GENDER DISPARITIES IN EDUCATION AND SKILLS ACQUISITION AMONG PERSONS WITH DISABILITIES IN NORTH CENTRAL NIGERIA

Abstract

Despite Nigeria’s commitment to inclusive education, persons with disabilities (PWDs) continue to experience disparities in educational attainment and economic opportunities. This study examined gender differences in education and skills acquisition among PWDs in North Central Nigeria, with the aim of informing more equitable inclusion strategies. A cross-sectional design was employed, targeting 428 respondents drawn from six states using multistage sampling. Data were collected through structured questionnaires and analyzed using descriptive statistics and chi-square tests. Results revealed significant gender disparities: 54.8% of female respondents had no formal education compared to 35.6% of males (χ² = 10.846, p < 0.05). Skills acquisition was also gendered, with males more likely to engage in trades such as welding and mechanics, while females were concentrated in tailoring and hairdressing. Barriers identified included stigma, poverty, inaccessible learning environments, and lack of gender-sensitive policies. The study concludes that disability inclusion strategies must address both disability- and gender-related inequities. Policy recommendations include integrating disability perspectives into educational planning, providing gender-responsive vocational training, and enforcing accessibility standards in learning facilities.