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,

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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 k@pe.-peiemed 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