Omorogbe O. Victor
Department Of
Economics
Igbinedion
University,
Okada, Edo State- Nigeria
And
Woghiren
Morgan
Department
Of Business Administration
Okada, Edo State- Nigeria
Abstract
The paper tries to
examine the objectives of the Millennium Development Goals (MDGs) which include
poverty eradication, education for the girl-Child, Health care for all, Gender
equality and sustainable development. The specific issue discussed is the important
roles of women and Vocational Education for the Girl-Child for the attainment
of the MDGs in Nigeria Nigeria
INTRODUCTION
According to the National
Millennium Development Goals report in 2004 for Nigerian Governments, the eight
items on the agenda of MDGs were seriously affected and worsened considering Nigeria Nigeria
The Objectives and Contexts of
millennium Development Goals are to:
1.
Eradicate
Extreme Poverty and Hunger;
2.
Achieve
Universal Basic Education;
3.
Promote
Gender Equality and Empower Women;
4.
Reduce
Child Mortality;
5.
Improve
Material Health;
6.
Combat
HIV/AIDS, Malaria and other diseases;
7.
Ensure
Environmental Sustainability;
8.
Development
a Global Partnership for Development
Eradicate
Extreme Poverty and Hunger.
Over the period 1980 to 1996,
the proportion of poor people rose from 28.1 percent in 1980 to 65 percent in
1996. This translated to 17.7 million poor people in 1980 and 67.1 million
people in 1996. By 2015, it is estimated that between 30.1million and 40
million people would still be living in poverty. Poverty is more pronounced in
rural areas compared to urban areas. However, during the 1986 to 1992, the
early period of the Structural Adjustment Programme, there was a reduction in poverty
in rural areas while poverty rates in urban areas remained relatively
unchanged. Following 1992, poverty increased rapidly in both urban and rural
areas. Major challenges to poverty reduction including social, economic,
political, and cultural and environmental factors and eradicating extreme
poverty and hunger requires stable political system and good governance. Past
governments have tried, some succeeding, while other was mere attempting.
Poverty reduction is the core of Nigeria Nigeria
Achieve
Universal Primary Education
The National Policy on Education
adopted in 1981 and revised in 1995 and 1998 provides for Nine years of basic
education. The Universal Basic Education (UBE) Programme, established in 1999,
aims to provide access to all students to at least the first nine years of
schooling. Nigeria Nigeria
Promote
Gender Equality and Empower Women
The report highlights gender disparity in access to primary,
secondary and tertiary education leading to unequal access to employment. It
was found that the trend in gender ratios shows a reduction of inequality at
the primary and secondary levels. Although the disparity is still pronounced at
the tertiary level. The ratio of literate females to males in the 15 to 24
years age group increased from 0.89 in 1996 to 0.93 in 2000. However, national
literacy rates remain low, declining from 58 percent in 1990 to 49 percent in 2001.
During the same period literacy rates for women and girls declined from 44
percent to 41 percent. The paper notes striking regional and geo-political
zonal differences both in overall literacy rates and in women’s literacy rates.
Despite the positive trend in female participation in education, there exist
considerable regional variations in adult literacy between urban and rural
areas and between geo-political zones. In 1999, the South East and South West
Zones had the highest literacy rates. In all cones the literacy rates for males
were higher than females. The imbalance in female participation in secondary
and tertiary education is cited as an obstacle to access to stable wage
employment and economic empowerment of women. Consequently, women are increasingly
represented in wage employment and in the non-agricultural sector. Female
participation in politics is also limited.
Reduce
Child Mortality
Recent estimates from the 2008 National Demographical and
Health Survey put under five mortality rates as 217 per 1,000 with large
regional variations. Urban and rural areas had under-five mortality rates of
243 per 1000 and 153 per 1000 respectively. With regard to geo-political zones,
the highest under-five mortality rates were found in the North West Nigeria Nigeria
Improve
Maternal Health
Available
data indicates that maternal mortality has decreased since 1990, however, the
level still remains high at approximately 1000 per 100,000 live births in the
late 1990s to 2001. In 1999 in particular, the national maternal mortality rate
was 704 per 100,000 live births, with considerable regional variation. While
the South West and South East recorded 165 per 100,000 and 86 per 100,000 and
1,549 per 100,000 respectively. Urban areas had lower rates of maternal
mortality of 351 per 100,000 live births, compared to rural areas with recorded
rates of 825 per 100,000.
Combat
HIV/Aids, Malaria and other Diseases
It is estimated that 3.2 million to 3.8 million Nigerian
adults and children were living with HIV/AIDS by the end of 2003. Current
projections show an increase in the number of people living with HIV/AIDS to
between 3.4 million and 4 million in 2005 and between 3.7 million and 4.3
million in 2008. By 2006, cumulative deaths from AIDS would be between 3.6
million to 4.2 million people. The age group most affected by the virus
includes 20-29 year olds while the regions with the highest median prevalence
rates include the North Central, North East and South-South Zones.
Several factors contribute to the
rapid spread of HIV/AIDS in Nigeria Nigeria
The death associated with TB have
increased over time from as low as 12 in 1993 to 940 in 1999 underscoring the
fact that the country is enmeshed in a new wave of the disease, partially
attributed to the effect of HIV infection. The prevalence of malaria in Nigeria
Ensure
Environmental Sustainability
Despite the emergence of an institutional framework, there
have been few achievements related to environmental protection and natural
resources management. Several problems were identified, including land
degradation, pollution, flood and erosion desertification, inefficient use of
energy resources, loss of bio-diver, environmental disaster and deforestation. Poor
access to improved sanitation facilities in Nigeria
Develop
a Global Partnership for Development
Nigeria plays a prominent role in regional cooperation
initiatives such as the Africa Union’s (AU), New Economic Partnership for
Africa’s Development (NEPAD) and has the potential to benefit from global trade
initiatives such as the US African Growth and Opportunities Act (AGOA). The
country actively participates in world trade negotiations and along with other
developing countries advocates for a solution to the longstanding issues of
agricultural protection in industrialized countries. The issue of the high
level of Nigeria’s indebtedness is discussed in relation to exploring
innovative mechanisms for debt relief and increase official development
assistance to support the country’s efforts to achieve the MDGs. Nigeria is
already benefiting from the provision of new information and communication
technology due to private sector initiatives that have resulted in improved
access to telephone lines and computer.
WOMEN AND
SUSTAINABLE DEVELOPMENT
The role of education and women in sustainable development
of our society is well documented (Okau, 2001:14 Achimugu, 2005:9). Drawing
heavily from the above it is clear that every society needs to work hard to
sustain its educational institutions and infrastructure. Over the years, there
has been much talk about the falling standard of education in Nigeria Africa
continent.
The United Nations defines women as
the feminine component of the human species who, apart from serving as a
vehicle for nurturing human life, are also producers, consume and an equally
endowed agent for fostering a wholesome political, social and economic
development in the society. The participation of women in every aspect of
national life contributes to development (Dauda, 2004). We must note that
sustainable development strictly depends on the ability to optimally use our
vast natural and human resources without any gender bias. Egwemi, 2006:7). Be that
as it may, it is also true that women have been and continue to be
discriminated against in all spheres of life. The “gender-blind policy
environment” in Nigeria
The matter of equal of better
representation of women is considered very important for the proper development
of any country:
The seriousness
devoted to it is reflected in the Declaration o affirmative Action by the
United Nations Conference on Women (1995), in Beijing, where it was decided
that 30% of all positions in government owned concerns and agencies should be given
to women (Dauda, 2004:8). In Nigeria
However, the National Policy on
Education in 1988 gave a blue-print into the necessity of training youths for
gainful employment so that the goal of poverty eradication can be achieved at
all levels of governance. This is the reason why most tertiary institutions
have been empowered theoretically to offer saleable skills in vocational
education in order to train beneficiaries for self-reliance. This is perhaps
predicated upon the assumption that vocational education remains an option to
solving Nigeria
However, it is a common knowledge
that the stability of a fledging democracy depends to a very large extent on
the ability of the governing elites to eradicate poverty. Similarly, democracy
cannot thrive in an impoverished country where people live below $1 per day,
and where stresses of disease, famine and climate chock are pervasive (Sachs,
2005:3). The point this paper is addressing is that, democracy is not run on
empty stomach. Also development cannot be achieved in an environment where
majority lives in an abject poverty. Rodney (1972:10) sees development as a
many sided processes: at the level of an individual, it implies increased skill
or capacity, greater freedom, creativity, self-discipline, responsibility and
material well-being. At the level of the social groups, development implies an
increasing capacity to regulate both internal and external relationship. Rodney
argues further that much of the human history has been a fight of survival
against natural hazards and against natural and imagined human enemies. The
paper considers poverty as the most accepted enemy of mankind because it cut
across ages, races and sexes.
This paper therefore notes that, it
is now common feature in our homes and streets to meet Nigerians, who are
educated but cannot get employment, and are not trained for self employment.
There is therefore, recognized need for deeper standard of skill training in
all sectors of the economy as a developing nation. In this view, Illoh
(1977:21) has identified vocational education as a vital form of education
necessary for the advancement for the status of the nation in a variety
sectors. Vocational education is a type of education deigned for the
preparation of persons for useful employment in a particular occupation. It
requires a blend of intellectual ability and practical skills. It is
intentionally, designed for the development of skills and knowledge which can
be useful to both the concerned individual and the society in general (Oyenuga,
2002:71).
This explains the utilitarian nature
of vacation education. Osula (1995:8) explained that “vocational education is
education that includes preparation for employment in any occupation for which
specialized education is required for which there is societal need, and which
can most appropriately be required in schools”. This definition, explains that
vocational education, makes persons more employable in one occupation than
another and that it is for gainful employment. The National policy on Education
(1998), defined vocational education as “that form of education which is
obtainable at the technical colleges. This is equivalent to the senior
Secondary Education but designed to prepare individuals to acquire practical
skills. Basic scientific knowledge and attitude required as craftsmen and
technicians at sub-professional level” it is pertinent to state here that
vocational education is synonymous with technical education. In America
In
The
Role of Education in Sustainable Development
The role of education in the development, upliftment,
progress and empowerment of women in the society is evident in the following
definitions of education. Fafunwa defines education as “the aggregate of all
processes by which a child or young adult develops the values, attitudes and
other forms of behaviour which are of positive value to the society in which he
lives”. (Egwemi, 2008:14). Okafor defines it as “conscious and purposeful
efforts directed towards the transmission of accumulated abilities, knowledge
and attitudes from one generation to another with the ultimate intention of
producing men and women who will be relevant and useful to themselves and to
the society” (Achimugu, 2005:23). The positive role of education is recognized
most in developing countries such as Nigeria
Parents view the process (of
education) as a means of providing their children with better life, regardless
of their own social position, children soon learn that school is a stepping
stone to a job, administrators and politician see education as a vehicle to
perpetuate a form of government: churches look on it as a means for inculcating
ethical and spiritual values: and international agencies regard education as a
source of manpower for development and modernization (Okau, 2005:19).
The role of education is thus
ubiquitous, multi-sectoral and all important. As it is said in every day
parlance, “education is an equalizer”. That is, it brings about some measure of
equality between the rich and the poor, the rulers and the ruled, women and men
and so on. In spite of the equalizing role of education and the important
realization of parents, it has been mostly to the advantage of the male gender
against the female gender. This preference for boy child education has led to a
situation where over 40 percent of the young women in Africa as well as in
Southern and western Asia are illiterate
(Awake, 1999:13). The opinion of the paper is that there is a decline in the
standard of education in Nigeria Nigeria Nigeria
WOMEN
EDUCATION IN NIGERIA
Three ways have been suggested
for improving the lot of women namely education, health and hygiene (in Awake,
2008:10-11). Off these three educations is given top priority because it is
through it that other two can be actualized with ease. In this wise it is
advocated that “the education of girls is an excellent investment. Nothing else
has such pr to improve family health and to improve the lives of women
themselves…” (Awake, 1999:3). Despite of this, Nigerian women have limited
access to education when compared to their male counterparts. Perhaps the
following statement about the difficulty of access to education to women in Kenya
If
she is bright enough, ambitious enough, has a good idea and wants to make it… a
woman in Nairobi can go to one of the few banks in the world designed
exclusively for women, and it will make sure she gets a loan. If she wants to
learn to read, however, it may be more difficult” (in Dehinde, 2004:7).
These obstacles to women education
have also been presented in the following poetic rendition by Okot P. Bitok in
his Song of Ocol:
Woman of Africa
Sweeper
Smearing floors and walls with
cow dung and black soil
Cook Ayah, the baby on your
back, Washer of dishes
Planting, weeding, harvesting,
Store-keeper, builder,
Runner of errands Cart, lorry,
donkey. Woman of Africa
What are you not? (Azikiwe,
1994:8).
These
obstacles are also clear in the following figure which show how overworked a
typical woman can be and how this affects access to (and indeed success in)
education. It shows the typical 24 hours work schedule for a woman. In spite of
the many obstacles to women education many scholars are agreed on the need for
qualitative women education. For example, Boserup and Liligenerantz (1975:9)
maintain that education will reduce, if not eliminate completely, the
inhibiting factors on women such as low income; inferior social status,
superstition, ill health, dogmatism, cases of early marriage, and low level of
aspiration. The above views are corroborated By Deble (1980:5) who points out
that women need education to be properly informed about their roles and
contributions in the present day society.
Similarly, UNESCO (1981) observes
that education will enable women to improve their families, health and diet,
increase their productive ability, improve their socio-cultural status as well
as enable them to discharge their responsibilities as mothers, wives and
members of the society effectively. Quantifying the effect of women education
Kweggy Aggrey aptly states that to educate a man is to educate an individual,
but to educate a woman is to education a nation (Egwemi, 2009:9). The
contributions of some investigators and writers have lent credence to Aggrey’s
premise (UNECA, 1973, Synder, 1976, Adisa, 1984; Combs, 1985; Aminu, 1986;
Osuala, 1987). UNECA, Synder and Adisa agree that the education of women is a
cost-effective investment to improve citizen’s standard of living and
concomitant national development.
Aminu (1986) notes that women take
care of men and children in addition to themselves; hence, their education is
highly qualitatively and qualitatively cost-effective. Aminu further recommends
that education of women should be treated as a distinct entity within the
overall educational programme of our nation. In his own contribution, Osuala is
of the opinion that as mothers, women are educators within their families
because what they learn they pass onto their children and thus to future generations.
Finally, Egwemi (2009:6) opined that education of women unlocks the entrance of
other elements on which socio-cultural transformations depends such as
population control, personal hygiene and educational motivation of children.
Moreso, the agency for International
Development (1989) convincingly stated that from research findings, education
has positive effects on women’s domestic lives. For instance, families,
especially children, benefit from having a mother with formal schooling. Other
research reports from Nigeria
and Mexico , Caldwell Morocco
From all that we have analyzed on the
obstacles to women education it should be clear by now that, women have less
access to education. A question such as the one above should therefore not
arise at all. However, if doubts still exist, the following statistics will be
enough evidence in this regard. It covers different periods but the statistics
clearly shows the disadvantaged position of the female gender vis-a-vis the
male gender as it relates to access to education.
Year
|
Schools
|
Males
|
Female
|
Total
|
%Females
|
1988/85
|
35,101
|
5,768,792
|
7,256,296
|
12,025,088
|
55.7
|
1985/86
|
35,413
|
5,019,570
|
7,182,552
|
12,914,870
|
55.6
|
1987
|
39,250
|
5,019,570
|
6,520,608
|
11,540,178
|
56.5
|
Year
|
Males
|
Female
|
Total
|
% Females
|
1975/76
1976/77
1977/78
1978/79
1979/80
1980/81
1982/83
1983/84
1984/85
1985/86
1987
|
692,361
783,681
1,015,182
-994,531
1,241,456
1,523,820
2,367,502
NA
1,759,241
1,758,866
1,669,213
|
53,356
121,250
115,930
456,711
623,257
821,784
867,142
NA
1,228,933
1,329,845
1,219,475
|
745,717
904,931
1,131,112
1,451,242
1,864,713
2,830,280
3,234,644
3,402,665
2,988,174
3,088,711
2,888,688
|
7.2
13.4
10.2
31.5
33.4
28.9
28.8
NA
41.1
43.1
42.2
|
Enrolment in Polytechnics
Year
|
Males
|
Female
|
Total
|
% Females
|
1984/85
1985/86
1986/87
1987/88
|
48,466
46,646
45,405
NA
|
12,117
14,490
11,365
NA
|
60,583
61,136
56,770
56,569
|
20.0
23.7
20.0
NA
|
Enrolment in Nigerian Universities
Year
|
Males
|
Female
|
Total
|
% Females
|
1980/81
1981/82
1982/83
1983/84
1984/85
1985/86
1986/87
1987/88
|
60,692
70,365
79,557
90,235
97,546
103,243
114,478
119,236
|
17,099
20,386
25,217
26,587
28,739
32,540
37,489
41,531
|
77.791
90,751
104,774
116,822
126,285
135,783
151,967
160,767
|
20.0
22.5
24.1
22.8
22.8
24.0
24.7
25.8
|
Source:
Egwemi, 2009:12-15
State
|
%Girls
|
State
|
% Girls
|
State
|
%
|
Abia
|
50.7
|
50.3
|
Ogun
|
48.9
|
|
Adamawa
|
41.8
|
Gombe
|
41.7
|
Ondo
|
49.7
|
Akwa
Ibom
|
50.8
|
Imo
|
50.1
|
Osun
|
50.4
|
Anambra
|
52.0
|
Jigawa
|
35.9
|
Oyo
|
51.1
|
Bauchi
|
39.6
|
42.5
|
Plateau
|
46.0
|
|
Bayelsa
|
48.3
|
40.3
|
Rivers
|
50.7
|
|
44.4
|
Katsina
|
32.6
|
Sokoto
|
20.0
|
|
Borno
|
39.8
|
Kebbi
|
33.2
|
Taraba
|
29.4
|
Cross
River
|
49.7
|
Kogi
|
48.5
|
Zamfara
|
36.0
|
Delta
|
48.9
|
Kwara
|
45.4
|
FCT
|
26.7
|
Ebonyi
|
49.2
|
50.2
|
44.6
|
||
48.8
|
Nasarawa
|
32.2
|
|||
Ekiti
|
52.8
|
33.2
|
National
Average
|
42.9
|
State
|
Male
|
Female
|
Total
|
Abia
|
39,028
|
50,617
|
89,647
|
Adamawa
|
45,645
|
10,498
|
26,143
|
Akwalbom
|
39,311
|
45,853
|
85,164
|
Anambra
|
27,804
|
54,447
|
82,251
|
Bauchi
|
22,298
|
13,402
|
35,700
|
Bayelsa
|
8,468
|
7,138
|
16,606
|
49,868
|
33,458
|
83,326
|
|
Borno
|
26,923
|
16,100
|
43,023
|
Cross
River
|
18,093
|
21,655
|
39,749
|
Delta
|
34,927
|
42,545
|
77,472
|
Ebonyi
|
14,860
|
13,114
|
27,974
|
31,215
|
33,311
|
64,526
|
|
Ekiti
|
14,156
|
13,238
|
27,394
|
32,282
|
40,452
|
72,734
|
|
Gombe
|
19,956
|
9,644
|
29,600
|
Imo
|
24,622
|
33,794
|
58,416
|
Jigawa
|
11,376
|
3,810
|
15,186
|
42,581
|
33,755
|
76,336
|
|
39,105
|
27,797
|
66,902
|
|
Katsina
|
24,759
|
15,115
|
39,874
|
Kebbi
|
13,697
|
3,691
|
17,388
|
Kogi
|
33,984
|
26,714
|
60,662
|
Kwara
|
31,973
|
27,690
|
59,662
|
Nasarawa
|
24,473
|
12,027
|
36,500
|
23,781
|
16,867
|
40,649
|
|
Ogun
|
68,133
|
63,042
|
131,155
|
Ondo
|
29,109
|
22,795
|
42,904
|
Osun
|
56,858
|
51,368
|
108,226
|
Oyo
|
79,301
|
81,399
|
160,700
|
Plateau
|
40,324
|
33,256
|
73,580
|
Rivers
|
31,867
|
31,931
|
63,798
|
Sokoto
|
15,167
|
5,950
|
21,177
|
Taraba
|
16,216
|
7,429
|
23,645
|
Yobe
|
50,721
|
6,520
|
57,241
|
Zamfara
|
10,873
|
1,871
|
12,744
|
FCT
|
12,117
|
10,613
|
22,730
|
1,173,641(53%)
|
1,041,323(47%)
|
2,214,967
|
Source:
Egwemi, 2009:16-18
HIGHER
EDUCATION
For higher education the statistical
reports by the Joint Admission and Matriculation Board (JAMB) are as follows
(in Obanya, 2003). For the latest year for which figures are available
(2000/2001 academic year), 42.5% of applicants for admission into Nigerian
Universities (198,819 out of 467,490) were women. Women applications were very
low for engineering course (12%), but relatively high for courses in
administration (49.6%). A relatively high proportion of women secured admission
into the faculties of arts (57.7%) and education (55%). For the other faculties
the percentage of women applicants securing admissions were agriculture (42%),
engineering (16%), law (39%), the pure sciences (39%) and the social sciences
(35%) Clearly women are in disadvantage position and this needs to be addressed
urgently (Egwemi, 2009:23).
However, Wealth creation, employment
generation, poverty reduction and value reorientation are the specific goals of
NEEDS and MDGs. Unfortunately and without fear of contradiction, both NEEDS and
MDGs have performed below the expectations of Niger-Delta region. It is at the
backdrop of this realization that this paper is set to examine the role of
vocational education in the eradication of poverty in Nigeria
The positive consequence is development
and unity. The paper raises two fundamental questions. These are who are the
poor and at what level is poverty defined? Conventional definitions are
attempted to come to terms with issues, consistently conceive poverty, as an
economic issue. This is measured either as a minimum flow of real income per
capital, or as a bundle of basic needs which may be quantified. Social
scientists on the other hand recognize the need for broadening the definition
of poverty. To this end, Olaitan (2003:3) defined poverty as “a
multidimensional phenomenon influenced by a wide range of factors, these
include poor people, lack of access to income earning and productive activities
and to essential social services”. This definition is link to development.
Escaping from poverty means involving women and girls. To achieve development
and escape from poverty either in the form of unemployment social insecurity
and economic injustice, vocational education for women become imperative. The revised
National Policy on Education (1998:34) outlined the following goals of
vocational-technical education.
(a)
Provide
the technical manpower in the applied sciences, technology and business
particularly at craft, advanced craft at technical levels;
(b)
Provide
the technical knowledge and vocational skills necessary for agricultural,
commercial and economic development;
(c)
Give
training and impact the necessary skills to individuals who shall be
self-reliant economically.
SUMMARY AND
CONCLUSION
From the above stated goals, it
can be clearly seen that vocational and technical education are synonymous
concepts in Nigeria by the study of the National Sciences, Mathematics and
other general education subjects alongside the vocational subjects in the schools.
Technical aspect is to be taken in technical college for gainful employment.
The conclusion therefore is that, because the Nigerian governments (state and
local) have not taken vocational education for our women and girls seriously,
our youths now involve in all kinds of social vices, such as kidnapping,
armed-robbery, political assassination, and restiveness.
The second example is China , Japan ,
Taiwan , Malaysia China , Japan ,
Malaysia United
States of America Nigeria
and other less developed economies are made in Asia .
Most of there products are hand work of pupils and students in their elementary
schools. The question this paper raises is that: Have you ever seen an
unemployed professor? Have you ever seen an unemployed medical Doctor? What
about Painters, Tailors, hairdressers, Barbers, Plumbers, Welders, Nurses,
Drivers typist/Computers operators and Bankers? The simple answer is No. the
reason is that they are all trained, sellable and qualified and skilled. This
is what vocational education is centered on. The apostles of vocational
education are fully aware of the problems and constraints of the implementation
of vocational education in Nigeria
RECOMMENDATIONS
1.
Governments
at all levels should solve; as a matter of urgency, the present incessant cuts
in electric power supply. When this is done, it would energize and facilitate
industrial efficiency in the economy thereby making our women to engage in
productive engagement.
2.
Government
at all levels and all stakeholders need to embark on a regular funding of the
girl-child education, especially the vocational education in all institutions.
This will boost efficient training of female students which would invariably encourage
the achievement of gainful employment after graduation;
3.
Governments
as well as other stakeholders should find ways of granting loans to female
beneficiaries of vocational education in order to facilitate self-reliance of
women after graduation.
4.
NBC/ANTC/ANBC
subjects should be made compulsory at Junior Secondary and School, with each
female student majoring in a trade at Senior Secondary School; Just as the
Federal Government made the acceptance of NECO Certificate compulsory, the same
can be enforced on Niger-Delta candidates to register 2 vocational subjects
every year and admission into the state owned higher institutions should base
on Trade Test.
5.
Every
state owned higher institution should be allowed to replace Introduction to
Computer with Introduction to Vocational Training Test. GST course outlines
should include three vocational education subjects; Final year project of
polytechnic should not be based on just writing essay but a product should b
presented.
6.
It
does not matter your field of study; Governments at all levels should create
“Government Farms” in each ward. Nobody (including young girls) should be seen
roaming the street without a job. They should be arrested and sent to the
farms. Nkumah did this in Ghana
7.
Government
and all stakeholders should encourage “hand work product” competition among
schools, and scholarship should be granted to deserving candidates including
the ex-militants who renounced their membership. This method would create
confident and trust. It would also create and promote peace: Our educational
system needs re-branding that is focus, holistic, all embracing and
ideologically rooted. The Nigerian female students need a new type of education
that is deeply rooted in promoting the expected productivity and development we
deserved.
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