ANALYSIS OF GENDER DISPARITIES IN ENROLLMENT AND PERFORMANCE IN TECHNICAL PROGRAM

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ANALYSIS OF GENDER DISPARITIES IN ENROLLMENT AND PERFORMANCE IN TECHNICAL PROGRAM

CHAPTER ONE:

INTRODUCTION

1.1 Background of the Study

In recent years, the field of technology has become a pivotal driver of global economic growth and innovation. However, despite efforts to promote inclusivity, gender disparities persist in technical education and the workforce. Understanding the factors contributing to gender imbalances in enrollment and academic performance within technical programs is crucial for fostering equality and maximizing the potential of diverse talent.

In spite of the general commitment to the principle of non – discrimination as enshrined in section two of the 1999 Constitution of the Federal Republic of Nigeria, males and females are not given equal opportunities to advance socially, physically, educationally, politically and economically. Evidences abound that several negative aspects of gender relations, such as gender-based divisions of labour, disparities between males and females access to power and resources, gender biases in rights and entitlements, remain pervasive in Nigeria (National Gender Policy, 2006). The fact however remains that girl’s education in colonial West Africa did not make rapid progress as that of the boys. According to UNICEF (2011) the gap between the male and female literacy rates is not just about men and women and the educational opportunities provided for them, but it is also a statement about the society’s development, and its capacity and willingness to provide such opportunities. In Nigeria today, the Federal Government has stipulated in the National Policy on Education that every Nigerian child (male and female) shall have right to equal educational opportunities irrespective of any real or imagined disabilities, distinctions or dichotomies such as gender, ethnic group, religion or social status (Federal Republic of Nigeria (FRN, 2013). It is unfortunate that despite all the appreciable efforts of the government to achieve equalization of educational opportunities (educational parity), there still exist noticeable disparities in educational attainment in terms of gender in technical education in tertiary institutions in Rivers State. This is a current educational issue of no mean order. Gender issues have long been identified as one of the most pressing hindrances in the Nigerian Education System and the world at large. This is more amplified and recurring in technical education. However, the National Policy on Education (FRN, 2013) gives an equal opportunity document which is devoid of gender bias specifically in technical and vocational courses for skill development. Dokubo, (2010) also indicates that the goals of technical and vocational education are oriented towards producing skilled manpower and no distinction is made between the sexes in skills acquisition. Technical Education is a training geared towards the development of the individual both mentally, physically, technically and emotional. It is an education that involves both males and females, hence gender unbiased. Consequently, Technical and Vocational Education (TVE) is used as a comprehensive term referring to those aspects of the educational process involving in addition to general education, the study of technologies, related sciences, and the acquisition of practical skills, attitudes understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO, 2002). According to Ibeneme (2007), Nigeria does not seem to accord technical and vocational education (TVE) the attention it deserves. Surprisingly, gender disparity in technical education in Nigeria has been an issue of serious concern to educators, women themselves and other stakeholders. Gender disparity in technical education in Nigeria has been an issue of serious concern to educators, women themselves and other stakeholders. Usoro, Usoro, Ibritam and Udofia (2009) identified causes of gender disparity in the Nigerian technical colleges to include: sex factor, parental interest, teachers, government and nature of technical education, female preference for some subjects and not others, traditional prejudice against education of women in Nigeria and Africa. In Ghana, Swaziland, Zambia and other African nations, males dominate over female counterparts in secondary and tertiary institutions in technical related courses as reported by Wheldon and Smith cited in Hogan, Akpan and Udeme (2013). Causes cited include; sex factor, discrimination in admissions process, nature of technical education subjects and females’ subject preference.

The effect of educational disparity among male and female in technical education is glaring because despite the introduction of the Universal Basic Education in 2000, the female gender is still lagging behind in education generally but especially in technical education and this has much implication in the social-economic status of the females in the nation. If drastic measures are not taken, tomorrows’ education in Nigeria may be all male affairs as the females dominate the markets, the farms and the homes to make more babies and increase poverty in the land. According to The National Population Census (2006), figures shows that Nigeria as a country have a sex composition that is almost fifty fifty (50:50) for males and females, but the country’s’ educational pendulum bob swings to the male gender. According to Foluke (2010), these inequalities have condemned thousands of children to a life without quality education, to a life of missed opportunities and aborted dreams. Foluke suggested that, to eliminate gender disparity and reduce the gender gap in education, there is the need for a change in people’s mindsets especially among the female counterpart, an education system and structures that will take care of the constraints bedeviling it.

1.2 Statement of the Problem

Gender disparities in technical education have been a subject of concern, with evidence suggesting variations in enrollment rates and academic achievements between male and female students. This study seeks to investigate the extent and nature of these disparities, shedding light on potential factors that contribute to the observed differences.

1.3 Purpose of the Study

The primary aim of this research is to conduct a comprehensive analysis of gender disparities in enrollment and performance in technical programs. By identifying the challenges faced by male and female students, the study intends to provide insights that can inform policies and interventions aimed at fostering a more inclusive and equitable learning environment.

1.4 Research Questions

To achieve the objectives of this study, the following research questions will guide the investigation:

What is the current enrollment distribution of male and female students in technical programs?

Are there significant differences in academic performance between male and female students in technical programs?

What factors contribute to gender disparities in enrollment and performance in technical education?

1.5 Objectives of the Study

The specific objectives of this research are as follows:

To assess the gender distribution in enrollment across various technical programs.

To analyze and compare the academic performance of male and female students in technical courses.

To identify and examine the factors influencing gender disparities in technical education.

1.6 Significance of the Study

This study is significant as it contributes to the ongoing discourse on gender equality in technical education. Findings from this research can inform educational policies, curriculum development, and interventions aimed at promoting diversity and inclusivity in technical programs.

1.7 Scope and Limitations

The study focuses on [Specify the region, institution, or specific technical programs] and may not be representative of broader global trends. Limitations may include constraints in data availability and the generalizability of findings.

1.8 Organization of the Study

This research is organized into [specify the number of chapters or sections], each addressing a specific aspect of the analysis. Chapter Two provides a review of relevant literature, while Chapter Three outlines the research methodology. Subsequent chapters present the findings, discussion, and conclusion of the study.

In summary, this chapter sets the stage for the research, establishing the context, rationale, and scope of the investigation into gender disparities in enrollment and performance in technical programs.

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