ABSTRACT
The
purpose of the study was to investigate the causes, effects and possible
solutions to the low participation of rural women in education using Kaduna
State as its focus. This was prompted by the increase in the illiteracy level
of the rural women and its implication for national development. The specific
objectives of the study include: An investigation into the extent of rural
women participation in planning their education, cultural/community restrictions
and other factors that have contributed to the low participation of rural women
in education. Also investigated are the influence of low participation of the
rural women on national development and the strategies for improving their
participation in education. The study generally aimed at improving rural women
participation in education through participatory planning that can emerge with
a relevant curriculum for women education. Two thousand and sixty nine (2069)
respondents made up of 1,600 rural women and 469 literacy facilitators from the
19 rural local governments of Kaduna State were randomly selected for the
study. The questionnaire was used in gathering data for the study. The analysis
of data was on the causes and effects of low participation in education on
national development and the strategies for improving participation in
education. These were statistically tested using the means, standard deviations
and the t-test for significance in the differences in the mean ratings of
respondents as presented in the five hypotheses. The results largely showed non-significant differences.
Consequently,
the null hypotheses were accepted. The specific findings include: rural women
were not involved in planning literacy programs meant for them. Cultural
restrictions and other factors such as poverty, the non-chalant attitude of
women towards education, inadequate funding, the frequent change in government
and frequent revision of policies on education have also contributed to the low
participation of women in education. It was discovered that the low
participation of women in education has limited their contribution to national
development. This is made manifest in their inadequate development of skills
needed for development, limited participation in the process of governance, and
inability to take up some job opportunities. Recognizing the implication of
this for educational planning, a careful strategy that aims at meeting the
needs of the rural women was identified. The study therefore proposed a
participatory planned education for rural women using the principle of
Participatory Rural Appraisal.
TABLE OF CONTENTS
Title page
Table of contents
Abstract
CHAPTER ONE:
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
1.2 STATEMENT OF THE PROBLEM
1.3 PURPOSE OF THE STUDY
1.4 RESEARCH QUESTIONS
1.5 HYPOTHESES
1.6 THEORETICAL FRAMEWORK
1.7 SIGNIFICANCE OF THE STUDY
1.8 DELIMITATION OF THE STUDY
1.9 DEFINITION OF TERMS
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
2.1 OVERVIEW
2.2 GENERAL CONSIDERATION OF
BASIC ISSUES
2.3 EXTENT OF RURAL WOMEN’S
PARTICIPATION IN EDUCATION AND PLANNING
2.4 CULTURAL RESTRICTIONS AND
OTHER FACTORS MILITATING
AGAINST RURAL WOMEN
PARTICIPATION IN EDUCATION
2.5 INFLUENCE OF LOW PARTICIPATION
OF RURAL WOMEN IN
LITERACY EDUCATION ON
NATIONAL DEVELOPMENT
2.6 STRATEGIES FOR
ENCOURAGING RURAL WOMEN PARTICIPATION IN EDUCATION
2.6.1 Principles Of
Participatory Learning And Action
2.6.2 Strategies By The
Government
2.6.3 Strategies By NGOs And
Other Bodies
2.6.4 Strategies For The
Education Planners
2.6.5 Strategies For
Communities And Religious Bodies
2.7 ADVANTAGES OF PARTICIPATION OF WOMEN IN EDUCATION
2.8 SUMMARY OF LITERATURE REVIEW
CHAPTER THREE: METHODS
3.1 OVERVIEW
3.2 RESEARCH DESIGN
3.3 POPULATION
3.4 SAMPLING TECHNIQUES AND
SAMPLING SIZE
3.5 INSTRUMENT FOR DATA
COLLECTION
3.5.1 Validity
3.5.2 Reliability
3.6 PROCEDURE FOR DATA
COLLECTION
3.7 METHOD OF DATA ANALYSIS
CHAPTER FOUR: RESULTS
4.1 OVERVIEW
4.2 PRESENTATION OF DATA
4.2.1 Rural Women’s Involvement In The Planning Of Their Literacy
Education
4.2.2 Community Restrictions And Low Participation Of Rural Women In
Education
4.2.3 Other Factors Responsible For The Low Participation Of Rural
Women In Education
4.2.4 Influence Of Low Participation Of Rural Women In Education On
National Development
4.2.5 Strategies For Encouraging Rural Women Participation In Education
4.3 HYPOTHESIS TESTING
4.4 SUMMARY OF FINDINGS
CHAPTER FIVE: DISCUSSION OF RESULTS, SUMMARY OF
FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 OVERVIEW
5.2 DISCUSSION OF RESULTS
5.2.1 Extent Of Rural Women Participation In Planning Their Education
programs
5.2.2 Cultural/Community Restrictions And The Low Participation Of
Rural Women In Education
5.2.3 Other Factors Responsible For The Low Participation Of Rural
Women In Education
5.2.4 Influence Of Low Participation Of Rural Women In Education On
National Development
5.2.5 Strategies For Encouraging Rural Women Participation In Education
5.3 SUMMARY OF MAJOR FINDINGS
5.3.1 Extent of Rural Women Participation in Planning Education
5.3.2. Cultural/Community
Restrictions And The Low Participation Of Rural Women In Education
5.3.3. Other Factors Responsible For The Low
Participation Of Rural Women In Education
5.3.4. Influence Of Low
Participation Of Rural Women In Education On National Development
5.3.5. Strategies For
Encouraging Rural Women Participation In Education
5.4 CONCLUSION
5.4.1. Implication For
Educational Planning
5.5. RECOMMENDATIONS
5.6 SUGGESTION FOR FURTHER STUDY
5.7 CONTRIBUTION TO KNOWLEDGE
5.8. LIMITATION OF THE STUDY
5.9 Model For Planning Education For Rural Women
REFERENCES
APPENDIX
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Rural
women play important role in improving general aspects of rural life. However,
in most developing countries, women (and even more so, rural women) are still
an under-privileged group with an inferior social status (Okojie, 1983;
National Population Commission, 1999). Within the rural sector, Okojie (1983),
sees the largest group of the poor as comprising the millions of women
(including girls) who by their work in the fields produce a large part of the
food consumed in the country, yet are disadvantaged in many areas. A closer
examination of the situation of rural women through this study will seek to
reveal the low participation of rural women in education and the disadvantages
of females in most rural sectors. Nevertheless, rural women’s participation in
the socio-economic development of their country in recent years has become a
topic of major concern hence, the need for it to be treated as a goal in its
own right (International Labour Organization,1990; Olorude, 1995).
Although
women’s participation in the socio-economic development of the country is
receiving attention throughout the world, majority of them still live in rural
areas, un-educated, living in abject poverty and deprivation (National
Population Commission, 1999). This demands that their continued illiteracy has
to be looked into and ways of bringing them out have to be devised. If these
This
becomes important as it has been found that education can enhance productivity
and the ability of rural women so as to contribute to the national economy
(Nwabueze, 1995). This researcher is of the view that rural women would be in a
better position to use technologically developed equipment that may enhance
their productivity if educated. This is because education’s concern is being
modernized towards integration with the national economy (Rahman,1981).
Akangbou
(1983) maintains that education is no longer an isolated industry from the
national economy. Every system of education is supposed to be geared towards
the development of its national economy and every segment of the society,
including rural women should be equipped with education and training to enable
it contribute to the national economy. Kaduna State of Nigeria is desirous to
develop the ability of every member of the society (including rural women) to
enhance their productivity and contribution to the development of the nation.
The Nigerian government having realised the benefit of education to its
citizens emphasized the “equalization of opportunities” as one of the goals of
the national policy on education (National Policy on Education, 2004). This means that
there should be availability of an appropriate education for all citizens. It
has however been discovered that a large segment of the Nigerian society
(3,992,744 which represents about 44%) are still illiterates (National
Population Commission,1999). This may be due to ignorance on the benefits of
education, non-availability of an appropriate education, or through lack of
opportunity to be educated (Okojie,1983; Olaide,1990 Nwabueze,1995). The case
of the rural women is even more glaring as statistics shows that out of the
22,949,499 rural women in Nigeria, about 14,67,722 do not participate in any
form of education. This means that it is only about 38.7% of rural women that
are educated (National Population Comission,1999).
The goal of “education for all” has been pursued vigorously by the
government through the introduction of different programmes such as the
Universal Primary Education in 1976 and the Universal Basic Education in 1999.
The introduction of the National Mass Literacy campaign in 1982 and the
different adult education programmes are examples of Federal government’s
efforts to achieve “education for all” as a deliberate national policy
(Nwabueze,1995). Other programmes such as the Better Life for Rural Women by
Mariam Babangida in 1986 and the Family Support Programme by Mariam Abacha in
1994, were introduced at various times to enable development hitherto
concentrated in the urban areas to filter down to the rural women. However, the
level of participation of rural women in such programmes in.....
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