INFLUENCE OF STUDENTS’ PERCEPTION ON GENDER ENROLMENT PATTERN INTO BUSINESS STUDIES EDUCATION COURSES IN NCE IN LAGOS STATE
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INFLUENCE OF
STUDENTS’ PERCEPTION ON GENDER ENROLMENT PATTERN INTO BUSINESS STUDIES
EDUCATION COURSES IN NCE IN LAGOS STATE
CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND OF THE STUDY
Education is
primarily conceived as the process of imparting or assimilation of general knowledge, developing the power of
logical reasoning and judgment and generally of preparing oneself
intellectually for amature life. It is usually characterized by a display of
good culture and learning based on some information or experience. (Hussein,
1991; Adesina 1991). Education equips a person with necessary tools for
survival in our society. The national policy on education (Federal Republic of
Nigeria, 1998) identifies the importance of education in national integration
and development. It states that education is an instrument for national
integration and development and that it enhances the worth and development of
the individual, for each individual's sake and for the general development of
the society. The issue of equal access to education for all citizens of the
nation irrespective of tribe,religion or class was also emphasized in the
policy statement. The policy states, "there is need for equality of
education opportunities to all Nigerian children irrespective of any real or
imagined disabilities each according to his or her ability" (Federal
Republic of Nigeria 1998:7). Although the 1999 constitution and the National
policy on education guaranteed human rights and provided for equity for all
citizens in acquiring education, there seem to exist a stereotype, which has
placed women far below men in education accomplishments, social status and
vocational aspiration (World Bank, 1998 a&b). These attitudes were
initiated in the pre-colonial days and reinforced by a colonial extension
system dominated by men. In much of Africa especially in the west African sub
region, the marginalization and relegation of women have continued to exclude
competent female folks from the national development programmes (Awa, 1989;
Rihini, 1988). According to Awa (1989) stereotypes have isolated knowledge that
might have been used to formulate development policies sensitive to the needs
of rural women in the society. The problems however may not be that men are unaware
of the value of women's knowledge and intuition in solving problems in the
society or in all fields of education, rather there is attitudinal resistance
to the empowerment of women in the society. Unfortunately, there seem to exist
a speculation that women respond positively to such unfair attitudinal
expressions of the society, which portray denial and neglect of women.
Stereotype on the part of women tends to present women as weak, incapable and
unsuitable for higher education especially in the field of business education.
Women in Nigeria and Africa in general are therefore seen as kitchen mistresses
and babysitting machines rather than participants in higher education. The
national development plan (FRN, 1998) was also not silent on equality pronouncements
for both males and females but the equality has been more formal than actual.
The publications of the African academy of science on gender stereotypes in
education attainment and vocational aspiration reveal that girls are oriented
toward marriage, motherhood and are involved in domestic activities and child
bearing while their male counterparts are more exposed to much more experiences
outside the home (African Academy of Science 1997). Prejudice against women
includes their alleged inferiority, unstable character and unfitness to
participate in higher education and a number of vocations. As a result of this
development UNICEF (1992) and world Bank (1995) regrettably asserted that
African women have been depersonalized and regarded as chattlels-objects of
rights rather than subjects of rights.
For instance
the first students enrollment into University College Ibadan- pioneer
University, showed that out of 154 students admitted into the college in
1948,only six were females. In University of Nigeria, out of the 115 12
students admitted as at 1975 only 2992 were females which was roughly 20% of
the total number admitted (ACU, 1996). Also a closer look at the gross
enrollment in institutions of higher learning by state and gender between 1993
and 1994 showed gender inequality in general enrolment especially in sciences
in favour of male. While this appalling trend continues to progress, it must be
highlighted also that at no point was any deliberate or articulated effort made
by the Nigerian government toward balancing gender disparity in our
institutions of higher learning. In addition, government at all levels in
Nigeria seems to have been silent in developing a gender conscious framework
capable of diffusing gender bias and stereotyping in the society. In the same
vain, researchers while exploring various aspects of gender stereotyping and
deprivation have not actually considered it very necessary to explore the major
causes of gender disparity in enrollment in Nigeria Universities. Much of what
is known today about gender disparity in educational attainment is not based on
research findings but rather on mere theoretical speculations.
1.2. STATEMENT OF THE GENERAL PROBLEM
The poor
trend of female enrolment into Nigerian institutions of higher learning has
become an issue of serious concern to the entire society. This appalling
situation suffixed with the current very poor participation of women in active
labour force tend to generate the fear as to whether women are as still a part
of the national development and integration. In fact it raises the doubt as to
whether women do posses the required knowledge and intuition to participate in
higher education or whether there are some esoteric knowledge in higher
education which has limited it to the female folks. Nigeria in her national
development plan (1985) and the national policy on education (Federal Republic
of Nigeria, 1998) provided equal educational opportunities for all citizens
irrespective of sex. Although the national policy on education emphasis equity
irrespective of sex. In the education of her youth, the enrolment of females in
Nigerian institutions of higher learning remain very unappreciable. Issues of
national and demographic concern at this point are the causes of gender
disparity in enrolment in Nigerian institutions of higher learning and the
likely strategies for addressing gender bias in enrolment. While the government
seems to be very much worried about these issues, research efforts have not
been focused on the exact cause of gender disparity in enrollment in Nigerian
institutions of higher learning. Considering also the fact that issues
patterning to gender disparity can not be fully addressed without first
identifying the major cause of disparity, researchers are challenged with the
task of exploring the causes of gender disparity in Nigerian institutions of
higher learning. This study, therefore, is a response to this challenge and is
faced with problems of identifying the major causes of gender disparity in
enrollment in Nigerian institutions of higher learning.
1.3. AIMS AND OBJECTIVES OF THE STUDY
The major
aim of the study is to examine the level of gender enrollment into business
education courses in colleges of education. Other specific objectives of the
study include;
1. To examine the relationship between students
perception and gender enrolment into business education courses in nigerian
colleges of education.
2. To highlight the major causes of gender
enrollment disparity in Nigerian institutions of higher learning.
3. To recommend ways of improving gender
enrolment into Nigerian higher institutions.
1.4. RESEARCH QUESTIONS
1. What is level of gender enrollment into
business education courses in colleges of education?
2. What is the relationship between students’
perception and gender enrolment into business education courses in Nigerian
colleges of education?
3. What are the major causes of gender
enrollment disparity in Nigerian institutions of higher learning?
4. What are the ways of improving gender
enrolment into Nigerian higher institutions?
1.5. RESEARCH HYPOTHESIS
Ho: There is
no significant relationship between students perception and gender enrolment
into business education.
Hi: There is
a significant relationship between students perception and gender enrolment
into business education.
1.6. SIGNIFICANCE OF THE STUDY
The study
would be of immense importance to government at all levels and relevant
stakeholders are it would reveal the the level of gender enrolment into
business education cours4s in colleges of education. The study would also be of
importance to students, researchers and scholars who are interested in the
subject matter and in developing further studies.
1.7. SCOPE AND LIMITATION OF THE STUDY
The study is
restricted to gender enrolment into business education courses in colleges of
education using a case study of NCE in Lagos state.
LIMITATION
OF THE STUDY
Financial
constraint: Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview)
Time
constraint: The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
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