EFFECT OF UNIVERSAL EDUCATION ON GIRL CHILD BASIC EDUCATION IN OFU LGA, KOGI STATE

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EFFECT OF UNIVERSAL EDUCATION ON GIRL CHILD BASIC EDUCATION IN OFU LGA, KOGI STATE

Abstract:

This study investigates the impact of universal education initiatives on the attainment of basic education for girl children in Ofu Local Government Area (LGA), Kogi State, Nigeria. As global efforts strive to ensure equal access to education for all, it is crucial to assess the specific challenges and successes faced by girl children in a local context. The research employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather comprehensive data on enrollment rates, retention, and academic performance of girl students. Additionally, the study explores the socio-cultural factors, economic constraints, and institutional barriers that may hinder the effective implementation of universal education policies for girls in Ofu LGA. The findings aim to provide valuable insights for policymakers, educators, and community stakeholders, fostering a deeper understanding of the dynamics influencing girl child education and informing targeted interventions to promote inclusive and equitable access to basic education in the region.

Chapter One:

Introduction

1.1 Background of the Study

Education is universally acknowledged as a fundamental human right and a catalyst for societal development. The global commitment to achieving universal education is underscored by various international initiatives, including the United Nations Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education for all. In Nigeria, concerted efforts have been made to implement universal education policies to ensure that every child, regardless of gender, has access to basic education. However, despite these efforts, gender disparities persist, particularly in regions with unique socio-cultural contexts.

In Ofu Local Government Area (LGA), situated in Kogi State, Nigeria, the effectiveness of universal education policies on girl child basic education warrants careful examination. Ofu LGA presents a microcosm of the challenges and opportunities faced by girl children in their pursuit of education within the broader Nigerian context. Understanding the dynamics of girl child education in Ofu LGA is essential for designing targeted interventions that address the specific barriers faced by this demographic.

Education performs major role in equipping the individual with basic skills and knowledge, which will help any nation state.

The global consensus is that education is a process that helps to develop the whole human being physically, socially and technologically to enable one function in any environment the find herself. The present demand for education in Nigeria history may not be unconnected with general level of awareness in the society and the wind of change blowing all over world.

The number of primary and secondary schools , Polytechnics, Colleges of Education and Technology, University and Satellite University campuses and the current move by the government to set up the national open universities are no doubt all indicator of the up precedence economic and social demand for education.

Generally, it is accepted that the progress and economic development of a country highly depend on the level and standard of education received by their citizens and that a country cannot develop and be civilized when its citizens are ignorant and not educated.

Therefore the introduction of Universal basic education (UBE) is a bold step to in achieving these facts. It is conceived as a solid foundation for life long learning, and it envisages the evolution of Nigeria into a learning society. The polities of universal free education was used in the 1950s and still used today as a weapon by politicians to gain support and favour of their people. Little do we wonder that the universal basic education program was launched as one of the follow-up of president Olusegun Obasanjo swearing in ceremony. Chief Awolowo made it clear to his supporters that the principles of his part was to intensity efforts and increase expenditure in service that promote welfare health and education of the people. It was not supprising, therefore that president Olusegun Obasanjo believed that educational development should be treated as national emergency and that it should move with the movement of revolution.

However deliberate and sustained changes in varying scales have become common features of school programes in Nigeria. it is however, one thing to formulate policies and another to have them implemented, politicization of the universal basic education programme became a subject or process of maximizing certain interest, values and aspiration that are at variance with scientific rationality paradoxically, the formulation and implementation of education politically rather than educational considerations. This is exemplified in the change of school calendar, lack of unit in the location of schools etc while the worse of the vices has to do with the appointment and selection of those that manage the programme. It is visible today that leadership position in education both at the Federal, state and local levels since independence date has been largely in the hands of misfits and political sycophants. So it appears that the universal basic education scheme is being sevilled with political patronage and indiscipline in its management taking the form of ethnicity, nepotism and tribalism. Education, which is one of the basic ingredients of life, is the most important instrument for any form of social engineering and moral re-generation in any society. It is becoming apparently and glaringly clear that education for all is a right that must not be neglected.

A society that toys with its education stands the risk of going into extinction because it toys with its future and what the future may bring along with it. Most aims, objectives and aspirations of any society are only realised through the provision of relevant education. Education is therefore, the life of a society.

Of all levels of education the most basic is the primary level. This is the level at which the foundations for future learning and progress are laid. The primary education level is the pivot from which all other levels draw and gain inspiration. This goes to prove that any attempt

to neglect this level of education may prove catastrophic for the entire system of education. All governments take serious measures in tackling the problem of education in their societies.

Nigerian governments over the years have taken various measures aimed at improving education in Nigeria. Obasanjo’s administrations (both military and civilian) have introduced two important schemes – Universal Primary Education (UPE 1976) and Universal Basic Education (1999). The main focus of this paper is the latter – UBE

1.2 Statement of the Problem

Despite global and national initiatives promoting universal education, there remains a noticeable gap in the enrollment, retention, and academic performance of girl children in Ofu LGA, Kogi State. The factors contributing to this gap are multi-faceted, encompassing socio-cultural norms, economic constraints, and institutional challenges. This study seeks to identify and analyze these factors to provide a comprehensive understanding of the obstacles hindering the effective implementation of universal education policies for girl children in Ofu LGA.

1.3 Objectives of the Study

The primary objectives of this research are:

To assess the current status of girl child basic education in Ofu LGA, Kogi State.

To examine the impact of universal education policies on the enrollment and retention of girl students in basic education.

To identify socio-cultural, economic, and institutional factors influencing girl child education in Ofu LGA.

To recommend targeted interventions and policy adjustments that can enhance the effectiveness of universal education in promoting girl child basic education in the region.

1.4 Research Questions

The study will address the following research questions:

What is the current status of girl child basic education in Ofu LGA, Kogi State?

How effective are universal education policies in influencing the enrollment and retention of girl students in basic education?

What socio-cultural, economic, and institutional factors impact girl child education in Ofu LGA?

1.5 Significance of the Study

This research is significant for several reasons. Firstly, it contributes to the existing body of knowledge by providing insights into the specific challenges faced by girl children in accessing basic education in Ofu LGA. Secondly, the findings will inform policymakers, educators, and community stakeholders about the unique dynamics influencing girl child education in this region, facilitating the development of targeted interventions. Lastly, the study serves as a foundation for future research on gender disparities in education within similar socio-cultural contexts.

1.6 Scope of the Study

The study focuses specifically on Ofu LGA in Kogi State, Nigeria, exploring the effect of universal education policies on girl child basic education. The research includes an examination of enrollment rates, retention, academic performance, and the identification of socio-cultural, economic, and institutional factors influencing girl child education in the area.

1.7 Structure of the Thesis

The remainder of this thesis is organized into several chapters, each addressing specific aspects of the research. Chapter Two provides a review of relevant literature, highlighting key concepts, theories, and previous research findings related to girl child education and universal education policies. Chapter Three outlines the research methodology, detailing the research design, data collection methods, and analytical techniques employed. Subsequent chapters present the data analysis, discussion of findings, and recommendations for enhancing the effectiveness of universal education policies in promoting girl child basic education in Ofu LGA, Kogi State.

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