عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TLpq2490945789
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Gender Challenges Encountered in Accessing Higher Education in Nigeria
نام عام مواد
[Thesis]
نام نخستين پديدآور
Osakwe, Emmanuel Chiedozie
نام ساير پديدآوران
Malarz, Marilyn
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
University of Charleston - Beckley
تاریخ نشرو بخش و غیره
2019
مشخصات ظاهری
نام خاص و کميت اثر
132
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
D.E.Lead.
کسي که مدرک را اعطا کرده
University of Charleston - Beckley
امتياز متن
2019
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
Higher education in Nigeria is provided by institutions, such as the universities, colleges, and polytechnics in conjunction with the monotechnic (accredited by federal, state, and private institutions specialized in providing instructions on a single scientific or technical subjects, such as agriculture and related disciplines). Supervisory agencies are charged with the responsibility of managing these institutions, overseeing the process of enrollment, and setting up the required courses for each faculty. On a yearly basis, more than 1 million students apply for enrollment into higher education programs, even though less than 10% of them are given a chance to pursue the courses of choice or interest. Among the 10% chosen, male students have a higher rate of admittance than females do. These data suggest that there are numerous gender challenges that female students in Nigeria face as they attempt to access higher education. This phenomenological research study explored the perspectives of 20 Nigerian women; 10 who were able to gain entry into a university, and 10 who were denied and still trying. An analysis of their higher educational access challenges suggested that the following core elements are impediments to women's access to higher education: (a) parental poor financial background and lack of knowledge regarding the value of education (b) the idea that educating girls is not culturally beneficial to the immediate family; and (c) strong gender roles, with a strict division of labor according to gender within the same household. Further complicating this issue is the fact that higher education in Nigeria has not adopted the technological platforms that can allow for universal access to higher education. Among the recommendations that can hopefully ameliorate these ongoing gender issues in Nigeria, this research proposes the adoption of the eLearning technical model, which can ensure that access to education is not only gendered sensitive but also helps to address the constraints that female students face while pursuing higher education in the country.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Educational leadership
موضوع مستند نشده
Educational technology
موضوع مستند نشده
Gender studies
موضوع مستند نشده
Higher education
موضوع مستند نشده
Sub Saharan Africa studies
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Malarz, Marilyn
مستند نام اشخاص تاييد نشده
Osakwe, Emmanuel Chiedozie
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
