An evaluation of gender-sensitive policies in secondary schools in Yewa South Local Government Area, Ogun State
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Background of the Study
This research evaluates the effectiveness of gender-sensitive policies implemented in secondary schools in Yewa South Local Government Area, Ogun State. Education is a transformative tool, yet gender biases within the school system can undermine equitable learning opportunities (Smith, 2023). While several policies have been introduced to promote gender equality, challenges persist in their implementation and impact (Johnson, 2024). Schools remain critical environments where gender roles are both challenged and reinforced. Teachers, administrators, and students interact within a framework that may either encourage inclusivity or perpetuate stereotypes (Brown, 2025). The study critically reviews policy documents, conducts interviews, and observes classroom practices to understand how these gender-sensitive policies are being applied. The goal is to identify gaps between policy intent and actual practice, and to propose measures that enhance gender inclusiveness in educational settings (Ade, 2023).
Statement of the Problem
Despite the introduction of gender-sensitive policies in secondary schools in Yewa South, implementation challenges persist, limiting their intended impact. Many schools still exhibit gendered practices that adversely affect the learning environment, resulting in unequal opportunities for students. The dissonance between policy and practice creates barriers to achieving true educational equity. This study aims to uncover these gaps and propose recommendations for more effective policy implementation. The persistence of gender biases in schools calls for immediate attention to ensure that all students benefit equally (Brown, 2025).
Objectives of the Study:
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To assess the implementation of gender-sensitive policies in secondary schools.
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To identify challenges and gaps in current policy practices.
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To recommend strategies for improved gender inclusiveness in education.
Research Questions:
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How effectively are gender-sensitive policies implemented in schools?
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What challenges hinder their proper application?
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What strategies can bridge the gap between policy and practice?
Research Hypotheses:
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H₁: Gender-sensitive policies are not uniformly implemented across schools.
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H₂: Inadequate training of staff contributes to ineffective policy application.
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H₃: Enhanced monitoring mechanisms can improve policy outcomes.
Significance of the Study
This evaluation is pivotal in highlighting discrepancies between policy intent and classroom reality, thereby guiding educational authorities to refine and enforce gender-sensitive strategies. The findings will help create a more inclusive academic environment that supports equal opportunities for all students (Johnson, 2024).
Scope and Limitations of the Study:
The research is confined to secondary schools in Yewa South Local Government Area and focuses on the assessment of gender-sensitive policies. Limitations include reliance on self-reported experiences and potential variability in school practices.
Definitions of Terms:
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Gender-sensitive Policies: Guidelines designed to address and mitigate gender disparities in educational settings.
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Implementation: The process of putting policies into practice.
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Inclusiveness: The quality of ensuring all groups have equal access and opportunities.
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