Access and Success: The Role of Distance Education in Girl-Child Education in Nigeria

Autor/in	Nkechinyere Amadi, Martha
Titel	Access and Success: The Role of Distance Education in Girl-Child Education in Nigeria
Quelle	(2011), S.986-993 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Females; Distance Education; Learning Processes; Foreign Countries; Access to Education; Gender Discrimination; Social Development; Womens Education; Womens Studies; Role of Education; Academic Achievement; Change Strategies; Educational Change; Barriers; Performance Factors; Child Development; Developmentally Appropriate Practices; Success; Nigeria + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Distance study; Distance learning; Fernunterricht; Learning process; Lernprozess; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Soziale Entwicklung; 'Women''s education'; Frauenbildung; Bildungsauftrag; Schulleistung; Lösungsstrategie; Bildungsreform; Leistungsindikator; Kindesentwicklung; Entwicklungsbezogene Bildung; Erfolg
Abstract	Education in Nigeria is an instrument par excellence for affecting national development. In spite of the global efforts to broaden opportunities in many schools all over Nigeria, many are not responding adequately to the needs of their students. A large majority of the learners do not acquire even minimal levels of learning due to such factors as poverty, malnutrition and different multi-cultural contexts, and many children still relegated to environments that discourage learning. The Convention on the Rights of the Child recognizes that States Parties shall respect and ensure the rights set forth in the present convention to each child within their jurisdiction without discrimination of any kind. However, in Nigeria, available indicators show that the girl-child is discriminated against from the earliest stages of life, from her childhood and into adulthood. The reasons for the discrepancy include: female genital mutilation, son preference, early marriage, violence against women, sexual exploitation and gender-based educational processes. In supporting girls' education, no developmental strategy is better than one that involves women as central players. It has immediate benefits for nutrition, health, savings and reinvestment at the family, community, and ultimately, country levels. Educating girls is a social development policy that works. It is a long-term investment that yields an exceptionally high return. Gaining access to learning and successful participation in education is becoming essential for all. As a result, most countries have set goals to increase the access to girl-child education for individuals that are under-represented. Among other principles, for equitable access and success in learning global development perspectives in Nigeria, what ODL (open and distance learning) can do in terms of success and access to learning development is the bone of contention for this paper as ODL are balancing inequalities between age groups and extending geographical access to education. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10