Gender-Sensitive and Stakeholder-Engagement Education Policies and Access to Basic Education in Public Junior Secondary Schools in Port Harcourt Metropolis

Dan-Jumbo Rhoda Edevie; Kenneth Amadi

doi:10.59890/ijarss.v4i1.178

Authors

Dan-Jumbo Rhoda Edevie Rivers State University
Kenneth Amadi Rivers State University

DOI:

https://doi.org/10.59890/ijarss.v4i1.178

Keywords:

Gender-Sensitive Education Policy, Stakeholder Engagement Policy, Access to Basic Education, Public Junior Secondary Schools

Abstract

The study investigated the relationship between gender-sensitive education policy, stakeholder engagement policy, and access to basic education in public junior secondary schools in Port Harcourt Metropolis of Rivers State. Two objectives, two research questions, and two hypotheses guided the study, and the correlational research design was adopted. The population consisted of teachers and principals in public junior secondary schools within Port Harcourt and Obio/Akpor Local Government Areas. A multi-stage sampling technique was used to select the sample, and data were collected using two researcher-designed instruments: the Gender-Sensitive and Stakeholder Engagement Policies Questionnaire (GSSEPQ) and the Access to Basic Education Questionnaire (ABEQ). The internal consistency of the instruments was determined using Cronbach Alpha, yielding indices of 0.76 and 0.84. Data were analyzed using Pearson Product Moment Correlation (PPMC), while hypotheses were tested using t-test transformation at 0.05 level of significance. Findings revealed moderate positive relationships between gender-sensitive education policy and access to basic education, as well as between stakeholder engagement policy and access to basic education. The study recommended stronger implementation frameworks for gender inclusion and more active involvement of parents, community leaders, NGOs, and other stakeholders in school governance.

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