Nigerian Journal of Social Studies Review 8 (2), 1999
EDUCATION AS A MEANS OF EMPOWERING NIGERIAN WOMEN TO
PARTICIPATE ACTIVELY EN POLITICS AND
GOVERNMENT
BY
Dr J.A. OIawepo & Dr. (Mrs) A.A Jekayinfa.
University of Ilorin, Ilorin Nigeria.
Abstract
The United Nations Decade for Women (1976-19S5) had focused attention on
the issues of women, including the issue of the under representation of women in
politics and governments. The Beam Conference (1995) had also done the same
thing, and had gone further to recommend the implementation of the affirmative
action in order to empower women to participate more actively in national development.
But these recommendations can not be meaningfully implemented until certain constraints
are decisively dealt with. This paper, therefore examines the main-socio-cultural
constraints inhibiting the participation of women in politics and government especially low
educational attainment. the paper also highlights the relevance and important of women
education to the empowerment of women for political participation. Finally, the paper
recommends some measures which, if taken, will make formal and non formal education
contribute more to the empowerment of women for political participation.
Introduction
The United Nations Decade for Women (1976-1985) had focused attention on the
issues of women as an integral part of nation's population. Also conferences on women
were held at Copenhagen (Denmark) in 1980, at Nairobi (Kenya) in J 985; and at Beijin
(China) in Q95' to discuss issues on the elimination of all forms of discrimination against
women and the empowerment of women One the issues on women as an integral part of a
nation's population is women participation in politics and government In Nigeria,
according to the 1991 census, women account for about 50% of the population But they
are under-rep resented in politics and government relative to their population (Federal
Republic of Nigeria, 1987; Population Reference Bureau, 1998; and Makinde and Oladipo,
1999).
Though African women (including Nigerian women) are known to be very active in
food production and domestic duties, (United Nations Development Programme, 1990 and
Ijere, 1991), in the areas of politics and government, the picture is less cheering. For
instance, during the Second Republic (1970-1983) women formed only 0.7% federal
legislative. Also, in 1995, out of 369 delegated to the constitutional Conference only 8
(eight) were women (Suara, 1996). Furthermore the percentage of women among the
Nigerian Journal of Social Studies Review 8 (2), 1999
ministerial and sub ministerial officials in 1996 was 6% (Population Reference Bureau,
1998). Makinde and Oladipo had also observed that, though women exercise their rights
to vote, they do not easily offer themselves for election. Tin's is why the three political
parties fielded only very few of them during the 1998/99 exercise of transition to
democratic rule. Again the elected officers within the parties are essentially held by men.
Yet the political potential of women is well known. Firstly, it is known that some women do
play politics and serve as ministers and commissioners with success. Secondly, during the
pre-colonial era, women played important political and economic roles. The lyalodes
Queen Amina, the Oinu Society and the Jekadiya are examples of women actors in die
political and economic life of their various societies
The Beijing Conference (1995) has recommended the implementation of the
affirmative action which will, among others.
a) give women. 30% of the appointive positions of leadership at ward, state
and national levels,
b) ensure that the concerns of women, like those of ,men occupy the
center stage of agenda f(
democratic change;
c) demand for 30% representation of women, and
d) ensure that 10% of the annual budget should be devoted to programmes on
empowerment of worn
(Makinde and Oladipo, 1999).
Observers believe that full implementation of all the recommendations of this
Conference cannot meaningfully implemented and worse still enthusiasm is
wanning (Uche, 1998), Women are still und represented in politics and government.
The problems, of the study therefore, is to a )
Discuss the constraints inhibiting
Nigeria women participation in^c4itics and government; and (Shaft 1^74; Uche; 1998);
Majority of Nigerian women do not show interest in politics and see it as men's
exclusive profession.
Another constraint inhibiting the participation of women in politics and
government is the relative poor educational attainment by girls and women.
According to Bauman and Anderson (1980) Sapal (19 Amalin ( l991)'Population
Reference Bureau ( 1 998) girls rarely have more schooling than boys. Sex dispari are
more pronounced at higher levels of the educational system Table below Shows poor
enrolment fig. for females at all levels of education, especially at the tertiary level
(that is, college of education, college, technology and university.
Nigerian Journal of Social Studies Review 8 (2), 1999
Table 1: Percentage of Female Enrolment at all
Nigeria
Year
Primary
Post
College of
Primary
Education
1979/80
43.7
33.4
1980/81
43.4
25
33
1981/82
43.0
28.9
24.9
1982/83
43.3
269
288
1983/84
44.0
33.3
1984/85
44.3
412
711
1985/86
44.4
43.1
29,8
1986/87
43.4
42,1
260
1987/88
42.4
41.2
46.0
1989/90
45.0
4'1.9
46.7
,,
1990/91
43.8
41.7
44.8
1991/92
44.1
45.0
Source: Extracted from Uche, (1998), page 93.
Levels of Education in
College of
Technolog
y18.8
185
25.6
.
U
n
i
v
e
r
s
i
t
y
U
n
i
v
e
r
Yet women need to be highly educated to participate actively in politics
s Sapo
(1987), Amah'(191 Alelev Williams (1992) and Uche 1998) have given religious,
i
social, political and economic reasons, vJ impede the full participations of girls
t in
education But the Lukewarm attitude begin given to female education by they political
leadership is here emphasized politicians might consider the education of every citizen
desire but they are confronted sometimes with the reality of prevalent societal beliefs
and practices. In this c | politician seeking election has to be aware of and respect of
the feelings of the voters, who may not active support of female education, for
economic religious and cultural reasons
The empowerment of women for participation in politics and government, is deeply
linked to education
'
Majority of women are derailed politically, not because they do not have political
potential but because of education (Anuma,1996).
Formal Education As a Means of Empowering Nigeria Women for Active
Participation in Politics and Government:
According to Coleman (1965) Massialas (1974), AJele- Williams (1992),
Anuma (1996) and formal and non-formal type is considered to perform
important functions in he political system. These functions are.
a)
the socialization of children and youth into political culture;
b)
the selection; recruitment and training of political actors, and
c)
the political integration of groups of people to form a nation.
Nigerian Journal of Social Studies Review 8 (2), 1999
It is widely .believed that education is an important tool for the achievement
of social justice and equity. (Federal Republic of Nigeria, 1987, Suara. 1996). This is
why social scientists prescn be education as a tool to uplift the under privileged and
other special groups within the society especially women. Feminists have also
advanced the issue of empowerment of women through education as a means of
challenging male domination and women subordination; and transforming the
structures and institutions that perpetuate gender discrimination (Suara, 1996).
The use of the word "empowerment" in education surface and also in some
industrialized countries with disadvantaged and marginalized minorities. It raised the
hope that access to education delivers innumerable benefits for the individual and tine
nation, notably greater economic development and wider politics (Grahem-Brow,
1991).
The report of a committee set up by the federal Government (1987) had also
dwelt on this issue, h is believed that education will enable women effectively fulfill their
gender role and participate in the development of the country. It however, noted that
education for women must not have any gender bias. To this end, it recommended the
following;
a)
The full implementations of free and compulsory education for all children up
to the end of primary
school, and free up to secondary school.
b)
The provision of day-care centers for children of working mothers.
c)
The provision of adult education for women which should emphasize scientific
and technical education
and the teaching of income generating skills (P. 1590),
These recommendation do not go far enough. In the same vein, it has been
observed that the National Policy on Education has not given enough prominence to
the issue of women education (Anuma, 1996).
Recommendations Aimed At Promoting Women Education
Education is the most effective way to enhance Nigeria women political
awareness and effective participation. Therefore, there is need to re-cent the attitude of
men and women toward formal education at the higher level beyond the secondary
school Happily the Nigeria Association of women in Science Technology and
Mathematics, Formed in 1989. is trying to promote the education of girls and
women. It has been awarding scholarships to girls who excelled in Sanor Secondary
School Certificate Examinations It has also planned to established and equip 200
women education centers across the country, but this programme, like many others
planned by the Association, has not been implemented (Suara, 1996) There is need
therefore for the Federal Government to come to the aid this Association, and others
in the vanguard of promoting female education, with financial and material support in
order to be able to implement its programmes
Nigerian Journal of Social Studies Review 8 (2), 1999
The enrolment trend of females at all levels of education should improve and by at least
50% in each case Various policies of government have affected female enrolment
adversely. Perhaps the most troubling ;s payment of fees or levies For poor parents
who, incidentally, are in the majority when choice has to be made the female child is
scarified (Anumn, 1996). Therefore there is need to exempt female students from
payment of fees at all levels at least for sometime to come.
Moreover, the programmes for non-formal education should be functional'be
programmes should equip women with basic knowledge and skills to improve on
their level of awareness, civil rights and around their interest and motivation in
political participation (Anuma, 1996; Suara, 1996). There is the need for n formal
education through planned workshops and seminars for adult learners' political
activities and participate The Commission for Women Affairs Should create
awareness among fellow women and men too, on importance of active participation
of women in politics and government thorough campaigns, talks, rail and radio and
television broadcasts. The men folk should be focused on. During the women
political aware campaigns since women need the consent and blessing of their
husband before embarking on any meaning activities 'outside the homes.
The content of non-formal education programme should answer the foil
owing questions among other according to Anuma (1996) and Suara (1996).
a)
What are the criteria for joining a political party' 7
b)
Why must a citizen vote during an election
c)
Why should a citizen shun those who bring gifts to can vase for votes' 7
d)
Why should people not allow themselves to be used as things during
election?
e)
Why should every Nigerian of voting age participate in the affairs of their
local
communities?
f)
Are there societal norms and laws inhibiting woman from effective
political
participation?
g)
What can be done to increase women participation in politics and
government 1 ?
Nigerian Journal of Social Studies Review 8 (2), 1999
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