ABSTRACT
         The parents of old did believed that whatsoever investment as per western education the same female are going to end up in their husband kitchen. This mentality thus affected females going to school as it all ends up having ninety-nine percent of the female gender being a full time illiterate. Though this whole is being summarized by an acronyms WEEK , which implies
W – Women
E – Education
E – Ends in the
K – Kitchen
         Thus t he persistent imbalance and hindrances to female education stem primarily from:
–Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Early marriage
–Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Cultural and religious factors
–Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Parent sentimental attachment on male children.
–Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Women being perceived as housewives performing strictly domestic work.
–Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Perception of parents and society as to what should consolidate the actual role of women in the society.
Therefore with this came the following reasons why women education should be set up.
1.            To enable women improve their family health.
2.            To increase women productive ability.
3.            To give women access to appropriate technology, management of cooperatives and the use of loan facilities.
4.            To improve women social and cultural status.
5.            To enable women discharge their responsibilities with the objectives.
a.    To create awareness among women
b.    To eradicate illiteracy among women
c.    To improve the quality of women in society.
d.    To ensure that the rights and concern of women are addressed to ensure successful and even development process.
e.    To awaken consciousness of all women to the need for the development of a positive self image.
f.     To re-orientate the attitude of all females irrespective of age toward education.
TABLE OF CONTENT
Chapter One
1.1Â Â Â Â Â Â Â Â Â Background to the study
1.2Â Â Â Â Â Â Â Â Â Statement of problem
1.3Â Â Â Â Â Â Â Â Â Research question
1.4Â Â Â Â Â Â Â Â Â Objective
1.5Â Â Â Â Â Â Â Â Â Significance of the study
1.6Â Â Â Â Â Â Â Â Â Scope and limitation
1.7Â Â Â Â Â Â Â Â Â Definition of terms
Chapter Two
2.1Â Â Â Â Â Â Â Â Â Literature Review
2.2Â Â Â Â Â Â Â Â Â Concept of women education
2.3Â Â Â Â Â Â Â Â Â Reasons for women education
2.4Â Â Â Â Â Â Â Â Â Objective of women education
2.5Â Â Â Â Â Â Â Â Â Classes of women with special needs.
2.6Â Â Â Â Â Â Â Â Â Factors militating against women education
2.7Â Â Â Â Â Â Â Â Â Prospects of women education
2.8Â Â Â Â Â Â Â Â Â Exceptional women (female)
2.9Â Â Â Â Â Â Â Â Â Conclusion
Chapter Three
3.1Â Â Â Â Â Â Â Â Â Population of the study
3.2Â Â Â Â Â Â Â Â Â Sample and sampling procedure
3.3Â Â Â Â Â Â Â Â Â Research instrument
3.4Â Â Â Â Â Â Â Â Â Method of data collection
3.5Â Â Â Â Â Â Â Â Â Method of data analysis
Chapter Four
4.1Â Â Â Â Â Â Â Â Â Presentation and analysis of data
Chapter Five
5.1Â Â Â Â Â Â Â Â Â Summary
5.2Â Â Â Â Â Â Â Â Â Conclusion and Recommendations
References
Questionnaire
CHAPTER ONE
         There was a census that was taken with as aim of getting the proportion of illiteracy between men and women. It was discovered that the ratio was of 9:1 that is nine illiterate women to one man. Prior to the above findings a young researcher by name Osayogie O. (2002) did attest the reasons for this with an acronyms-WEEK meaning.
W –Â Â Â Women
E –Â Â Â Â Education
E – Â Â Â End in the
K –Â Â Â Â Kitchen
         According to Osayogie (2002), “the parents of old did believe that whatsoever investment as per western education done on a female is a waste since the same females are going to end up in their husband kitchen. This mentality thus affected girls (females) going to school as it all ends up having 99% (ninety-nine percent) of the female gender being a full time illiterate.
