An assessment of the role of educational attainment in women’s political success in Minna Local Government Area, Niger State
- Project Research
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- Table of Content: Available
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- NGN 5000
Background of the Study
Educational attainment is widely regarded as a critical factor in political success, providing individuals with the knowledge, skills, and networks necessary for political engagement and leadership (Akinola & Bello, 2024). For women, access to education has been identified as a key determinant in their ability to compete for political offices and effectively participate in governance (Ibrahim & Sani, 2023). In Minna Local Government Area of Niger State, women’s political participation has been influenced by various factors, including educational opportunities, cultural norms, and gender biases (Mohammed & Lawal, 2025). This study seeks to assess the role of educational attainment in women’s political success in Minna, examining how education influences their political participation and leadership aspirations.
1.2 Statement of the Problem
In Minna, as in many other parts of Nigeria, women’s participation in politics is hindered by a range of socio-cultural factors, including limited educational opportunities (Oladipo & Sulaimon, 2023). While education is an important tool for political empowerment, many women in Minna face barriers to obtaining the necessary educational qualifications and skills to succeed in politics (Aliyu & Ibrahim, 2024). This study will investigate the extent to which educational attainment affects women’s political success in Minna and the broader implications for women’s political participation in the region.
1.3 Objectives of the Study
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To evaluate the relationship between educational attainment and women’s political success in Minna Local Government Area.
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To explore how educational qualifications influence women’s political engagement and leadership in Minna.
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To assess the barriers to educational access for women and their impact on political participation in Minna.
1.4 Research Questions
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How does educational attainment influence women’s political success in Minna Local Government Area?
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What role does education play in shaping women’s political engagement in Minna?
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What are the barriers to women’s educational access in Minna, and how do these impact their political participation?
1.5 Research Hypothesis
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Higher educational attainment is positively correlated with women’s success in politics in Minna.
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Women with higher levels of education are more likely to participate in political activities and run for office in Minna.
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Barriers to education, including socio-cultural factors, limit women’s political participation in Minna Local Government Area.
1.6 Significance of the Study
This study will contribute valuable insights into the relationship between education and women’s political success, particularly in Minna, Niger State. By examining the barriers to educational access and the role of education in shaping political careers, the study will provide recommendations for policies aimed at improving women’s educational opportunities and political inclusion. The findings will also inform strategies for increasing women’s representation and participation in Nigerian politics.
1.7 Scope and Limitations of the Study
This study will focus on the role of educational attainment in women’s political success in Minna Local Government Area, Niger State. The study will include interviews with female politicians, educators, and gender equality advocates. A limitation of the study is the potential bias in responses due to the social and cultural sensitivities surrounding education and politics in Minna.
1.8 Operational Definition of Terms
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Educational Attainment: The highest level of formal education an individual has completed, which may include secondary, post-secondary, and higher education degrees.
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Political Success: The achievement of political office, influence, or recognition within a political party or government, typically resulting from election or appointment.
Barriers to Education: Factors that hinder access to education, including cultural norms, financial constraints, and lack of infrastructure
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