PUBLIC PERCEPTION OF GIRL CHILD EDUCATION AMONG RURAL DWELLERS

CHAPETR ONE

INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

CHAPETR TWO

2.0   LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

 

Abstract

This study examined public perception of girl child education among rural dwellers in Laffia North L.G.A: Implications for social work practice. Data for the study were drawn using the questionnaire and in-depth interview. Data were analysed using the chi-square. Using a sample size of 200, findings of the study revealed that male respondents have negative views about educating a girl-child than female respondents; respondents with higher level of education have positive views on educating the girl-child; those with high income have positive view on educating their female children than those with low income; and, younger respondents have positive perception of girl-child education than older respondents. Based on these findings, the study recommended, among other things, that the government should intensify efforts to improve the standard of education in the rural areas, that social workers should cover more rural areas so as to available

 

 

 

 CHAPTER ONE

INTRODUCTION

• Background of the study

The girl-child, according to Offorma (2009) is the biological female offspring from birth to 18 years of age. This is the age before one becomes young adult. This period covers the crèche, nursery or early childhood (0-5years), primary (6-12years) and secondary school (12-18years). During this period, the young child is totally under the care of the adult who may be her parents or guardians and older siblings. At this stage, the girl-child is malleable, builds and develops her personality and character. She is very dependent on the significant others, those on whom she models her behaviour, through observation, repetition and imitation. Her physical, mental, social, spiritual and emotional developments start and progress to get to the peak at the young adult stage (Offorma, 2009). The position of the girl-child in the family and the society at large has biological and historical antecedents. Buttressing this fact, Oyigbenu (2010) observed that the girl-child, and indeed women the world over, especially in Africa and Nigeria, have had their destiny sealed from birth by tradition and culture on account of their sex. Continuing, Oyigbenu (2010:7) disclosed that they have been called the weaker sex in order to justify societal discrimination and oppression against them. They must remain silent hewers of wood and drawers of water, bearers of children, and toilers of arduous labour from sun-rise to sun-down. They can be seen but not to be heard in both the private and the public spheres of decision making. The girl-child by the natural status ascribed to her by male-defined norms of societal conduct and behaviour remains a property to be owned and commoditized. Consequently her rights appear to be circumscribed by tradition, custom, and the chauvinism of male patriarchy in most cultures. A consequence of the above scenario is that right from birth the girl-child is placed on an unequal position with the male child thus putting her chances and extent of possible life achievement in jeopardy. One major area this unequal treatment is manifest is in the area of formal education. Without education the girl child suffers. This is aptly summarized by Hagher (2002) when he noted that without school, no job; without job, no husband, and no beautiful clothes. This position is supported by Oyigbenu (2010) when he stated that lack of access to education is indeed the end of the world, because without it there is certainly no future for the girl-child in the strict sense of full inclusion and participation in the development process, self actualization, self-fulfilment and personal freedom. The need to educate the girl child is informed by the fact that purposeful occupational achievement and satisfaction is ensured by deep self-awareness and understanding which can only be achieved through the provision.

1.2 STATEMENT OF THE PROBLEM

The girl-child by the natural status ascribed to her by male-defined norms of societal conduct and behaviour remains a property to be owned and commoditized. Consequently her rights appear to be circumscribed by tradition, custom, and the chauvinism of male patriarchy in most cultures. A consequence of the above scenario is that right from birth the girl-child is placed on an unequal position with the male child thus putting her chances and extent of possible life achievement in jeopardy. One major area this unequal treatment is manifest is in the area of formal education. Without education the girl child suffers. On this background the researcher wants to investigate public perception of girl child education among rural dwellers

• OBJECTIVE OF THE STUDY

The objectives of the study are;

1. To ascertain the perception of the public towards girl child education
2. To ascertain the consequences of not educating girl child
3. To ascertain the perception of rural dwellers towards girl child education
4. To ascertain the perception of parents towards girl child education
   • RESEARCH HYPOTHESES

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H₀: there are no consequences of not educating girl child

H₁: there are consequences of not educating girl child

H₀²: there is no bad perception of rural dwellers towards girl child education

H₂: there is no bad perception of rural dwellers towards girl child education

• SIGNIFICANCE OF THE STUDY

Education, which is one of the most important social institutions in modern societies, has various benefits at personal, communal and social level. It provides training and skilled labor on the one hand, and reproduces existing cultural norms and values on the other. More specifically, including all the members of the society in the process of education will contribute to the social productivity (Tanman, 2008; Toktas and Cindoglu, 2006). The children without access to education will be deprived of their human rights and be prevented from improving their talents and interests in the most basic ways (UNESCO, 2003). Taking the proper advantage of education will save the children from poverty and the dangers of phenomenon like industrial, agricultural and domestic child labour, child exploitation for commercial reasons and the clash of arms (Ka-Der, 2003). Hence, education is a torch which directs and enlightens lives of children. As a fundamental human right, education should be accessible to all members of the society on equal terms. The girls still constitute almost two thirds of the children excluded from basic education rights, so girls‘education stands to be a top priority from a human rights perspective (UNESCO, 2000). In spite of all the benefits of educating the girls, girls‘education is not given the required importance because of traditional beliefs and attitudes towards girls‘education. Especially in rural areas, the value system and the practices of the society hinder or limit the education of girls. According to the point of view stemming from gender discrimination and traditional division of labour, girls are expected to get married and have children to perform their most important roles assigned by the society. They are expected to dedicate their time for motherhood, family care and domestic affairs. Thus, educating the girls has no importance for the families and the time and money supplied for girls‘education are considered as useless. Girls suffer greater educational disadvantage from the background characteristics such as poverty and illiteracy of the family (Rugh, 2000, Tietjen, 1991). As a result, when family‘s financial resources are not sufficient for school expenses, the girl‘s education is charged off (Ka-Der, 2003).

• SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers public perception of girl child education among rural dwellers. The researcher encounters some constrain which limited the scope of the study;

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
3. c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities.

1.7 DEFINITION OF TERMS

PERCEPTION: Perception is the organization, identification, and interpretation of sensory information in order to represent and understand the presented information, or the environment.

GIRL CHILD EDUCATION: Female education is a catch-all term of a complex set of issues and debates surrounding education for girls and women. It includes areas of gender equality and access to education, and its connection to the alleviation of poverty

RURAL DWELLER: Rural dweller is the plural of rural dweller. About Plural and Feminine. Plural is a grammatical number, typically referring to more than one of the referent in the real world

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study

 

 

 

 

 

 

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