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U.N. Akpan: The Role of Women in Family Education
Written by Ms. Ukpeme N. Akpan, MCIArb., CMDBE
Sunday, September 22, 2013
BUILDING A CULTURE OF PEACE AND NATIONAL DEVELOPMENT: THE ROLE OF WOMEN IN FAMILY EDUCATION
By Ms. UKPEME N. AKPAN, MCIArb., CMDBF
National Peace Building Convocation organized by the Universal Peace Federation and the National Unity and Peace Corps,
UN International Day of Peace, September 21, 2013
Peace undoubtedly is a condition for development. Clearly, diverse factors interplay in building the culture of peace in families, communities and the world. This presentation is targeted at addressing the pillars upon which peace can be built and sustained with particular prominence to the momentous role of women as educators in the fulcrum of society, the family.
Women as family educators- mothers, wives, sisters, aunties, cousins, friends, fictive kin or mentors render moral, social and intellectual instruction to the family unit. Ideally, this role can be co-played with their male counterparts.
The objective of this paper is to ultimately integrate the complementary roles of women and men in family education and peace building.
The Peace Culture
Peace is notoriously difficult to define. The Institute for Economics and Peace (IEP) finds high peace countries have:
• Higher per capita incomes
• More equitable distribution of resources
• Better health and education outcomes
• Improved trust between citizens
• Greater social cohesion
Moreover, these same attitudes, institutions and structures are also associated with many other aspects that are priorities for the post-2015 development agenda, such as a strong economic growth and employment, environmental sustainability, greater food security, gender empowerment and development gains in improving access to water and energy resources.
The 2013 Global Peace Index compiled by IEP indicates that Europe is the world’s most peaceful region with Iceland topping the list and South Asia as the least peaceful, with Afghanistan at the bottom of the table. Nigeria was ranked in the 148th place out of 162.
The Positive Peace Index (PPI) analysis by IEP measures the strength of the attitudes, institutions and structures of 126 nations to determine their capacity to create and sustain a peaceful environment. The PPI is based on a statistical framework which groups these attributes into eight key categories known as the ‘Pillars of Peace.’ The Pillars of Peace emphasize the importance of a holistic set of institutions which work together to systematically shape the environments that lead to peace:
a well-functioning government
a sound business environment
an equitable distribution of resources
acceptance of the rights of others
good relations with neighbors
the free flow of information
high levels of human capital and
low levels of corruption.[1]
The comparative analysis of peace cultures across the world cited above indicates interesting statistics for contemplative enquiries: (interactive session)
What continent indicates a relatively peaceful culture?
What factor is the prevalent “brick” in building this culture?
Can a “peace culture brick” build independent of others?
Are the categories of peace building blocks closed?
How may the peace building be fortified against dilapidation?
What resilient measures may be employed in restoration of peace in event of break down or collapse?
Can peace ideally be sustained as a universal culture???
It is hoped that paradigms in less peaceful cultures improve to reduce the vulnerabilities which detriment global peace.
The Essentiality of Peace Education
Education at all levels is one of the principal means to build a culture of peace.[2]
A key role in the promotion of a culture of peace belongs to parents, teachers, politicians, journalists, religious bodies and groups, intellectuals, those engaged in scientific, philosophical and creative and artistic activities, health and humanitarian workers, social workers, managers at various levels as well as to non-governmental organizations.[3]
The right to universal primary education, identified in the second Millennium Development Goal, is in concordance with the Universal Declaration of Human Rights [4], which elucidates on education as follows:
(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given to their children.
There is an established nexus between education and peace. Poverty cycles can be broken where education is available, encouraged and utilized to enhance national development. Educated persons are often poised for participatory roles in decision making in the society due to their attained literacy (irrespective of degree) in addition to improving their qualities of life and contributing to the country’s Gross Domestic Product (GDP).
A broad education base increases the pool of human capital which in turn improves economic productivity, enables political participation and increases social capital. Education in many ways is a fundamental building block through which societies can build resilience and develop mechanisms to learn and adapt. Mean years of schooling is closely associated with the most peaceful countries. Tertiary levels of education and the percentage of government spending dedicated to education is not statistically as important. [5]
The momentousness of education is succinctly manifest in the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Convention on the Rights of the Child (1989) which states: [6]
1. States Parties agree that the education of the child shall be directed to:
(a) The development of the child's personality, talents and mental and physical abilities to their fullest potential;
(b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;
(c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;
(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;
(e) The development of respect for the natural environment.
Further, education can also equip a child with other skills in addition to or in alternative to literacy. Arguably, educated mothers are likely to ensure their children get educated. This presentation seeks to underscore the efficacy of good quality education in its ramifications- formal, non-formal and informal.
The cyclical effect is obvious in situations where access to education is discouraged or limited. This is a clarion call for stakeholders to ensure that collective efforts are aligned with the Millennium Development Goals, especially goal number two: achieving Universal Primary Education. Child labor is child abuse and mars a child’s performance in school; the child’s rights must be holistically protected.
It is suggested that peace initiatives be inculcated in the education syllabus at all levels of education.
The Family: A Core Peace Unit
The family has been proven to be the supportive nucleus of the society as a cardinal social unit.
Strong indicators expose children to vulnerabilities due to their physical and psychological immaturity; family composition, (high dependency, intra-household inequality, household breakup, family violence), gender discrimination (unequal access to productive assets, access to information, capacity building opportunities), social capital, education, information, literacy. Child-specific vulnerabilities also manifest in child labor, child trafficking and child sexual exploitation due to conceptualization of children as economic assets.
Children in the West and Central Africa region are exposed to these risks, which can be particularly exacerbated in the context of violence and conflict. In countries such as these, children are recruited as fighters, cooks, porters and so forth, which expose them to a host of risks, including psychological trauma, drug addiction and social stigma, in addition to the obvious risks posed by extreme violence.[7]
Today’s youth generation is the largest cohort of young people ever: 1.2 billion people aged 15-24 (Beyond 2015, 2013). Investments that help young people meet their socio-economic needs, including those for equity, better governance, greater social cohesion, higher-quality education and more generating opportunities can help young people become agents of active partners in peace-building, increasing national security and reducing the chance of civil disorder nationally and globally.[8]
Parents are duty bound to educate their children/ members of the household and to inculcate values during a child’s formative years- “education with character.” This combination of efforts is concomitant with self respect, self confidence and discipline. Vices and restiveness are likely corollary when school age children are idle and not undergoing learning process (formal, non-formal or informal). Such children are easily lured as pawns to foment violence; they grow with this ‘mal-culture’ which jeopardizes the existence of peace.
“Every parent, guardian, institution, person and authority responsible for the care, maintenance, upbringing, education, training, socialization, employment and rehabilitation of a child has the duty to provide the necessary guidance, discipline, education and training for the child/its care, to equip the child to secure assimilation, appreciation and observance of the responsibilities set out in this Part of the Act.”[9]
Parents are the natural and legal guardians of children. It is only if one or both parents are dead that a non-parent could be appointed a sole or co-guardian. When a parent or parents are manifestly unsuitable as guardians, the Court has the power to appoint other persons as guardians. [10]
Monitoring the progress of the child is essential. A child should be encouraged to reach his/her potential and praised for achievements. The home should be made conducive for the child’s physical, psychological, mental and spiritual growth.
Much has been said about responsibilities of parents and mentors in educating a child. It is fundamental to note that children owe reciprocal duties to their parents/guardians/mentors in appreciating the efforts made towards their well-being.
These responsibilities are spelt out in the Child’s Rights Act 2003 as follows[11]:
(1) Every Child has responsibilities towards his/her family and society, the Federal Republic of Nigeria and other legally recognized communities, nationally and internationally.
(2) It is the duty of a child; subject to his/her age and ability and such other limitations as may be contained in this Act and any other law, to
(a) Work towards the cohesion of his/her family and community;
(b) Respect his/her parents, superiors and elders at all times and assist them in case of need;
(f) Preserve and strengthen the independence and integrity of the Federal Republic of Nigeria;
(g) Respect the ideals of democracy, freedom, equality, humaneness, honesty and justice for all persons;
(h) Relate with other members of the society, with different cultural values in the spirit of tolerance, dialogue and consultation;
The adult is not excluded in the scheme of family education. Adult literacy through basic and continuing education is a catalyst for social change from oppressive structures; the educated adult is able to positively impart commendable attitudes, values and life skills to the society.
Vulnerable children, orphans, single parents, teenage mothers/fathers, widows/widowers, estranged spouses, children/wards of estranged spouses, children under the sole care of single parents should be supported and protected from stigmatization, discrimination and neglect.
The average Nigerian family structure is affected by predisposing economic and social circumstances. Household survey scope on demographic characteristics, housing condition, education, health, sanitation, employment, household enterprise, average household size, sources of water, electrification[12] are contributory to the extent to which families balance these conditions to ensure a good measure of peace in the family.
Poverty incidence increased in general over the period, 1980 to 1996 and declined by 2004. The gender pattern shows that more female-headed than male-headed households were classified as non-poor. However, in terms of poverty headcount, irrespective of household headship, females were more throughout this period[13]. The General Household Survey Report (1999-2011) published by the National Bureau of Statistics reveals a disheartening increase in unemployment in Nigeria from 8.2% in 1999 to 23.9% in 2011!
A perplexing question: Where parents oppose child/family education, what measures may be applied to ensure the child although not literate, inculcates the basic values system in the society? Doubtless, many interrelated factors play out; incentives may be offered to parents and children to ensure the child’s attendance and good performance at school. Also, advocacy on the necessity of education and mobilizing stakeholders (especially in rural communities) by convincing parents to send their children to school as well as intimate to them about their duties to their children or wards is necessary. Public enlightenment campaigns in various religious associations and communities should be a continual concern to make certain that the well-being of the child/ward/ dependent in the family is safeguarded.
School-focused intervention mechanism for promoting quality education and child rights awareness are indicated in the establishment of the Parent/ Teacher Associations and Full Based Management Committee (FBMC). These are operating in most schools of the Federation to ensure good quality education and the welfare of children.[14]
The Role of Women as Peace Educators in the Family
Former UN Secretary-General Kofi Annan stated, “For generations, women have served as peace educators, both in their families and in their societies. They have been instrumental in building bridges rather than walls.” As core educators and peacebuilders, women should inculcate ethics and values in the family members. Women are strongly encouraged to shun discriminatory barriers on access to education.
Women as mothers or mentors may not be trained to teach their children subjects which comprise their curriculum at school. Nonetheless, a woman’s role in early childhood care, educating a child by inculcating rectitude, civic responsibilities and extramural lessons and provision of material resources will augur well in contributing to building a culture of peace in the life of a child, thereby serving as a formidable support and role model for responsible behavior.
To underpin women’s role in educating children, youth and adults in the family, these peace builders can integrate non-formal education on avoiding risk behaviors, fostering sexuality education and healthy lifestyle, inculcating civic duties, community service, leadership and life skills, empowerment, entrepreneurship, alternative /additional opportunities to formal education such as enrolment in vocational centers and involvement in extracurricular activities to avoid idleness.
While it may be acknowledged that by virtue of their intrinsic maternal roles women are mediators in the family, this reinforces the lucid implications for peace for which women are naturally equipped. The roles of women in the family have changed over the centuries from erstwhile absolute housewifery to job employment, career advancement, entrepreneurship and political attainment, to mention but a few. Irrespective of these emerging roles, women have maintained their love for family and have continued to be the bridges of peace and stability.
Interestingly, women possess high-level managerial skills in keeping the family together in challenging situations. They apply practical economic prowess in managing available resources at home to ensure basic needs of the household are met. A model wife calms the nerves of her husband from stressful conditions which may becloud his sense of judgment in sustaining the family and keeping the peace.
Mothers are innate unifiers in family conflicts and often times as peace makers resolve squabbles among children and their fathers. As counselors, women re-orientate members of the household who have deflected from standard expectation. Women are encouraged to mentor others outside their family unit. Women should enroll in opportunities for economic empowerment, professional counseling, capacity building and personal development programs. Development agencies are enjoined to consolidate the efforts of sagacious women by assisting to educate and equip them. Consequently, women can bring the acquired knowledge and potentials to bear in the family as they play their primary roles at home.
Women should uphold human rights education in the family; members of the household are expected to accord respect to each other as they interrelate by ensuring that domestic violence, outright inequalities, oppression and injustice do not thrive in the family.
Women should encourage children to identify and apply their talents; skilled children can be mentored through early entrepreneurial development. This fosters better understanding of each individual’s uniqueness and inclination to achieve set ambitions.
Further, women are obligated to apply pro-peace measures such as dialogue when disagreements or conflicts ensue. It is recommended that every family member learns basic peacebuilding skills. These techniques have proven to be invaluable and supportive when applied to relations with others external to the family. Intractable situations are forestalled through dialogue. Women are Peace Ambassadors; they set the rationale for encompassing tolerance. Women are potentially capable of applying experience gained from peacebuilding and peacekeeping in the nuclear family (the place of primary assignment) to peacekeeping missions in the extended family and other areas of socialization.
I emphasized that women are not saddled with the responsibility of stabilizing the family alone. Men are expected to regard women as partners and should not feel threatened by the levels of success attained by women. Husbands and wives should appreciate their work scenarios and strike appreciable balance as they organize the family.
Conclusion
In truth, there exists a correlation between education and peace! These core fundamentals have been contextualized in this presentation. National policies which accentuate, implement and sustain education at all levels and forms are the pedestal upon which peace and national development can be guaranteed.
Women have been identified as capable educators and pillars of peace in the family and beyond. I am optimistic that the collaboration of men, other members of the household and stakeholders will sustain this synergy.
To conclude, I refer to the words of Mother Teresa: “What can you do to promote world peace? Go home and love your family.”
References
1. Global Peace Index 2013, Measuring the State of Global Peace. Institute for Economics and Peace.
2. Article 4,United Nations General Assembly Resolution (September 1999). Declaration on a Culture of Peace.
3. Article 8.
4. Article 26.
5. Pillars of Peace-Finding the attitudes, institutions and structures most closely associated with peace. Institute for Economics and Peace.
6. Article 29.
7. Jones, N. and Holmes, R. (2010) Tackling child vulnerabilities through social protection: lessons from West and Central Africa. ODI Background Note, London.
8. Pereznieto P. and Harding J. (2013) Investing in Youth in International Development Policy. Making the Case. Overseas Development Institute. London.
9. Section 20, Child’s Rights Act 2003.
10. Sagay I. (1999) Nigerian Family Law Principles, Cases, Statutes & Commentaries. Malthouse Press Limited.
11. Section 19.
12. National Bureau of Statistics. Federal Republic of Nigeria.
13. National Bureau of Statistics: Statistical Report on Women and Men in Nigeria 2001-2006. Sept. 2008. Volume one.
14. 2nd Nigerian Country Periodic Report on the Implementation of the African Union Charter on the Rights and Welfare of the Child. Federal Ministry of Women Affairs and Social Development. Dec. 2009.