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Trends in enrollment, graduation and staffing of science and technology education in Nigeria tertiary institutions: a gender participation perspective
Academic Journals, 2013There is little empirical data on gender participation in science and technology (S&T) education in Nigeria. This study examines the enrolment, graduation and staffing pattern of men and women in S&T fields in tertiary institutions from 1997 to 2006; the specific motivational factors for S&T education; and factors influencing their choice of career.DocumentGender issues in basic education and national development in Nigeria
2013This paper examines factors inhibiting gender equality in the Nigerian education sector, focusing on access to education as well as the learning process. Over the years, education in Nigeria has been primarily oriented toward closing the enrolment gap between girls and boys, while insufficient attention has been paid to retention and achievement.DocumentSocio-Economic Development and the Girl-Child Education: a Look at Jos North Local Government, Plateau State
2014The problem of girl child education in Nigeria’s Jos North Local Government Area has socio-economic aspects related to traditional gender roles. The research presented in this article examines girl child education and its impacts, with the view of finding out why few women are educated in Jos North metropolis.DocumentSafe spaces prototyping: a human-centered design approach
2014Emerging from a human-centered project involving 32 girl co-designers in Nigeria, this guidebook for prototyping the establishment of safe spaces for women and girls began by listening to the girls and some of the people in their lives.DocumentMaimuna’s story, Nigeria
2013In this article, Girl Child Concerns, an arm of the organisation, Girls Not Brides, shares this heart-warming testimonial of a young Nigerian girl, Maimuna.DocumentWomen’s education reduces risk of gender-based violence: evidence from 29 countries
2013Is a woman less likely to suffer domestic violence if she is educated? With respect to household-level determinants of domestic violence, one of the most commonly identified relationships is an inverse association between the education level of women and the reported violence. The author of this article emphasises that education is not the only influence on gender-based violence (GBV).DocumentStop violence against girls in school: a cross-country analysis of change in Ghana, Kenya and Mozambique
ActionAid International, 2013Recent reviews on what works to challenge violence against girls have concluded that the evidence base is weak, and there is a clear need for robust research to help inform interventions. This study is one of the first comprehensive attempts to address this gap in knowledge.DocumentUnlock the intelligence, passion, greatness of girls
TED, 2012All across the globe there are policies, conventions and laws, championed by great people, all with the aim of ensuring the safety and advancement of young people, especially girls. By and large, these have all failed.DocumentGender equity and empowerment in Nigeria: implications for educational management
2011Despite tremendous efforts by the Nigerian government over the past three decades to increase educational opportunities for males and females, significant gender challenges remain. This paper discusses the persistent gender gap in the educational system, even at the management level.DocumentImplications of missionary education for women in Nigeria: a historical analysis
2008What type of education was dispensed by missionary agencies and the British colonial administration, and how has this affected women’s development in Nigeria?Pages