FACTORS INFLUENCING THE PARTICIPATION OF WOMEN ADULT LITERACY PROGRAMME
The study looked at the variables that influence the number of women in Adult literacy programs in Oshodi/Isolo Local Govt. Zone in Lagos State.
Within the scope of this study, it was possible to examine the concept of Adult Education and its evolution, scope, and goals, particularly the Campaign for mass literacy in Nigeria and women and literacy educational opportunities in Nigeria.
A few factors thought to have played a role in the participation of women in Adult Literacy programs in Nigeria were speculated in the research. The truthfulness and otherwise of the theories were confirmed through a questionnaire and items-by-items analysis. It was found that among the factors that influence the participation of women in Adult Literacy programs is the Campaign for women’s liberation. The ability to improve their lives in terms of social, economic, and political standing are other significant elements influencing women.
However, the government’s attitude was a major factor, but it was not the primary element in the participation of these communities in adult literacy programs in Nigeria.
The study also revealed a negative result that showed that the husband’s status does not matter to how much participation Nigerian women participate in Adult literacy programs.
Based on the results of this study, a few suggestions were offered, ranging from the government’s responsibility to motivate women to participate in Adult literacy programs; It was also suggested that proper monitoring and supervision must be in place to get the desired outcome.
- THE BACKGROUND OF THE STUDY
Today, more than one billion adults are completely illiterate. Literacy is a term that can be ambiguous and unclear in its definitions in practice and literature. Literacy is merely a tool that can be employed for various political, economic, and other purposes.
Three primary State Objectives to launch literacy programs could include socio-political, economic, and demand-based. National non-governmental organizations and government organizations are frequently essential to the instruction of adult literacy programs. Low attendance and low motivation of individuals, particularly women, participating in adult literacy programs include the conditions resulting from rural poverty, a lack of self-confidence, and disillusionment with teaching methods in the absence of accessible and effective reading materials.
But, literacy strategies that incorporate influences on the adult literacy program in women’s lives in Nigeria and other African countries are basic education, selective and intensive conscientization, and mass campaigns.
Other literacy programs could differ from those mentioned above and focus on more popular educational campaigns to end inequities. Post-literacy is essential to motivate people, build the process of learning, and prevent relapse to the abyss. The method of social transformation and mobilization is required for women’s participation. The most important research areas include the importance and effectiveness of literacy, the process of learning the language of a second, method and content dropout and quality over quantity of sponsorship, and the structure of literacy.
Then, in November of 2001, a national policy for adult education was adopted in the Nigeria Educational system by the Central Board of Education. The main areas of focus are the activities like home-based crafts for women and practical community development initiatives. Women are entitled to a particular treatment within the adult education system. Moreso, the Nigeria National council for adult education (NNCAE), formed in 1971 created in 1971 has been given the task of reviewing the national policy regarding education to improve and influence women’s involvement in Adult literacy programs.
Apart from literacy programs, the missionaries were also interested in creating good homes for their converts. Like Roman Catholics and C.M.S, the Christian missionaries established programs for women who had converted. Homes for training for married women and girls tied with church members. The programs they took part in include health education, child cooking, and care knit. These were taught, in addition to reading aloud and religious texts. Additionally, women’s conferences were transformed into teaching opportunities. The principles behind women’s meetings are based on the belief that “the family is who mom is, and the nation is what the family represents.”
After the end of the 11th world war, the state recognized the necessity to educate the masses. Massive education programs and community development programs were established throughout IIaro, Egbado, Ekiti, and Ijebu divisions in the West and Udi, Bendel, and Afikpo divisions in the East. In attempting to justify the educated citizenry, late chief Awolowo said that the reason to educate children and educate illiterate adults is to create an enduring foundation to ensure future economic and social advancement and political stability. So, educated citizens, he believes, are the most effective way to deter the oligarchy, dictatorship, and feudal autocracy. (O. Obafemi Awolowo, am autobiography 1960 page 268)
- PURPOSE OF STUDY
The primary reason or goal of this research is to determine how we can make a difference in the lives of women in our society, particularly those who were not able to receive formal education when they were young age as was mentioned in the words of one of our greatest fathers, the late Obafemi Awolowo who said that “the premise of progress within the family is the role of the mother and what the nation is the family is”‘. Also, a mother who is educated will certainly have a crucial contribution to the life of her children.
Additionally, we mustn’t ignore that education is a basic human right, so the necessity for most of our women to be educated is not emphasized enough. They must be aware of their human rights in the community they live in and in national matters, and not only that; it is essential to build an enduring nation.
- STATEMENT OF THE PROBLEM:
It was a widespread conviction of the people of Nigeria tradition that women must be seen, not be heard in society. They believe that women are just “baby factories” whose sole duty or responsibility is to bear children. It was thought that women would always end up at the table no matter their education. From a general point of view, teaching them could waste time.
of resources, time, and of energy, resources, and time. Therefore, it is in the interest of researchers to determine the reasons behind this assumption.
- Does the educational level of women cause them to be fewer women?
- Do relationships with neighbors, family members, or friends help women prepare for adult literacy programs?
- How do adult education programs improve women’s lives?
- Women’s ability in writing and reading enhance their mental, social, economic, and general health?
- Does the ability to write and read be a way to earn respect?
- RESEARCH HYPOTHESIS
The research effort aims to validate and test the validity or otherwise of the hypothesis.
- There isn’t a significant connection between the involvement of Nigerian females in adult literacy programs and the movement to liberate women.
- There isn’t a significant connection between the husband’s position and the participation of women and men in adult literacy programs.
- There isn’t a significant connection between the government’s attitudes regarding women’s role in society and the inclusion of women in adult literacy programs.
- There is no relationship between women’s socioeconomic and political status and their participation in adult education programs.
- SIGNIFICANCE OF THE STUDY:
This researcher believes that the findings of this research will provide more insight into the role and image of women from Nigeria by providing them with the right exposure. It will provide more information about the factors that influence women’s participation in adult literacy programs.
Furthermore, the research will allow the government to determine ways to enhance their performance and increase their involvement in women’s education in Nigeria. Moreso than that, the researcher hopes that by the results of this study, more women will be urged to take notice of the benefits of adult literacy programs to benefit them and the entire nation.
In this way, they can assist the government in eliminating the problem of illiteracy in Nigerians. They will also be encouraged to recognize that they aren’t alone.
Untapped potentials are only available only when people are educated.
- THE SCOPE OR DELIMITATION OF THE STUDY
The study covers various topics in Nigeria’s adult literacy programs. The study, however, is restricted only to Lagos State secondary schools. To conduct the research, studies will be limited to three adult continuing educational centers located in the Oshodi-Isolo Local government Area in Lagos State, Nigeria.
It is important to understand that this study is limited to applying to other nations and regions with the same opinions about adult literacy programs for women.
- DEFINITION OF TERMS:
- Continuous education: a lifelong process of learning
- “Baby factories”: are only for babies.
- Literacy education is the method of teaching and developing the art of writing and reading.
- Adult: Someone older than 18 and who is emotionally and intellectually mature.
- Extra-moral: Training that is added following normal classes or training. It could also refer to instruction in the evenings after school hours or during holiday periods.
- Mass Education: Enlightenment or training to members of a group of people, mainly those in the working class.
- Formal School: A regular school with relevant codes of conduct.
- Women’s liberation: the process of women from the binds of a certain social system or being marginalized in society.
- Adult literacy and Education: Programmes developed for people of a certain age who are emotionally and intellectually healthy.