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.
Evaluation of Enrolment and Performance Patterns of Male and Female Graduates in Guidance and Counseling Programme: A University of Ibadan Study
The purpose of this study is to review the enrolment pattern and performance of male and female students in the guidance and counselling programme of university of Ibadan, Ibadan, Nigeria. The participants sampled for the study consisted of graduate students in the department of guidance and counselling of faculty of education, university of Ibadan, Ibadan which had undergone the programme from 2008/2009 - 2012/2013 academic sessions. Two hundred and thirty-seven students’ results for the periods in question were used which comprises of ninety-seven males and one hundred and forty female students. The data was extracted from departmental records of admission and graduation lists. To examine the enrolment pattern and their performance pattern, frequency and t-test statistical tools were used. Results on enrolment pattern favoured the female and that there is no significant difference in the academic performance (t=0.536, df + 235 and p = 0.59). This study suggests that the course is not meant for women alone and those females are not significantly performed better than male counterparts. It is recommended that Counselling Association of Nigeria (CASSON) should try as much as possible to educate masses on the importance and usefulness of the course and profession at large for human race. Finally, the schools responsible for producing guidance counsellors should make adequate provision for the counsellors in trainee to be well trained in both theory and practical. Keywords : Enrolment, Performance, Guidance & Counselling, Programme, Gender .
National Open University of Nigeria (NOUN): A Historical Perspective and Challenges
Distance education has become an important policy option for educational planners in developing countries. In the context of Nigeria, increasing population, growing national demand for education, dwindling financial resources, increasing fiscal constraints, and therefore narrowing of access to education led to the emergence Open University in Nigeria to salvage the promise of education only to be choked prematurely to death. It’s subsequent re-emergence points to its imperative in salvaging the demand for placement in the universities in Nigeria. The review attests to this promise, despite the ups and downs and argues that the revitalisation of National Open University of Nigeria (NOUN) by the government has the potential to widen access and become a rallying point for higher education in Nigeria. NOUN will however face two major challenges as it seeks to transform the educational landscape: the first is that it needs to demonstrate that it can provide programmes of high quality to its students; second, it needs to be able to demonstrate that it can offer programmes cost-effectively. These challenges demand a refocus and a re-conceptualizations of the superstructure, distance education in Nigeria.