ABSTRACT
This study employed the simple percentage
method to determine the impact of women education on community development In Mbaitoli
in Imo state. A structured questionnaire was constructed by the researcher with
20 items which was used as an instrument to gather relevant data for the study.
A total of 50 respondents were randomly selected across Mbaitoli in Imo state
to serve as the sample of the study. The researcher study revealed that women’s
empowerment has been an issue of concern for decades. It is stated in this
study that empowering women through literacy education have on enormous impact
on the wellbeing of their families and societies. This research work also find
out how the education of a man is the education of an individual but the
education of women is the education of the whole families and families come
together to form a society which gradually leads to the formation of a nation.
TABLE OF
CONTENT
CHAPTER ONE
1.0
Introduction
1.1
Background to the Study
1.2
Statement of the Problem
1.3
Purpose of the Study
1.4
Significance of the Study
1.5
Research Questions
1.6
Scope of the Study
1.7
Definition of Terms
CHAPTER TWO
2.0
Literature Review
2.1
The Concept of Women
Education
2.2
Empowerment
2.3
Women Literacy
2.4
National Policy on Education
and the Position of Women
Education in Nigeria
2.5
Women Education as an
Instrument of Development
2.6
Challenges of Women Education
and their Solution
CHAPTER THREE
3.0
Research Methodology
3.1
Area of the Study
3.2
Research Design
3.3
Population of the Study
3.4
Sampling Procedure
3.5
Instrument of Data Collection
3.6
Validation of the Instrument
3.7
Method of Data Collection
3.8
Method of Data Analysis
CHAPTER FOUR
4.0
Introduction
4.1
Data Analysis
CHAPTER FIVE
5.0
Summary, Conclusion and
Recommendation
5.1
Summary
5.2
Recommendation
5.3
Conclusion
References
Appendix
CHAPTER ONE
1.0
INTRODUCTION
This
paper explores how learning can support women’s empowerment and the development
of greater equality, benefiting not only individual women, but families, communities
and economics. It describes and reflects upon some of the most promising
approaches to developing literacy and learning for women, who form the majority
of the world’s illiterate adults. Key success factors are identified to inform
recommendation for others seeking to support the empowerment of women
These
are stories of hope and possibility. They demonstrate how, with imagination and
determination, literacy learning is taking place and making a difference. Some programmes
are available because polices and strategies are in place at international,
national or regional levels. In order cases, developments are due to local initiative,
inspired belief in leaning for everyone, and voluntarydetermination. They show
how change, transformation and empowerment of some of the world’s most vulnerable
women, and the development of greater equality are possible.
1.1
BACKGROUND TO THE STUDY
Adult literacy
learning is about people developing competences that enable them to live and
work in fulfilling ways. It is not simply about teaching, in a mechanistic way,
a set of skills, rules and activities about letters and words. It is complex
and multi-faceted and a vital and intrinsic aspect of individual, community and
societal development. It includes speaking and listening as well as reading,
writing and numeracy. It is not a fixed set of skills but is a vital part of
the continuum of lifelong learning. It is also linked to other aspects of learning
development such as health material care, early childhood education, skills and
employment as well as equity and empowerment.
The most
recent EFA Global monitoring report (2012) indicated that in 81 out of the 146
countries with data for 2005-2010, more women than men are illiterate of these
countries, twenty one display extreme gender disparity, with fewer than seven
literate women for every ten literate men (UNESCO, 2012).
The most
recent data for 2011, published by the UNESCO institute for statics (UIS),
reveal that women’s literacy continues to leg behind that of men. This is
particularly so in Arab states (male rate of 85% vsFemale rate of 68%) south
and west Asia (Male rate of 74% vs female rate of 52%) and sub-Saharan Africa
(Male rate of 68% vs men and 80% of wen are able to read and write in 2011. 493
million, or two thirds of the global illiterate population, are women (UIS
2013).
The UIS
data suggest that youth literacy rates are greater than adult rates, meaning
that adult literacy rate are likely to increase in future that indicate that of
148 countries, 100 had reached gender parity in youth literacy by this bodes
well achievement of the education for all targets by 2015. However there is no
clear pattern in relation to young women. While globally 61% of illiterate
youth are female in central Asia and the pacific young women from half or less
of the total youth illiterate population.
A recent
blog posted by Pauline Rose, Director of the education for all Global
monitoring Report urged caution in interpreting such figures. She suggests that
many countries are a long way from gender parity in education, with 36
countries not achieving parity in primary education and with girls at a
disadvantage in 30 of them. At secondary level, she reports that 61 countries will
not meet their targets. Inequalities are more visible when family income or
country of residence are taken into account. For example, 88% of the poorest
young women in Ethopia, Yemen and Haiti
have not completed primary school, while most wealthy urban males have (World
Education Blog 2013).
The LIFE
(Literacy Initiative for Empowerment) mid0term review indicated that during the
period of 2006-2011, in ten LIFE countries, the share of reported non-literate
women decreased, while 21 LIFE countries faced increases in the share of
non-literate women (UIH, 2012).
This is
a shocking revelation, as LIFE countries are attempting to reduce disparities
between women and men in relation to adult literacy, with 20 LIFE countries
having achieved adult literacy gender parity the report concludes that the
empowerment of girls, women and families living below the poverty line,
particular in rural area, need to be continued as the key focus of LIFE In
future (UIH 2012).
There
are many challenges in interpreting data, not least in comparing understandings
and definitions of literacy in different countries, literacy is a complex,
culturally-bound concept and different definitions have been adopted. In 1958,
UNESCO adopted an official definition which equated literacy to the ability to
read and write a simple statement. Since 2005 a more complex definition of
literacy has been used, which includes an ability to identify understand,
create and communication as well as compute , using printed and written
materials in various contexts plural notions of literacies have also developed.
They include family and community contexts, the media, technology and work and
life in general (UIS, 2009)
Regardless
of the limitation of global data and international comparisons, the stark reality
is that, based on national definitions over 400 millions women in the world have
no or low literacy skills in response to the data, there have been repeated
calls for policies and priorities (Archer, 2005), for practices and programmes
(UNESCO, 2010) and for action (NIACE 2012)
Education
is a training which in corporate, time, pain lasting valves, cultural ideas,
utility of experience which are geared toward the orientation of the mind to
perform and exhibit such visible skill of change which are enduring and
transferable according to Richard Amayo education can also be seen as the
development of each unit of the society to maximize his potentials abilities
and also to enable one continue meaning filly to the growth of that community
and share its accomplishment according to risk education can also be seen as
complete and generous education that which fits a man to perform. Lastly skillfully
and magnanimously, all in the office both public and private of the people and
wa-according to Milton.
Fafunwa
(1974) sees education as an aggregate of all process by which a child or young
adult develops abilities attitudes and other to the society which He/she lives.
The
women here protested their commercialization or their being made consumer
objects they claimed that they have the resources to sustain and accelerate
their male counterpart misallocates these resources. Women here largely
excluded from any place in policy making and other important position in public
or private sector in postindependent period in many developing countries.
Nigeria inclusive, education wag given to both men and women as a right to
facilitate the development if they are educationally empowered.
According
to attain 91959) women have always been regarded as wellas vessel but they have
in react time refused the lag in terms of education. She said that women have
confessed that they have over comeself select and mediocrity due to their
exposure to educational world instead of being a burden or a liability to their
husband they will support and helpthe family to archive greater height and
their children have more opportunities to be a literate than those of the
non-educated people which will help to increase the growth and development of
the society and the country at large. With education, women can partake in any
field, policy, socially, economically, religiously and soon in politics for
instance which was almost abominated by men (male child) is now being
appreciated by women even married women because they are educated and carefully
participate to the growth and development of the Nigerian economy by being a
politician.
MalamKaita
(1982) said that what a man can do, a women can do as well, apart from bringing
up children in the right manner so that they can match or fit with the present
day society, advocated women have the chance and ability to contribute their
talent, and knowledge in the task of national economic revival for the country
growth and development, the educated women is better and more useful housewife
and a mother neighbors an citizen, community mobilizes and social workers and
even a good philanthropist, we must therefore encourage the young girls (female
children) and women with necessary attitude to benefit from the fruit of
education not merely for their own improvement but for the rapid growth and development
of the Nigeria economy.
1.2
STATEMENT OF THE PROBLEM
The bane
of women education in Nigeria is entrenched in the nation’s new national policy
on education which states that;
With
regards to women education special efforts will be made by ministries of
education and local government authorities of community development and social
welfare and of information to encourage parents to send their daughters to
school.
The tacit
(understood) reference made to women education I the national policy on
education is contained in the primary education section of the document. It
must be observed here that no further reference was made to the provision of
women education in this all important document on education.
The plight
of women, interims of education is further compounded by the negative attitude
of parent towards female education. Some parent areusually relevant to send
their girl child to female education especially to higher levels like their
male counterpart. Another problem closelyrelated to this is the relevance to acquire
western education and misunderstanding on the part of the girls themselves about
the value of the acquisition of formal education. In education equity means
equal access to good schooling. According to Ocholi (2002) geography (in terms
of location) and families, relatives wealth has been discovered to also affect
equity. For example in Nigeria, in the last few years, the regression (towards
male, female education imbalance) in basic education is reflected. In the fact
that the net enrolment rate of girls in primary school is lower than the female
literacy rate Acholi noted that in 1995, 25 percent of girls who should have
enrolled in school did not. It was equally observed that in 1995, the average
primary school completion rates for boy and girls were 56.3percent and 45.7
percent respectively. Most girls leave school die to inability to pay cost
among of her reasons.
It is
however, an open secret today that Nigeria women are educationally backward
when compared with their male counterparts.
According
to the 1991 national population census women alone constitute 49.7% of the
overall population with 70% being of Nigeria women 35 years and above are
illiterate. The level of illiteracy is said to the thrice as high in the rural
areas when compared with the urban areas.
Three fundamental
barriers have been identified by Awe (1990) to be responsible for low level of
development and enhancement of women especially for educational advancement,
these barriers are
1.
Restricted access to
education
2.
Reluctance to aspire and
3.
Resistance to women advancement
within a patriarchal system
1. Restricted access
toeducational: By women in this country is
profoundly rooted in history, religion, culture the psychology of self, low political
institution, limit women access to school when compared with their male
counterparts orfor example it has been observed that Nigeria women are legging
behind their counterparts in developed and some developing nations die to
thelate start in educating them.
2. Reluctance to aspire: Is another major problem against women education, this is man
manifestation of African wrong socialization which tends to impress upon the
women folk the belief that certain of subjects and professional are the
exclusive preserve of men. Our
socialization at the same time confines women to certain roles (e,g
cooking, baby nursing, home keeping etc). the state of affairs is definitely a
negative of the scientificdiscovering that women are not intellectually
inferior to men. Thus is because of the fact that both male and female have 42
chromosome in the genes. Furthermore, science have revealed that there are no
innate biological or psychological reasons why girls should not do well as boys
if given the opportunity and if provided with adequate motivation.
3. Resistance to women
advancement with a patriarchal system: Is
further manifestation to our cultural practices which convert interact to
hinder women advancement especially for educational viewpoints. The resistance
is further engendered by cultural impediment imposed on women by her
traditional assigned roles of housewife, mother baby sitter, member of inferior
sex, stereotyped gender victim, among others. This stated that the problem of
resistance to women advancement are culture based as they include those thought
about homework, conflict, ignorance or the part of many parents, erroneous
belief that religion s against the provision of sound formal education to the
girl child, gender stereotyping and stigmatization, socio-economic constraints
and poor attitudes of some parents.
Other
problems against women education includes the familiar problem in Nigeria like
lack of funds, inadequate facilities inadequate men power sexual harassment
policies and lack of political will to power implement to entire education programmes
1.3
PURPOSE OF THE STUDY
The need
for women empowerment can only be achieved through the provision of adequate
and functional education to the women folks. This is crucial because n matter
how rich or vest a nation is without an effective efficient adequate and
functional education for all citizens (male and female) education which as
relevant to its immediate needs, goals and objectives, such as nation would
find it difficult to stand on it own. The brand of education being advocated is
that type of education in which is embedded the sprite of self realizationand
all that area needed for the country overall development like mass literacy,
economic empowerment etc.
In the
spirit of universal basic education (UBE) provision of formal and functional
education needed for the women folk because.
1.
It would empower them to
known and ask for their right to education, health, shelter, food, clothing etc.
2.
It would empower them to
fight against every form of discrimination against their folks assert
themselves about their equal treatment with their men counterpart as bonafide
citizens of this nation Nigeria.
3.
It would enable the women
take decision and accept responsibilities for taking such decision concerning
them.
4.
It would give economic power
to the women and there by enable them to contribute their quota to the economic
growth of the nation.
5.
It would empower the women scientifically
through exposure to science and technological education age and the challenges
of the present technology break through unfolding worldwide.
6.
By would help women to reduce
materials and infact morality through improved nutrition improved child rearing
practice, health care and prevention against killer diseases.
7.
It would avail women the
opportunity of participation keenly in the world of sophisticated policies and governance
as enlightened citizens.
1.4
SIGNIFICANCE OF THE STUDY
This
study will reveal the attitude of women which hinder their education as well as
the socio-economic benefit of educated women in the growth and development of
the country economic, education will also be pottered to those problem to
ensure equal education of women and men.
1.5
RESEARCH QUESTIONS
The
study hanged on the following research questions
1. Does the attitude of teacher in school neglect the education of
women?
2. Does the education of the girl child (women) bring about the
breakdown of culture?
3. Does your religions belief support women’s education?
4. Does parental educational background play a role in women’s
education?
5. Does family size affect education of women
6. Does the society support women’s education in attaining to
country’s goals?
7. Does a women really have low IQ as reported by men being described
as fish brain?
1.6
SCOPE OF THE STUDY
This
study which examines the impact of women’s education in Nigeria in attaining
the growth and development of the country’s economy limited to five secondary
schools in Mbaitoli in Imo state and also draw sample from the secondary
schools teacher and from educated and non-educated parents.
1.7
DEFINITION OF TERMS
For
clarification and prevention possible confession and ambiguity, meaning have
been attached to some terms in the research.
Attaining: To achieve something, to
actualize something
Development:To increase something or for
something to change and have an increased size or take a new shape
Education: Systematic training and
instruction, school for the acquisition of knowledge, skills information etc by
more experienced person i.e teacher
Income: The money that a person
receives or earn as a salary, sales or from any productive ventures
Factors: Things that affect a
situation event or process
Growth:it is the increase of something
for another new change
Culture: Way of life of people in
terms of religion, marriage, belief, art, music etc
Attitude: it refers to a character of
behaviour possessed by someone.
Prevail: It means to overcome a
problem or barriers which stand as a hindrance to achieve something
Shallow Brain: The brain that cannot assimilate
deeply and rapidly or brain that cannot reason/ think deeply or indebt.
Community: Is geographical location
where people came together and habit it or a place meant for habitation of people.
Participate: To be included, man
activities or to take part in carrying out particular activities
Weaker Vessel: It refers to somebody that
des not have much strength/might to do something or not having much say in
something
Polygamous: It refers to a family
whereby a man marries two or more wives.
Upkeep: This is keeping
something or somebody in a continues good condition.
Philanthropist: A person that
helps other who are in need financially and otherwise.
Women Education: This is
the type of education given to women in order to acquire any formal education
or knowledge and kills under the guidance of a school.