CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
Education is a training which incorporate, time, pain, lasting valves, cultural ideas, utility of experience which are geared toward the orientation of the mind to perform and exhibit such visible skill of change which are enduring and transferable according to Richard Amayo. Education can also be seem as the development of each unit of the society to maximize his potentials abilities and also to enable one contribute meaning fully to the growth of that community and share its accomplishment according to risk. Education can also be seen as complete and generous education that which fits a man to perform justly, skillfully and magnanimously, all in the oice both public and private of the peace and wa-according to Milton. Fafunwa (1974) sees education as an aggregate of all process by which a child or young adult develops abilities attitudes and other to the society which he/she lives. Horne (1976) sees education as the internal process of supervisor adjustment of the physically and development free conscious. John Dewey (1944) sees education as a continuous reconstruction of experience in which there is development of immature experience which there is development of experience which are founded with the skill and habits of intelligence. Education enable individual to develop abilities, attitude and acquired the norms and valves in the society.
Education is the gateway to knowledge and development for the individual and the nation. It is best legacy that parents can leaves for their children and it is the most valuable possession that a person or individual can ever acquire. The women here protested their commercialization or their being made consumer objects. They claimed that they have the resources to sustain and accelerate their social economic political and educational status and further aimed that their male counterpart misallocates these resources. Woman here largely excluded from any place in policy making and other important position in public or private sectors. In post independence period in many developing countries Nigeria inclusive, education wag given to both men and women as a right to facilitate the developing process. Women can contribute to national development if they are educationally empowered. According to attain (1959) women have always been regarded as weak vessel but they have in react time refused the lag in terms of education. She said that woman have confessed that they have over come self select and mediocrity due to their exposure to educational world instead of being a burden or a liability to their husband they will support and help the family to achieve greater height and their children have more opportunities to be a literate than those of the non-educated people which will help to increase the growth and development of the society and the country at large.
With education, women can partake in any field, political, socially, economically, religiously and soon in politics for instance which was almost abominated by men (male child) is now being appreciated by women even married women because they are educated and carefully participate to the growth and development of the Nigerian economy by being a politician. Malam Kaita (1982) said that what a man can do, a woman can do as well, apart from bringing up children in the right manner so that they can match or fit with the present day society, advocated women have the chance and ability to contribute their talents, and knowledge in the task of national economic revival for the country growth and development. The educated women is better and more useful housewife and a mother, neighbors and citizen, community mobilizes and social workers and even a good philanthropist, we must therefore encourage the young girls (female children) and women with necessary attitude to benefit from the fruit of education not merely for their own self improvement but for the rapid growth and development of the Nigeria economy.
STATEMENT OF THE PROBLEM
The bane for women education in Nigeria is entrenched in the nation’s new national policy on education which states that! “With regards to women education special efforts will be made by ministries of education and local government authorities in conjunction with ministries of community development and social welfare and of information to encourage parents to send their daughters to school” The tacit (understood) reference made to women education in the national policy on education is contained in the primary education section of the document. It must be observed here that no further reference was made to the provision of women education in this all important document on education.
