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EFFECT OF
POVERTY ON THE EDUCATION OF WOMEN IN NIGERIA
Abstract
This study was a survey conducted to determine the
relationship between poverty and women education in Abak Local Government Area
,Akwa Ibom State, Nigeria. In a cross sectional survey design, 1360 simple
randomly selected women in Abak local
government area were administered a questionnaire with a reliability
index of 0.76. Simple percentage was used for data analysis. The research found
out that the major problems of women’s education includes: household poverty,
gender discrimination and low social economic status. As a result, the study
recommends that free and compulsory education should be given to girls at all
level, this will help substitute for poor parents’ financial burden and effort
of poverty alleviation by the government should be
intensified to reach the very poor person at the local level. Seminars and
conference should be organized to parents and women on the value of education
for the future development.
1.1
Background of the study
A number of people are slipping unnoticeably into situation
in which their incomes are no longer adequate to cater for their basic needs
and those of their dependants. This is referred to as poverty. In the
International standard any family that cannot boost of an income of 2.5 dollars
a day is poor World Bank ( 2013).
According to Townsend (1992) poverty is lack of
resources to obtain basic needs namely food,
clothing, housing education etc and is a major problem
of our time which goes along with environmental threats, weighting heavily on
our planet. In Nigeria, studies by Akikpo (1995) revealed that the portion of
household living below the poverty line in the four cities of Lagos, Ibadan,
Kano and Onitsha where. Poverty is closely linked with shortage of certain
vital resources. It often results from an enduring harsh and inhospitable
environment, but more often than not, from the breakdown of economic
demographic, ecological, cultural and social system. Joseph (1993) observed
that poverty emerges when distortion becomes too pronounced among people,
groups and nations. They lost their capacity to adapt to changes for survival.
According to Olayemi (1995) poverty is also closely
linked wih insecurity about the present and
future. This often leads to tension and sometimes to
violence and conflict. And as Ebele (1991) have shown relatively deprived
people may exhibit certain attitudes and behavior which further compound their
poverty.
Poverty can be classified as absolute, relative and
subjective poverty. Absolute poverty usually involves a absence of basic human
needs and is measured in terms of the resources required to maintain health and
physical efficiency. Townsend (1992) argued that individuals, families, and
group in the population can be said to be in poverty when they lack the
resources to obtain the type of diets, participate in activities which are
customary, or at least widely encouraged and approved, in societies to which
they belong. The argument on relative poverty rests on the observation that for
practical purposes, standard become higher by the day and are difficult to
satisfy in the ever changing expectations of modern life. Therefore relative
poverty suggests whether or not individuals or group live up to expected
standard of the day (Onyishi ,1994).
A third conceptualization of poverty is subjective poverty, which refers to whether or not
individuals or groups feel they are poor.
Subjective poverty as noted by Ayeuma (1993) is closely related
to relative poverty
since those who
are defined as
poor in terms
of the standards of the day will
see themselves and feel themselves to be poor. For example, a formally wealthy
individual reduce by circumstances to a modest lower middle class income and
lifestyle may feel poor but other member of the society may not regard him as
such. Conversely, individual and
group judged in
term of majority
standards poor may
not see themselves as poor. The
concept of subjective poverty is important since, to some degree, people act in
terms of the way they perceive and define themselves. Therefore, Bradley (1993)
observed that subjective poverty suggests whether or not individuals or group
feel they are poor. This is determined by the prevailing standard. Diane(1993)
observed that unequal gender relationship
are sustained and
legitimize through ideas
of difference and
inequalities that express widely
held beliefs and values about the nature of masculinity and feminist. Education
among other needs is a response to the socio-economic situation of the
individuals or group, the women education are traced to the families
socio-economic situation in which they have grown( Bockelt & Cornels(1996.
1.2
Statement of the problem
Generally, countries with high GNP have greater
educational quality for male and female, unlike most poor countries, there is
considerable variation both in overall enrolment ratios. Collaboratively,
Graham-Browne(1991) noted that financial considerations leads families to
subordinate the education of women. Low income level of most household, makes
it difficult for their children to go to school. Poverty at household level
discourage parents from enrolling their female children in school or
withdrawing them once the demand for school fees. It is interesting to note
that quite a large number of people are below the poverty line in spite of
plenty in some countries. The condition of poverty caused families to struggle
with malnutrition, illiteracy, disease, infant mortality and short life span.
African governments have made tremendous efforts to
increase access to education. However women education has remained considerably
low. Poverty and persistence high demographic pressure on education system have
resulted in stagnation in environment and decline in quality, (UNESCO/ UNICEF
1993 ; World Bank (1997, 2013). Others pressing education concerns include poor
students’ participation, high dropout and repetition level, low academic achievement and low teaching
morale and attendance to lesson. This project intends to look into poverty and
women education in Abak Local Government Area of Akwa Ibom State.
Female Education is considered to be the greatest
assert any individual can require. But its
acquisition is limited largely by poverty. Women
appear disadvantaged group when choice is to be made in educating one in a poor
family. Thus they tend to experience educational challenges more than men in a
poor family. Against this backdrop, this study is poised to find out how
poverty affects women education.
1.3
Objectives of the study
2 To
understand the nature of gender discrimination affect women education?
3 To
understand the effect of poverty on women education?
4 To
understand the effect of poor homes on women education?
1.4 Research
Questions
1 The
following questions will guide the formation of this study:
2 How does
gender discrimination affect women education?
3 What does
poverty have on women education?
4 How does
poor home affect women education?
1.5 Research
Hypotheses
1 There is
no relationship between poverty and women education.
2 There is
no significant relationship between gender discrimination and women education.
3 There is
no significant relationship between poor home and women education.
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