Equalizing Educational Opportunities for the Nigerian-Ghanaian Blind Girl-Child

Abstract

Gender studies carried out in Nigeria and Ghana generally by non-Governmental Organisations particularly women groups and government data on education show that there is gender inequality in the provision of educational services Uchem (2001; Obi, 2004). These figures and records show that the girl-child is more disadvantaged and discriminated against in terms of access to education. Studies have also shown that there is under representation of girls at all levels of the educational system (Abang-Wushishi, 2004; Uchem,2001; Chizea & Njoku, 1991). Interestingly, despite these revelations and agitations by women groups for gender equity in both countries little or nothing is mentioned about the blind-girl child. Both Ghana and Nigeria have in place constitutional protections and policies that prohibit discrimination in educational opportunities based on circumstance of birth or sex, very little is being done to make education more accessible to the blind girlchild. Informal visits to some special schools for blind children suggest that there is an imbalance in the number of boys and girls receiving education. This paper investigates the current state of gender inequality in educational provisions between boys and girls child that are blind. Some of the factors that give rise to these marginalization and inequality are discussed and suggestions on how to bridge the gap and achieve educational equity for blind children within the two countries are advanced. International Journal of Educational Research Vol. 3 (1) 2007 pp. 89-96