Female Education Development in Nigeria - Management Assignment Help

Assignment Task

Abstract: The objective of this investigation was to assess the impact of multinational oil companies’ (MOCs) corporate social responsibility (CSR) interventions in female education programmes in the Niger Delta region of Nigeria. A total of 800 rural women were sampled across the region. The results from the logit model showed that rural women depended on CSR interventions of MOCs to address some of the logistical and cultural challenges associated with women’s access to post-secondary education in local communities. However, despite the significant success in supporting education initiatives generally, none of the scholarships target females specifically, and compared to men, the low level of human capital in rural women has persisted. This implies that, if CSR interventions are not tailored to enhance gender diversity and promote economic opportunities for women alongside education, they may perpetuate the obstruction of women’s participation in economic, political and social development. By extension, this could delay the reduction of poverty and attainment of the Sustainable Development Goals (SDGs) in the Niger Delta region.

Introduction
Gender equality and inequality concern how people live daily: their relationships, choices, decisions and the freedom they have or do not have to live a life they value (Hausmann, 2014; Tchamyou et al., 2017). It is a matter of social justice and human rights which drives development progress, and both are vital for achieving peaceful, inclusive, resilient and just societies (Crawford, 2009; Sharma et al., 2013; Tchamyou, 2019). Education and gender equality are central concerns in the new sustainable development agenda. The 2030 Incheon Declaration and Framework for Action, agreed upon by the global education community in November 2015 to accompany the Sustainable Development Goals (SDGs) agenda, recognizes that gender equality is inextricably linked to the right to education for all, and that achieving gender equality
requires an approach that ensures that females and males not only gain access to and complete education cycles but are empowered equally in and through education
(African Development Report, 2015; Nimer, 2018; Russell, 2016; Singh et al., 2015).

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