A qualitative assessment of the achievement of gender equality under education for all (EFA) goals : study of Lagos State, Nigeria
- Authors: Adeleke, Adawi Adeola
- Date: 2018
- Subjects: Sex discrimination in education -- Nigeria Sexism in education -- Nigeria Educational equalization -- Nigeria
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9500 , vital:34357
- Description: The importance of education cannot be overemphasized. Education has been identified as the most critical instrument for empowering individuals with the necessary knowledge and skills, which can give them access to productive employment. Also, the future of a country is based on the quality of education acquired by its citizens which helps in transforming it from pre-literate to contemporary nationhood. Many international treaties and initiatives in the world have made special provisions for education as a duty of every government which must be given to every citizen as of right, irrespective of gender or social class. Amongst these international initiatives is the Education for All (EFA) Goals, a time-bound global movement towards the provision of education for every one led by the United Nations Educational, Scientific and Cultural Organization (UNESCO). There are six goals in all. This study investigated one of the EFA goals, the goal 5. The aim of the study was a qualitative assessment of the achievement of gender equality goal under the Education for All (EFA) goals, a study of Lagos State, Nigeria. The theoretical framework of the study is informed by the Social Justice Theory and the Social Justice Praxis Theory. Scholarly works and literatures on girl-child education, gender and education, and gender balancing in education were reviewed. The study followed qualitative research approach which utilizes an interpretive research paradigm that provides a collective voice from the participants. The research area was purposively selected as Lagos State being a former capital of Nigeria and still the commercial nerve centre of the nation. Although it is the smallest state in Nigeria in term of size, it remains the most populous in the country with a projected population of 20,546,999 (13.5percent Nigeria’s total population). A sample of 16 participants were purposively selected because they were the officers directly in charge of the implementation government policies on education in the State. The data was collected through in-depth recorded interview sessions and secondary data were sourced through official documents downloaded online and from Lagos State Ministry of Education. Based on the thematic analysis of the data collected, the study found out that the State government had established policies and measures to provide qualitative education for all the citizens on a non-discriminatory basis. Thus, the goal of gender parity in terms of enrollment of boys and girls has been relatively achieved in the state. However, there were still some challenges of equality in the learning process and outcome. The study therefore recommends that schools should be made attractive and conducive as possible to assist the educational attainment of any student. This could be achieved by promoting positive values and attitudes towards education, all the stakeholders in the education sector must be involved in the business of running the school. There should also be a form of resourcing and expansion of the school facilities through the Public - Private Partnership in education.
- Full Text:
- Authors: Adeleke, Adawi Adeola
- Date: 2018
- Subjects: Sex discrimination in education -- Nigeria Sexism in education -- Nigeria Educational equalization -- Nigeria
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9500 , vital:34357
- Description: The importance of education cannot be overemphasized. Education has been identified as the most critical instrument for empowering individuals with the necessary knowledge and skills, which can give them access to productive employment. Also, the future of a country is based on the quality of education acquired by its citizens which helps in transforming it from pre-literate to contemporary nationhood. Many international treaties and initiatives in the world have made special provisions for education as a duty of every government which must be given to every citizen as of right, irrespective of gender or social class. Amongst these international initiatives is the Education for All (EFA) Goals, a time-bound global movement towards the provision of education for every one led by the United Nations Educational, Scientific and Cultural Organization (UNESCO). There are six goals in all. This study investigated one of the EFA goals, the goal 5. The aim of the study was a qualitative assessment of the achievement of gender equality goal under the Education for All (EFA) goals, a study of Lagos State, Nigeria. The theoretical framework of the study is informed by the Social Justice Theory and the Social Justice Praxis Theory. Scholarly works and literatures on girl-child education, gender and education, and gender balancing in education were reviewed. The study followed qualitative research approach which utilizes an interpretive research paradigm that provides a collective voice from the participants. The research area was purposively selected as Lagos State being a former capital of Nigeria and still the commercial nerve centre of the nation. Although it is the smallest state in Nigeria in term of size, it remains the most populous in the country with a projected population of 20,546,999 (13.5percent Nigeria’s total population). A sample of 16 participants were purposively selected because they were the officers directly in charge of the implementation government policies on education in the State. The data was collected through in-depth recorded interview sessions and secondary data were sourced through official documents downloaded online and from Lagos State Ministry of Education. Based on the thematic analysis of the data collected, the study found out that the State government had established policies and measures to provide qualitative education for all the citizens on a non-discriminatory basis. Thus, the goal of gender parity in terms of enrollment of boys and girls has been relatively achieved in the state. However, there were still some challenges of equality in the learning process and outcome. The study therefore recommends that schools should be made attractive and conducive as possible to assist the educational attainment of any student. This could be achieved by promoting positive values and attitudes towards education, all the stakeholders in the education sector must be involved in the business of running the school. There should also be a form of resourcing and expansion of the school facilities through the Public - Private Partnership in education.
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The implementation of the Millennium Development Goals (MDGs) and poverty reduction in Zimbabwe : the role of Official Development Assistance (ODA)
- Authors: Chivanga, Shylet Yvonne
- Date: 2018
- Subjects: Economic development projects--Zimbabwe Sustainable development--Zimbabwe Poverty--Developing countries
- Language: English
- Type: Thesis , Doctoral , Development Studies
- Identifier: http://hdl.handle.net/10353/15605 , vital:40483
- Description: This study sought to analyse the role of official development assistance (ODA) from international developmental partnerships in reducing poverty in accordance with the aims of the Millennium Development Goals (MDGs) in Zimbabwe. A qualitative research methodology was used and interview guides were developed in order to put open-ended questions to the participants in one-on-one face-to-face interviews and focus group discussions. The data which was collected was subjected to thematic analysis. Among the findings which emerged was that the implementation of interventions to meet MDGs and reduce poverty in Zimbabwe had been hindered by both internal and external factors. Internal factors included corruption, underinvestment in industry, an untaxed underground economy, and political instability, the inconsistent implementation of policies, a weak judiciary, and excessive dependence upon ODA. Conversely, external factors included ODA which failed to enable the root causes of poverty to be tackled, attempting to remedy the symptoms of poverty rather than the real causes, the misuse of hegemonic economic and political power by foreign developmental partners, the inequitable distribution of ODA, ODA which entailed conditionalities, and soured relations with foreign donors. From the findings it was concluded that the most effective means of reducing poverty effectively in Zimbabwe lay in investing in developing internal sources of revenue. ODA should be used only to supplement interventions to reduce poverty in a sustainable manner and promote inclusive economic growth in the interests of equity. In order to generate the ODA which is needed to begin the process of economic recovery, Zimbabwe needs to re-engage with foreign developmental partners in a manner which ensures that partnerships are mutually beneficial. The injustices of the past should not be used to account for the failure to meet the MDGs and the deepening poverty in Zimbabwe, as they are not the consequences of the white minority rule of the past, but rather of present-day political ineptitude. Consequently, it is imperative that Zimbabwe should concentrate its efforts on developing the means to raise revenue for development and limit its dependence upon ODA. Holding onto the past by blaming the targeted sanctions, white minority rule, and colonialism will not enable the poverty in which many Zimbabweans in the post-independence era are mired to be meaningfully reduced through the Sustainable Development Goals (SDGs) which have superceded the MDGs to be achieved by 2030.
- Full Text:
- Authors: Chivanga, Shylet Yvonne
- Date: 2018
- Subjects: Economic development projects--Zimbabwe Sustainable development--Zimbabwe Poverty--Developing countries
- Language: English
- Type: Thesis , Doctoral , Development Studies
- Identifier: http://hdl.handle.net/10353/15605 , vital:40483
- Description: This study sought to analyse the role of official development assistance (ODA) from international developmental partnerships in reducing poverty in accordance with the aims of the Millennium Development Goals (MDGs) in Zimbabwe. A qualitative research methodology was used and interview guides were developed in order to put open-ended questions to the participants in one-on-one face-to-face interviews and focus group discussions. The data which was collected was subjected to thematic analysis. Among the findings which emerged was that the implementation of interventions to meet MDGs and reduce poverty in Zimbabwe had been hindered by both internal and external factors. Internal factors included corruption, underinvestment in industry, an untaxed underground economy, and political instability, the inconsistent implementation of policies, a weak judiciary, and excessive dependence upon ODA. Conversely, external factors included ODA which failed to enable the root causes of poverty to be tackled, attempting to remedy the symptoms of poverty rather than the real causes, the misuse of hegemonic economic and political power by foreign developmental partners, the inequitable distribution of ODA, ODA which entailed conditionalities, and soured relations with foreign donors. From the findings it was concluded that the most effective means of reducing poverty effectively in Zimbabwe lay in investing in developing internal sources of revenue. ODA should be used only to supplement interventions to reduce poverty in a sustainable manner and promote inclusive economic growth in the interests of equity. In order to generate the ODA which is needed to begin the process of economic recovery, Zimbabwe needs to re-engage with foreign developmental partners in a manner which ensures that partnerships are mutually beneficial. The injustices of the past should not be used to account for the failure to meet the MDGs and the deepening poverty in Zimbabwe, as they are not the consequences of the white minority rule of the past, but rather of present-day political ineptitude. Consequently, it is imperative that Zimbabwe should concentrate its efforts on developing the means to raise revenue for development and limit its dependence upon ODA. Holding onto the past by blaming the targeted sanctions, white minority rule, and colonialism will not enable the poverty in which many Zimbabweans in the post-independence era are mired to be meaningfully reduced through the Sustainable Development Goals (SDGs) which have superceded the MDGs to be achieved by 2030.
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A Case study of students' first additional language reading and response in the faculty of education at the University of Fort Hare: Eastern Cape
- Authors: Linake, Manthekeleng A
- Date: 2015
- Subjects: Language and education Language and languages -- Study and teaching -- South Africa --Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5851 , vital:29402
- Description: Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.
- Full Text:
- Authors: Linake, Manthekeleng A
- Date: 2015
- Subjects: Language and education Language and languages -- Study and teaching -- South Africa --Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5851 , vital:29402
- Description: Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.
- Full Text:
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