Gender Budgeting in the Education Sector: Implications for the Girl Child Education in Nigeria

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Olabisi I. Aina ◽  
Kehinde Olayode
Keyword(s):  
Organizational Capacity ◽  
Gender Issues ◽  
Gender Disparity ◽  
Education Sector ◽  
Gender Mainstreaming ◽  
Girl Child ◽  
Child Education ◽  
And Gender ◽  
Gender Budgeting ◽  
Girl Child Education

More than any other time in the Nigerian history, women education is now considered a priority because it has become a major factor in the development equation, and in particular, a key to gender equity, justice and poverty reduction; improved skills and technological knowledge acquisition; improved nutrition; reproductive health; and general socio-economic development of a nation. Yet, the challenges of gender issues in education still remain mostly unabated. The cultural barriers which the girl child faces concerning her roles at home and in the society still inhibit her ability to go to school. Gender stereotypes still exist in learning materials and too often, teachers’ different expectations of boys and girls result in negative biases against girls’ education. Despite government policy interventions and programs, empirical evidences continue show gender disparity in enrolment, attrition, and retention at all levels – primary, secondary, and tertiary. Although the current National Gender Policy addresses gender imbalance in the education sector, the extent to which the country is able to achieve gender parity in the sector depends on how skillful are policy makers in the use gender mainstreaming (GM) tools and strategies, one of such is being able to adopt ‘a gender budgeting’ framework in the sector. This paper addresses the technical knowledge in gender mainstreaming and gender budgeting in the education sector, and the extent to which budgets in the sector now address identified gender gaps in the sector. This paper argues that beyond government rhetoric in policy documents, evidence of political will and government commitment to the girl child education are dependent on the extent to which the sector has become sensitive to gender issues, including adoption of a gender sensitive budgeting framework. Using ‘organizational capacity assessment tool (OCAT), the paper assesses the current technical capacity in gender mainstreaming and gender budgeting in the sector, while also using budgeting figures to establish the extent to which the sector allocates money to gender issues in the sector. Empirical findings show that the skills and capacities for gender mainstreaming and gender budgeting in the public sector (especially the education sector) are still very low, while government spending in the education sector is still skewed in favor of men. One clear way of supporting the ‘girl child’ education is to make the education sector responsive to ‘gender budgeting’ in line with democratic ethos.

scholarly journals Towards Achieving Sustainable Development in Nigeria: The Girl-Child Education Factor

2021 ◽  
Vol 3 (11) ◽  
pp. 32-38
Author(s):  
Mary Okere
Keyword(s):  
Sustainable Development ◽  
Well Being ◽  
Good Health ◽  
Gender Disparity ◽  
Quality Education ◽  
Gender Inequalities ◽  
Girl Child ◽  
Child Education ◽  
Development Goals ◽  
Girl Child Education

It is the dream and aspirations of every nation to achieve development.  Hence, the policies and laws of any nation whether developed or developing is geared towards achieving development in every sector.  To promote socio-economic development globally, the United Nations Sustainable Development Goals were signed (SDGs).  The SDGs are the seventeen goals set and signed by the 193 UN member nations in 2015 and agreed to be achieved by 2030.  They represent a shared commitment by all member countries of which Nigeria is one to promote and ensure inclusive and equitable quality education  and life-long learning opportunities for all, good health and well being for all, gender equality and empowerment of women and girls among other time-bound goals through partnership.  Before the SDGs were the eight Millennium Development Goals which were signed in 2000 by 189 heads of state to eradicate inter alia hunger and poverty, diseases, gender inequalities etc.  Four years after the 2015 target of the MDGs and four years into the SDGs 2030 target, there is still gender disparity in access to quality education between the boy-child and the girl-child in favour of the former in many countries including Nigeria.  This paper therefore examines and tries to find answers to the following questions: (a) how do respondents perceive girl-child education? (b) What factors pose the greatest challenge to gender parity in access to quality education and training in Nigeria?  The paper concludes with cogent recommendations.

Barriers to Girl – Child Education in Nigeria: Implication for Counselling

2019 ◽  
pp. 26-33
Author(s):  
Ajufo B. I.
Keyword(s):  
Teenage Pregnancy ◽  
Formal Education ◽  
Basic Education ◽  
Survey Design ◽  
Gender Disparity ◽  
Early Marriage ◽  
Girl Child ◽  
Quantitative And Qualitative Research ◽  
Child Education ◽  
Girl Child Education

Nigeria recognizes education as a fundamental human right and is a signatory to many international conventions aimed at bridging gender imbalance in education. Despite this, Nigeria still faces a lot of challenges in popularizing the concept and importance of girl- child education. There is still a national gender disparity in basic education enrolment, retention and completion against the girl – child. Available statistics revealed that out of 10 million children in Nigeria, about 60 percent are girls who are out of school. Realizing that educating the girl - child helps to make communities and societies healthier, wealthier and safer, and can also help to reduce infant mortality, improve maternal health, and tackle the spread of HIV / AIDS, thus the importance of girl - child education therefore cannot be overstated. It is in recognition of this importance that it is said that “when you educate a man, you educate a person, but educate a woman, you educate a nation.” Against this background, the study therefore investigated some barriers to attaining formal education by the Nigerian girl-child. The study employed a descriptive survey design. A self designed checklist on barriers to girlchild education was used to gather information from 100 female adolescents randomly selected from three main markets in Ibadan metropolis. Their age range was between 13 and 17 years with a mean age of 14.2 years and standard deviation of 2.1. The study employed a combination of both quantitative and qualitative research methodologies. Data collected were analyzed using percentages. Findings revealed that poverty, early marriage, male preference, illiteracy, cultural belief, teenage pregnancy, religious inclination and ignorance/ negative parental attitude are some of the barriers to girl-child education in Nigeria. The findings of the study further revealed that poverty had the highest percentage (48%) amongst the barriers to girl-child education while inadequate school infrastructure had the least percentage (1%). Based on these findings, it was recommended that counsellors should enlighten parents & general public through jingles on television and radio on the importance of educating the girl-child and also introduce programmes aimed at promoting girl-child education in Nigeria

scholarly journals Factors that contribute to girl’s dropout in some selected secondary school within Damaturu metropolis, Yobe state

2021 ◽  
Vol 2 (1) ◽  
pp. 055-065
Author(s):  
Yagana Abba Sidi ◽  
Amina Garba Muhammad ◽  
James Audu Ngala
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Economic Status ◽  
Unwanted Pregnancy ◽  
Sampling Technique ◽  
Early Marriage ◽  
Girl Child ◽  
Child Education ◽  
And Gender ◽  
Girl Child Education

A developing nation without or with low child-girls education is in danger. There is an adage which say whoever trained a girl has a plan for a future generations based on these Factors that contribute to girl dropout in some selected secondary schools, within Damaturu metropolis, was carried out, guided by six (6) objectives and six (6) research questions each. The subjects used in this study consist of teachers, parents and students from ten (10) secondary schools. Random sampling technique was used to select thirty respondents’ one parent, one teacher and one student from each school respectively. The instrument used for this study was questionnaire, frequency and percentage of the response were used to analyse the data collected. The research find out those factors such as poor economic status, broken home, death of bread winner and gender inequality causes girls dropout in secondary school. Other factors include unwanted pregnancy, early marriage hawking, negative behavior by parents, drunker and illiterate parents. Government should provide infrastructure and jobs which will enable parents to take care of their wards. Seminars and workshops should be organize to encourage parents and guidance, scholarships program may be put in place for girl child education and finally non-government organization to come on board to aid girl child education.

scholarly journals Encouraging girl child education in my village

2011 ◽  
Vol 6 (2) ◽  
pp. 137-146
Author(s):  
Delphine Entongwe
Keyword(s):  
Dropout Rate ◽  
Gender Disparity ◽  
Girl Child ◽  
Grass Roots ◽  
Raising Awareness ◽  
Child Education ◽  
High Dropout Rate ◽  
The University ◽  
The Village ◽  
Girl Child Education

My critical reflection will be drawn from an experience I had just a year after my graduation from the university where I was appointed as one of the X-students to lead a student cultural week in my village with the theme “raising awareness on education”. At the university, I was a member of my association in which students from my tribe generally come together to promote unity and encourage others in education. My role was to present a discourse on girl child education all the entire villagers who were gathered at the village square that evening. A high dropout rate at school and illiteracy are major problems in my region, in which there is still a great deal of gender disparity when it comes to educating children, especially the girl child. This programme is in line with the government’s policy of promoting education in my country, whose priority is for education to reach the grass-roots communities.

Determinants, Attitudes and Practices on Child Marriage: Evidences from Rural Rajasthan

2015 ◽  
Vol 4 (1and2) ◽  
Author(s):  
Abdul Azeez E.P. ◽  
Amit Poonia
Keyword(s):  
20Th Century ◽  
Gender Disparity ◽  
Child Marriage ◽  
Girl Child ◽  
Attitudes And Practices ◽  
Number Of Children ◽  
Social Concerns ◽  
And Gender

Rajasthan State is one of the hotspots of child marriages in India. A large number of children especially girl child get married before attaining the legal age and even before the occurrence of physical maturity. The magnitude of the age-old tradition has decreased in many regions in comparison to the last decade of 20th century. But still the diminishment of the child marriage is not promising and it exists as one of the major social concerns. The very existence of child marriage has multifaceted effects on the individuals who victimized for it. The glaring gender disparity and gender biased issues are also one of the products of early marriages.

scholarly journals Education and the achievement of national development through girl child empowerment in Nigeria

2021 ◽  
Vol 20 (1) ◽  
pp. 89-96
Author(s):  
Peter Ogbaji Onah ◽  
Martha Edu Akanimoh ◽  
Linda Esse Ndome
Keyword(s):  
Belief Systems ◽  
National Development ◽  
African Continent ◽  
Negative Attitudes ◽  
Girl Child ◽  
Educational Efficiency ◽  
Child Education ◽  
Objective Reasoning ◽  
Skills Learning ◽  
Girl Child Education

Education plays a very pertinent role in promoting development, as it is concerned with imparting knowledge, skills, attitudes, belief systems and values. This paper focuses on the utilization of the girl child education as an effective tool to foster national development. It conceptualized education, girl child education, empowerment and National Development. The theory of functionalism was adopted to offer credence to the paper. This paper vividly explicates how various negative attitudes and negligence towards the girl child education in African continent in general and Nigeria to be specific has exacerbated poverty, illiteracy and untold hardship on the citizenry. It further unraveled the strategies for using girl child education as an instrument for national development thereby eradicating poverty in Nigeria. Based on the issues raised in the paper, as education remains a formidable weapon of socio- economic development of any nation, the paper recommends the need for change in the Nigerian policy towards education, especially the girl child education by improving public budget in education, improve education for self-reliance, to enhance educational efficiency by improving on skills learning via entrepreneurship education and building of critical and objective reasoning, and girl child empowerment.

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