Gender enrolment status in higher education courses : a situation assessment and analysis of a South Eastern Federal University
For two decades now, there has been a heightened interest on gender equity in educational access. This interest is stimulated by the realization that one of the most effective strategies for promoting economic and social development in developing countries is education for all. In recognition of the positive impact of girl-child education, various organizations (UNICEF, UNESCO, CEDAW, CIDA, FAWEN) have mounted many intervention programs and campaigns aimed at closing the wide gender gap in access to and achievement in education in Africa. A situation assessment and analysis on gender enrolment status in different countries by UNICEF in 2003 indicated that significant gender disparities still exist in many African countries. Though Nigeria made meaningful progress in ensuring gender equity in this area at the primary education level with a gender gap ratio of only 5 percent, however, being a highly patriarchal society, home and societal roles are still gender stereotyped. This is reflected in the admissions into different higher education courses in the universities. This paper assesses the gender status in enrolment into different faculties in a south eastern university in Nigeria. Enrolment status by male and female students into arts and science based courses offered in this university from 2008 to 2011 was assessed. Four research questions guided the study. Results indicated that in spite of the profuse efforts made so far to bridge the gender gap in education access in Nigeria, many higher education courses are still being construed as either masculine or feminine. Evidence of this gender gap, it is hoped, will sensitize the government, educational institutions and the general public on the current gender situation in human capital empowerment for necessary interventions.
Use of web 2.0 technologies for teaching and learning in selected Federal Universities in Southwest Nigeria.
................................................................................. iii ACKNOWLEDGEMENT.... ......................................................................... vi DEDICATION.................................................................................... vii TABLE OF CONTENTS ................................................................... viii LIST OF TABLES .......................................................................... xiv LIST OF FIGURES ......................................................................... xvi LIST OF APPENDICES ......................................................................... xvii LIST OF ABBREVIATIONS AND ACRONYMS............................................ xviii CHAPTER ONE: INTRODUCTION AND BACKGROUND TO THE STUDY.................................................................................................................... 1 1.1 Background to the Study........................................................... 1 1.1.1 Use of Web 2.0 Technologies in TAL.................................. 4 1.1.2 Web 2.0 Use in Nigerian Universities for TAL Purposes............ 7 1.2 Contextual Setting of the Study................................................... 8 1.3 Statement of the Problem.............................................................. 10 1.3.1 Objectives of the Study................................................... 11 1.3.2 Research Questions........................................................ 12 1.3.3 Research Hypotheses...................................................... 12 1.4 Significance of the Study.......................................................... 13 1.5 Delimitation of the Study.......................................................... 13 1.6 Theoretical Framework.............................................................. 14 1.7 Preliminary Literature Review...................................................... 15
Statistical indicators of female participation in education in sub-Saharan Africa
Given the significance of female education for development, there is an enormous need for data across countries that can be used to inform policy discussions within and among individual countries. Nowhere, perhaps is this need greater than in sub - Saharan Africa (SSA) where female participation in education is inordinately low, and where disparities between females and males vary greatly among countries. This report responds in two ways to the need for statistics on female education. First, it defines statistical indicators that can be used to describe the level of female participation and the disparities between males and females in education systems. As one form for these indicators, the report introduces the concept of the gender ratio as a generic tool for comparing male and female participation in education across all indicators used to assess the performance of education systems. Second, the report presents data from existing sources for the forty-six countries in sub - Saharan Africa.