gender differential paper IJCRB

ijcrb.webs.com
JUNE 2011
INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 3, NO 2
come on board and advocate for the availability of quality educational opportunities that could be
accessible to all. The right to education is paramount and part of the inherent dignity of all
humans; it is a tool to facilitate communication and bring cooperation among societies and by
extension a means of bringing peace, stability and more mutual understanding between
communities and nations (UNHCR1966).
According to international declaration and convention of human right, the right to education has
been spelled out clearly, example Article 26, outlines the right of everyone to free, compulsory,
elementary education with tertiary levels education to be made available to all without
discrimination, although higher education may be merit-based. While recognizing an individual’s
right to choose their form of education, the Declaration emphasizes that, “Education shall be
directed to the full development of the human personality and that concurred with the mission of
the Millennium Development Goals (MDGs) of achieving eight educational goals by the year
2015 and that respond to the world's main development challenges.
The MDGs were adopted by 189 nations during the UN Millennium Summit in September 2000.
The goals which includes:
• First eradicate extreme poverty and hunger;
• Second, achieve universal primary education;
• Third, promote gender equality and empower women;
• Fourth, reduce child mortality;
• Fifth, improve maternal health;
• Sixth, combat HIV/AIDS, malaria and other diseases;
• Seventh, ensure environmental sustainability;
• Eighth, develop a global partnership for development.
Source: UN Millennium Summit on MDGs reports, September 2000.
Economic factors refer to the government expenditure on educational development and
transformation strategies of a nation’s educational system which include: the financial recurrent
expenditure budgeted for the realization of educational objectives of a country which basically
differ from one country to another. But according UNESCO declaration (2006) stipulated that
26% of every country’s annual budget should go to education, in which now some of the
developing countries are yet to meet of up to this declaration and expectation, and this may be as
result of lack of sound economic stability or lack of commitment towards the development of
education. These factors have major impacts on how educational system operates both in terms
of the provision of educational infrastructures, training of teachers, technical and professional
expertise enhancement. As such there will be no any educational system that could work
effectively without adequate and proper funding, but yet the situation in some of the developing
countries particularly Nigeria is worrisome, this is because, the education sector is yet to meet up
to some basic fundamental educational policy issues such as the controversy that exist between
federal and local government on the management of basic primary education, decay in the public
schools’ infrastructure, lack of qualified teaching staff, poor remuneration etc. which all of these
is central to proper and adequate funding, commitment and selfless service to humanity.
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