 42 of the 1999 Constitution of Nigeria prohibits discrimination on
the grounds of Sex, but customary and religious laws continue to restrict
women’s rights. As Nigeria is a federal republic, each State has the authority
to draft its own legislation. However, any law that is contradictory to Federal
Law or the Constitution can be challenged in a Federal Court. The combination
of federation and a tripartite system of civil, customary and religious law
makes it very difficult to harmonise legislation and remove discriminatory
measures. Moreover, certain States in the north follow Islamic (Sharia) law,
although not exclusively and only in instances where Muslims make use of
Islamic courts( US Department of State 2012). Adherence to Islamic and
customary law reinforces practices that are unfavourable to women, including
those relating to freedom of movement, marriage, and inheritance. Although an
‘Abolition of all Forms of Discrimination against Women in Nigeria and other
Related Matters Bill’ was considered in the mid- 2000s, the National Assembly
did not pass this bill nor a related national bill prohibiting violence against
women.
Nigeria
ratified the Convention on the Elimination of All Forms of Discrimination
against Women (CEDAW) in 1985, and the Optional Protocol in 2004. The country
ratified the Protocol to the African Charter on Human and Peoples’ Rights on
the Rights of Women in Africa in 2005. (African Union 2010)
The
researcher was attempting to access the level of impact of education in
enhancing gender equity in the society.
1.3 Purpose of the Study
The main
purpose of this present study is to investigate the role of education in
ensuring gender equality and its effect in the Nigerian society.
1.4 Research Objective
This study was carried out with the following
objectives:
a) To find how education can change values
and promote gender equality
b) To determine how sex segregation in
education is a risk to the society
c) To find out the extent on how the society
has embraced gender equality
d) To find out the benefits of gender
equality in the society
e)To
identify the role of education in empowering/enlightening people to know and
exercise their human rights
1.5 Research Questions
This research
was carried out to answer the following research questions:
a) How can the role of education help in
changing learning experiences that will foster gender equity in desired
outcomes?
b) How can education change values and
promote gender equality?
c) How does sex segregation in education
risk to the society?
d) On what level has the society embraced
gender equality?
e) What benefits/effects has gender equality
had on areas it has been accepted highly?
1.6 Hypotheses
1. There is no significance difference between
the mean responses of male and female respondents on the way Education can
change values and promote gender equality
2. There is no significance difference between
the mean responses of male and female respondents on sex segregation in
education and its risk to the society.
3. There is no significance difference between
the mean responses of male and female
respondents on the extent to which society has embraced gender equality.
4. There is no significance difference between
the mean responses of male and female respondents on the benefit gender
equality have had in the society
5. There is no significance difference between
the mean responses of male and female respondents on the role education has
played in enlightening people to know and exercise their rights in the society.
1.7 Definition of Terms
Gender
equity
Gender
Equity is the process of allocating resources, programs, and decision making
fairly to both males and females without any discrimination on the basis of sex
and addressing any imbalances in the benefits available to males and females.
Gender
equality
Gender
equality is the view that all genders, including men and women, should receive
equal treatment, and should not be discriminated against based on their gender.
Gender
difference
Gender
differences refer to socially defined differences between men and women.
Society
Society is a
group of people involved in persistent social interaction, or a large social
grouping sharing the same geographical or social territory, typically subject
to the same political authority and dominant cultural expectations.
Education
Education is
the process of facilitating learning. Knowledge, skills, values, beliefs, and
habits of a group of people are transferred to other people, through
storytelling, discussion, teaching, training, or research.
Social
status
Social status
is the relative rank that an individual holds, with attendant rights, duties,
and lifestyle, in a social hierarchy based upon honour or prestige.
Work place
The
workplace is the physical location where someone works.
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