FACTORS MILITATING AGAINST PARTICIPATION OF WOMEN IN ADULT EDUCATION PROGRAMMES

FACTORS MILITATING AGAINST PARTICIPATION OF WOMEN IN ADULT EDUCATION PROGRAMMES

CHAPTER ONE

INTRODUCTION

Background of the Study

Education is a cornerstone for sustainable development. It is a fulcrum around which the quick development of economic, political, sociological and human resources of any country revolves. It is the catalyst that increases the impact of other investments in health, nutrition, family planning, agriculture, industry and infrastructure that the nation can make quick of its economic and political development (World Bank, 1997). Education is an instrument per excellence for effective national development (NPE 2004) as well as a dynamic instrument of change, it is also the basis for the full promotion and improvement of the status of women by improving their living standard. It is the starting point for women advancement in different human endeavour. It is also the basic tool that should be given to women in order to fulfill their role as full members of the society. Statistically, women constitute a significant proportion of the general population of the world with the highest percentage and are expected to contribute their quota, and as such any development programme that affect women affect the entire population, because they constitute more than half of the population. Unfortunately majority of them cannot read and write. Therefore, basic literacy should be acquired by women. (UNESCO, 1986) attributes at the low level of enrolment of women in education in Nigeria, due to discrimination based on sex, Nigerian women face a lot of constraints and inhabitation which militates against their personal development and their role in national development. The World population (1995) states that in many societies, women are still considered less valuable than men.

The Nigerian Government in (2005) established the MDG’s programme to address the needs of women and their exclusion from the benefit of development and also to provide gender equality, and despite all these efforts by Nigerian Government, women are still limited in accesses to schooling. The relatives low participation of women folk in development efforts have become a global concern. It is not surprising that institutes have been established by the government and nongovernmental organization (NGOS) across the world to address the backwardness of women and related issues. Nigerian women have been left behind in many field of human endeavour including education and educationally based occupations. Traditional, socially and cultural attitudes are all loaded against Nigerian women. Out (2008) opined that Nigerian women contribute to development in many ways, but this contribution is not the maximum as their work has tendered to be confined to the traditional tasks utilizing primitive technology in the face of rapid technological innovation and development. The need to change the perception of women status has become imperative, where about half of the population of the world are faced with several challenges such as poverty, illiteracy, HIV and AIDS, environmental degradation, violent and conflict. Therefore Nigerian women as a group of social actors have tremendous capacity of human resources and if Nigerian government is to benefit from women’s contribution, particular needs of women must be met to overcome the factors influencing their low level of participation in education and limiting their progress.

Adult Literacy programme is the comprised programme which is providing skills of reading, writing and numerical calculating, and basic vocational skills that are linked to occupational desires of the productive citizens Denial and Kofi (2009). According to UNSCO report, adult Literacy programme encompassed family literacy and intergenerational learning; health promotion and HIV prevention; empowerment and economic self-sufficiency; languages in basic education; and Information and Communication Technologies. Adult Literacy is therefore very important and the most effective strategies for ensuring that the skills of functional literacy and numeracy do support the struggle of very poor to develop livelihoods sufficient to lift themselves out of poverty. It also supports to create a healthy social status of the beneficiaries.

Statement of the Problem

In Nigerian society in recent times, most women are denied the opportunity of being educated due to some negative factors such as culture, religion, sex, poverty, ignorance, discrimination, among others. Empowering women with education will eliminate these inhibiting factors. Adebukola (2001) stressed that when a women is professionally empowered, she will make use of her endowment in a positive way and being a master in her profession, she will not be deprived the right to practice, so as to benefit the nation

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Updated: 12th March 2021 — 5:18 am