ADELEKE ADAWI ADEOLA

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