Research
Article
Women in Adult Education Program for Sustainable
Development: Challenges and Implications for Library and Information Services
Ngozi Perpetua Osuchukwu
Department of Library and Information
Science
Madonna University, Nigeria
(Okija Campus)
Anambra State, Nigeria
Email: ngostary2k@yahoo.com
Ndidiamaka Lucy Nebolise
Academic Librarian
National Open University of Nigeria (NOUN)
Awka Study Center
Anambra State, Nigeria
Email: ndynebe@yahoo.com
Received: 9 Nov. 2017 Accepted: 24 Oct. 2018
2019 Osuchukwu and Nebolise. This is an Open
Access article distributed under the terms of the Creative Commons‐Attribution‐Noncommercial‐Share Alike License 4.0
International (http://creativecommons.org/licenses/by-nc-sa/4.0/),
which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly attributed, not used for commercial
purposes, and, if transformed, the resulting work is redistributed under the
same or similar license to this one.
DOI: 10.18438/eblip29366
Abstract
Objective –
Education offers advances in human and social development. It provides
knowledge and resources that hold the potential for economic empowerment,
resulting in a better livelihood. Hence, women need access to education with
library services, if they are to have a voice, participate in sustainable development, and take care of their
own health, as well as that of their children and members of their households.
This paper examines the challenges women encounter in Onitsha metropolis,
Anambra State, Nigeria. This study seeks to gain insight into the resources
used to enhance learning, as well as the students’ perceptions and satisfaction
with their learning experience.
Methods – A
descriptive survey research design was used. The study was carried out in five adult
education centres in the city with a sample size of 120 women, randomly
selected for collection of data. Questionnaire, interview, and observation
methods were employed. The physical assessment of the centres was done for an
evidence based report and to assess the real situations of the centres.
Results – The
findings show the challenges faced by Nigerian women in their pursuit of
ongoing adult education included: time for the classes which are usually held
in the evening, poor financial status, lack of encouragement from spouses and
relations, poor learning environments, and stress. The data were analyzed using
percentages and frequency counts. They are presented in tables and figures.
Conclusions – It is recommended that education and library management should assess
these centres for program improvements like providing more enabling
environments and learning facilities. The implication of the study is that
library and information services should be extended to these women to stimulate
and support learning with the right attitude for active involvement in the
educational activities and for enhancement of social inclusion.
Introduction
Educational
attainment is arguably the most empowering strategy that has the
potential to change lifestyles and increase earnings, as well as improve one’s
standard of living. Education is vital to everyone and has the potential to
drive creativity and
productivity and close the gap for socially marginalized women in
achieving freedom from poverty, allowing them to fully develop and participate
as citizens (Sanchez Moretti & Frandell, 2013). Libraries also play an
important role in promoting education and engaging women in information services,
through the provision of resources like information communication technology
and other literacy activities. The overarching goal is to reduce illiteracy
rates affecting 493 million women worldwide
(Kelleher, 2014; Gillard, 2014).
Improved literacy rates will allow for increased participation and
contributions by women for sustainable development.
Adult education
is classified as any form of education or learning programs in which adults participate (Kwapong,
2005). Research has shown that education helps in assisting adults with
basic knowledge, reading and writing skills, and use of numbers, which are all
critical in the fight against poverty and inequality (Nhamo & Nhamo, 2006).
This is especially important for women, as adult education creates spaces for
them to earn their school equivalency or to gain further knowledge in their
chosen profession. In Nigeria, an illiterate woman is placed in the background
and without adult education programs, she cannot understand the framework of
today’s societal standards or participate in Nigerian politics. Participating
in the adult evening education program may not be an easy venture to pursue
given their responsibilities of cooking,
child rearing, marriage, and other wifely roles in the home; geographical locations; social-cultural
background; religion; health; or economic status. The multiple roles
women play in the household can be overwhelming in accommodating other valuable
social literacy activities (Cleveland Clinic, 2018; Wanyama, 2014).
Literacy
programs in the South Eastern Region of Nigeria have had a tremendous impact on
the lives of women. Here, the value of
woman’s education has been underestimated but is beginning to be seen as a
vital priority to a more functional
existence (Mbah, 2018). The
adult evening classes were restructured to enable the women to acquire a
quality education for the actualization of sustainability development goals
(SDG). Sustainable development goals have been set by the United Nations to end
hunger and poverty and improve access to education, while promoting gender
equality. The SDGs also seek to improve a person’s overall well-being through
improved access to healthcare, clean water, and sanitation initiatives, as well
as economic development (United Nations, 2015). Giving women a second chance at literacy through adult education will
increase their earning power and give their children a brighter future (Kelleher, 2014). This study identifies the
resources and challenges of women in adult education in attaining their goals
for improvement of quality of life.
Statement
of the Problem
Low literacy
levels for women can be attributed to inequality, cultural bias, unequal opportunities, gender disparity,
poverty, and lack of decision-making (Alexander & Robinson, 2014). This is true
in the case of Nigeria and is the reason adult education centres have been
created, being mindful that every woman can learn if given an enabling
environment and the right resources, like library services. Library services
are vital because they supplement and support both formal and informal
education, while promoting education at all levels. However, what is not clear
is what constitutes adequate resources for the adult education program. This
study addresses and assesses the availability of resources and the challenges
women face in their pursuit of adult education, as well as the implications for
library and information services.
Literature
Review
Education is recognized as a source of empowerment for women throughout
the world and has become one of the foremost topical issues
throughout Africa (Farrell, 2016). Adult education is an inalienable human
right that is enshrined constitutionally by all countries to ensure its
effectiveness and practicability (Nyagoha, 2016; Sanchez Moretti &
Frandell, 2013). This is the reason adult education centres are established and
why their existence is vital in the fight against multi-generational
illiteracy. Libraries play an important role in ensuring a woman’s right to
education, in that libraries ensure the creation of safe spaces that allow women to realize
their full potential through effective adult education programs
(Sciabica, 2014).The value of literacy should never be underestimated as it is
a vital priority to a more
functional existence.
Existing
literature indicates that the major barriers women face in their pursuit of
education include family demands and the stress of upholding the family
structure. Women fulfil multiple roles; mother, wife, daughter, and worker
within the economy. Each of these roles affects their ability to improve their
literacy. This is consistent with the findings of the study conducted by Moyo
(2014), which states that women cannot easily pursue adult education because
priority is given to looking for food and meeting other basic requirements to
sustain life and the well-being of their families. It is these basic
requirements that outweigh their intellectual needs.
Arguably, a
woman with family challenges cannot afford education, especially where poverty
and lack of supports are experienced. In Nigeria, literacy rates vary from
state to state and from urban to rural areas, but what is clear is that there
is a gender gap. According to the National Bureau of Statistics (NBS) (2010),
the overall literacy (in any language) was 71.6%; 79.3% for males and 63.7% for
women. The report also shows that a desire to be literate exists with 47.4%of
illiterate persons (both genders). The challenge is in creating awareness of
the availability of programs. Only 32.5%of surveyed adults were aware of
literacy centres and the services they provide (NBS, 2010).
Adult education
for women should be made more accessible. This calls for the restructuring of
processes and the need for assessment of
resources in the adult education centres in order to ensure willingness and
effective learning experiences for women. It also demonstrates a need to
improve general awareness of program availability throughout Nigeria. Libraries
are essential in achieving this, as they provide useful
services to the community by fostering education and disseminating information
to all sections of the society (Laila, 2010). As partners in the education system and as an empowerment hub, libraries
have applied strategies in integrating women in adult reading as well as
providing night reading opportunities (Farrell, 2016; Katz, 2012). Information and communication technology (ICT) has
also been integrated into library services and other learning activities. Women
in adult education should have access to adequate representation of
ICT-based resources, equipped libraries, and other instructional media
resources (Mamman, 2015; Jiyane & Mostert, 2010; Oyelude & Bamigbola,
2012). The simple reason, according to Osuchukwu (2016), is
that ICT has come to stay and has become “a must-have” if the society and the
people therein do not want to be left behind in a fast-changing world.
Access to ICT will ensure that no woman is left behind in the ever-changing
world.
Studies have
recorded satisfaction of women participating in adult education programs. Mbah
(2018) in Enugu state, Nigeria found that women whose formal education was
stopped at the primary level were satisfied with their adult education
experiences and their new literacy levels. Even a limited increase in a woman’s
education improves her knowledge, boosts her wages, and enhances social
inclusion, all of which have the potential to foster economic empowerment,
better livelihood, and social development (Egenti & Omoruyi, 2011).
Education can provide a woman with the choices she needs to improve her overall health and to participate and
contribute to a country’s sustainable development (Organization for
Economic Cooperation and Development, 2008; Moyo, 2014).
Aims
of the Study
This study seeks
to gain an understanding of women’s experiences of attending adult education
programs in Onitsha, Anambra State, Nigeria. The study seeks to explore the
resources available for the program, the challenges women face in seeking to
further their educational goals, and their perceptions, as well as the
satisfaction derived from the adult education program.
Research
Questions
The following
research questions were asked:
- What challenges do women face in acquiring education in the adult
learning centres?
- What are their perceptions of the challenges they encounter?
- Which resources do they use in enhancing learning in the adult
education centres?
- Are they satisfied with the learning taking place at the centres?
Methods
This is a
descriptive survey research design carried out in five adult education centres
in two local government areas (LGAs) of Onitsha North and South metropolis in
Anambra State, Nigeria. Random sampling was employed to select five adult
education centres in the LGAs: Holy Trinity Adult Education Center, Holy Spirit
Adult Education, Sacred Heart Adult Education, St. John Adult School and St.
John College. Two centres were selected from Onitsha North and three from
Onitsha South. All centres are government approved and use the government
stipulated curriculum for education in Nigeria. The qualitative data were
obtained through a self-designed questionnaire designed for this study by the
authors.
The copies of
questionnaires were randomly distributed to women enrolled in the adult
education classes at each of the five centres. In total, 120 copies of the
questionnaire were distributed, 24 copies in each centre. Questionnaires were
collected back each night, thus making a 100% rate of duly filled completed and
returned questionnaires. The questionnaires were distributed over a two week
period to enable the physical distribution of questionnaires to the women and
the assessment of facilities in the adult education centres.
Interviews were
also carried out. The researchers randomly selected two women class captains in
each centre as participants. This was done to validate the claims in the
questionnaire. Also used was an observation checklist, which was self-designed
by the authors of this study to assess the availability of facilities and
resources for evidence based research of the real situations of the adult
education centres. Results were collated and analyzed using percentages,
frequency counts, and figures. A benchmark of 50% was taken for responses rated
on percentages.
Results
A summary of the
results of the study are shown below.
Table
1
Biodata
of Women Participants in the Adult Education Centres Understudy
|
S/N |
Age |
F |
% |
Class |
F |
% |
Occupation |
F |
% |
|
1 |
Below
18 |
24 |
20 |
Primary |
24 |
20 |
Trading |
42 |
35 |
|
2 |
19-29 |
36 |
30 |
Junior
Secondary School (JSS) |
36 |
30 |
Stay
at home mums |
12 |
10 |
|
3 |
30-40 |
42 |
35 |
Senior
Secondary School (SSS) |
60 |
50 |
Artisan |
36 |
30 |
|
4 |
50
& above |
18 |
15 |
|
|
|
House
help |
18 |
15 |
|
5 |
|
|
|
|
|
|
Public
servant |
12 |
10 |
|
|
Total |
120 |
100 |
|
120 |
100 |
|
120 |
100 |
Table
2
Observation
Checklist of the Resources/Facilities Seen in All the Five Education Centres
|
S/N |
Items |
Holy
Trinity Adult Education Center |
Sacred
Heart Adult Education |
Holy
Spirit Adult Education |
St
John Adult School |
St
John College |
|
1 |
Library |
X |
X |
X |
X |
X |
|
2 |
Board |
✓ |
✓ |
✓ |
✓ |
✓ |
|
3 |
Classroom |
✓ |
✓ |
✓ |
✓ |
✓ |
|
4 |
Chairs
and desks |
✓ |
✓ |
✓ |
✓ |
✓ |
|
5 |
Instructional
aids |
X |
X |
X |
X |
X |
|
6 |
Computer
room |
X |
X |
X |
X |
X |
The analysis in
Table 1 shows that the highest number of adult education students fall between
the ages of 30 and 40 years (35%). This is followed by the age group of 19-29
years (30%) and below 18 years (20%), while 50 years and above represents 15%.
It was also shown that 50% of the students are in the senior secondary class,
while others are at the junior secondary class (30%) and primary school (20%)
credentials levels. The cross sections of occupations identified by the women
are traders (35%) and artisans (30%). Others identified as stay-at-home
mothers, household helpers, and public servants. The results demonstrate that
women in every sector seek education and are determined to upgrade their
literacy levels in the information society.
Challenges Women
Face in Acquiring Education in the Adult Learning Centres
A majority of
the women (75%, n= 90) indicated that they faced challenges during their time
pursuing adult education, while 25% (n= 30) stated they had not faced any
barriers. Of the challenges experienced, the participants identified the
following: stress (79.16%), family demands (58%), financial issues (54.16%),
lack of resources to enhance learning (50%), duration of classes and time
constraints (35%), and poor learning environments (20.83%).
The interviews
allowed for further exploration of these challenges. One class captain revealed
that some women and girls, especially the household helpers, do not pay school
fees and other dues until they are stopped from attending school by the
management. Also disclosed was that some women drop out of school due to family
demands and stress.
Table 2
disclosed the researchers’ physical assessment of the five adult education
centres. The observation of the adult education centres revealed that the
students in all adult education centres have access to classroom, board, and
chairs and desks, but cannot access the school library and the computer room
where media instructional resources are housed. Students in adult education
centres are denied access to these facilities. The researchers also observed
that the chairs and desks were chained, making sitting arrangements
uncomfortable for reading and learning.
The interview
process allowed for the exploration into the restriction of resources, the
reasoning for it, and student perceptions. When asked about the reasons for
chained chairs and desks as well as restricted access to school libraries and
computer rooms, one teacher stated that classroom environments and facility
access is determined by the management of the day school section. Management
dictates the availability of facilities for the adult learning program. When
asked about the classroom environment and the restrictions, the students
commented that not having access to the library and computer rooms negatively
impacted their education. They indicated that access would have helped them in
acquiring a higher level of knowledge, since many of them have never used a
computer or entered a library.
When asked to
comment on the chained chairs and desks, the women complained that they make
sitting very uncomfortable, affecting their attention span because their legs
were cramped and relaxation could not be achieved in the classroom. The women
also added that the young students in the morning sections probably chained
their chairs to their desks to avoid people moving them to other classes and
for fear of loss. The adult education program has no power over the chairs.
They only access what they see when they come to school in the evening.
Satisfaction
with the Learning Taking Place at the Adult Education Centres
The women were
asked to evaluate their overall satisfaction with their educational experience,
specifically their acquisition of reading and writing skills. Overall, 75% of
participants were satisfied with their experiences in the adult education
program. The 25% of the participants who expressed dissatisfaction with the
adult education program attributed it to lack of access to educational
resources in the centres. Thus, the satisfaction suggests that the basic acquisition of knowledge and literacy
mean a great deal to the women in spite of all the challenges encountered in
the adult education program.
Perceptions of
the Challenges Women Encounter in the Adult Education Centres
Half of the
women (50%) indicated that they expected to encounter challenges while
participating in the adult education program because of added responsibilities
as adults. Another 35% described themselves as adjusting, while 15% disclosed
that they did not expect to encounter challenges before they started and that
they are coping very well.
The interviews
allowed for the participants to indicate the specific challenges they faced.
Interviewees revealed that they felt overwhelmed and were exhausted when trying
to find work-life balance. The stress experienced by the women related to the
management of busy schedules in pursuit of their daily economic activities,
while seeking opportunities for higher education. Their desire for ongoing
education far outweighed their need for rest; hence, the desire to continue to
achieve their goals. The interviews also revealed that those who were coping
well had already possessed the opinion that education was the only way to
improve their social and economic status.
Discussion
The age
differences of women in the adult education centres indicate that women of all
ages still seek basic education opportunities to live functionally. The number
of women enrolled in senior secondary school classes (50%) indicates the
women’s level of determination to upgrade their literacy levels and to improve
their chances of having a voice in decisions that affect them. Besides, the
fact that women traders, artisans, stay-at-home mothers, household helpers, and
public servants struggle to acquire education shows that women in every facet
of life have come to realize that they have more to offer in their homes and
societies when equipped with education. This result is consistent with existing
studies exploring adult education and the livelihood of women as agents of
change. Studies conducted by both the Millennium Challenge Corporation (2016)
and Egenti and Omoruyi (2011) demonstrate that basic literacy skills help women
to acquire both the knowledge and skills required to improve and develop in all
fields, as well as empower them socially and politically.
The study shows
that many women
face challenges, while others report no challenges (75% affirmative and 25% negative).
The responses are likely to vary, as some women are still young mothers with
children and husbands and multiple demands that divide their time, especially
in the evenings when lessons take place. In addition to the challenges
presented by family demands, other challenges including the time and duration
of classes, financial issues, lack of support at home, and the stress
associated with housekeeping and employment were mentioned as the leading
reason for them to drop out, which the interviews confirmed. These results
affirm the findings that the roles women play as wives, mothers, learners,
community members, and workers could seriously affect learning for real
academic achievement and adult development (Harp, 2010).
The confirmation
that the adult education participants have classrooms, desks, and chairs in the
local government areas studied indicate availability of basic learning
facilities. The fact that they do not have access to the school libraries and
ICT rooms located in their learning centres shows an uncomfortable gap in
today’s learning experiences, which sustainable development goal (SDG) 4
emphasized for inclusion for equitable quality education. This opposes the
SDG’s mantra of “leave no one behind” in today’s learning resources in information
society, which is characterized as one of the prerequisites for a 21st
century learner (Osuchukwu, 2016).
Chained chairs
and desks affect sitting positions and can result in ineffective learning. It
takes an enabling environment for desired learning to take place. The
interviews confirmed this result and highlighted the fact that adult evening
school students are restricted in their use of the facilities as dictated by
the morning school staff. These restrictions could have impacted the women’s satisfaction
with their learning experience (25% not satisfied). Some of the women stated
that they have never touched a computer nor been in a library, but would love
to access these resources, potentially impacting their satisfaction levels. The
implication is that the developmental benefits of education and information,
which could have added values to their learning, will elude them in achieving
all around quality education as SDG4 proposes. The theory on women’s adult
learning needs to be expanded to consider gender sensitivity in the planning of
curriculum and programs in order to make it more accessible and satisfactory.
Hence, adjusting resources for learning can help facilitate learning and active
participation and reduce the incidences of overwhelming situations.
The responses on
the perception of challenges women face in adult learning centres established
the fact that missing the opportunity of basic education at a prime age can
pose serious difficulties in trying to regain that opportunity as an adult.
Nonetheless, the women still derive satisfaction and broaden their knowledge
through adult education programs. This participation shows that all hope is not
lost for these women. They can still attain their goals and improve their lives
through adult education.
Conclusion
The need to
acquire basic education and access to information acts as a bridge from
misery to hope. Being literate in today’s information society will help in
improving knowledge and eliminating social exclusion. It is critical that women
are supported to seek education irrespective of the difficulties in order to be
part of sustainable development. Literacy will enable them to have a voice,
participate, and contribute as first class citizens in decision-making
processes. Hence, this study discovered that:
- Many women
participate in adult education programs, from the stay-at-home mothers to
the traders, and from various age brackets. Even though some of them are
still in the primary level, they all look forward to achieving success and
writing certificate examinations.
- Many women
face undeniable challenges, which include family demands, stress,
finances, time, and the duration of classes, among others.
- Although the
availability of classrooms, chairs, and desks is appreciated, the
resources for learning should include accessibility of library services
and ICT lessons, which these women agreed would add value to their
learning.
- The majority of women anticipated that they would encounter
challenges, but they persevered despite these overwhelming challenges
because they knew it would improve their social and political standing in
society.
Implication
of the Study to Library and Information Services
When women
cannot attain basic education, marginalization and social exclusion continue to
relegate them to the background, perpetuating the gendered economic and
educational gap for women and their children. This gap can be closed through
the various stimulating learning experiences library engagement can offer. This
study found that adult women learners desire access to libraries, with their
resources and technology, in order to enhance their education and their
educational experience. This study revealed that not having access to these
resources affected the women’s perception of the adult learning programs.
Enhancing education with proper learning resources will improve learning. Therefore,
library and information services should be extended to the women in adult
education centres to create the right attitude for active involvement in
society and the economy.
Recommendations
Based on the
findings, the following recommendations were made:
- The government, policy makers, and other stakeholders in education
should regularly assess the adult education program for improvement and
inclusion of all necessary resources.
- There is a need for women’s groups like National Association of
Women in Academics (NAWACS), Association of Women Librarians in Nigeria
(AWLIN), and other highly respected groups to form partnerships with NGOs
and agencies for the purposes of empowering women and advocating for
better learning experiences for them.
- It is important that libraries and other information centres extend
their services to the adult learning centres for successful integration of
equitable quality education.
- More needs analysis should be carried out in order to come up with
solutions that are relevant to the needs of women in adult education
programs in order to guard against unnecessary difficulties in
participating.
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