The study investigated the The place of women in education for development in Nigeria using Zango kataf LGA as its focus. A total of 1744 made up of 1318 women and 426 facilitators of the programme were involved in the study. Among the variables investigated are whether the women were involved in the planning of their education, the effect of community restriction and other factors on the low participation of the women in education. It was observed that the women were not properly involved in the planning  their education and the community restrictions in the form of marital obligation, cultural taboos on movement of married women, poverty and a host of other factors were constituting obstacles to participation in education by women. It was discovered that this low participation affects the women and the nation’s development in general.
 1.1 Background to the Study  
The discriminatory practice in education which favored the male over the female was very unprogressive yet the government could not do anything to either stop or reverse it (Kema,
2003). The colonial government laid a very bad foundation for education generally and women’s education in particular. It is on record that in Nigeria, the colonial government initially did not show any interest in educational development at all. The early efforts were made by the Christian missionaries who came to evangelize to the people. 
In 1986, the federal ministry of education in Nigeria created a special unit, women’s education unit. This showed that the government was beginning to respond to the urgent need for the development of women. This special right accorded to women in education suggests that apart from women benefitting from general education, there will be a measure of encouragement to them towards specialization in sciences, engineering, and technology. Another area where the federal government of Nigeria intensified effort to develop women’s education was in the establishment of mass literacy commission. The effort of government has been complimented by the non-governmental organizations, who in several ways, especially through the offer of scholarships, and grants to secondary and higher institution female students have greatly promoted women’s education. 
Women empowerment is dated back to 1970’s and the beginning of the international women movement. Many women organizations worldwide set up credit and saving components as a way of both enabling women to increase their incomes, and coming together to address wider gender issues. The micro-credit summit programme is not only out to reach women but also to empower them. 
Women empowerment is not a modern concept. Women all over the world including countries in the south have been challenging and changing many gender inequalities since the beginning of history. These struggles have not been supported by many men who have not been outraged at injustice against women. 
Man is by nature an independent social being and cannot develop, actualize and objectify himself through labor in isolation from others and from the social environment (Mbah, 2005). Men have to interact with others to live well and to achieve more meaningful sustainable socio-economic development. The relationship between men and women has for a long time been marked by the   sub-ordination of one group to the whips and caprices of another. Women’s position being relegated to the background and placed in a dependency position makes it almost difficult if not impossible for them to take their own decision on issues and problems to affect them more especially on reproductive health. 
(Onu, 1998) opined that “women are at the heart of development. They control most of the nonmoney economy (subsistence agriculture, bearing and raising children, doing domestic labor) and taking important part in the money economy (trading, the formal sector, wage employment)”. He further stressed that everywhere world, women have two jobs, around the home and outside it. This assertion implies that women have a lot in of contribution to make towards the healthy socio-economic development of every county but women are constantly denied this opportunity by the nature of our societal organizations, and the cultural set up that makes it more comfortable for men to maintain the status quo. Today, awareness has led to the recognition of the important role women can play in national development and this calls for an urgent need to address these critical areas that have hindered full recognition of women’s talents, women’s right, women’s development and empowerment.

1.2 Statement of the Problem  

The major problem facing the Zango kataf LGA and every other community in Nigeria is that of deprivation of women’s right to participate in their full capacity in educational activities just like their male counterparts. This hinders their ability to operate in their full capacity in educational development project in the local government, like every other local (rural) area. The literate women in Zango kataf LGA outnumber that of the illiterate but still create little ignorance among some of other women defending their rights 
Another major source of problem is the men controlling the affairs of their families, prevents or sanctions their wives from participating or partaking in some activities of women from the local government. 
Some men whose wives are appointed or elected leader stopped their wives in such leadership roles thereby compounding the problems of women organization in the Zango kataf LGA. 
Another source of problem is lack of finance. This affects the organizational structure of men as a result of the fact that majority of the women are house wives who depend on their husbands. There is need for the women to finance themselves independently so as to stand a better chance to assist in their homes and also in the society. Also incompetence in management and control of women organization by their executive hinders their development and efforts. At times some women leaders seem to antagonize one another when working together towards achieving a set goal. Child bearing also affects women in participating in other activities.


The main purpose of this study is to examine the place of women in enhancing basic education in Zango kataf LGA kaduna state.. 
The specific objectives the study would want to achieve are as follows:
1.            To investigate the extent of involvement of women in the planning of their education.
2.            To identify community restrictions that contributes to the low participation of the women in adult literacy education.
3.            To investigate the other factors responsible for the low participation of the women in education programmes.
4.            To assess the effect of the low participation in literacy education on national development.
5.            To examine and suggest strategies for encouraging women’s participation in literacy education.


The study will be guided by the following research questions:
1.            To what extent are the women involved in the planning of their education?
2.            What community restrictions have contributed to the low
participation of the women in literacy education?
3.            What other factors are responsible for the low participation of the women in education?
4.            What are the effects of the low participation in literacy education by women on national development?
5.            What strategies can be employed to encourage women’s
participation in literacy education?


 The findings of this study would benefit the planners and facilitators of women education. The government, policy makers, community leaders, the women and the society will also benefit.  The benefits to the planners include the increase in knowledge of the way of life of the women (their psychology) through interaction with the women, which would bring about an appropriate curriculum for women education.  This would also improve the planner’s strategy in planning rural education.
 The skills of the facilitators in this field, especially teachers and instructors should improve if the strategies discussed in the study  (The PRA and SARAR) are properly adopted. The government should also benefit in that, it would be brought nearer to the community making it easier for the interpretation and implementation of policies to the women. The government through the discoveries of this research would be able to modify and supplement the existing mode of life by supplying programmes, which would require to be incorporated to improve the culture of the women for their living.  When the government is brought nearer to the community it may even convince the community to release their resources to support education programmes.


      The study is restricted to place of women in enhancing basic education in Zango kataf LGA in Kaduna State.

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Item Type: Project Material  |  Attribute: 77 pages  |  Chapters: 1-5
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