Lecturer II
Educational Management
At the Educational Management department office
Appointment on Visitation important
Topic: Education For All The Achievement Of Gender Equality Goal Within A Local Context
Description:
Introduction
Education is seen as an empowerment especially when it
comes to the provision of socio- economic rights; it is viewed as both a human
right in itself and an indispensable means of realizing other human rights
(Otomiewo, 2011). An individual can only access and claim other rights when
he/she has the right education. As a fundamental right, the education right is
inherent to all human beings and cannot be –or should not be - taken away from
them but must be available to all citizens regardless of nationality, sex,
national or ethnic origin, colour, religion, language, or any other status. Justifying
investment in education, the United Nations Children’s Education Fund (UNICEF),
(2015) gave the most important reason to invest in education as - to improve
the future of about 650 million primary-school-age children and 370 million
children of lower secondary school age that are in the world today -
irrespective of their condition: whether they are poor, live in conflict
situations, or face discrimination because of gender, disability or ethnic
origin.
Review of the Literature
Equality and non-discrimination are cross-cutting principles in international human rights law that guarantees the full enjoyment of human rights to everyone (Vienna Declaration and Programme of Action, 1993). Education as a right means education is being elevated to the level of fundamental right and the State is under obligation to protect, respect and fulfil this right to education which should be legally guaranteed for all without any discrimination. The State should also be held accountable for any violation or deprivation of this right[1] (United Nations Educational, Scientific and Cultural Organization, 2014 & UNICEF, 2016).
# | Certificate | School | Year |
---|---|---|---|
1. | Ph.D (Educational Planning and Gender Education) | University of Fort Hare, South Africa | 2018 |
Gender Equality in Education and 2030 Agenda: Assessing the Prospects and Challenges of Sustainable Development Goals in Nigeria
Introduction
Globally, the pursuit of the Millennium Development
Goals (MDGs) and Education for All Goals (EFA) have made remarkable gains in
human development. There have been a significant reduction in extreme poverty,
improvement in access to primary education and health outcomes, and substantial
inroads have been made in promoting gender equality and the empowerment of
women (UNDP, 2016). However, a lot of challenges are still abound. There is
still the global challenge of extreme poverty with more than 700 million people
living on less than US$ 1.90 PPP (purchasing power parity) per day; high
unemployment and vulnerable employment levels in many countries particularly
among youth; and high or widening inequalities within countries amongst others
(UNDP, 2016).
Conceptualizing Gender Equality in
Education
Okoli (2007) described gender equity as giving fair
and just opportunities to every individual with no preference to either of the
sexes, treating all with equal regards. This could be said to mean dealing with
each individual, boy or girl, according to their respective or corresponding
individual needs. Wiseman (2008) defined ‘parity’ (sometimes also referred to
as ‘equity’ or ‘equality’) as a balance in terms of amount, status, or
character.
What
Has Been Done So Far
The researcher had written the background to the
study, concept of gender equality in education and literature review.
Work
Yet to be Done
Conclusion and recommendations
ADELEKE ADAWI is a Lecturer II at the Department of Educational Management
ADELEKE has a Ph.D in Educational Planning and Gender Education from University of Fort Hare, South Africa