An Assessment of the Role of of Centre for Gender Development in Protecting the Rights of Female Students in Nigeria University ( a Case Study of University of Calabar)
CHAPTER ONE
Objective Of Study
The following are primary objectives of this study:
- To examine ways through which the right of female students are trampled on.
- To examine the role of centre of gender development in protecting the right of female students.
- To examine if there are strategies put in place by center of gender development in protecting the right of female students
CHAPTER TWO
LITERATURE REVIEW
THE ISSUE OF RIGHTS
Rights are critical to the happiness and enjoyment of human beings on planet earth while the protection of these rights forms the basis of organized statehood and limited government which is marked by mutual respect of each person’s rights and the societal approval of agreed claims recognized and protected by law. They concern those privileges owed to people by others and which they are allowed by law to exercise. Rights are defined as “the aggregate of capacities, powers, liberties, and privileges by which a claim is secured.” Accordingly therefore, “rights dominate most modern understandings of what actions are proper and which institutions are just. Rights structure the forms of our government, the content of our laws…to accept a set of rights is to approve a distribution of freedom and authority and to endorse a certain view of what may, must and must not be done.” In this paper therefore the rights of the girl-child would mean those claims, powers and privileges accorded the girl-child as natural endowments of her humanness and so required to be protected by the State through the instrumentality of the law.
GIRL-CHILD RIGHTS IN NIGERIA
The Constitution of Nigeria provides for the fundamental rights of the girl-child in its chapter four.6 Ama Oji states clearly that “it is in this chapter that most of the rights of the individual are comprehensively set out and protected.”7These rights are universal as they belong to all persons by virtue of the fact of their being human beings. These rights which are civil, political, economic, social and cultural rights,8are not granted by any country’s legislation but are merely recognized, adopted, and declared. They are inalienable and so should not be denied by any person, group or government. These rights have been stated to include the rights to life, the right to education, right to freedom of expression, right to health care, right to protection from abuse, right to protection from exploitation and neglect, the right to development, right to recreation, right to survival and equality etcetera.9 Further rights are right of non discrimination, the right to survival and development of potential, protection from harmful influences, abuses and exploitation.
The Child Rights Act 2003 as a legal document adopted all the fundamental human rights set out in the Chapter Four of the 1999 Constitution as the fundamental human rights of children and in addition also provided some specific rights for the protection of children such as the right to a name; right to survival and protection, right to dignity; right to parental care, protection and maintenance; right to free compulsory and universal primary education; right to freedom from discrimination; right to privacy and family; right to freedom of movement; right to freedom of association and peaceful assembly; right to freedom of thought, conscience and religion; right to leisure, recreation and cultural activities; right to health and health services; right of a child in need of special care and protection; right of the unborn child to protection against harmful social and cultural practices; right not to be imprisoned with the mother; right to have his best interest considered paramount in any matter involving him; right to protection against abuse and torture.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of sixty five (65) questionnaires were administered to respondents of which fifty (50) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 50 was validated for the analysis.
DATA PRESENTATION
The table below shows the summary of the survey. A sample of 65 was calculated for this study. A total of 50 responses were received and validated. For this study a total of 50 was used for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
Introduction
This chapter summarizes the findings on the assessment of the role of of centre for gender development in protecting the rights of female students in Nigeria university ( a case study of university of calabar). The chapter consists of summary of the study, conclusions, and recommendations.
Summary of the Study
In this study, our focus was on the assessment of the role of of centre for gender development in protecting the rights of female students in nigeria university ( a case study of university of calabar). The study is was specifically focused on examining the ways through which the right of female students are trampled on; examining the role of centre of gender development in protecting the right of female students and examining if there are strategies put in place by center of gender development in protecting the right of female students.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent are female students in university of Calabar, Cross-River State.
Conclusions
With respect to the analysis and the findings of this study, the following conclusions emerged;
In Nigeria, especially as concerning the issue of rights of the girl-child, the problem of lack of uniformity of relevant laws is real. Determining the appropriate law which is to be applied in a given situation is still a challenge where our various customary laws importing ingredients inconsistent with the provisions of the Constitution of the country and so should be void to the extent of their inconsistency still remain valid and applied by various persons and institutions. Although customary law generally recognizes some political, economic and social rights of the girl-child; it only protects same to the extent that they maintain the subordinate and inferior role of the female to the male which remain a violation of the rights of the girl-child. Also her political right to leadership is not recognized in most parts of the country neither is her economic right to maximize her full potentials in accordance with principles and rights enunciated by local and international instruments permitted under customary law as the extent of her career, economic pursuits and even products of her enterprise are by custom under the control and prerogative of the male. In addition her social rights such as freedom to speak and move are highly censored and sometimes stifled by customary law. The instrumentality of law which should be deployed to curtail and restrain further violations is established in this work to still constitute a challenge making its efficacy debatable.
Recommendation
Based on the findings the researcher recommends that;
- The amendment of the Constitution of the Federal Republic of Nigeria 1999 to expressly provide a definition of who a child is in Nigeria to ensure uniformity as to the age of a child in the country to remove the possibility of different States adopting different ages..
- Adoption and Implementation of the child Rights Act by all the States in Nigeria and proper socialization of children.
- Increased and programmed enlightenment campaigns on constitutional rights by the Nigerian Orientation Agency (NOA) as well as advocacy by persons, government agencies and Civil society groups. Advocacy is required and recommended to change the minds of people about opinions and values long acquired and practiced.
- Integrating women rights issues and gender education into the junior and secondary schools curriculum to ensure proper socialization. Gender Equality and Parity should form the basis of government policies.
- The enactment of specific gender based laws by the National Assembly to reduce the incidence of discriminations against the girl-child.
References
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- British Council. (2012). Gender in Nigeria report – improving the lives of girls and women in Nigeria. Issues policies, action. British Council, Nigeria.
- Child`s Right Act (2003). Federal republic of Nigeria official gazette. Federal ministry of women affairs and social development/MDG.
- Constitution of the Federal Republic of Nigeria. (1999). Federal Government of Nigeria Ebigbo, P. O. (2011). The state of Nigerian Children in the last 50 years. J.Coll.of Med, June 2011;16 (1), 61.
- Ebigbo, P. (1988). Child abuse and neglect-General information. ANPPCAN Advocacy series. Chukka Printing Company, Enugu.
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- Eleanor Roosevelt and the declaration of human rights. (Ed). Luberkin, W.(n.d). Published by the Office of Public Affairs of the United States Mission to the United Nations in Geneva in Celebration of the 60th Anniversary of the adoption of the Universal Declaration of Human Rights. Printed in Geneva Switzerland, November 2008 by ATAR Roto Press. S.A.
