EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals
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EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals

EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals

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European Journal of Social Sciences - Volume 2, Number 1 (2006) Government council (LGA) and the local government education authority (LGEA). Less than 3 % of the community members are wage earners, they are mainly teachers and civil servants. Household economy. All the 114 households heads were male this might be as a result of the traditional under- reporting of female headship. The age of house hold heads ranged between 30-70 yrs with the majority in the 50-60 years bracket. All the house hold heads were married with about 50% in polygamous marriages. Majority of the house hold heads have between 5-7 children with 56% of them as farmers while 21% are traders19% artisans and 4% in other menial jobs. The household heads derived their income from their various occupations occasionally subsided with child labour such as hawking of goods and farm products in cities and other neighboring towns. The Average monthly income of household heads is #16, 578 about $102. The average monthly expenditure is #9,994.8 about $80. This expenditure is mainly on food items leaving a paltry balance of #4.586 that is $22. It is from this balance that they buy clothes for the family, provide for the children’s school needs and purchase some other basic materials. This indicates that the general standard of living is low. Majority of the household heads in Nigeria are poor. In the rural areas, a significant number of the household heads under study are poor. Poverty was higher among households headed by those within the age groups 46-55 and 56-65. It was also observed that: • The older the household head, the higher the likelihood he or she will be lacking education and the household to live in poverty. • Poverty incidence by employment status shows that households headed by wage earners have less incidence of poverty but only about 1% of the household heads under study are wage earners. The socio-economic characteristic of policy makers that is the chairman of the local government who was the only policy maker in the sample is on the high side. He is a political head and his salary is on the high side. All local government chairmen, whether urban or rural earn the same salary. Only 42 secondary school teachers were in the sample. They were few because the sizes of the schools themselves were also small. All the teachers in the sample had the requisite qualifications for their jobs. Their teaching experiences ranged between 3 – 10 years and above. However, only three of the teachers had some vocational and technical experience hence the teachers were not competent to train students in their desired vocational skills. There were 210 students in the sample. Their age ranged from 11-20 years with the mean age of 17-19 years bracket. They were made up of 114 males (55.77%) and 93 females (44.23%) The family size of the students ranged from 4 to 11. This large size also affects the parents economy. The students said they eat 3 meals daily but further probing revealed that the meals were mainly carbohydrates and poor in quality. Findings also showed that the students always helped their parents in the farm and in other jobs to help as coping strategy. This also confirmed the low socio-economic level of their parents. The consequence of this is absenteeism and truancy thus resulting in low quality education, mass failure or outright drop out. Absenteesim The school teachers revealed that absenteeism and truancy were common phenomena in the schools. The trend in school absenteeism and the reasons for this as indicated by teachers are presented in tables 2a and 2b below. 158

International Research Journal of Finance and Economics – Volume 2, Number I (2006) Table 2a: Students Absenteeism Period/Time of absence from school Per cent of time absent (%) Anytime 41 Planting and harvesting season 34 Market days 25 Table 2b: Reasons for Absenteeism Reasons for absenteeism Per cent of absenteeism (%) Sickness 13.16 Truancy 28.95 School fees and other school materials 31.58 Farm Activities 26.31 The information contained in these tables in addition to the poor socio-economic background of students in rural areas led to parents withdrawing their children for labour in the farm and for other socio-economic activities. Rural-urban migration The interview with household heads, students and the policy maker revealed that a preponderant majority of graduates of secondary schools (males and females) who could not gain admission into tertiary institutions had left the villages to surrounding towns in search of trade and employment opportunities. Data on whether the household heads will like their wards to stay back in the village and whether students themselves will like to stay back in their villages or migrate to town and cities revealed preference for cities as shown in table 3 below. Table3: Rural or Urban Preferences Respondents Stay in village Go to cities for employment Household heads 40 (35.08%) 74 (64.92%) Students 60 (28.57%) 150 (71.43%) Policy maker 1 (100%) - The policy maker said that his preference is based on the fact that it is more desirable for the youths to stay back and develop their communities while the household heads indicated that going to the city to work is a way for their children to escape out of poverty. One of the household heads said ‘I want my children to work in the city and bring money home to offset my investments in their education and assist me financially”. The students themselves said that life is better in all ramifications in the urban than in the rural communities. Rural school curriculum Both the policy maker and the teachers identified some flaws in the existing curriculum of the rural schools. They all agreed that the schools in the rural areas should have the same curriculum with the schools in the urban so that the rural students will not be deficient. However they would welcome introduction of skills training like gardening, needle work/tailoring and other crafts alongside the 159

International Research Journal of Finance and Economics – Volume 2, Number I (2006)<br />

Table 2a: Students Absenteeism<br />

Period/Time of absence from school Per cent of time absent (%)<br />

Anytime 41<br />

Planting and harvesting season 34<br />

Market days 25<br />

Table 2b: Reasons for Absenteeism<br />

Reasons for absenteeism Per cent of absenteeism (%)<br />

Sickness 13.16<br />

Truancy 28.95<br />

School fees and other school materials 31.58<br />

Farm Activities 26.31<br />

The information contained in these tables in addition to the poor socio-economic background of<br />

students in rural areas led to parents withdrawing their children for labour in the farm and for other<br />

socio-economic activities.<br />

Rural-urban migration<br />

The interview with household heads, students and the policy maker revealed that a preponderant<br />

majority of graduates of secondary schools (males and females) who could not gain admission into<br />

tertiary institutions had left the villages to surrounding towns in search of trade and employment<br />

opportunities. Data on whether the household heads will like their wards to stay back in the village and<br />

whether students themselves will like to stay back in their villages or migrate to town and cities<br />

revealed preference for cities as shown in table 3 below.<br />

Table3: Rural or Urban Preferences<br />

Respondents Stay in village Go to cities for employment<br />

Household heads 40 (35.08%) 74 (64.92%)<br />

Students 60 (28.57%) 150 (71.43%)<br />

Policy maker 1 (100%) -<br />

The policy maker said that his preference is based on the fact that it is more desirable for the youths to<br />

stay back and develop their communities while the household heads indicated that going to the city to<br />

work is a way for their children to escape out of poverty. One of the household heads said ‘I want my<br />

children to work in the city and bring money home to offset my investments in their education and<br />

assist me financially”.<br />

The students themselves said that life is better in all ramifications in the urban than in the rural<br />

communities.<br />

Rural school curriculum<br />

Both the policy maker and the teachers identified some flaws in the existing curriculum of the rural<br />

schools. They all agreed that the schools in the rural areas should have the same curriculum with the<br />

schools in the urban so that the rural students will not be deficient. However they would welcome<br />

introduction of skills training like gardening, needle work/tailoring and other crafts alongside the<br />

159

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