Gender Issues in the Educational Systems - Essay Example

The problem of gender disparities in teenage education systems of different countries Affiliation: number: Introduction The past three decades of research have reported cases of increasing awareness for the need of empowering the women in society through various measures like improving on their social, economic, and political equity. This is subject to combine with improvements to access to the fundamental human rights, help improve nutrition in the basic health and education. Through increased awareness about the subordinate status of the women in society, the concept of gender is becoming an overarching socio-cultural variable. The concept is visible through different factors like race, class, age, and ethnicity (World Economic Forum, 2004). The concept of gender equity is the stage of human social development whereby the rights, responsibilities and the opportunities available to individuals will not be subject to determine by the fact of being born male or female. In a complete gender balanced situation, it will be possible for aal genders to realize their full potential. There is a major problem of gender imbalance in the education sector, particularly on the participation of the feminine gender. It is apparent that the female gender remains the most to be disadvantaged on matters of access to education at different levels. This topic has been under debate in many international platforms as the initiative of enhancing girl child education (Gerntholtz et al., 2011). Basing on this context, it thus leads to the thesis; countries that fail capitalizing on the full potential of gender balance are misallocating their human resources, thus undermining their competitive advantage. This paper is going to analyze on the education system of South Africa and Nigeria with the aim of addressing issues of gender imbalance, focusing particularly on teenage education. The main purpose of the paper aims at justifying how investment in educational gender balance helps in shaping the ability of both the male and female for them to reach their full potential in the society. Research problem in relation to a theoretical framework The main problems facing the education system worldwide is the aspect of achieving gender balance. Educational attainment is without any doubt, remains the most fundamental prerequisite aimed at empowering women in all spheres of the society. Without having a comparable quality on the content of education provided to the boys and men in society, women will be unable to access well-paid and formal sector jobs. They will also fail to advance within them, be able to participate in, be unable to be represented in government, and fail to gain political influence (Gerntholtz et al., 2011). This is in relevance to the existing knowledge and the real needs of the women in society. Consequently, the risk of not educating a specific gender increases the risk for the entire society as a whole in that the next generations will be ill prepared. Empirical research has been able to indicate that education and literacy helps in reducing mortality rates among children, including reducing the bias towards the female child mortality. More so, gender balance in education is significant for reducing early pregnancies and early marriages. The concept bases on the fact that the female gender still constitutes of the two-thirds of the world’s illiterate population (World Economic Forum, 2004). In the present studies, issues of gender disparity in the educational attainment are subject to capture through the data. These data are present on the literacy rates, the enrolment rates for the primary, the secondary, the tertiary education, and on average years of schooling across various populations. Through conducting a review on these levels of education, it is possible to illustrate on the current levels of the women’s empowerment through education. It is also possible to determine on the potential of future generations of the women in particular nations. This relevance justifies the need of studying and promoting gender balance in the education systems of all nations. Research Objectives The primary objective of conducting a study on the topic of gender disparities in the education system is to help in illustrating on the current levels of the women’s empowerment through education. The outcome will help at determining on the potential of future generations of the women in particular nations. The specific objectives entail: i) Analyzing on the strengths associated to empowering women through equal education facilities ii) Scrutinizing on the critical practices that hinder the progress of gender balance in the education system iii) Provide the national government and the respective international bodies with advice on how to enhance gender balance in the education system. Research Methodology The study will be an exploratory case based on an empirical study on education trends of two different countries, namely South Africa and Nigeria. In this empirical research, the paper will focus specifically to the challenges of teenage education for the female gender. It is more of a qualitative research conducted through sampling techniques on various resource materials. The resource material for this study will be from the available journals, reports, newspaper and magazine articles, and any other relevant websites. In conducting data analysis, the research will dwell on general analysis, more than depending on the statistical tools. The obtained data and information will then be subject to use to offer the final recommendation to the local nation and the respective international bodies. Insights will be available on how they could use this information at addressing the problem of gender imbalance in the education systems. The first section will analyze gender inequality in the Nigerian teenage education, with the second section analyzing on the gender imbalance in South Africa’s teenage education system. Part 1: Gender inequality in the Nigerian Teenage Education Nigeria is a country that has been persistently experiencing issues of gender imbalance in its education system. Statistics obtained from various data sources and analysis ascertain on this contention of research. The reasons for the continuous gender inequality in teenage Nigerian education were due to both traditional and cultural practices. The implication is subject to reveal the poor national development since the contribution of the female gender remains very significant. In the Nigerian society, education for the female gender does not receive significant attention as this led to second-class status assigned to the female gender (Amasuomo, 2006). Upon reaching teenage age, all feminine gender becomes subject to relegate to become mere agents of the domestic engagements, with some considerable reproductive roles. The arising of this apathy has been able to affect the Nigerian education system significantly. Because of this trend, the male gender has dominated the Nigerian schools, starting from the primary to the tertiary level. Gender inequality remains to be the major problem in the Nigerian education system despite having numerous measures by the Federal Government in giving equal opportunities to the education. The Nigerian government introduced the Universal Free Primary Education (UPE) back in 1976, which is currently operating as Universal Basic Education (UBE). The female gender still lacks behind in the sector of education, which contributes to the much implications of the social and economic status of the female in this nation. If there is no drastic action to help address this issue, tomorrow education system in Nigeria will end up becoming a male affair. This will contribute to the domination of female in the markets, the farms, and in homes as their roles will be making of babies and increase poverty of the land (Iloegbunam, 2006). The research questions that require answers are as follows; i) Are there some existent gender inequalities in the Nigerian education today? ii) What are some of the causes for gender inequality in the Nigerian education? iii) What are the possible implications of having such gender inequalities? iv) What steps are there to take in order to normalize the Nigerian Education System? The method used in completing this study was purely an analytical approach. Statistical data in regards to school enrollment in the entire nation were subject to obtain from the previous source. The data was then to analyze in order to show the level of enrollment basing on three levels of education. These are primary, secondary, and on undergraduate studies. The Census in Nigerian education system covered the period between 1991 and 2006. In the Census report, the ratio of the male students was 50.04% while the female was 49.96%. However, in 2006, the ratio of male gender enrolled in the education system was 51.21% while the female gender was 48.79% (Otite, 2006). Data obtained in Gender Inequality in Education Table 1: National Summary of Primary School Statistics (1996-2005) year Total enrolment Male enrolment % Female enrolment % Remarks 1996 15,496,074 8,935,865 57.66 6,560,209 42.33 More male 1997 17,397,553 9,837,394 56.54 7,560,159 43.45 More male 1998 16,045,567 9,232,885 57.54 6,812,683 42.45 More male 1999 17,907,010 10,058,,434 56.17 7,848,576 43.82 More male 2000 19,158,439 10,745,128 56.08 8,413,311 43.91 More male 2001 19,263,534 10,805,722 56.09 8,457,812 43.90 More male 2002 19,861,682 11,070,610 55.73 8,791,072 44.26 More male 2003 25,772,044 14,433,764 56.00 11,338,280 43.99 More male 2004 20,951,818 11,712,479 55.90 9,239,339 44.09 More male 2005 20,951,818 11,712,479 55.90 9,239,339 44.09 More male 2006 191,891,201 107,973,895 56.26 83,917,306 43.73 More male Total 191,891,201 107,973,895 56.26 83,917,306 43.73 More male Source: Universal Basic Education Commission, Abuja National Bureau Statistics (Social Statistics in Nigeria (2005)) National Bureau of Statistics (Annual Abstract of Statistics 2006) Table 2: National Summary of Secondary School Statistics (1996-2005) year Total enrolment Male enrolment % Female enrolment % Remarks 1996 4,201,333 2,229,529 54.63 1,971,804 46.93 More male 1997 3,921,664 2,083,002 53.11 1,838,662 46.88 More male 1998 4,003,915 2,235,392 55.83 1,768,523 44.16 More male 1999 3,844,585 2,406,608 53.23 1,797,977 46.76 More male 2000 4,104,345 2,262,130 55.11 1,842,215 44.88 More male 2001 5,533,384 3,246,566 58.67 2,286,818 41.32 More male 2002 6,296,174 3,717,864 59.04 2,578,310 40.95 More male 2003 7,171,304 4,063,775 56.66 3,107,829 43.33 More male 2004 5,388,734 3,077,911 57.11 2,310,823 42.88 More male 2005 5,422,611 3,079,832 56.79 2,342,779 43.20 More male Total 49,888,049 28,042,309 56.21 21,845,736 43.78 More male Source: Universal Basic Education Commission, Abuja National Bureau of Statistics (Social statistics in Nigeria (2005)) National Bureau of Statistics (Annual Abstract of Statistics 2006) Table 3: Enrolment by Institution and Sex (Undergraduate) Institution 2000/2001 Male female 2001/2002 Male female 2004/2005 Male female University of Ibadan (Western Nigeria) 13,415 9,053 12,594 8,499 12,070 6,887 More males University of Nigeria Nsuka (Eastern Nigeria) 16,173 9,821 17,976 16,369 16,593 19,596 More female University of Benin (Southern Nigeria) 13,059 9,850 14,458 11,047 23,846 18,258 More males University of Abuja (Northern Nigeria) 1,606 1,345 1,785 1,495 4,835 4,386 More males Total 44,258 30,069 46,398 36,758 57,344 49,127 More males Source: National Universities Commission Discussion of the above results Basing on the statistical data obtained from the primary, secondary and university enrolment, it is evident that there are higher percentages of the male enrolment through different levels of education in Nigeria. One factor contributing to this imbalance is the general preference by the parents of the male gender to the females. The occurrence of this higher preference bases on the traditional practices in that the male children will be the ones to succeed their fathers and be able to sustain their family. A major factor that contributes to the male dominance is the access to the educational opportunities. Percentages of female enrolment continue decreasing as compared to the male as they continue to mature. This implies that as female gender reaches teenage years and above, preference for their roles in the society keep of changing. It thus leads to most of the girl child population dropping out of the education system (National Universities Commission, 2006). As a girl child reaches teenage years, the society expects their roles to start changing towards producing children and do homework duties. Their parents marry these girls at this teenage age, mostly contributed by issues of poverty. Some communities engage in cultural practices that do not allow the girl child to attend education. Most of the Nigerian communities still believe that sending a girl child to school will interfere with their marriage process, something they consider as the primary mission of the female child (Iloegbunam, 2006). In order to manage reducing the gender gap in society, education has been subject to recognize as the most viable instrument if correcting such inequality in the society. Implications of gender inequality to the nation The impact of gender inequality in the education system depends upon the size of the differential and the size of the disadvantaged age. There is a high probability that the society will be richer through high-level work force when more women have access to the education, since educating a girl child is comparable to educating the entire nation. Nations that deny the girl child access to education will continue wallowing in poverty and poor health. It takes having education to be able imbibe the health culture and good sanitization. Education also serves as a powerful weapon for the social development, equity, and justice (Otite, 2006). Providing the girl child with equal opportunities for education would be essential at fostering on the repositioning of women socially, economically, and even through political matters. All of these bases on the fact that women are the mothers of the tomorrow’s nation. Recommendations To achieve eliminating the issue of gender inequality in the Nigerian education, there is a need to consider following the bellow mentioned steps; a) Discouraging all cultural and traditional practices that tend to be enhancing gender inequality at all levels of education b) The government (federal, state, and local) should consider providing financial assistance to the female students through scholarships and bursaries. c) Consider educating the public and the parents to change their attitudes towards the girl child education. d) Government should consider promulgating strict laws against early marriages in the society and against parents that fail to send their daughters to school. e) Finally, education systems should consider introducing the 50:50 quota systems in all levels of learning as a means of achieving gender balance in the education system. Conclusion The empirical research findings above have been able to indicate that there is still gender inequality in the Nigerian system of education. The reasons contributing to this problem are subject to trace back to the traditional, cultural, and historical practices in the society. Educating a girl child will be a key tool to help her take control over her life, and be able to participate on the equal basis of society. With adequate education, the girl child will be able free herself from the economic exploitation and the patriarchal oppression. Part 2: Gender inequality in South Africa’s Teenage Education The South African Constitution serves as a compass for enhancing gender equality in the country. Several policies have been subject to enact in order to facilitate on the concept of gender equality in education. These policies have been able to lead to the gender parity through enrollment and reported an increase in the participation of the boys and girls in schools (Moletsane, 2010). Even though the some successes have been able to achieve in terms of education access, the quality of the educational experience remains a great challenge in the South African education system. Schools remain to be the context of gender inequality through the experiences of both boys and girls, with these inequalities becoming increasingly subtle. To help in identifying the real problems of gender disparity in the South African education system, the policy brief will base on the qualitative study examining on gender equity and equality in the basic education (Huisman & Smits, 2009). The aim is for informing the national government and the responsible international bodies on aspects of gender equity in the basic education. Data on this particular study was subject to obtain basing on the responses from interviews with the cross-section of stakeholders in the education sectors. The research also undertook on significant literature reviews, together with conducting analysis of the policies related to gender equity in the education sector. The analysis was basing on the two broad areas of marginalized girls in the education sector and the gendered culture of the educational institutions. It is thus important to review on the existing gaps in the education system and be able to outline on the challenges encountered in implementing the recommended policies. Findings of the research Responses from the interview participants in the cross sections of stakeholder were able to determine that there is education deficit in South Africa. Most participants responded that poverty-gender inequality have connections in terms of the basic education deficit, being highly present through the level of illiteracy among the poor women (Bhana, 2010). This is despite having the South African Constitution that safeguards on the rights to education to all genders. Interviewees cite the problem of illiteracy among the women in that they were operating below poverty lines and the oppressive sexual practices at their teenage ages. The practice eventually made them fall victims of early pregnancies and dropping out of school. In comparison to the male gender, about 45% of girls report to early education, with 55% being boys. However, upon reaching teenage years, the female population in schools is approximately 41%, with 59% making up of the male gender (Lund, 2008). Discussion The gender inequality issues in South Africa’s education system filters in multiple interrelated ways. The teacher’s attitudes about gender are the first contributing factor, in that most of these teachers engage in traditional and cultural practices that promote male domination in society. The second factor contributing to gender disparity in South Africa’s education system is a matter of gender and sexual violence against the girls. There is also an aspect of learner vulnerability to the unplanned parenthood (Moletsane, 2010). These factors end up affecting the aspirations and achievements of the girl child in the education system, hence forcing them to drop out. After dropping out of school, these teenage girls become vulnerable to prostitution, early pregnancies, early marriages, and being at higher risks of contracting sexually transmitted diseases. There is continuous absence of the female representation in the geology fields, political science, qualitative courses, and hard sciences. The level of this absence is another concept that raises many questions in regards to the concept of gender parity in the education sector. Literature review on various data sources indicate that the present approaches towards dealing with gender inequalities in the education sector fail in acknowledging other identity markers that common intersect with gender (Lund, 2008). Consequently, the boys and girls were subjects to deal with as the homogeneous groups. The concept was at the expense of dealing with factors like culture, race, social class, disabilities and sexual orientations that have significant influences on the gender experiences. The impacts of gender inequality to the nation The impact of gender inequality reported in the education system depends on the size of the differential and the size of the disadvantaged age. The first impact is that the nation that denies the girl child access to education will continue wallowing in poverty and poor health. It takes having education to be able imbibe the health culture and good sanitization. Secondly, education also serves as a powerful weapon for the social development, equity, and justice. Providing the girl child with equal opportunities for education would be essential at fostering on the repositioning of women socially, economically, and even through political matters (Bhana, 2010). Failure in providing equity in the education sector will end up creating significant imbalance in the employment sectors, hence contributing to one gender dominated society. Recommendation for the government and respective international bodies To achieve eliminating the issue of gender inequality in the South Africa education, there is need to consider following the bellow mentioned steps; a) Consider developing explicit school-specific gender policies and goals that would be essential for trickling down upon the departmental and national gender policies. b) Consider establishing some meaningful and enhanced engagement between the schools and the local communities so that gender issues will be subject to address jointly and collaboratively. c) Consider identifying teacher development programs which are reflective in nature, and that can deal with gender issues in the education sector. d) Consider identifying ideal leadership development programs that can cultivate the school leaders’ capacity in adopting a gender lens to the school management programs. e) Improve on the level of coordination between the government and the departments dealing with girl and women’s education matters. f) Finally, the government and the respective governing bodies should consider monitoring on the set targets at all possible levels within the education system with consistency and concerted effort. Conclusion As a concluding remark, focus on the interrelationship between gender inequality, poverty, and the education remain complex. Basing on the research, it becomes evident that most education officers recognize gender and poverty as interconnected through the education sector. It is possible to resolve the seemingly irreversible gender issues in the South African education system. There is a possibility of achieving gender equality in the education sector by revising on teacher and leadership development programs. Also providing more authority to the relevant bodies and introducing corresponding penalties when dealing with gender issues would be helpful at mitigating current gaps of gender balance in the education system. References Amasuomo, J. O. (2006). Gender imbalance in teachers supply in primary and secondary schools in Bayelsa state: Implications for national development. Journal of Research in Education, 3, (4). Bhana, D., Morrell, R., Shefer, T and Ngabanza, S. (2010). South Africa Teachers’ Response To Teenage Pregnancy and Teenage Mothers In Schools. Culture, Health & Sexuality, 18(8), 871-883 Gerntholtz, L., Gibbs, A. and Willan, S. (2011). The African Womens Protocol: Bringing attention to reproductive rights and the MDGs. PLoS Medicine, 8(4), 1-4 Huisman, J. & Smits, J. (2009) Effects of household- and district-level factors on primary school enrollment in 30 developing countries. World Development 37(1): 179–193 Iloegbunam, N. E. (2006). Rights of women as panacea for repositioning women education in Nigeria. Multidisciplinary Journal of Research Development, 7,(3). Lund, F. (2008). Changing Social Policy. The Child Support Grant in South Africa. Cape Town: HSRC Press. Moletsane, R. (2010) Gender review in South African basic education. Pretoria: Department of Basic Education National Universities Commission (2006) in National Bureau of Statistics Annual Abstract of Statistics. Otite, A. O. (2006). 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