Female Education and Nigeria's Development Strategies : Lots of Talk, Little Action?

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dc.contributor.authorDauda, R.O.S
dc.date.accessioned2016-08-29T10:15:36Z
dc.date.available2016-08-29T10:15:36Z
dc.date.issued2007
dc.descriptionStaff Publicationsen_US
dc.description.abstractThis article analyses the various strategies and policies implemented by successive Nigerian governments since the 1985 Nairobi Declaration and the World Declaration on Education for All, and ascertains whether policy initiatives were effective in ensuring access to, and improving the quality of, education for girls and women. This article analyses primary, secondary and university enrolment figures by gender for the period 1986–2004. Findings indicate that gender stereotypes in the educational system, and wide male–female gaps in education continue despite education being a high priority area. The reasons include a weak institutional framework, lack of coordination of policy initiatives and inadequate funding. Engendering education is vital to Nigeria’s development programmes.en_US
dc.identifier.citationDauda, R.O.S (2007) Female Education and Nigeria's Development Strategies : Lots of Talk, Little Action?. Indian Journal of Gender Studies, Volume 14 (3)en_US
dc.identifier.urihttp://ijg.sagepub.com
dc.identifier.urihttp://ijg.sagepub.com/content/14/3/461
dc.identifier.urihttp://ir.unilag.edu.ng:8080/xmlui/handle/123456789/970
dc.language.isoenen_US
dc.publisherSage Publications, Los Angelesen_US
dc.subjectFemale Educationen_US
dc.subjectNigeriaen_US
dc.subjectDevelopment Strategiesen_US
dc.titleFemale Education and Nigeria's Development Strategies : Lots of Talk, Little Action?en_US
dc.typeArticleen_US
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