Abu-Ubaida Sani
Abstracts
Significance of family life education on human security stands the motive of this article. Moreover, effort is made to delve into conceptual notions of human security. It also presents an overview on positive effects of family life education. In Nigeria today, human security faces number of challenges, among which are; poor governance, hunger and unemployment, terrorism and environmental factors among others. The paper accounts for ways in which family life education can be of significant importance in promoting and maintaining human security. Finally, the article suggests ways of utilizing - as an objective of family life education - striving towards developing human security. For instance, providing effective awareness of family life education and it inclusion in nation’s curriculum to be taught in some levels of education, especially higher education, among others.
Key
words: family, family life education, human security
Introduction
Incorporating
three independent words of which each has a number of meanings, especially
depending on the context it appears, does not encumber one from sensing the
meaning of the phrase “family life education,” at first encounter. However, the
partial - if at all - emphasis and attention given to family life education
makes it strange to many young educators in countries like Nigeria. The concept
is defined by National Council on Family Relations (NCFR, 2009), as the effort
to strengthen individual and family life through family perspective.
On
the other hand, human security is defined as an educational process designed to
assist people in their, physical, social, emotional and moral development as
they prepare for adulthood, marriage, parenthood, ageing as well as their
social relationships in the socio-cultural context of the family and the society.”
(NERDC in Komolafe, 2004)
Considering
the above assertion, family life education can be seen as any activity which
aimed at imparting ideas, information and awareness concerning family
relationships as well as to increase the tendency of individuals to approach
their relationships with greater responsibility.
Though family life education has
been in existence since time immemorial, it had been informally until 1980s
when a form of family life education entered public policy in the U.S. Hatch
Act of 1987. The early form of family life education centered around the field
of ‘home economics’ and training of practical home-based skills in areas such
as food preparation and sewing. Family life education moved into the wide-spread
public awareness in the early 20th century by offering gardening,
home canning and nutrition information to homemakers (Chant, 1983; Bredehoft,
2003; Edwards, 2003; Adams & Baronberg, 2005). In Nigeria however, population education was introduced and
stated in the National Policy on Education in 1981. That was with the view of
making general education more responsive to the socio-economic needs of the
individuals and the country in general (UNICAF, 2014). Moreover, the English,
science, social studies and agricultural science courses already have some
components of Population/Family Life Education (Oroge, 1993).
However, tantamount with quotation
of NCRF (National Council on Family Relations), “The objective of family life
education is to enrich the quality of individuals and family life.” The
statement thus stands the preamble of the phrase; ‘Family life education’.
The
concept of human security remains paradigm that explains global
vulnerabilities. Its exponents go against the traditional notion of ‘national
security.’ It argues that the appropriate referent for ‘security should be the
individual rather than the state (UNDP, 1994).
Number of definitions provides an
overview of the varying usage of the concept “human security.” However, there
is no universally single accepted definition for the concept ‘Human security. Human
security can be defined as one of the foundational conditions of being human,
including both (1) the sustainable protection and provision of the material
conditions for meeting the embodied needs of people, and (2) the protection of
the variable existential conditions for maintaining a dignified life. Within
this definition, it then makes sense that the core focus of human security endeavors
should be on the most vulnerable. It makes sense that risk management should be
most responsive to immediate events or processes that have both an extensive
and intensive impact in producing material and existential vulnerabilities of
people in general or a category of persons across a particular locale (James, 2014).
Human
security take its shape from the human being: the vital core that is to be
protected. Institutions that undertake to protect human security will not be
able to promote every aspect of human well-being. But at least they must
protect this core of people’s lives (Sabina, 2003: 2)
Human
security is defined as “describing a condition of existence which entails basic
material needs, human dignity, including meaningful participation in the life
of the community, an active and substantive notion of democracy from the local
to the global.” (Thomas, 2000). King & Murray ( 2001) summarized the
concept of human security as expectation of years of life without experiencing
the state of generalized poverty Generalized
poverty, as use in the definition, refers
to falling below critical thresholds in
any domain of well-being.
On
the other hand, there is said to be human insecurity in the presence of unemployment,
fear and distrust in government include insufficient aid, services, and poverty
that requires children to work for income or in the home to support family
(Karbalai, 2005). It is absence of safety; presence of danger, hazard,
uncertainty, lack of protection; and lack of truth among people (Ewetan and
Urchie, 2014). Beland (2005) refers human insecurity as a state of fear or
anxiety due to absence or lack of protection. Achhumba, Ighomereho and
Akpan-Robaro (2013) associated insecurity with danger or state of being expose
to risk or anxiety (Bakwai & Sarkin-Kebbi, 2015). Therefore, human
insecurity is the opposite of human security. Thus, feeling of uncertainty or
being in danger, threat, or lack of confidence about oneself (Chiaha, 2013).
Seven
types of human security formed its components (components of human security) (Oludimu, 2014).
Yasin, (2015), referred these as
elements of security. They are:
1. Economic
security (e.g., assurance of a basic income),
2. Food security
(e.g., access to food),
3. Health security
(e.g., access to health care and protection from diseases),
4. Personal
security (e.g., freedom from threats by the state, groups, or individuals),
5. Community
security (e.g., freedom from harmful community practices),
6. Political
security (e.g., enjoyment of human rights, and freedom from political
oppression) and
7. Environmental
security (e.g., protection from harmful effects of environmental degradation) (Oludimu, 2014).
Human
security is therefore beyond depending citizens from external and internal
threats or violence. Rather, it involves ‘freedom from fear’ and ‘freedom from
want’. (Oludimu,
2007; Akokpari, 2007; Yasin, 2015).
Objectives
and Positive Effects of Family Life Education
The
goals family life education strives to achieve according to NERDC (1988) are as
follows:
1- Family
size and family welfare
2- Improve
quality of life
3- Responsible
parenthood
4- Delayed
marriage
5- Birth
spacing and good health for mother and baby
6- Breast
feeding
7- Population
related beliefs and value (NERDC, 1988; Komolafe, 2004; Jibes, 2012).
However,
if the attainment of the above objectives is to its fullest expectation, the
expected positive outcomes could be – among others – the following:
i.
Family life education helps the young
people to solve family problems.
ii. It
helps the youth in their growing stage to know about the social, emotional and
physical changes that take place in this stage.
iii. It
develops the knowledge about different roles, function and maintenance of
family.
iv. It
provides knowledge about maintaining good relationship among the members of the
family and other people of the society. It helps to make the family happy and
prosperous.
v. It
develops the knowledge, values and the skills, which are necessary for
adulthood, marriage and parenthood as well as for participation in community
life.
vi. It
helps to deal with the changes in the adolescents' lives in their society.
vii. It
helps them to make wise decision and communicate effectively with others about
all matters concerning the social behavior. It makes people aware that they are
becoming sexually mature and leads them to understand the sex attitudes and
behaviors (Edwards, 2003; Komolafe, 2004; Jibes, 2012).
It
can be concluded here that, if family life education were fully justified,
there would be every tendency of getting ‘individual and family wellbeing’
enriched and strengthened. Perhaps, as Thomas and Arcus (1992) considered that as
the main purpose of family life education.
Challenges
of Family Life Education
The challenges of family
life education include:
i.
The internet and the World Wide Web
present new challenges for family life education. These technologies are likely
to replace a form of traditional family life education. Important issues
require attention on the reliability and validity of the information available
and its effectiveness.
ii.
The emergence of such things as
computer-mediated relationships and sexualized internet use requires rethinking.
iii.
The programmes by themselves may not be
sufficient unless their development and implementation are supported by social
and educational policies and political decisions.
iv.
Qualified educators are central to the
success of family life education, because these individuals bear major
responsibilities for shaping educational experience and interacting with
participants. There is seems to be lack of adequate qualified personals in the
area of family life education in Nigeria.
v.
Inadequate financing is another challenge
of family life education. The programmes are sometimes only available to those
who can afford it, perhaps unavailable to those who need it the most (Yasin,
2015)
Factors Affecting Human Security
There
are several factors affecting human security in the world. In the United
Kingdom for instance, University of Cambridge organized an international
seminar in 2003, which aimed at delving the root causes of human insecurity.
The overwhelming focus of the deliberation was on terrorism as threat to human
security. Contrarily, this paper will explore the causes of human insecurity
(in Nigeria) in its broad sense. Thus, as the phenomenon – insecurity – has
been extended to cover other domains including economic and politics among
others (Robinson, 2005; Udoh, 2015). These include:
i.
Poverty and Unemployment: The rise in
crime wave in Nigeria since the mid-1990s to date have been product of
unemployment, economic decline, and social inequality, which are upheld by
insufficient and corrupt police and custom forces. (Stock, in Udoh 2015).
Africa in general suffers poverty (Akokpari, 2007). Nigeria, even though the
biggest oil producer in Africa, is among the poorest countries in the world.
(Ajodo-Adebanjoko & Walter, 2014). However, lasting peace can only be
achieved when majority of the people are able to break through the shackles of
poverty (Enu & Ugwu, 2011). Nonetheless, poverty is consequence of
unemployment among others including bad governance. (Ajodo-Adebanjoko &
Walter, 2014).
ii. Wrong
Political Ambition and Bad Governance: This is a typical Nigerian situation
(Enu & Ugwu, 2011). Guest (2004) argues that, bad leadership and governance
cause the economic crises of Africa in general. Attempt of understanding human
insecurity often focus on the domestic politics of states (Akokpari, 2007). The
twin concept of disempowerment and marginalization of communities are at the
heart of the problem. The underlying causes of many forms of human insecurity
are an absence of the capacity to influence change at a personal or community
level, exclusion from voting or participation in local and national decision
making and economic or social marginalization (Robinson, 2005).
iii. Environmental
Factors: The threats to human security posed by this phenomenon is dare as over
70% of sub-sahara Africans depend on the forest for livelihood (Akokpari,
2007). Climatic change has the potential to affect any part of the globe. In
West Africa especially the Sahel, temperatures have increased more sharply than
the global trend. Climate change is no longer just an environmental issue but a
development concern. It has become a major threat to the sustainable
development of many developing countries (Oludimu, 2014).
iv. Desire
to Actualize Ethnic Agenda: This phenomenon is common in Nigeria. The case of
Movement for the Actualization of the Sovereign State of Biafra (MASSOB) in the
East, Oodua People’s Congress (OPEC) in the West, Boko Haram in the North,
Bakasi Boys, Fulani Herdsmen and Vigilante Groups all over the country are
instances of agitation in desire that may be associates with ethnicity (Udoh,
2015).
v. Militancy
and Terrorism: Terrorism is a source of human insecurity for the simple fact
that it breads fear, uncertainty, destruction and death (Akokpari, 2007). Apebende,
Abe & Osam in Kpee, Uchendu & Bright (2014) hold that violence of any
type has unforeseen consequences on families, communities and nations in
general. The term, militancy, become pronounced in Nigeria when MEND (Movement
for the Emancipation of the Niger Delta) took arms against government
exploitation and environmental degradation of their area due to oil exploration.
The movement of Bokoharam in the
North part of the country opened another chapter of militancy in Nigeria (Udoh,
2015). The activities of kidnappers, armed robbers, and terrorist groups in the
country have led to the loss of infrastructures. (Kpee, Uchendu & Bright, 2014).
However,
other cause of human insecurity includes; permeable borders, religious extremism,
population displacement and food insecurity among others. (Gary, & Christopher, 2001; Akokpari
2007; Okereke, 2012; Udoh, 2015).
Family
Life Education and Human Security
The ways that parents shape their children’s development have been a long-standing source of theorising by scientists,
philosophers and parents themselves (Taheri,
2015). The contribution of family life education
to human security can never be over estimated. Many aspects or causes of human
insecurity could be at least minimized – if not get rid of – with the help of
family life education. BeIlo, (n.d.) commented that,
family life education is pertinent and basic to the survival of the individual
and the society. Human insecurity is concerned with our refusal to confront the
millions of avoidable death of women and children each year. Those missing
millions are rarely the subject of conventional security studies, yet such
avoidable deaths are vital part of the notion of ‘security’. (Robert, 2007).
However, family life education could be useful in the control of crises by
bringing up of youth with humane personality from the initial. This is because;
parents and families have the most direct and lasting impact on children’s
learning and development of social competence. When parents are involved,
children exhibit more positive attitudes and behaviors and feel more comfortable
in new settings. (NDPC, in Adams & Baronberg 2005). According to Abdulkalam
(n.d.), “If a country to be corruption free and become a nation of beautiful
minds, I strongly feel there are three key societal members who can make a
difference. They are; the father, the mother and the teacher.” Educationist and
psychologies in different parts of the globe, including Nigeria, have conducted
researches on home background factors and their influence on child performance
(Ojjimba, 2013).
Family is the traditional socializing agent and therefore, serves as a social
mirror to their children. There is then the need to educate parents on the need
to create an educationally conducive atmosphere that can provide them with self-satisfaction
as well as freedom from fear and freedom from want.
Secondly,
since human security includes “Freedom from want” (Yasin, 2015), a state has to
tackle the problems of unemployment and underemployment to insure human
security in this concern. Human insecurity can code from any
source that increases the risk that people will remain in or enter into a state
of generalized poverty. Since generalized poverty is a state that is often
difficult to exit, existing in this state is one of the major threats to human
security-that is to being in generalized poverty in the future. Others include
crime, military conflict (group violence), nonpeaceful transfers of
governmental power, diseases and other public health problems (Gary, K. & Christopher, 2001) Here,
family life education is of significant importance, because; “Home is the
foundation of stable individuals and families, strong community and competitive
state.” (House of Charity, 2014).
Research has shown that ineffective
parenting may hamper children’s development and lead to child behavior
problems. Without prompt intervention, it may result in adolescent conduct and
mental health problems that are associated with high social and economic costs
(FCS, 2008). Kieran, Jonathan &
Trutz (2003: 70) hold that:
The core aspects of what makes a person
feel well – in terms of their physical, psychological and relational well-being
– are intricately bound up with family processes and experiences.
Furthermore,
two factors determine the well-being of a family according to Kieran, Jonathan & Trutz (2003). The
two are; the way in which conflict is handled within the family and the
personality traits of family members. hunger, diseases, poor education, poverty
and the scarcity of water are consequences of rapid population growth. However,
family life education could be said to have, as importance, positive effect on
human security. This is because; family life education helps in regulating
family size and family welfare. (Komolafe, 2004; Oludimu, 2014).
The
mothers who received family education were more involved in their children’s’
education and that their children were more socially competent. These children
exhibit significantly fewer conduct problems, less noncompliance and less
negative effect (Webster-Stralton in Taheri, 2015). There is direct significant
relationship between the impression of family life education and the mothers
attitude concerning their educable mentally retarded children. (Advandi in
Taheri, 2015). More so, whith with the knowledge of family life and
relationship, we can live more secured, safe and healthy (Olson & Defrain,
2003).
Moreover,
through family life education, citizens are encouraged to properly space their
children among families with a view to protecting the health of mothers and
children. Parents are helped to understand the value of having only those
children whom they can provide adequate care, nutrition, housing, clothing and education. Perhaps, and that is
necessary in insuring human security (Komolafe, 2004; Jibes, 2012).
Similarly,
family life education has encouraged active support researches into family
planning techniques and other studies, bearing directly or indirectly on the
improvement of family health and family welfare in Nigeria. That is indeed of
much effect on the attempt to insuring human security (Ogata in Komolafe, 2004;
Jibes, 2012).
Unresolved problems
between children and their parents have a negative impact on the mother-child
relationship and a particularly strong effect on children’s psychological
disturbance. It is however
observed that where mothers withdraw from conflict in the couple relationship,
and where they comply with their partner’s demands, this seems to protect
children from the potentially negative effects of witnessing conflict between
their parents, reducing psychological disturbance and increasing children’s
satisfaction with life (Kieran,
Jonathan & Trutz , 2003). Family life education helps in minimizing
cultural practices that are harmful to physical and psychological health of
individuals. Some traditional practices, such as female genital mutilation,
norms that favor early marriage, and fewer reproductive health options for
women than for men, have been harmful to young people’s health. Female genital
mutilation, the most serious of these, is deeply entrenched by strong cultural
dictates, but it can cause severe physical and psychological damage (UNFPA in
WHO).
Conclusion
Family
life education is capable of making important contribution towards
strengthening families to fulfill their significant role as the basic unit of
the society. Family life education is of paramount importance, especially now
that the nation’s population becomes more diverse in terms of race, ethnicity
and language. It could make great difference on human security. The content of
family life education is indispensible when it comes to living a better life
and promoting human security. ‘Family life education’ promotes freedom to
choose parenthood and enriches human life among the members of the family.
Government
as well as individuals needs to pay attention on it to improve good family
relationships that can lead to national development.
Recommendations
1- Family
life education should be incorporated in the nation’s curriculum to be thought
in some levels of education, especially higher education.
2- Family
life education should be though in form of semi-formal or adults education to
uneducated people of older age, perhaps, especially in rural areas.
3- Incentives
in form of reinforcement should be given to those who accept the teachings to arise
more of their interest to it.
4- The
contents to be studied (in Family Life Education) should include; effects of
family size on standard of living, relationship between family members as well
as between them and another family.
5- Adolescence Growth and Development is an important
component of family life education. There should be reinvigorated educational
efforts in areas like self-understanding, relationship with parents, roles and
responsibilities, emotion and stress management, dating and courtship,
adolescence growth and development in sexuality, etc.
6- Family
life education should pay more attention of moral issues and cultural values.
That will help in promoting a society, which is morally sound.
7- There should be effective awareness of family life education by the means of mass media, religion institutions and community leaders.
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