CHAPTER ONE

INTRODUCTION

Background to the Study

       There are three (3) basic components of human existence that man requires to satisfy. These to Osinulu (1994) are the physical, the spirituals and the mental. She stressed that physically man needs air, water, and food for survival, while spiritually, he requires religion and mentally, education for nurturing and developing natural intelligence.

       However, the perspective that have been used to study the women have been developed over-time, and are based on personality trails and characterizations and biological and social reactions. There characterizations only differ partially and from one period to the next. Studies on women are as old as history itself, but studies on consciousness are fairly recent, dating back to the suffragettes. Studies on women span through different area, ranging from women and society, the role of women, women and education, due role of women-culture and society, women and industrial society and women and labour market and so on. The different perspective reflect on the roles of women in the different economics.

       Women dedication has been a crucial aspect of gender issues since the latter part of the twentieth century and has attracted much concern and attention at the global, regional, sub-regional, national and even community levels. Indeed the desire to give a positive sense of direction to girl and women who lack education or left school early has necessitated the formulation of favourable policies and the implementation of bold actions in this regard.

       However, the thrust of these actions and available literature has been to promote equal educational opportunity for boys and girls, to increase enrollment figures of girls and women in school at all levels of education, to ensure access to education and eliminate obstacles to women education There is also the need to understand the educational ideas that shaped and influenced the development of women education in Nigeria Research conducted on women according to Amadi (2006) has shown that women are characterized by greater dependency, stronger social orientation and the tendency to become more easily discouraged by failure than men, this trait no doubt is very important in studying the socio-cultural constraint militating against women education in Nigeria.

       It is believed that the socio-cultural factors militating against women education in Nigeria are so great and important and hence should constitute an area of interest for a developing country like Nigeria. There have been prolonged and sustained gender disparities and graduate out put levels of education. It is against this background that women have been classified as a special group of people, with special needs that can be met through education. This study is very important in that it is aimed at identifying the socio-cultural constraints militating against women education and in doing so, make possible suggestions that will help to solve the problems

Statement of the Problem

       Overtime, skewed educational accessibility has been inhibiting women’s socio economic empowerment Conceptually

the stereotyped role assigned to women by the colonial ‘ideology of domesticity’ which emphasizes domestic education for the women folk have made gender asymmetry to be sustained in the country These prejudices have been exacerbated further by vagaries of missionary education and other male-gender privileging colonial literature (Harmnond and Jablow, 1992: 6).

       Political culture that has emerged from the colonial orientation has been particularly patriarchal. It reflects gender inequalities in men and women’s role, and levels of access to state power, resources and institutions (Mama, 1997:71). Specific development policies targeted at women’s education and socio-economic participation have been largely ineffectual in the country. Unhealthy state controlled developmentalism’ has, indeed, helped to erode (any) independent feminist initiative ever geared toward women educational progression in our society (Tsikata, 1997:381). Nigeria women’s access to formal education is still being constrained due to their unfair workload within the household division of labour. Consequently, the realization of the MDG3’s “gender equality and women empowerment” target is being impeded vacuously (Opaluwah 2007:5). Across various geo-political delineations in Nigeria, a greater percentage of school-age girls are needlessly out-of- school, compared with the ratio applicable to boys of the same age grouping Therefore the attainment of the MDF2’s target ie ‘education for all by 2015 is glaring at a cross-roads; having missed the initial deadline of 2005. It is all these incongruence outlined above that made a stringent

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