The Role Of Ministry Of Education In The Fight Against Child Abuse In Secondary Schools In Edo College

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The Role Of Ministry Of Education In The Fight Against Child Abuse In Secondary Schools In Edo College


Abstract


This study was carried out to assess the role of ministry of education in the fight against child abuse in secondary schools in Edo College. The study was specifically carried out to find out the prevalence of child abuse in secondary schools, examine if Ministry of Education plays a significant role in the fight against child abuse in secondary schools, examine if child abuse in secondary schools has been reduced, and examine strategies which can be used by the Ministry of Education to improve their fight against child abuse in secondary schools. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of staff of Edo State Ministry of Education. In determining the sample size, the researcher purposefully selected 148 respondents and 141 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, and mean scores. While the hypotheses were tested using chi-square statistical tool. The result of the findings reveals that the extent of the prevalence of abuse in secondary schools is high. The study also revealed that ministry of Education plays a significant role in the fight against child abuse in secondary schools. Therefore, it is recommended that there is need to improve the quality of civic and child abuse prevention education by enhancing the capability of students in educational field; researching and analyzing international education curriculums to come up with a suitable program for children; developing more courses for teachers and parents; establishing the standards for teachers especially part-time and international teachers. To mention but a few.


Table of Content


Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organization of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • REFERENCES
  • APPENDIX

Chapter One


Introduction

1.1 Background of the Study

Despite the fact that children’s rights are recognized and, to some extent, protected by legislation and constitutions in many nations around the world, child abuse and neglect are rapidly becoming universal phenomena in today’s world civilizations. Childhood maltreatment has the potential to have a significant economic impact on Nigerian schools and pupils. Even conservative estimates imply that at least 8% of children in the United States are sexually abused before the age of 18, with 17% experiencing physical abuse and 18% experiencing physical neglect (Flisher, Kramer, Hoven, & Greenwald, 2007). Childhood maltreatment, as well as poor parenting practices in general, have the ability to stymie students’ academic advancement. As a result, it has the potential to jeopardize schools’ capacity to meet the No Child Left Behind Act’s (US Department of Education, 2005) school achievement goals, placing them in danger of losing federal funds. It also has the potential to have a negative impact on pupils’ economic results in adulthood due to its impact on middle and high school achievement. The African network for the prevention and protection of child abuse and neglect (ANPPCAN) defines child abuse as “deliberate and inadvertent acts that harm the child’s physical, mental, emotional, moral, and educational welfare.” Child abuse, according to Hopper (2004), is any act of maltreatment or submission that jeopardizes a child’s physical, emotional, or health development.

Gelles (2007) stated that child abuse includes malnourishment, abandonment, neglect, emotional abuse, and sexual abuse, in addition to physical assault. Child violence, child labor, child abandonment, neglect, teenage prostitution, early marriage, and forced marriage are all common forms of child abuse in Nigeri. Emotional and sexual abuse are rampant in Nigeria. According to Oji (2006), there were 625,024 babies born to teenage mothers in Nigeria at the time of reporting. Unwanted pregnancy has been highlighted as a major source of child abuse in Nigeria. Many mistreated children were unwanted to begin with and proved to be a significant burden on their emotionally inept or destitute parents. Children from low-income families are more prone to abuse, while Todd (2004) argued that Nigeria, a notoriously corrupt African country, is on the verge of slipping into perilous poverty, with its teeming people lacking sufficient food for a healthy lifestyle. When examining the conditions of minors who are utilized as househelps, Oluwole (2002) expressed similar regret.

Child abuse is one of the most significant barriers to achieving education for all (EFA), and this has resulted in a setback in achieving the UN goal of universal primary education by 2015. Child maltreatment, according to Onye (2004), is a sign of poverty. Aderinto and Okunola (2008) also found that some youngsters were forced to engage in street hawking to help support the family’s needs. That means that, even at a young age, kids are the breadwinners of their diverse families. Children between the ages of 6 and 16 are frequently seen as bus/taxi companions, peddling things, pushing trucks for money, or asking for money when they should be in the classroom learning in the schools in Nigeria’s major parks and streets. All of this points to the reality that children are the most vulnerable to diseases, exploitation, neglect, and violence. Although child abuse has a substantial potential impact, proof of the causal impact of maltreatment on children’s long-term educational outcomes is often inadequate.

The evidence for a link between childhood maltreatment (physical and sexual abuse or neglect) and school achievement is now restricted to negative associations. On average, abused children have lower teacher evaluations, perform worse on cognitive assessments and standardized measures of academic attainment, receive lower grades, and are suspended from school and retained in grade more frequently. Abused children have a harder time forging new relationships with classmates and adults, as well as conforming to social standards.

The Ministry of Education’s main purpose is to improve children’s learning and remove obstacles that make learning difficult. Public Law 94/142 authorizes millions of dollars for this purpose each year. This education law safeguards every child’s right to a specialized education. This statute demonstrates our commitment to removing barriers to learning for all children. However, the long-term impacts of child abuse and neglect are just as great a barrier to learning as any perceptual issue. When students are unable to fully benefit from their educational opportunities, educators are educated to notice and intervene. They are specially qualified to recognize indicators that may indicate child maltreatment as a result of this training. School is the only location where children are observed on a daily basis. As a result, the ministry of education will have the opportunity to observe changes in their appearance and behaviour.


1.2 Statement of the Problem

Child abuse has a way of affecting the school system, the school can do a lot about it. Child abuse has long been a problem in Nigeria, and it has only grown more harmful to the nation as a whole. It can not be overstated that the history of child abuse in Edo State is as old as the phenomenon’s existence in Nigeria. Recently the government suspended the principal and house master of Edo college over the abuse of students who were taking their National Examination Council ( NECO) final papers. Child abuse includes child violence, child labor, child abandonment, and neglect, teenage prostitution, early marriage, and forced marriage, among other things. In the majority of situations, parents are the primary cause of all of these forms of social maltreatment. Although school, as a socialization agent, promises to have a powerful and overwhelming impact on a kid’s growth, observation has revealed that the essence of education is likely to be lost if children are forced to endure the hardships of child labor on a regular basis.


1.3 Objectives of the Study

The main objective of this study is to examine the role of ministry of education in the fight against child abuse in secondary schools in Edo College.

Specific objectives of this study are:

  1. Find out the prevalence of child abuse in secondary schools.
  2. To examine if Ministry of Education plays a significant role in the fight against child abuse in secondary schools.
  3. To examine if child abuse in secondary schools has been reduced.
  4. To examine strategies which can be used by the Ministry of Education to improve their fight against child abuse in secondary schools.

1.4 Research Questions

The following research questions will be answered:

  1. What is the extent of the prevalence of abuse in secondary schools?
  2. Do Ministry of Education play any significant role in the fight against child abuse in secondary schools?
  3. Has child abuse in secondary schools been reduced?
  4. What are strategies which can be used by the Ministry of Education to improve their fight against child abuse in secondary schools?

1.5 Research Hypotheses

The following research hypotheses will be tested in this study:

Ho: Ministry of Education does not play any significant role in the fight against child abuse in secondary schools.

Ha: Ministry of Education plays a significant role in the fight against child abuse in secondary schools.


1.6 Significance of Study

The findings of this study are crucial because they will benefit the ministry of education, parents, guardians, teachers, school administrators, and all other stakeholders in the educational sector, since they will be better informed about the issues surrounding child abuse. Such awareness may deter future acts of child exploitation, particularly when the kid is utilized as a source of family income. Hawking undoubtedly exposes children to a variety of societal vices, thus the study’s attempt to build a model for healthy child raising in society makes it justified.

This study will contribute to the current literature in this field and will also serve as a resource for academics, researchers, and students who may want to do future research on this or a comparable topic.


1.7 Scope of Study

This study focuses on investigating the role of the Ministry of Education in the fight against child abuse in secondary schools. The study will also examine if Ministry of Education plays a significant role in the fight against child abuse in secondary schools, the strategies used by the Ministry of Education in the fight against child abuse in secondary schools, and examine if child abuse in secondary schools has been reduced. This study is therefore delimited to Edo State Ministry of Education.


1.8 Limitation of Study

Finance, inadequate materials and time constraint were the challenges the researchers encountered during the course of the study.


1.9 Definition of Terms

Child Abuse:

Child abuse is when someone, whether through action or failing to act, causes injury, death, emotional harm, or risk of serious harm to a child.

Ministry Education:

The Federal Ministry of Education is a part of the Federal Ministries of Nigeria that directs education in Nigeria.


1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the role of ministry of education in the fight against child abuse in secondary schools in Edo College. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on the role of ministry of education in the fight against child abuse in secondary schools in Edo College. The study is was specifically carried out to find out the prevalence of child abuse in secondary schools, examine if Ministry of Education plays a significant role in the fight against child abuse in secondary schools, examine if child abuse in secondary schools has been reduced, and examine strategies which can be used by the Ministry of Education to improve their fight against child abuse in secondary schools.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 141 responses were validated from the enrolled participants where all respondent were staff of Edo State Ministry of Education.


5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. The extent of the prevalence of abuse in secondary schools is high.
  2. Ministry of Education plays a significant role in the fight against child abuse in secondary schools.
  3. Child abuse in secondary schools has reduced.
  4. The possible strategies which can be used by the Ministry of Education to improve their fight against child abuse in secondary schools include; implementation of school awareness program on child abuse, establishment of law safeguards for child’s right in every school schools, enlightening the teachers/principals on how, and the need to prevent child abuse, penalizing perpetrators of child abuse, and establishment of school child safety committee.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. There is need to improve the quality of civic and child abuse prevention education by enhancing the capability of students in educational field; researching and analyzing international education curriculums to come up with a suitable program for children; developing more courses for teachers and parents; establishing the standards for teachers especially part-time and international teachers.
  2. Government should increase public awareness on child abuse, by sensitizing individuals on child rights and laws guiding these rights
  3. Social workers should ensure that children who are victims of child abuse are safe-guided and taken care of and the perpetrators are legally punished.
  4. School divisions are encouraged to create a policy/administrative procedure to mandate the teaching of child abuse prevention education for all students in Pre-Kindergarten through Grade 12, to support and extend the required outcomes of grades 1 to 9 health education.
  5. School divisions are encouraged to provide professional development for staff by qualified professionals to identify the signs of child abuse.
  6. School divisions are encouraged to work with qualified human services agencies to develop and maintain a list of community contacts for healing resources and supports for victims, their families, and school division staff experiencing secondary traumatic stress

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Frequently Asked Questions


What is the Ministry of Education doing to support child protection?

The Ministry of Education has a child protection policy. Our policy encourages a culture of child protection that safeguards and promotes the wellbeing of children. We are well placed to contribute to the protection of all children and are committed to working with our agency partners to build and promote a culture of child protection.

What are the aims of Christian education?

First and foremost one of the primary aims of the Christian School is to expand sensitive hearts. That can be achieved by working through issues and negative influences with students in a practical and biblically based environment.

What is the current trend of drug abuse among Kenyan secondary schools?

The major cause for concern is that a high proportion of the Kenyan youth in secondary schools are involved in drugs (NACADA 2012). As a result, these young people eventually become addicted, posing a threat to their own health and safety. This study sought to establish the current trend of drug abuse among students in Kenyan secondary schools.

What is the role of Education in ending child labour?

Education is a crucial component of any effective effort to eliminate child labour. There are many interlinked explanations for child labour. No single factor can fully explain its persistence and, in some cases, growth. 

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