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ENCOUNTERED BY MARRIED FEMALE B.ED PART TIME STUDENTS
ABSTRACT
This paper
investigated the challenges or constraints of women in continuing higher
education programme with particular focus on the b.ed part-time programme of
the usman danfodiyo university sokoto. A simple survey research design was
employed to explore the issue. A 4 item questionnaire supplemented with oral
interview sessions provided the data used for the study. The study involved 150
randomly selected women in b.ed part-time programme of the usman danfodiyo
university. The data collected were analyzed using mean score, frequency count
and simple percentages. The findings of the study showed that the major constraints
or challenges of women participants in the programme include time constraints,
increasing marital demand, poor economic or financial base, poor learning
environment, lack of encouragement from employers and spouse, increasing social
pressure and poor psychological disposition. The implications of study for
women’s counselling and education were highlighted. Based on the findings,
recommendations were also proffered.among the recommendations are: women should
be tutored on time management startegies.this can be incorporated in their
programme as a means of helping them manage effectively the time available to
them.counsellors and teachers should also understand the challenges of women
and the prevailing situations which may influence the attitude of the women
towards learning and level of achievement.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
‘There
should be no barrier to educating women. Only when women have unhindered access
to quality education can their potentials be fully developed and society made
better by their contributions. ‘All religions, encourage women education’
(Hajjia Bintu Ibrahim Musa, 2005) the remarks made by Hajjia Bintu Ibrahim Musa
(ibid.), former Minister of State for Education in Nigeria is a very good
reference point here.
From the
remarks above, women education is said to be the most significant intervention
for human and sustainable development. There is no doubt that education
contributes to the growth of national incomes and individual earnings. The
higher one’s educational status, the higher the earnings particularly in both
the public and private sectors. This means therefore that university education
is a critical factor to ones earnings and development and beyond this to
efficiency. Without any doubt, universities play a critical role in generating
new ideas, in accumulating and transmitting knowledge and also in generating
incomes; this is because economic growth is deemed to depend on the capacity to
produce knowledge based growth. Although, it is difficult to strictly identify
which subsector of education contribute most to poverty reduction (IIEP
Newsletter, Vol. SS5 No I. January-March, 2007).
In Nigeria,
as in many developing economies, there is a gender gap in literacy with women
at a disadvantage; this has led to government increase in literacy drive for
girls in particular at the basic education level. Because of this, there is a
tendency for government not to take cognizance of what goes on at the tertiary
level particularly as it relates to female enrolment. Although, Nigeria
educational reform as stated in National Economic Empowerment and Development strategy
(NEEDs) document also shows considerable focus on girls higher education. But
one can say that up till now, a lot of Nigerian girls and women unlike their
male gender are still not enrolled at the tertiary level.
Achieving
gender parity in education is one of the aims of the Millennium Development
Goals (MDGs) and it is also a primary objective of the 1990 World declaration
on Education for All (EFA) as well as the Dakar framework of action (2000). But
till date, gender equality still remains elusive.
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