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" Gender Challenges Encountered in Accessing Higher Education in Nigeria "
Osakwe, Emmanuel Chiedozie
Malarz, Marilyn
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1110768
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| Doc. No
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TLpq2490945789
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| Main Entry
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Malarz, Marilyn
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Osakwe, Emmanuel Chiedozie
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| Title & Author
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Gender Challenges Encountered in Accessing Higher Education in Nigeria\ Osakwe, Emmanuel ChiedozieMalarz, Marilyn
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| College
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University of Charleston - Beckley
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| Date
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2019
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| student score
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2019
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| Degree
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D.E.Lead.
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| Page No
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132
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| Abstract
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Higher education in Nigeria is provided by institutions, such as the universities, colleges, and polytechnics in conjunction with the monotechnic (accredited by federal, state, and private institutions specialized in providing instructions on a single scientific or technical subjects, such as agriculture and related disciplines). Supervisory agencies are charged with the responsibility of managing these institutions, overseeing the process of enrollment, and setting up the required courses for each faculty. On a yearly basis, more than 1 million students apply for enrollment into higher education programs, even though less than 10% of them are given a chance to pursue the courses of choice or interest. Among the 10% chosen, male students have a higher rate of admittance than females do. These data suggest that there are numerous gender challenges that female students in Nigeria face as they attempt to access higher education. This phenomenological research study explored the perspectives of 20 Nigerian women; 10 who were able to gain entry into a university, and 10 who were denied and still trying. An analysis of their higher educational access challenges suggested that the following core elements are impediments to women’s access to higher education: (a) parental poor financial background and lack of knowledge regarding the value of education (b) the idea that educating girls is not culturally beneficial to the immediate family; and (c) strong gender roles, with a strict division of labor according to gender within the same household. Further complicating this issue is the fact that higher education in Nigeria has not adopted the technological platforms that can allow for universal access to higher education. Among the recommendations that can hopefully ameliorate these ongoing gender issues in Nigeria, this research proposes the adoption of the eLearning technical model, which can ensure that access to education is not only gendered sensitive but also helps to address the constraints that female students face while pursuing higher education in the country.
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| Subject
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Educational leadership
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Educational technology
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Gender studies
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Higher education
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Sub Saharan Africa studies
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