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.
Does expansion mean inclusion in Nigerian higher education
Synopsis The expansion of higher education in Nigeria has been astronomical since 1948 when the first university, University of Ibadan (UI), was established. This article explores gender equity issues relating to access, curriculum transformation and staff development within the faculties of technology and agriculture at the University of Ibadan. It concludes that while gender is not explicitly on the university's agenda, university life is a highly gendered experience. Women's access to the Faculty of Technology is hampered by poor preparation at lower levels of education, male dominance of time and space and societal expectations of appropriate work for women. Affirmative action is perceived as discriminatory and counterproductive. The Agriculture curriculum is not gender mainstreamed because of limited knowledge and expertise, bureaucracy in curriculum change, poor pedagogy and prevalent negative attitude to gender. For female staff, power relations symbolically construct and regulate their experiences of work. Exclusions, while covert, are attenuated by women's exposure to local and international networks and mentoring. There is a need to formulate, implement and evaluate gender equity policies to address gendered experiences of female staff at the university.
Daily weather variables and affective disorder admissions to psychiatric hospitals
Numerous studies have reported that admission rates in patients with affective disorders are subject to seasonal variation. Notwithstanding, there has been limited evaluation of the degree to which changeable daily meteorological patterns influence affective disorder admission rates. A handful of small studies have alluded to a potential link between psychiatric admission rates and meteorological variables such as environmental temperature (heat waves in particular), wind direction and sunshine. We used the Kruskal-Wallis test, ARIMA and time-series regression analyses to examine whether daily meteorological variables—namely wind speed and direction, barometric pressure, rainfall, hours of sunshine, sunlight radiation and temperature—influence admission rates for mania and depression across 12 regions in Ireland over a 31-year period. Although we found some very weak but interesting trends for barometric pressure in relation to mania admissions, daily meteorological patterns did not appear to affect hospital admissions overall for mania or depression. Our results do not support the small number of papers to date that suggest a link between daily meteorological variables and affective disorder admissions. Further study is needed.