实现尼日利亚的可持续发展：女童教育因素

Mary Okere
联邦科技大学综合研究部

摘要

实现发展是每个国家的梦想和愿望。因此，任何国家，无论是发达国家还是发展中国家，其政策和法律都是为了实现各个部门的发展。为了促进全球的社会经济发展，签署了联合国可持续发展目标。这目标包含17个目标，由193个联合国成员国在2015年设定并签署，并同意在2030年前实现。它们代表了所有成员国的共同承诺，尼日利亚是其中之一，即通过伙伴关系促进和确保所有人享有包容性和公平的优质教育和终身学习机会、所有人的良好健康和福祉、性别平等、赋予妇女和女童权力，以及其他有时限的目标。在可持续发展目标之前，有八个千禧年发展目标，由189位国家元首于2000年签署，旨在消除饥饿和贫困、疾病、性别不平等等。在实现2015年千禧年发展目标的四年后和迈向2030年可持续发展目标的四年后，在包括尼日利亚在内的许多国家，男孩和女孩在获得优质教育方面仍然存在性别差距，前者更受青睐。这就是为什么这项研究试图调查人们对女童教育的看法。本研究采用调查研究设计。为了回答这些研究问题，我们使用了一个名为“女童教育观点问卷”的研究工具来收集数据。144人回答了该问卷。结果显示，男性和女性对女童教育普遍持负面看法。研究还发现，关于女童教育的负面文化观念、重男轻女和贫困是阻碍教育机会性别均等的关键因素。根据这项研究的结果，除其他外，建议政府大力推行扶贫方案，使社会经济地位低的家庭能够在一定程度上送其所有子女上学，同时建议妇女组织加大对妇女问题的宣传力度。

关键词

可持续发展；女童；读写能力/教育；尼日利亚

参考

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