GENDER GAP IN EDUCATION: A PHILOSOPHICAL DEBATE ON WOMEN AS ACTIVE CITIZENS OR EFFICIENT HOUSEWIVES

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GENDER GAP IN EDUCATION: A PHILOSOPHICAL DEBATE ON WOMEN AS ACTIVE CITIZENS OR EFFICIENT HOUSEWIVES

Abstract

The essence of this study was to change the narrative that women or the girl child can also make a difference wherever they find themselves by being citizens and housewives at the same time. It is a theoretical paper and noted that the debate on women as active citizens or efficient housewives dates back to the ancient period where the girl child was given domestic role as homemaker. However, the narrative changed after the world wars and they became active in state matters to the extent of taking official positions and responsibilities. This study identified five major gender gap in education which include: that women are more educated today than at any point in history, yet are still not as educated as men; that gender gaps rarely persist in educated countries; that gender gaps often get worse before they get better; that test scores do not tell us enough about gender gap; and that gender equality in education is not enough. As noted in the study, these gaps do not reflect the true nature of women. This is because a high percentage of women are much more educated today than we were years back, but they are still quite a lot less educated than men. This may be because there are yet a lot of programmes, which need to look into those constraints women face, as well as acknowledge prospects that are dismal for vulnerable men. Specifically, the study discussed the notion of gender and education; gender disparity and the place of education; can education make the girl child an active citizen or efficient housewife; women as active citizens or efficient housewives: a philosophical reflection; invocation of the spirit of housewives: what ought to be and concluded that the philosophical debate on women as active citizens or efficient housewives is aimed at building a platform or using education as a vehicle through which the girl child or women can discover the being in them as basis for realizing the authentic self in a man’s world. Accordingly, it was suggested that education should make the girl child or woman to realize that what society says, to a very large extent, should not define who they want to become because, whatever they wish to become is what they will become. They should not allow stereo-type, traditions, religion and authorities to determine their life.  Gender Gap, Education, Philosophical Debate, Women Education, Active Citizenship

TABLE CONTENTS

Title Page———i

Certification——–ii

Dedication———iii

Acknowledgement——-iv

Abstract ———vi

Table of Content——–vii

 

Chapter One

1.0 Introduction ——-1

1.1. Statement of Problem——4

1.2 Purpose of the Study——5

1.3 Significance of Study——8

1.4 Limitation——–9

1.5 Scope of Study——-11

 

Chapter Two

2.0 Review of Related Literature —-12

2.6. Summary of Literature Review—- 19

 

Chapter Three

3.0 Research Methodology and Procedure—22

3.1 Population ——–22

3.2 Sample and Sampling Technique—-22

3.3 Validation of the Instrument —-23

3.4 Reliability of the Instrument —–23

3.5 Data Analysis——-23

 

Chapter Four

4.0 Presentation and Discussion of Result—24

4.1 Analysis and interpretaion of Data—25

4.2 Discussion of Results——38

 

Chapter Five

5.0. Summary, Conclusion, and Recommendation –40

5.1 Summary——–40

5.2 Conclusion——–41

5.3 Recommendation——42

References ———45

Appendix 1——–47

Appendix ———50

GENDER GAP IN EDUCATION: A PHILOSOPHICAL DEBATE ON WOMEN AS ACTIVE CITIZENS OR EFFICIENT HOUSEWIVES

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