University of Nigeria G. T. U. (pb 4... · 2015-08-28 · University of Nigeria Virtual Library...
Transcript of University of Nigeria G. T. U. (pb 4... · 2015-08-28 · University of Nigeria Virtual Library...
University of Nigeria Virtual Library
Serial No.
Author 1
CHIAHA, G. T. U.
Author 2
Author 3
Title
A Functional Approach to Women Education in Nigeria
Keywords
Description
A Functional Approach to Women Education in Nigeria
Category
Education
Publisher
At the National University Commission (NUC) Abuja
Publication Date
October, 2001
Signature
DR. (MRS. ) ( i . l+ . t J . ( ' [ I I A l fA cor,
Itcp,Cs! r : ~ rq FcrcScrid 1'0lytcc.h nit Nckcde Owcrri /'
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w0111<~1101~ I I W U X ~ ~ A ~ V OF I I I C K I W INSTII-IJTION I N N ~ E R I A , p b
0 1 Y ' i A , S ' Y I 1 U C A r l I N t& b
i ( 'OI , l ,R Ytli)IY4.A'!'lON WI'I'II I 'II' , \ IZVIZSl' VEN'l'O ItES L'l'h)
?I
APY b.OACH TO W M Z N EUIU('AT1C;IJ IN N IGi% IA
BY I I
The ...pap, cr d e f i n e s women educd t i o n i n terms o f a s p e c i a l
eclucation of men and women f c ~ r t h e propose o f d W e h p $ n g t h e
wlDrnen socia l l ly, e c o n o n ~ i c a l l y and c u l t u r a l l y , thereby preserl ting t
women aduca t i o n a s being women development centorcd . It
f u r t h c r t r a c e d t h o e v o l u t i o n o f women e d u c a t i o n from t r a d i t , i o n a l
eclucat ion through t h e Ashby wnmliss ion Hepor t which rocom.xndg
t ~ l p p i n g of a l l human r c s o u r s o s i n order to a c h i e v e davu"1opment.
Thc: litoratuse reviewed justify the n w d for and b e n e f i t s O F
woinf 11 ttduca tion. Furthermore the chapter prof ers ways* and
mmns of makiny women oduca t i o n f m c t i o n a lo THeve Inc:ludc,
formula tSon of appropr-ia te policies on women education; milpy~ing '
o u t adequate aims an3 o t j r ~ l i ~ u ~ ~ CUL riculurn, method and
evn lua t i o n of ' tN& j"'educd tion, It is s u g g e s t e d t h a t wornen educs t i o n 1%
shouldAplacc;d under the &3cc.1~1 tiducation sect ion end t h a t a l l .
opportunities should be e q u a l l y shared between kh33 m e n and
aending *heir girls t o achools. ,!darns and Caatle (1994)
1 dexitf P i e d tha.1; t h c prablerna o f women education o f t e n 8.tsrna
l'rom a aense of 1nfex.j.orit;y and powerlessness imprinted. I n -7,. . I ,""- &.
zmwn r i g h t from biri;hr 'I1h&e ruav types of sitnctions that h
I
8 o c i a l and c u l t u r n l tabooo , ~ i u p e r a l t u t i o u s , behavSoyrn1 t r a i n i re;, t
cur-tnilmeut of mobil i:ty, ci iscr iminat ion Fa foodand othezb f a m l l v
resources , oon t ro l , cr f t h e i r ,sexuality end verv l i t t l e clecision-
making power, Snch uanc tiona put womon in a verv disatlvnntal:.t.d F'
g o s i t i o n such t h a t Il-hwp ccvsaot even make dem:mls or e f f o r t s to ,
i.ffiprove thenselves u v c i u l l y a d economicnllv. This pvthc t ic , .
conditj.on yot to bo clccolonizod has uiddled wornon i n c l u d i n k
'1990 u w c d thal+&; t-11:i.s re inforced bv n p n r t r i a c h a l s v ~ t c m t h a t '
conf e ra a second c'Law citizenship on 'women.
t o actualized a funcl;iona!. wolvn ctducati one,
lo.ager satisfied w i t h + ~ - a t i an which morelv eaables thorn t o
read and write but t h a t which gives them greater opportunjties
. to aspire to hi& managerial and p o l i t i c a l p s i t i o n s and
afford the111 equal r5r;hto w i th men.
9 fheuthoueh, he gap appears t o be closing: up model end op b e
J o n w 79% H;LW 'thcit: urKonc7 of imnroving women accesa t o I ' I I
educat ion in t h e b m s t o ~ o l v l n l r : the wo-r*lds popu le t ion p~?obl~,m I '
r3rld thewby irnprovfrlry the nocjo-economic dsvelopmcnt of poor I
countries, PI1 t h e s e ceem t o j u o t i f v t h e c r u c i n l need f o r f .
1 j I
women educati n er:pecinlly i n a poverty ridden c o u n t r v l i k e B I Q&+J lc3'4$A & &
ourst endowed wSth a l o t o f human and r a a t e r i ~ l rcnources,, A I
Xn an attempt t o define women educa t ion , many writers
ioclm their a t t e n t i o n on education o f women tnklnp- men i n t o 1 I I
considerat ion, ~;ycmniyi 1997 Edme 1997, Katr inu e t a 1 19'34,
wmeq educa t ion i n tcrrns of p a r t i c i p a t i o n of gf rig end women
ia education.
Woman aducntion i3 conceived here a s t h a t forru:-rl v.r norc-
a o the r words woaofr education i n t h i s c h a p t e r i s defined as n i
8&4 spec iavducat ion of luau a.23 wouran f o r thu purpose o f enhancing L
tho socio-economic cad s g c l o - c u l t u r a l development of women, Na,tfi-,i& "
- -- Paragimph 1 G8 of thl: A b b i f orwrird looking f o r t h o udvmc t:rue~lt
of women was vom clear on this.when It noted t h a t ,
+ the promotion and appllc~tion of ,/ $ s t u d i e e inside and o u t s i d e institutions,
men and women enjoy equal pa r tno rah ip .
This d e f i n i t i o n , i m p l i o s tha t i n t h e cour se of women education,
me4 need t o be educated ss well so RQ t o apprecia te and I 1
encourage the development of women. 'Ih e nc t u ~ l p~rticipstlon qcu$. " l l , P"p '"' .
, of women i n eduoat iou is [email protected] Ls as education of 4
womeyq
<' I
' ,!+
' i ' l j/
1 1 .;d * t' 'it/ - 4 -
J ' ..Q I
i" : ;J ~ . ~ M I - I , women educetion encompaeeea I i J I I educat.Lon o f mo;a a d women f o r t h e purpose of development or i I
the woman, aoclal ly , oconornictallv and culturally, Tho airne B
and objeotivcre, the mobhod and curriculum are all gwared towards
t h o developmtlut 01 uo,uan. T h i s means the in warned education,
I J U W J l)IS'VULOPMLJ'J ra thcr than the woman in centrered f
FIG I
L ~ a l u t i o n of Womon Education 7. c--
ilomen erlucntion nnd education of wornon nrr indeed ' recent
in the h i o t o r v a f cducntion in IJiy;eria. .It t;l.i, t r r l d i t i o n n l 1
I
educstion o e t t i n ~ , in fo rmnl uduontion WRB p;iven i;o %&men to enable
them c a x v o&t t h e j r major roloo as rnothoro. :hpkn:iia rrnc Inid
on character fosmrrtlon anpeciallv resncct f1.r. rr.on 5 ~ r o f j p ~ c t i v z
I t Y
! ltrakaro aud housekeeperom r'
Formal education was introduced bv mi esionarlea an1
there. waR much resintance to t r o a t e ~ n
was only for t h e pl1:rpanc of 2 r o l n o t i n y dorneut;ic-!t';r, i n l v verv
few women were t raf ined 39 h o u s e w i v e s and mothera. I l ~ i a w t o
probablv why the few f i r s t African educated W.ICIL'IC.II d i d not beco~ne
0 e ; l t p r a f ~ . s s f o n n l s l i k e t h e first: jqeneration educated men,
'I,~r:;ion (1391) on c x n m i t ~ a t i o n of t h i n i s s u e found t ; h e t t h e
t v p e of achcation women r ~ c e ived , h a s ror:trtc:!;?on~ i n career
Furthermore, women had little o r no chctnce t o go to ecrhool
Thev were t o o busy attonclinp, t o c h i l d r e n , trrklnp. care of men
and dol-ne: farm and o t h c r domest ic work. Abovc n l l , b*j.rls were 1 ) * ...
mtlllut to bo ruarricd 011 ,to IIUX who i n t u r n uscci them 11s c h i l d
farmlands, so the i s suo of ~ z h o o l i r l y ; d i d rrot cor~c in,
member8 of t h e i r families, especiul lv childzsn, cncousalr;otf iiia I
i n f l u e r ~ c e was stil l f e l t till t o d r w , tms pow. i
Evon t h e colonial , p;overnmont inno:rod t h o c e n t x l v: 111 rr of the
African women i n public and ecoumic s p h e r e s of .t t. ~ ~ o c ? . e t v ,
s new t r ad i t ion wao eatfiblishod f o r
tranamltt int: vnlu cs of hurni l i tv, lorr
lclqal ro f i t r f c t ione on empl.omner~t l i m i t e d tromt:n t;u f aw ce.reer
women. Thio type of impression did not pive wmon tho chnnco t o .'.,...* I. r*. , . . c , ' .
devetlor) t h e i r p o t e n t i a l o in full. Since rncn crlj t d t o n t:ho
said. to hme ~ t u r t o d in t h e l%Gs as a reoult of the r~:Pforta t
of Euonomiuts and J'lanagere who are nlwova c ~ o l r i l ~ y . f o r be t te r
WGVH of rnrixiaisinlr; p r o f i t 8 and improvinp: tho oop.ho-oconomio
'I" 9 ,development of man who i n t h e i r o m turn are nteedilv i n c r e a d i o ~ . I
<f . in number d.espite t h e limited available r c a o u r c w which are not
bot t f i r kcoaomic arid swirl1 development ~ e m l t o d t;c t h e s i p i f icmces
of t h e huluun c a p t i n l concept in oducat ior la l p3.mninr and develop-
ment i n N i p r i u in t h e 192,Oa. Between 19GO arrd 73FiG, the dime~nsion
sf Worrtern eduoation 2n NJgar in naenn to be broken w i t h t h e
convincinn orpunlent o*. Unrbi o m 1'375, Sohu l t a 1961 , in Longe t d r e e d ~
increuae in. t h e value of observsd ?:,,PC.! a t c: o u t p u t ,
Conrjequuntlv, t h o no t ion of f u l l f i U I J d , J , ? I : ; bU .?G; : Jov s l opnon t f o r t h e
recc lnrno~~dat ion f o r a rnnaoive e d u c n t i m where cvol-v avai lable loo:iav
~ h o u ld be speut on e d u c a t i o n ; '- Yhis L .xornmonri;l t i o n ::hich wns
p r o p o r t i o a of t h e pouuln t ion ,
Worneu educat ion s o c t i o n of t h e federa l I'.ikirctw o f I;;ducect i o n
wna cronted ia 1986 with the object ive3 of cn? .~? inp nwareness to thc
need fo r ' women educat ion, pr 'ov iq io~ more ndecux'ce o p p o r t u n i t i e s
f o r formal and non-f o rmal educa t ion f o r \.omen ,md encourst?iny ferna1.c
.. . ,i C - I 'sir - 8 - I
(I
I)r Many international conf erencea werw held
thomeo ccntsrr+d on t h e improvement of the o t n t u o of women, '
0n.e was he ld in Mexico in 1975. ' h e rvview oxercise of that ,/...- - \
d ~ c a d n crme up i n 1980 in EmenhaRen, 1hmrnur.k. 'llie second world
confer-once on Unltcrd Nat ions 1)ocade for womcn wno h e l d in Nairobi
where it was adopted t h a t educritlot: uhou l? be t h e t o o l f or women
5 advancement of tromen p. 103 o t a t e s t h a . t / . educat ion ts th4 b n ~ f E f0.r the fu13.
promotion and imprcverncnt of t h e a t a t u s
of women, It i u the b a s i c tool t l lat
c;houl.rl be givc?n to wornen. in o.ltdol? to
fulfil their 1 . ~ 1 o a in Lhe cou;~t~. .v ,
'&,a Bb2ji.n C O L ~ . ~ C ) I ~ I ~ C O of 1995 ee r i ous l l v a c l ( i r e ~ s e d the issue, ,
g L l t l l c~t3 and more lod t-u the couunitment of tho federal Ministm of PC>
Iiiiucnt-ion in the auhievemont of its p i l i e s on wonjen educat:ion which
a..w ; ., ,,-. .'.K .r. ,., ;. ..,vd .' .
The emence of women cnducation as harr bwn emplained 18
to make woman contrlbute their f u l l e s t in economic duverlopmont,
Howevur, i t h a s becn found t h a t majority of t h e women haa not
y e t a t t a i n e d the e d u c a t i o n a l level for t h i s develsprncnt,
Even though women constl tu tu o largtr proporkion of tho
p o p u h t l o n of this country t h e y ere f a r below that man Srl
sduca t i o n a l iilttaintnent and constit,!uently i n c o n t r i b u t i n g to
national dtrvbhopmunt, Even a t t h o tertiary aducat ion It.\rol
wornen ara s t i l l taking behind men.
Trgble 1 arhowo ttwt during the 19U9/90 s@saion,
( ' c r m t i n u e f rorn page 11 ) .
6
During the 1389/90 seoo!.on, only 5.35 of the p r o f e s s o r s i n
our Universities were! females ( 997 males and o n l y !i3 females).
Also t h e r e were only 17% female academic rstaff whi?le t h e x e
were 01% rnales, Ouring tho 1997/98 session, only 4 :€erualtn a$
a c j a i n ~ ~ t their 60 male counterparts served as Provo:~ts i n the
v a r i o u s collages of E d u c a t i m in N i g e r i a . The number
reprerjonts o n l y C.3;b females . S i m i l a r l y 2 , 2 5 5 reprasentir~g
17.8% fftrirale w h i l e 6,890 male served as acadumic st ,aff 1 1 t h e
co l laqw o f a d u c ~ t i o n i n Niger ia during the 1994/95 session.
THI3Lii I
Pi(bkOi<.TluN UP WDMLN A ' L ' T A T N I U I L N T OF' SOME H XGH POSITIONS 33- -
Per iod Pos.2.tion / ~ ; l le
Xn a d d i t i o n , Auriens (1970) obsemed
of I J n i v e r s i t i e s
1997/98 Provosts of " - -- Col1eqt.a of kkiuc:~t ion & NTI
1994/95 Academic Staff o f
Collecjea of
E d u a t i o n 17.8% ' ' r f
- that ~ v e r 70:: of
i
81%
64
6,890
N i g e r i a women Prom the ages of 35 and above were :Il l i tcrate.
Amazigbo (1984) ldent i f i e d t h a t Nigerlan women slt.il1 r m a i n
disadvantaged and get low paid jobs while Ndu (1991) n ~ t e d that ' -
34.5% fornales as against 62.3% males i n Nigeria ware i l l i t e r a - I
tee* T h i s Implies that 26.33 million out ai: the entImat.cd 1
43.9 ~ n i l l i a n wonlen i n Nigeria are st i l l i l l f t e r a t a wh1J.e the 1 i'
l i t c r l l t ~ ones a r c s t i l i i n low paid job.. I
I . I
Y Buuunarily a lot of s t u d i e s uarrhd out i n the i l o l d of w~rrmn !: i I
1 1 1 1
@ducation dnd a t h s r cross cultural studio8 twwl wlde gander ' I I .
gaps An demand i.nnd supply of women oduc.rtbn a l l ovar t h e
world but partirzulrrrly In Africcr. In addition, ( t t u d i ~ ' 7 , . conductad j u s t i f y the intcr-gonora tion, oan~mlc and soc ia l ! I
I
b ene f i t s of the education of woman. It has ~ l u o bc-@n proved I
impurlcally and beyond remonahle doubts thcrco are a l l s ign i f 1- j cant t e turnu t c h wolnvn oducatlon i n torms of rcducird ink61~L 1 educa t b n , ~gc.lculturer1 product ion , total cwr'rrln[js and overall
ewnornlc producztivi ty tor wornen and the 1argc:r economy. Ainrwworth 1994, Ainrrworkh and Nyama te 1992, ripplu&an and I
, i
others 1990, Brolme and M r r u t t 1991, Flora und W a l t 1990,
King and Hill 1391, Kirta and Curale 25109, Gllaro irbnilar view 1.
that wornun taducn t i o n w l l l rasu l t to improved world economy ).
! and y l o l d rnoru social banof i t i r for thta sock ty. I
'rho purpase o:l t t l l s chytcr La t h e r e f o r e to advance a functional ' . ' . ' ' . 4 w I . \ t .,..I+ ' .
cippraach to wonran rtduca tion in Niclurla, i I
I woman educLb tf on, tho h r r f cul,um, muthod, and ovcrl,ua tior, of I -
I
women uduca t kon. 1 i
i22d!x :
. 1 ' ~ o l i c y according to the b x i c o n Wabstw .Dictibnary(l981) 1
lo t h e principle i n which any rnwsure or a u r o a of act ion is I
C baasod, Por rtdesqua te a c t i o n to b taken on womcn aducs t;ion,
appropriate guJd~llfnera are required to halp tha $arpler1mnts in
tha i r course of action. To mahe thu educvtion functAona1 the
policy should lndicdte clearly its aims and o l juc t iv t~o ,
I asction or even cub-sact i o n In t h e NJ t lona l ' i ~ o l i c y on i
f;;duca tion - t h e Na tioq's h i q h , ~ ~ t o d u a tlon ~ l i c y doc:ument 1 I
Beruin to have rendered the inatrumunt inw.nplulo. A p r t from i
- I , --\
I ,' C
I
Y i '
, I i
i I @act;lon C, No. 31C on primary Eduw tion whlch statue that "with I
t I
i , ,, Kcscprds to wornen's e d u a t i o n , spacial efforts will bcr audm by
~ b i l a t r l e a of Education and local Civernioont A u t h o r i t 3 . ~ ~ in
wnjuct ion with M i n i a t r l e a of Community L)eveloprrwnk and Soclal I p
~ellta:clj and Inforrna t i o n , ta encuurrlga p a r e n t s &I c;wd their
daughtars to sctwoltl, nat l lng moro wae s a i d about: oducatJon of I
1
wolncn nor women education i n the p o l i c y docuraunt pub1 ishod in . I
I
29E31 and r w i u u d i n 1983, t h i r t y ycnrrs a f t e r Chc Aohby C o m m i s o i Q ~ , ; :
i tupor t. !
One of the major prod&.-b :nlXitatltng against tha succelaaful
tiduca t i o n leva1 the following pro jocts sand a c t i v i t i c a have 1 -
i d o n t i f l a d by the Hon~ur.lbltr Minisrter of Educatlon Prof. J u b r i l
, ., . .!. -1. , > 4.P ' . Production arid adoption of the Blue P r i n t on womm
Lducatlon by the National Council on t;'du-tlon ( N u ) in
1986.
diffaren t awareness c a m p a iQns- .*
Es tirbli~hmcnt of Federal and state awareanosa c;itlilpaign8
Promot@lvs of S c i e n c e , Technology and M;rthermtica
Gducartion among g ir la and women i n Nigeria,
U u n c h l n g of tho N i g w Inn Association of wrncn alcicnce
TuchnoXogy and Mdtherta tics ( NAWSTEH ).
Launching of woman i n Colleges of' r;duca t on (L15(,Xi')
Launch fng of women in Technica 1 E d u c ~ t i o n (kJI'TLI,))
Establiuhmorrt of woinen cmtres.
/ The afmrar and objactivee of women educatlon rhouldl inc lude
a proper pricdrit(;rtion of man and women towrdra t h u realfza-•
#hould ~liIphLibl.ha3 t h r ~ nuad for r t h m k3 rdjdrd wonl@n €18 . 1
partners i n nat ional dstvelopcnunt. T o t n i o cr,d t h e educution
of men i s aquallly h i ; o r t d n t . I I
Fustt~orn~ore, t h e aim o f women educdtiun chsrrld rotrttsr t h o !
devslopmc.nt of women i n a l l ramlnlf imtionc. l ' h l a i a ho
aay thdt Punck iona l womurl uclucatlon ahouXc1 cjo beyond more, , Luarning how to road and w r i t e but hard t;? bo u u ~ f ~ u l to the
I' '
I eacisty rscp~:dleos of t h o aphtjru ~f l iFo one f&nds herss l f . III cuddition the policy should t d j ~ ~ C X J ~ J T I ~ ! > & ~ ~ I ~ C ~ # of thu
8 <
b 2nd Mationdl Octve1opli;ent p l a n which atrcortulr t h r b t ' a land
of bright a n d f u l l o p p o r t u n l t , i e s for 1 c i t i z e n n u and I
e n s u r e thil t wrnun are 7 i v e n FULL educa tional opportun i t ; i e s , I
shoufd b3 s h a r e d e u ; i ~ l l y betiman the two spf~cica~ of hutnana- , ,
malus arid fe~mcrlerr, ,
I ..
forma of discriminatory prerctflcus p c p i n n t w+mon and entr- I
can& polfdcrr; t h a t w i l l , t i c t u ~ l l y addr6tso thc, Inaua.
311 cum, thu aitys and obfectlvus of wonicn education - .- I
m o u l d oncurnpss - t o t a l eradicat ion of illiteracy und povcrty emong women , - equal educationu 1 and job opportunity f o r mcm and women.
- erirdicatian of a l l iorrns of diocrimim ~ C J ~ Y p r cnctlces
aga Lna t wornen. - Lncttnunt of laus tb t will1 protect thu rlghdt8 o f women. - cpncorw qao~ant of women part icf pa tlon Ln rrooio-emnomi c
davolopmen t including politics. - integrat ion of' women u d u c ~ t l o n i n t o tho norlira1 school,
~sys ten1 unde the specid1 etduca t i o n sect Lon.
O I ' o u n d a t l ~ n of worncn Cdum t ion Phi?or;ophy of wornon Lc!!!cr~ t 2 on I
) Home management
I C l t f z c n n l ~ i p liduca t ..lo;\
Of P Ice, M3nage1ricrnt:
Womanhood S d u a Liora
' k l 1 6 ~ L L ~ ! I L C ~ .
, 1 1 , i I
l'lethod L u.r*ncru-
Women aduwtton should not be rsparated f ~ o m tho 1 : I
' i I f o r m l ttduc~tianarl Byutc3ln ra t h @ r it ahould be integrated. I i
I Mowevur, ~pacLiL f e n k u r ~ s uhculd b~ introduced In t h e systcrm
1
to enhance t h e achlc3vw!n~nt of the ob~jcctivae.
4 !
331 t h e Riald of kcucl-lers more femnleo should ba encouraged. , i
I
1 ' i a will n o t only ?Jm.'at.:ss the inspiration to emula tee S t ~ d i e s 1 i
have also shown that wc;mun dc better so taachars. I
Again thta ntsto$l;;rA~ used i r ~ education ~ h o u l d MI t h o w which '
c i d woman dwelopincc~ k, Vt ip; wll 1 i r ~ c l u d s use of text ; books
written on wonrbrl und by wimcun. Non-forma 1 means such as public r
inform t b n ctitrr~palgnc, u:;c of com~nunity , religious abnd c iv ic
Xe'tdara s h o u l d be uui-d to promote t h e i d e a of worrier, ctclucntic.n. : . 1
Use pf t u l u v i u i o n unrl radio jingles, adult literacy progrtmrnas T
' t
~hould also b@ arrupLoycd i n ~ d d i t f o n to a normal formal educatdon. 1
bk~thod of teilch i n g r;:nu?d bu explored whan handling cx)ursctai i n
cit l zonsh ip , f arnf l y 1Ik.e. ,pp$j public life educ.i t ion. i
y i
& y & m ov 'j;Q$&Ja ;JjVOa&&o The evaluation erl~ould bce I
embsdcd In tlw policyl b u t i c r tho purporso ot clarf t y 51: 'la8 '
I t c ~ be dincussed soi~a:aLaly. Lvalua t i o n has rrerveral ~def in1 tionm ,
" - .- 6 .
but t h ~ m w u l d bo c l d s ~ l f l 6 d . They are Tyler's and StuffXsbean'r
d e f l n i t i o n t s , T h a ~ u i t ; T y 1 t . x ' ~ school of t h o u g h t d u f i n e ~ v a l u a t -
' ~ h i s j.:, ktld typct oL .~vn!ust:cn dono by teachers a t t h e erd of
his t y p e ot' evaluat ion c a l l s for n monitor ing group proferrably
n;,ld@re or l i n e t u t a f f t ! ~ t i h c i 4 i n i ~ t x y 01.! i c i a l s . The caverlua~tion I
L:~.I:J should be headtxi by a w o ; n . m ~:':cl z i t ? ~ . d s L 52% or i t s metnlocdrtj
hai~ld bc: fernirles,
'A'hu evcllwtlwn should hc un r+i4L,i L i i t ; i ~ i w i t h thu main objactiva
f iinpruviriy t t lu uducatl.ot~crl f : : c l l L l ; ! ::.; d i d isctivlties. T h i ~ i n ~ p l i e a
.tw t t h t ~ ~ v a l u u t i o n t h o ~ ~ l d IXJ f 3 ~ ~ 1 i i t!vdu .,
I n a d d i t i u n thore ~:v.)uld tx GCICT-~ t. i f i.c follow up8 to f ind out
chc: extt:r\t! to w h k h Woriluli a.t.0 c,n!rl!?ti'iincJ tu ~ u t i o n a l devalopmenf:
ii ns:~t~i l l t of wo1;~erl ~ : r i l m . ~ t i cn ur't:! ?.'.: Ir;h t , ~ . c ~ s s a r y ad:)uftrrunta or
j.raj,rovc:n;un t;s kc l x rnat.1cr.r.
bit . ~ ~ i ~ ' t ~ l P i f ~ , l v ! ~ ; ~ ' ~ . ' l . ~ ~ ~ & - : 1 3 - k .--I--
H sl;crcl.al r;i:ccicsrr on,
' & Q I I I C : I ~ tmu~ir t i o n ~hou.Ld 136) e~:*:f.:~ ~ ~ ~ c l h e d i n f o the Nt t lona 1 Pollcy
I on ~ 5 r l u w t l o n . It is MU:J~]~?P; tw! ktl.? 1: it ~ h e u l c t take its p l a c ~ under
stiauld bu t r~ i iwc l i n thi? pc:dngcl.;;' c;! wf..wi d ~ c d tlon,, " ..
3. Piirt-Time F;ro$rirwleo und ea t a l l i t - c cn.;ip~s&& should bm es till ,li&t~ad
provldlng sducd t i o n to titr;ru Nlg,;lc risns. T h i s will proloably increarie
sccd8 to ttductition for w>ti- n w t i ard b;Cmerl and d l u o rudt~ce t h e
cost of a d w a t i o n ,
(1.. i i l l ~ i v a i l ab le educs t l o n a l and tha i r car rasponding Jcrb opportunl-
ties should be sl-mrud aqua. ly 5cL;wc;rsr; :rIi,n and women,, l'hia 1 m p l i ~ 8 <,
that Sir% of a l l s d u c ; r t l o n n l awl j ~ 5 o p p o r t u n i t l t t s should bta