CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The problem of gender equity is mostly recognized in developing countries of the world. This problem is capable of affecting the sustainable development of any economy; thus to avoid this, there is need to provide same education offered the males to the females. According to the national policy on education (2004), every Nigerian child has the right to equal educational chance. It is a known fact that women contribute meaningfully to national development, but a closer look at the education system of Nigeria shows that female education is relegated. This problem has not only affected females access to education, but their performance towards national development.
Since the advent of education, it has been a major resource used by both men and women to break the barriers of social oppression, gain power and prosperity. Issues associated with gender equity in higher institutions have been much talked of right from the 90s and even handled by Regional Consultations like in Havana November 1996, Palermo in September, 1997 and Beirut in March 1998. Due to this, the principles of Universal Human Rights Article 26 paragraph 1 come into play; which advocates that education is for all including higher education. Hence, the need to do away with disparities in gender in higher institutions is very pertinent because the presence of gender inequality affects females career development, reduces human resources and increases illiteracy in Nigeria.
Education for all in Nigeria started in 1948 when the Universal Declaration of Human Rights stated the policy of everyone having access to education alongside the World Declaration on ‘Education for All’ in January 1990 which made the Nigerian government together with some international agencies promote female education. This is yet to be actualized as Nigeria still faces political, social and economic instability. Research has it that female illiteracy in Nigeria is about 45% of the population and adult literacy being 35% (UNESCO, 2000). In Nigeria, the percentage of females in secondary, primary and tertiary institutions is relatively low compared to the males. According UNESCO Report (1995), 86 million of the 150 million children aged 6-11 not-in-school were girls. The noted factors militating against female children education in Nigeria include cultural and religious beliefs, economic factors, and lack of access. A current data shows that about 70% of women in Nigeria are illiterates, while 25.4% of women living in the urban areas have no education and 50.2% in the rural areas. Gender inequality is obvious in tertiary institutions in Nigeria, backed with cases of gender biases, discrimination like sexual harassment (Aina, 2003). Though it is notable to point out that some African universities do not take the case of gender equity to serious consideration (Gunawardana et al, 2005).
Gender inequality in Nigerian universities is noticeable in the following areas students’ enrolment, staff employment and administrative policies. In the case of students’ enrolment, it is observable that most female students are given admission into faculties like education, corporate and rural development and humanities; compared to males who gain admission into engineering and other science related faculty (Situation Analysis Report, OAU Ife, 2002).
Female education in Nigeria is faced with many problems ranging from ignorance, poverty, religious belief, unwanted pregnancy, early marriage and preference of male children to female. Similarly, schools in Nigeria are not gender friendly, therefore cannot meet with the students (most especially females) gender needs and demands.
In line with the preceding statement, this study is carried out to examine the problems of gender equity in institutions of higher learning in Nigeria.
1.2 STATEMENT OF THE PROBLEM
The issue of gender inequality has lingered for long in the history of Nigeria. It is noticeable almost in every facet of the Nigerian economy, in the sense that females are discriminated in the religious, political, and social phases of the Nigerian economy.
This discrimination has crept into the educational system of Nigeria, especially the higher education. In the higher education, we have cases of gender inequality with cultists harassing the females; females’ assigned to specific departments/facilities, number of females admitted into the university, etc.
Disparity in higher education still exists in staff recruitment, appointment and promotion.
Other factors militating gender equality include cultural barriers, religious barriers and economic factors.
These are some of the problems associated with gender equity in institutions of higher learning in Nigeria.