Journal of English Language Teaching and Applied Linguistics

Yazarlar: Mary Okere

Konular:-

DOI:10.32996/jeltal.2021.3.11.4

Anahtar Kelimeler:Sustainable development girl-child literacy/education nigeria

Özet: It is the dream and aspirations of every nation to achieve development.  Hence, the policies and laws of any nation whether developed or developing is geared towards achieving development in every sector.  To promote socio-economic development globally, the United Nations Sustainable Development Goals were signed (SDGs).  The SDGs are the seventeen goals set and signed by the 193 UN member nations in 2015 and agreed to be achieved by 2030.  They represent a shared commitment by all member countries of which Nigeria is one to promote and ensure inclusive and equitable quality education  and life-long learning opportunities for all, good health and well being for all, gender equality and empowerment of women and girls among other time-bound goals through partnership.  Before the SDGs were the eight Millennium Development Goals which were signed in 2000 by 189 heads of state to eradicate inter alia hunger and poverty, diseases, gender inequalities etc.  Four years after the 2015 target of the MDGs and four years into the SDGs 2030 target, there is still gender disparity in access to quality education between the boy-child and the girl-child in favour of the former in many countries including Nigeria.  This paper therefore examines and tries to find answers to the following questions: (a) how do respondents perceive girl-child education? (b) What factors pose the greatest challenge to gender parity in access to quality education and training in Nigeria?  The paper concludes with cogent recommendations.

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