The Role of Ministry of Education in the Fight Against Child Abuse in Secondary Schools in Edo College
Chapter One
Objective Of Study
The following are objectives of this study:
- To examine if Ministry of Education plays a significant role in the fight against child abuse in secondary schools.
- To examine strategies used by the Ministry of Education in the fight against child abuse in secondary schools.
- To examine if child abuse in secondary schools has been reduced.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Child abuse includes all types of physical emotional ill-treatment, sexual abuse, neglect and negligence which result in potential harm to the children’s development or dignity (Shonk and Ciccheti, 2011). Dodge and Pettit (2004) view child abuse as an act of commission or omission on the part of the parent, guardian or caretaker that results in non-accidental, physical, mental injury or sex abuse. From these definitions, it becomes clear that child abuse refers to unfair, cruel or violent treatment of a child in a physical, sexual and emotional way including child labour such that the victim’s rights are threatened (Iverson and Segal, 2009). Carlson and Kashami (2008) postulate that child abuse causes psychological problems, significant disruptions in the normal development and often have a lasting impact in leading dysfunction and distress well into adulthood. According to Anderson (2015) child abuse normally happens in a family which is characterised by conflict and domestic violence. Children sometimes grow up in such families with the understanding that such an arrangement is normal (Wood, 2008). Dysfunctional families are primarily a result of co-dependent adults and may be affected by addictions such as substance abuse (Mpofu, 2016). As Makoni (2016) argues, there is too much extremes in fighting and arguing and children are forced to take sides in conflicts between parents; they are ignored, discounted or criticised for their feelings and thoughts. Children have demands placed on their time, choice of friends or behaviour and they may receive no guidance from the parents at all; and this inhibits the development of the children’s trust in the world, others, and in themselves and ultimately, they face problems in their academic work and in their relationships (Wood, 2008). According to Smith (2014) child abuse is associated with the social learning theory which postulates that behaviour is learnt through two methods; being rewarded for actions and observing and imitating behaviour. Researchers believe that abused children learn to be abusive using these two methods and continue their abusive behaviour into adulthood (Reyome, 2013; Smith, 2014; Wood, 2008 and Moyo, 2016). This pattern of learned aggression is commonly referred to as “circle of violence” which means that abusers are likely to have been abused when they were young (Moyo, 2016). Sometimes child neglect is more likely to be caused by risk factors that a parent or caregiver may or may not be able to directly influence (Wood, 2008). It has been observed that families living in poverty may be unable to provide adequate nutrition, education or medical care for their children due to lack of access to resources not because they do not recognise their children’s needs (Carlson and Kashami, 2008). Studies show that children who have suffered from neglect exhibit lower academic achievement; mistreated children have a greater instance of exhibiting poor social skills and classroom behaviour problems (CASA, 2015). Mapolisa (2015) further posits that, maltreatment in the first five years of life nearly triples a child’s likelihood of having academic problems. CASA (2015) states that according to research, children with special educational needs are more than seven times more likely to suffer physical abuse and neglect; and that this causes lower academic success which can cause lifelong, negative psychological and economic consequences. Livege and Poipoi (2012) found that pupils who were involved in child labour had a significantly lower academic achievement mean score than those not involved.
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.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine the Role of Ministry of Education in the Fight against Child Abuse in Secondary Schools in Edo College. Selected secondary schools in Edo state form the population of the study.
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 eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the Role of Ministry of Education in the Fight against Child Abuse in Secondary Schools in Edo College. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of the Role of Ministry of Education in the Fight against Child Abuse in Secondary Schools in Edo College.
Summary
This study was on the Role of Ministry of Education in the Fight against Child Abuse in Secondary Schools in Edo College. Selected secondary schools in Edo form a case study. Three objectives were raised which included: To examine if Ministry of Education plays a significant role in the fight against child abuse in secondary schools, to examine strategies used by the Ministry of Education in the fight against child abuse in secondary schools and to examine if child abuse in secondary schools has been reduced. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Edo state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
This study has been able to show that child abuse and neglect is a global problem that takes place in many setting one of which is the school. Child abuse as discussed has serious implications on the educational system in Nigeria. It presents a serious draw back on the child educational development and thus hinders societal growth and development. The problem of child abuse in the education system requires adequate and efficient handling in order to improve educational development.
Recommendation
- There should be public enlightenment programmes to combat mass ignorance and public awareness on the right to freedom from all forms of child abuse.
- As much as possible, teachers/caregivers should avoid the use of corporal punishment because it only teaches children that violence is the best way of maintaining control and it encourages them to hit other children,
- There should be provision of nurturing and supportive child friendly school, learning environment free from noise, distractions, discrimination and abuse of any kind
- A child should not be disciplined when the adult’s anger is out of control
References
- Agnew R. (1983). Physical punishment and delinquency. Youth and Society, 15, 225-236. Child Welfare Information Gateway (2008). What is child abuse and neglect. Factsheet. http://www.childwelfare.gov/pubs/factsheets/whatiscan.cfm.
- Corwin, D. L. & Olafson, E. (1997). Videotaped discovery of a reportedly unrecallable memory of child sexual abuse: Comparison with a childhood interview videotaped 11 years before. Child Maltreatment, 2(2), 91-112.
- Federal Republic of Nigeria (2004). National Policy on Education. Lagos: Federal Government Press.
- Gaudin, J. M. (1999) Child neglect: Short term and long term outcomes. Neglected children: research, practice, and policy. Thousands Oaks, CA: Sage Publications, Inc.
- Gelles R. J. (2009) Child abuse. Microsoft Encarta Online encyclopedia. Retrieved from http://encarta.msn.com
- Khartri, K. (2004). Child abuse, definition, prevention, types, treatment, maltreatments articles, children’s abuse. http://www.umicos.umd.edu/users/sawweb/sawnet/childabuse .html. National clearinghouse on Child Abuse and Neglect Information (2006). Child abuse and neglect prevention. Retrieved from http://nccanch.acf.hhs.gov.
