Browsing by Author "Osiki, J. O."

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Educational reforms for the actualization of the rights of persons with disabilities
(2014) Akinbola, B. R.; Osiki, J. O.
This paper examined the educational reforms on the rights of access to education (RtE) of persons with disabilities (PWDs) from the backdrop of the six Geo-political zones of Nigeria. It argued that the lack of a precise legislation regulating the RtE of PWDs, the non-domestication of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and non-inclusion of the RtE in the Constitution of the Federal Republic of Nigeria (CFRN) as a justiciable right have created a lacuna in the implementation of de jure and de facto equality which then hinders the protection of the RtE of PWDs. The study utilized 399 participants including tertiary Institutions’ students, teachers and administrators that responded to self- constructed and validated research measures in an ex-post-facto research design format. Statistical inference was taken at 0.05 alpha. Prominent among the findings showed that an approximate 76% of the participants submitted that PWDs do not have easy access to educational facilities; and subsequently impede their potential to learn. Furthermore, 73.0% of the participants said that educational policies and reforms for the right to and equal access to education is lopsided and adversely affect the PWDs. Finally, 69.0% also failed to affirm that educational policies and reforms have balance structures catering for both the PWDs and their counterpart (i.e. the people without disabilities). It therefore recommended that the constitutional provision on education should form part of the enforceable fundamental rights while the provision of existing laws, policies on education and other developmental plans in Nigeria should mainstream disability.
Quantitative assessment of provisions for the right to access to education of persons with disabilities
(2015) Akinbola, B. R.; Osiki, J. O.
The quantitative method was applied in gleaning information on the type and degree of legal provisions on the rights of access to education of persons with disabilities (PWDs) in Nigeria. Using the six Geo-political zones of Nigeria, the paper reasoned that participants’ perception and or opinions on rights of access to education, its acceptability, availability and affordability is not discriminatory irrespective of whether the beneficiaries are people with disabilities and or (otherwise, without disabilities). The study utilized the descriptive survey research design subsumed within the ex-post-facto method while it drew and used, through a simple random sampling technique, 399 participants from among tertiary institutions’ students, teachers and administrators who voluntarily completed a Self-constructed and validated research measure tagged ‘the Rights of Persons with Disabilities to Education Inventory’ (RoPDEI). Multiple regression statistical methods at 0.05 alpha was applied. While the findings showed that the provision of rights to education for PWDs (p<0.05) and expected reforms to equal access (p<0.05) were statistically significant. Of the clustered variables however, only “sympathy/pity” and “empathy” accounted for approximately 25% (p<0.05) and 18% (p<0.05) contribution respectively. Furthermore, the disability-type (p>0.05) was not significant; even though, in considering the factor contribution, participants who submitted that “they were people without disabilities” had beta weight of 23.5% (approximately 24%) (p<0.01) to the variance. It thus recommended inter-alia, that the Federal Government of Nigeria should legislate specifically on the rights of PWDs in keeping with its obligation under the United Nations Convention on the Rights of Persons with Disabilities (CRPD); and that the enactment of an Act to domesticate the convention on the Rights of PWDs in Nigeria should be urgently put in place. All socio-environmental and funding barriers to legislative reforms should be mitigated.