University of Nigeria Research Publications

MFE Simon V.

Aut

hor

PG/ED/S/96/22583

Title

Socio-Economic and Political Benefits of Women Education

Programmes on the Rural Women of Guma L. G. A. of Benue State

Facu

lty

Education

Dep

art

men

t

Adult Education

Dat

e

June, 2000

Sign

atur

e

COVER PAGE

SOCIOIECONOMIC AND P O L I T I C A L B E N E F I T S OF WOMEN EDUCATION PROGRAMME ON

THE RURAL WOMEN OF GUMA LeG. Am BENUE STATE

MFE Vm SIMON

PG/96/MED/ 22583

A T H E S I S PRESENJCED TO THE. DEPARTMENT OF ADULT EDUCATION AND EXTRA-MURAL

STUDIES

U N I V E R S I T Y OF N I G E R I A , NSUKKA

t

, ..*$.'-... , IN PARTIAL FULFILHE~T OF THE REQUIREMENT

FOR THE AWARD UF THE DEGREE OF MASTER I N EDUCATION.

JUNE 2000

DFQBRTFlEF~T OF AnULT EDUCATION AWD E X T R A -

RURAL S T U D I E S ,

U ~ ! I V E R S I T Y OF M I G E R I n , NSUKKR

D E A N OF THE 'ACULTV

T h i s t h e s i s work is d e d i c a t e d to my

most humble senior b r o t h e r !Tr I o j s a Flfs and

mv d e a r humble u i f a mrs VScapara Ffepand Saba

Wfe who h a v e l a i d t h e i r sound f o u n d ~ t i o n o f my

n d u c a t i o n and who also h a v e i n s p i r e d me t o snrol

and c o m p l e t e this programme.

iv.

ACKMOWLEDGEFIEh~T

, writs t h i s t o acknouPadgo p a b t i c u l a r l y t h a g r whn

h a v e g r e a t l y c c n t r i h o t t d t r t h e genuine oweamre af t h i o pioca

o f work thravgh t k r i ~ rinanciel end rnaral support end o t h e r

~ u g g r s t i o n s t h a t l e d t o thn f i n a l copy o f this t h e s i s work*

. would p s r s o n a l l y l i k e h e r e t o e x p r e s s my p r ~ f o u n d

g r e t i t u d c t a my dynamic 2nd c o u r a g e o u s aeadembc a d v i s e r and

supervisar P r o f e s s o r (firs) J.@.C, O s u a l a whosc enormouq

contributions, suggestions and v n t t i n g t h a t h a s b r o u g h t t h i s

t h e s i s uork t o an ~ n d .

Also my s p e c i a l p r o f o u n d thanks noes t o t b e d ~ p a r t m ~ n t

o f A d u l t E d u c a t i o n v o s t e s p e c i a l l y D r ( ~ r s ) Chinerne and D r ( ~ r s )

Oreh w h o n ~ e f f o r t s i n e d i t i n g t h e work tdas not R ~ f t o u t . 4

A l s o , a l l . o t h e r l e c t u r e r s of t h e Department such a s Prafassnr

T.U. Ume, G.O. O b i , Dr P a t r i c Nqwu whose efforts i n n r o v i d i n q

t h e n e c e s s a r y m a t s r i a l s was n o t l o f t o u t .

? am a l s o g r o a t f u l t o the: department o f Adult . Educat ion

Guma L n c a l Governmrnt Rraa and a l l t h e s t a f f far t h ~ i r

immense c o n t r i b u t i o n s b y p r o v i d i n g all the n h c a j ~ a r y m a t e r i a l s

and i n f o r m a t i o n f o r t h i s s t u d y .

1 m u r t nnt in any way f n r q e t t o acknowlodqo t h e

Co-ordi.natars, suqrrvisars, *ducators and the comnosJ.t.irrn

o f thn crnt , ras r ~ n ~ m c ~ t . u r t y f o r t h a i r m o r ~ l s u a p o r t and

eo-nparatlnn for makina t h l s work a ~ u c c m q q ,

I am r l g n o r q t m f u l t o mv F r i r n d s who t n o h ~ l o m d ma In

t h r proere33 o f this work sr~ch a3 Fkeran I J i l l i a m , Cbande

wisdom, cnclra?o and s t r a n a t h b ~ a t o t u o d i n t o nvaryono that

c o n t r i h u t a d t o the -uccmsa nP t h i q work.

YFE. V . SImDPI

D s p ~ ~ r t m s n t o f ndult Fdl-rcation and r x tra-mural S trrdi** U n n v a r s i t v o f viaetr ia Psukka.

L I S T OT TRRLE?

TARLES PASF - 3 : l Women E d u c a t i o n Centres in Gums L o c a l Government Are? 57

3:2 T e s t i n g r e l i a b i l i t y e . .

3:3 Q u e s t i o n n a i r e distribution 2nd p e r c r n t a q e r e t u r n A I

4 : f Age r a n o e o f t h ~ r e s p o n d e n t s m e *

4:2 m a r i t a l S t a t u s o f r e s ~ o n d e n t s ... 4: 3 Respnndents h y o c c ~ ~ p a t i o n *.. 4 5

4:6 Social cultural irnoortanca ... 6 7

d:? s k i l l s the womm h a v e l ~ a r n t . 4 0

4:A I m o o r t m c ~ o f e d u c ? t i n n t o wnaenls social ] . ire 4s

4:9 I r n p r o v ~ r n ~ n t on ~ c o n o r n i c s t a t u s ... 5 0

A:12 Wom~n and Political s t a t u s ... 5 6

4:13 l kmen a n d P o l l t i c a l S t a t u s ... 4: 14 ' J om~n ~ n d F o l i t i c a l s t a t u s ... 4:15 Type n" E d u c a t i o n 0. .

4 :16 Skills Acqu i ~ i t i o n 0 4 .

4:17 Skills A c q u i s i t i o n ... 4:18 Pxrik m a t s r i a l c needed 0 . 0

6 : IP Pqe p e r c ~ p t l o n a n d E d u c a t i o n . . .

ABSTRACT

The problem u n d e r s t u d y was t h e e v a l u a t i o n of t h e socio-

economic and p o l i t i c a l B e n e f i t s of women Educa t ion

programme o n the rural women of Guma L.G.A. of Btnue

State. I n t h i s regard too , t h e r e s e a r c h e r wants to

i n v e s t i g a t e t h e e v a l u a t i v e t e n d e n c i e s t h a t t h e women

of t h e area would come by after t h e y might have

e n r o l e d , l e a r n e d and passed out . The s u b j e c t s used for

t h i s s t u d y i n c l u d e d a l l t h e r e g i s t e r e d rural women of

Guma L.G.A. i n t h e 5 d e s i g n a t e d women e d u c a t i o n c e n t r e s

of Ishamior l i t e r a c y c e n t r e , Gbajimba l i t e r a c y c e n t r e ,

Daudu women u n i t , Agasha women l i t e r a c y c e n t r e and

Udei women centre w i t h a p o p u l a t i o n o f 200 s u b j e c t s who

have v a r y i n g ages. ~ l s o most of the chosen subjects were

found to those marr ied , widowed s i n g l e and some divorced.

Their p r i n c i p a l o c c u p a t i o n been farming, housewife ,

Trading and o t h e r s i n v a r i o u s bus iness . The h i ~ h e s t

q u a l i f i c a t i o n of the s u b j e t s were those who w e r e

i l l i t e r a t e , having first s c h o o l l e a v i n g ccrt i f i c a t e ,

Diplama and o t h e r qua1 i f f c a t f o n s .

The r e s e a r c h methodology used f o r this s t u d y was

t h e d e s c r i p t i v e method which tries t o d e s c r i b e e v e n t s

i n t h e way they appear.

p o p i r l a t l o n and t h v i r cnntrihutinns ;.re q u i t m morrnr14;. Plany

p e o o l a thauqht t h a t women arm inferinr t o men b r t t t h o total

achievement a' mon h a 3 heen a l w a v s m o n i t o r e d and m s s t s + o d

h v t h e eontrihutions nP wnmon. If!nmen h a v o abundant

rasourcms which haurn h e l a - d t.hrm t o u t i l i r u and a c ~ ; a v s

self-rsliancs and economic indcpnndsnce hrhirh h a s to ha v s c f ~ r l

t n h o t h women and t h o soc i - t .v ( q t i a n i j i . 1972) .

F v a l r l a t i n a the sncio-acanomic and p n l i t i c a l ehanqms t h a t

wommn e d u c a t i o n h a s played on t h e r u r a l woman and woman

generafly, thm Fed8r.l Covsrnment thers fora initiated t h e

w i f h t h e v i e w to i m o r a u i n y thm ucll-bsina O F t h a women

a imed at!-

1 . Promatino t h e wrlfars n C 'ha wnrnpn i n w n r r a l .

2.

P r o m o t i n p t h e f u l l u t i l i z a t i o n o f women i n dtvclopnent

o f human resources and thus b r i n g i n q a b o u t their

e v e r y p h a s e of a c c e p t a n c e o f f u l l p a r t i c i p a t i o n i n

N a t i o n a l d e v e ~ o p r n c ~ t ~

P r o m o t i n g r e s p o n s i b l e motherhood an1

o f women.

3 m a t e r n a l h e a l t h

To stimulate a c t i o n and i m p r o v e woqents c i v i c s , p o l i t i c a l ,

s o c i o a n d s c o n o m i c education.

To s u p p o r t t h e work of Non-Governmen ta l o r o a n i s 3 t f n n s and L

p l a y i n g a c o - o r d i n a t i n n r o l e b ~ t w ~ e n t h e Govern?flnt and

the M i g e r i a n women o r g a n i s a t i o n s .

E n c o u r a g i n a t h e s e n s e and eqscnce o f c o - o p r r a t i v r s o c i e t i e s

and a c t i v i t i e s among womm h o t h i n t h e r u r a l and u ~ b a n a r e a s .

To f o r m u l ~ t e a n d p r o p a o a t n moral v a l t l e ~ w i t h i n t h ~ f l r n i l y

u n i t a n d i n t b p ~ u h l f c o e n p r a l l v 8nd t o m s t a h l i q h

proqramrnes w i t h i n s t i t u t i o n s and o r n a n i s a t i o n q t h a t h a s

t o i n c u l c a t e r o r a l r d u c a t l o n i n wgmen a n d c h i l d r e n .

Work t o ~ a r d s t h e t o t a l e l j m i n a t i o n o f a l l social and

c u l t u r a l practices t h a t h a s t e n d t o dnxux d t s c r L m i n 3 t e

nna i n s t a n d dphumin i zed uomrnRnod ( n k o s ~ I 7 0 - 6 ) .

t h e

f o r

1 .

2.

3 .

4.

3 .

Thp P 1 - i t i o n ? l o n l i c i s s f o r hlovrn Commios ion t h u s h o l d

Pol l owinq bh j n c tii'ps and proarn"rmas t 4 i c h a r a dt-iqnpd

wormn emonn uh i ch a r e :

P r o u i d s f m c t i o n a l qod v o c a t i o n a l edcccation For tdotwn

irrs~pectivm o f their aoee end l m u s l s of rduaet*nn.

Prnu i d t Functinnel e d u r 3 t t ~ n a q?tl??f y i n g a c c u p n k i o q

t h r o u g h i n d u q t r i 3 l a p p r o a c h .

H c l p t h e women t o a c q u i r e s k i l l s and i n f o r m a t i n r r p q u i r p d

a s u c c e s s f u l e v p l o y r n e n t i n f 5 m l r choqnn o c c u ~ ? t ; o o ? ,

t h a t i s t o s l y t h a t t h e nroo rammp i s a trsge ~ ~ r r i o ~

p r e p a r a t i o n .

H e l p t h e women t o q e n ~ r a t e in corn^ f o r t h e Loca l S o v ~ r n m ~ n t

t h r o u g h r e g i s t r a t i o n o f women t o t h p c p n t r e , p r c d u c t f o n

o f g o o d s a n d o t h p r S P ~ V ~ C B S on c o m r n p r c i a l s c s l e ( f lknsu 1 9 0 6 ) .

I n o r d e r t o e s t a b l i s h t h e eveluative t ~ n d e n c i e s o f women

e d u c a t i o n o r t h ~ vornan and b 1 C l r 7 t has became o f t h e i r t ~ h ~ v i o u r s ,

wemen e d u c a t i o n i s t o u n d e r t a k e s u c h proqramrnes a s - a p p l i ~ d

f u n c t i o n a l a r t s and c r a f t s , B u s i n e s s s t u d i ~ s , p r q c t i c a l

a g r i c u l t u r e , f o o d and nutrition, m3nagPment m d services,

c l o t h i n o and t e x i l e s , b a s i c and f u n c t i o n 3 1 l i t e r a c y , Hoqe

manaqempnt, c resm and soap m a k i n g h ~ a l t h and p h y s i c - 1 e b u c a t i c n

( l i o n 1996).

I n l i g h t o f t h e a b o v e . K ~ Y S + . Y ~ ~ ( i 9 9 0 ) , observed t h a t 1

women have s o c i a l l y a d j u s t e d t hemse l ves t o t h e v a l u e n , norms

and attitude3 o f t h e s o c i e t y t h r o u o h t h o p r o m o t i o n of groups ,

An E d u c a t i o n t h a t is t o h e l p t h e women t o c o n t r i b u t e t o

d e c i s i o n mskinq =dong w i t h their male c o u n t e r p a r t s i n t h e i r

f a m i l i e s , t h e i r cotrvnn p r o b l e m s h a v ~ b e ~ n s o l v e d t n a e t h e r

t h r o u ~ h t h e f o r m a t i n n n f g r o u p s and o r q a n i s a t i o n s t h a t are

Formed hy t h e wnmpn. The s l i m i n a t i o n of p o v e r t y have been

t h e arerltc5t c n n t r i b l ~ t i n n o f I~rornPn e d u c a t i o n t o t h ~ hrnmen who

i n t h ~ n n a r Future h - w ~ t o c n m p l ~ t e ths programma.

Osuman (1997) seas t o women e d u c a t i o n as e d u c a t i o n t h a t

is t o h e l p t h e ~ o r n p n i n s o l v i n s m o s t o f t h e i r economic p rob lems

w h e r e t h e wnmen are madr s e l F - r e l i m t and i n d m o e n d ~ o t of thp i r

husbands. T h i s educa t i on , a c c o r d i n q t o Ost~rnan, has h e l p a d

t h e wnmen t n acquire f u n c t i o n a l and v o c a t i o n a l skills i n

A n r i c ~ l l t u r e , snao arlrf porn ad^ makina, t r a d e and i n d ~ r s t r t ,

snwing and d r e s s m a k i n q s t c . wh ich has h e l p e d t h ~ m i n t h e

promotion and m n b i l i z a t i o n o f the women's ~ c o n o r n i c status.

A t t h i s level, the women hawe t o s e l l w ~ l l in t h e n a r k q t and

ptopprly c o i m t t h e i r monies. Tho women n u s t also be awara

that thev have t h e lcqacy for l o a n s and c r e d i t f a c i l i t i - R S and

a l s o t h e y have t o own l a n d e d p r o p e r t y *

5 .

P o l i t i c a l l y t o o , the uoments p o l i t i c a l s t a t u s has t o be

p r o m o t e d t h r o u g h woman e d u c a t i o n . The woman h a v e t o r e a d

and wri te a l l p o l i t i c a l l a b e l s , i d e o l o g i e s and p a p e r s t h a t

h a v e t n ca r ry p o l i t i c a l i n f o r m a t i o n a b o u t p o l i t i c s . The

women h a v e t o v o t e a n d have t h e r i g h t t o b e v o t e d f o r . The

worncn t h e n h a v e t h e o p p o r t u n i t y t o h a v e g a i n f u l employment

o p p o r t u n i t i e s a t a l l l e v e l s and can p e r f o r m w e l l . The

women a r e a n l e t o r e a o and understand issues t h a t c o n c e r n

t h e i r c i v i c human r i g h t s s o t h a t t h e y c a n f i g h t t o a v o i d a l l

s o r t s o f d e s c r i r n i n a t i o n and d e h u m i n i z e d a c t i v i t i e s t h a t a r e

imposed on them (Sharma, 1989).

I n summary, t h i s i n v e s t i g a t i o n t r i e s to e v a l u a t e t h e

o u t c o m e b e h a v i o u r s o f t h e r u r a l women o f Guma L o c a l Government

* Area a f t e r t h e y h a v e c o m p l e t e d t h e women e d u c a t i o n programme

i n thelr d e s i g n a t e d areas. I t i s a l s o e x p e c t e d t h a t t h e

women have t o b e s o c i a l l y , e c o n o m i c a l l y a n d p o l i t i c a l l y improved

i n t h g i r s t a t u s a s compared t o t h o s e who d o n o t e n r o l . T h i s

i s t o o i n l i n e w i t h t h e National Policies on Women Commission

woman e d u c a t i o n objectives and t h e d e s i g n e d programmas which

a r e s t a t e d t o p r o m o t e and i m p r o v e t h e s t a t u s o f women. The

o b j e c t i v e s o f t h e s t u d y f o c u s on f i n d i n g o u t wha t has become

o f t h e women i n s o c i a l , economic and p o l i t i c a l m a t t e r s

a f t e r u n d e r g o i n g women's e d u c a t i o n . J

STATERENT OF THE PROBLER

many p e o p l e have e x p r e s s e d t h e i r g r e a t c o n c e r n o v e r t h e

i s s u e o f l i t e r a c y i n t h i s c o u n t r y and t h e w o r l d i n g e n e r a l .

I t i s t h e r e f o r e viewed t h a t l i t e r a c y h a s clearly j u s t i f l a d

t h e c l a i m of w a m e n ' f o r t h e i r a c t i v e p a r t i c i p a t i o n i n democracy

fn this w o r l d . Also i n t h e s o c i a l , economic and p o l i t i c a l

j u s t i f i c a t i o n t o o , o n e would s t i l l wonder wha t has become

o f t h e s e women who h a v e embraced woman e d u c a t i o n i n t h e i r

v a r i o u s s o c i e t i e s (Omolewa 1 9 8 9 ) .

Women g e n e r a l l y a r e s a i d t o b e found i n many e d u c a t i o n a l

p r o b l e m s t h a t h i n d e r s t h e i r e d u c a t i o n . I t i s d i s c o v e r e d t h a t

e d u c a t i o n is r e g a r d e d a s a p r i o r i t y f o r t h e b o y s and n o t g i r l s

a s i t i s f o u n d t h a t more a t t e n t i o n i s p a i d t o t h ~ t r a i n i n g o u t

of t h e boys. Girls are o f t e n k e p t i o f s c h o o l t o h e l p w i t h

d o m e s t i c work and m a r k e t c h o r e s . Also where fo rma l e d u c a t i b n 0

ends e a r l y , g i r l s f i n d t h e i r way i n t o e s r l y marriages dr a r e

e m p l o y e d a s j u n i o r clerks, s a l e s a s s i s t a n t s e t c , which a r e t

m o s t o f the t h i n g s t h a t a r e found w i t h t h e e d u c a t i o n o f Gir ls

i n Guma Local Government Area a s compared t o o . the r p l a c e s

In t h e area o f social and c u l t u r a l a s p e c t s o f thn

women A d e n i j i ( 1 9 7 2 ) and Osuman ( 1 9 9 7 ) n o t e d thg t u n ~ d u c a t c d

n o t h e r s always f i n d i t d i f f i c u l t to fit w e l l into t h e i r

satieties. T h ~ y are n o t nware o f r o y o f t h e c u s t o e s , v a l u e s

and cul ture o f the ir m o p l a . h l s o the women s t i l l f i n d it

d i f f i c u l t to a x p r o s s t h e i r o p i n i o n s frealy juct b - r w r - o f

t h e i l l i t e r a o y s m n 9 t ,h+ eomrn. An unnducat-d warn-- $9 nat

c u l t u r e d f o r she is nn t g ~ n t l e , pol it^ and resFected,

E c o n o r n l c n l l y tqo , m o s t r u r a l wompn alho q r p not ? i+pr9t ,e

- are n o t economically i n d ~ p e n d a n t and selF-relient. h a ? e

women who are found s h r i m i n a i n t h e p o o l o f i l l i t e r ~ e y ,?re

f o u n d to h a v e d i f f i c u l t i e s in t h p i r e c o n n m i c a c t i u i + : rr,

They cannot go t o t h e n i a r k e t q t o sell, c o u n t o r r ~ c o ~ d t h c i r

r n o n i ~ r . E c o n o ~ i c a l l y , t h e women a r e n o t v e y t ~ d ~ i t h e c o n n m i c

skills such as dress m a k i n g , s e w i n g , h ~ i r anc! p n m a d ~ rnak inq

e t c just bccause o T t h ~ lack o r ducati ion t h ~ t d o e 3 0 0 t

w a r r a n t t h ~ m f o r t h ~ y t h s t i q t h e u q e d u c c ? t ~ d must be t a u c h t

in a f a r n 2 l way. In t h e a r p q o f t r z d e t o o , th. vomrn a r e .in

not f r ~ e l ~ L b u s i n n r s , l n a n q and c r e d i t f a c i l i t i e s h a v e

n o c a u s r t o own lanrl-d p r o p e r k y . In t h o s p h e r e o f ?rric?llti:re

t oo , t h e u n ~ d u c a t p d women are n o t a u 3 r s o f t h e m o d p r n m e t h o d s

o f f a r m i n q and thp u s e o f A q r i c u l t u r a l facilities a n d

t h i c c r c a t e a s i t u a t i o n w h e r e ~ ~ ~ m ~ e c o n n m i c erno loymeqt

o g p o r t u n i t i e s are d e n i ~ d t h ~ r n .

P o l i t i c a l l y , Osurnan (la"), o b s e r v e d t h a t women h a v e

nn f r ~ n c h i s e aq t h ~ y ars r e q q r d p d 23 h 3 v i n q n o r i ~ h t s

p o l i t i c a l l v . Zuch wnmen hatre n o r i o ~ t t o v n t e a n d h ? \ ( p n n

political r i o h t to c o n t e s t any oolitical s ~ s t . The wommn's

a b i l i t y to r e - d ~ n d u n d e r s t m d political i d p o l o g i p s and

p r i n c i p l e s a r e a l w a y s f o u n d d e f i c i m t with the r ~ n e d u c ? t 9 d

wonen. The woman b r v n r ~ t h ~ j r P n g a q P m P n t i n t o s c h n o l s w ~ r e

made t o bc m o t h e r - whnse r i ~ h t s were o n l y to t a k e c ~ r e o f

the hcme, b e a r i n g and t h e c n r e o f t 5 e c h i l d r o n and w i t h no

p o l i t i c a l skills. In t h e a r e a s o f m a t e r i a l s f o r s k i l l s

a c q u i s i t i o n too , the wemen hnd l i t t l ~ nr none o f t h r m a t e r i a l s

t h q t could e n a b l r t hem to l e a r n a n d a c q u i r e t h e v o c ~ t i n n a l

skills.

I n view o f t h e a b o v e t h e r e f o r e , o q n w o u l d woqdmr w h a t

h ~ s t o become o f t h e s e wommn who r n r o l e d i n women er!ucation

p roSramme in t h e i m ~ r a v e m e n t o f t h e i r snc in -~cono rn tc r - d

p n l i t i c a l a c t i v i t i e s , t h u s the ornbl-em f o r t h e s t ~ l d v .

PURPOSE O r THE STUDY

Ths g e n e r a l puroosp o f the study i s t o e v a l u a t e thm

socin-economic and p o l i t i c a l h a n ~ f i t s of womsnts education

on t h e r u r a l women o f Guma Local Government Area.

1 .

2.

3 .

4

5.

t h e

Specifically, the purposes o f this s t u d v are as follows:-

To f i n d o u t t h n c h a r a c t e r i s t i c s o f t h e r u r a l women

o f Guma Lncal Govarnrnsnt Area.

To examine w a y s t h e women's e d u c a t i o n propramme i n

Guma contributes to t h e Idnrnrn's SCIC i.21 3 7 d c u l t ~ ~ r ~ 1 l i f ~ .

To f i n d o u t hob! wamcn's r d v c a t i o n s f f e r t q t h e r l j r a l

women's ec9nnrni.r s t . l t u " .

To zscert3in ths l e v e l a' p o l i t i c 3 1 a c t i v i t i e s of t h c

r u r a l women o f Gcma L o c z l G o v e r n r n ~ n t Area .

To i d ~ n t i f y t h e f u n c t i o n a l q k i l l s t h a t are a c q u i r e d

i n t h ? wonen ~ d u c a t l o n c e n t r e s o f Gumq b y t h e rur?l

women o f t h e aroq .

RESEARCH OUES T!ONS

T h r o u p h t h e f n F o r m a t i o n t h a t h a s b ~ e n a a t h e r a d f r o m

l i t e r a t u r e review, t h e r : o l l o w i n q research o i i e s t i o n s

a r e d r a m :

Whitt are t h e c h a r a c t e r i s t i c s o f t h e rlJraL wonpn

o f Guna L o c a l G o v ~ r n r n e n t Area?

In w h a t ways has women e d u c a t i o n programme c o n t r i b u t e d

t o t h e wompn's s o c i a l and c u l t u r a l life in GUF? L o c a l

G o v e r n p e n t 4roa?

How h ? s thp wornpn e d \ ~ c a t i o n proqramma a F f c c t e d

t h e e c o n o ~ i c status o f the rural women of Guma Loc33

Gor~ernmant Area?

To w h a t level h a s woman education programme a f f ~ c t e d

t h e p o l i t i c a l a c t i v i t i e ? o f t h a r u r a l w o m n o f G u m a

L o c a l Governmen t firaa?

I d h ~ ~ t f u ~ c t i o n s l skill^ t h z t a r e a c o u i r e d b y t h e r u r s l

women o f Gum? L o c a l Governmen t Area?

HYPOTYESII ;

R a s ~ d on t 5 c above q t a t e d p u r o o q e s and t h e r e s e i r c h

a u ~ s t i o n s f o r this s t u d v , t h i s h y p o t h e s i s i s t e s t e d :

Thpre Is no s i o n i F i e e o t relationship between ? o p and

t h e w o T r n l s p e r c e ~ t i - o n o f s o t l o - e c o n n m i t a n d politicql b e n ~ f i t s

o f t h e wovPn9s e c t u c 3 t ~ o n proarammr.

S C P p 5 O r THC ST'JDY

The s t u d y i s b a s i c a l l y c o n c e r n e d w i t h t h e r u r a l

wo-ncn o f G u m 2 L n c a l G n r r ~ r n r n e n t Area who a r e r ~ ~ i s t e r ~ d i n

t h ~ 5 I,'om.lcn E d u c a t i o n C e n t r ~ q o f I s h a m i o r ljteracy c e n t r e

g b a j i n h a literacy c e n t r e , Dquda Wnnpn U n i t , Agas5a h'omen

L i t e r s c y ~ n d U d ~ j I l n i ~ n C ~ n t r ~ . 41~40, t h i s s t u d y a?+=o

proqramrne h a v e on t ? ~ r u r a l women o f G u m ? L o c q l G o v e r n m e n t

f i rra i n terms o f t h c i r soe io-economi .c a n d p o l i t i c a l a c t i v i t i e s

SIGBIITICAUCE OF THC S T U D Y

The s i g n i f i c a n c e o f this s tud ; / i s f a r wornpn q ~ n e r n l l y

and t h e s n p c i f i c r u r a l women o f Gum.? L o c a l Government Area

i n t h ~ f o l l o w i n u ways:

T h e r t u d y shou ld b e spen a s p a r t o f I ~ o k i n u at t'-P

r a l p blompn e d u c a t i o n p l a y s on t h e s o c i o - c u l t u r a l qc t i v i t i e s

o f thp rura l women o f G u m a L o c a l G n v ~ r n r e n t Area.

Th? f i n d i n o o f t h e s t u d y c a n h e l p t h ~ V a t t o n n l Commission

, i n s c o n o ~ i c a c t i v i t i e ~ o f the r u r z l u n w n o r Cuma Cncal

CHAPTER Te-

LITERATURE REVIEW

I n t m d u c t ion - The literature review of the problem u n d e r study

was reviewed under the f o l l o w i n g s :

Wmen education

Rural women and s o c i a l ~eve lopmnt

Rural women and e c o n o m i c Development

Rural women and p o l i t i c a l Development

Summary.

WOMEN EDUCATION I U C

A d e n i j i (1972) saw wmmn e d u c a t i o n a s t h e e d u c a t i o n that is

d e s i g n e d for the need of the women in the f u l f i l m e n t of their

individual life role, the p r e p a r a t i o n of the N i g e r i a n women

for the t a s k of Nation Building, National r e c o n s t r u c t i o n ,

social and economic development. Women's education is aimed

at e d u c a t i n g the women which then signifies e d u c a t i n g t h e

entire f a m i l y and t h e Nation rather than the man who is an

i n d i v i d u a l . The r w s U n i v e r s a l Declaration s a i d

t

a

1 4 .

how t o m ~ k e qcod mothers, w i v e s , s o c i a l mobilizers e t c

and also Fn education wh ich t h e women h a v ~ a p r o f e s s i o n o r

t r a d e t h r n u q h ~ f h i c h t h ~ y c m own some mnney, a c q u i r ~

sornp b z s i c f u n c t i o n a l skills, work a s p a r t - t i m e o r f r ~ l l - t i m r

a s f a m i l y , s e l f p ~ p l o y ~ d and w n r k i n q in p a t e n e r s h i p w i t h

t h p i r huqhands.

K e r c P r (1973), i n h i s ~ i p w t o o S P P J women e d u r a t i o n

a s t h a t e d u c s t i o n t h - t t l ~ a d s t h o vprnPn t n h a v ~ a c c e q ~ t o

t h e i r ht~rn~n r i r r h t s , knowledne and c u l t u r e . 4n e d u c a t i o n t h a t

has t o l e a d t h e wnwn t o havp c h a n g ~ s i n t h e i r n ~ k 2 t t i t u d e s

which t h e f n u r t h Cnmmon w e a l t h educa t i n n c n n f ~ r ~ n c e i n P ' i n ~ r i a

in 1068 emphasqqed on t h e education o f w o m R n f n r e c n n o ~ i c

a n d s o c i a l d e v ~ l o p ~ c n t . A curriculum which is d ~ s i a n o d

on women I n a n o t h e r s t a n s t o l e a d wornon t o o b t a i n t h e g e n e r a l

c o r t l f i c a t ~ in ducati ion f o r c u l t u r a l purposes and n e r s o n a l

enslchment wh7.ch wbmn a c a u i r n d r a k e t h ~ m to makn b n t t a r

and wiser use nf t h e i r resources a t t h e i r d i s n o s a l i n t h r

homr. An ~ d l ! c a t i o n mbirlr 'r i- ro??trd tn ;i d i r e c t and

p r n c t i c 2 l m r n p p r to t h e clay o f l i f e o f w n v m and their f ? r + l i e s

~ h i c h i s t h ~ t a c k o f hnmc ecnnnrn is t and e x t e n s i o n workars

a t t a c h e d t o thpm.

In another d ~ v e l o n m e n t t o o Mercer (19731, n o t ~ d t h e t

~ ~ l o m @ n f l d u c t 3 t i a n c 3 m e i n t o e f f e c t in Ghana l p d U g a n d a

w i t h thp d ~ v e l o o r n p n t o f s c u r r l c u ~ u m to c o v e r a w a r i e t y o f

i n t ~ r l o c k i ~ q c o u r s e s s o t h 3 t e a c h cnrnm.micly d a v a l o p m a n t

officer o f F e r s h ~ r club a variety nf c o u r s e s i n t h p

o r a a n l s ? t i o n o f w o y m c o u r s e s , enter t a l n i n o visitors, th-

g a r d m 2nd srn-11 f2rq a n i r n s l s , b e t t o r f a m i l y f f . v l n ~ , t 4 m

h e a l t h f a m j - l y and f e r d i n g t h c ? a m i l y , c o - k i n g and e i e t r y ,

f undarnentals o f c h i l d c a r e , o r a c t i c n l h y o i ~ n ~ P ~ C w h i ~ h

d e f i n i t e l y have t o improve t h ~ w c m r n ' s s t a t u s f o r a b e t t e r

tomorrow ~ l l h i c h the urnmen have thnurrh t on v o l u n t a r y e f

and c a n t r n l t h rounh t h e i r women community f l s v n l o o m o n t o f f i c e r s ,

In s u ~ p o r t i n q the c l a i m f o r women e d u c a t i o n i n b! i g e r i a ,

I J e r e ( 1 9 9 1 ) s L l p o n r t ~ d vnmon ~ d u c a t i o v a s e d u c a t i o n w h i c h

i?. t o serve e s t h e measure tn enhance tho p a r t i c i p 7 t i o n

the " i a e r i a n w n m R n i n social and economic life which is

i n f ] u m n c e d b y t h e I2ws and c u ~ t o m s c f t h e p e o p l r , t h e n s t u r c

sne t h e i rnnac t o f ma+ern e d u c a t i n ~ aud t h e limitations t h a t

a r e olacad b y l e p a l a n d c c o n o i i c f 3 c t o r s . The education t h s t

is a imec t ?.t p r o m o t i n s t h e S O C . : ~ ~ and cultural s t a k l ~ s o f the

16.

o f t h ~ P , ! i ~ e r i m women w h i c h m 2 k ~ t h c e d u c a t e d women t o f i t

well i n t o t h e s o c i e t y b y meking c o n t r i b u t i o n s t h z t are

v i a b l ~ , t a k s p a r t Freely i n d ~ b a t e s , c o n f e r e n c e s and other

s o c i ? l o ? t h e r i n o s . An e r l ~ u c a t i o n t h ? t e n e b l e r : t h e wcmcn

t o zpDrecF,qta t h e c u l t u r e of their p ~ o u l s , to d i f f e r ~ q c i a t e

b e t w e ~ n h ~ r c u l t u r e and t h ? F o r e i g n onp and thus is able to

sift t h e q c o d Prop t h e had.

I n a d c ' i t l o n P , d ~ n i ji ( 1 a?'?), h i ~ h ? . i a h t ~ d t h a t w n w p n

eciucat. ion im p t j . o s r i a i s t h a t t y p ~ o f e d u c r t i a n which is

s o e c i f i c a l l y d e s i o n p d f o r Chn D u r E o C p of t r a i n i n a t h o ~ o ~ p n

to p r 3 1 1 7 t ~ t h e x r s o c i a l s t a t l ~ s , e l ~ l t u r a l v a l i . i e s , econom i r:

d e + . f ~ l o p r n e ~ t , t h e reali7qtion o f t b e i m p o r t a n c e o f t h ~ care

o f t + e c h i l d r e n a n d o o l i t i c a l 3 w a r e n e s s . Also an e d u ~ c a t i c n

w h i c h i s d c ~ l o n ~ r l t o f i c h t f o r t.hn r i c h t of w o m m ?rid ~ l r i r !

f o r t h v m t h e r i q h t t n > r o t e and make tbpn t,n he aware o f

t h e i r p o l i t i c a l s i t u q t i o n s i n their p l a c e ? . An education

d a a i g n ~ d t o p r o m o t e n F t i c n q l u n i t v t h r o u q h thp n!at ion.al C o u n c f l

'or !.'nrrn ::nd nn ~ P t u c r l t i n n a i n c d a t " a t i o n a l r c l r o ~ s t r c c t i o n

t h e d r v p l n q 7 o n t o f -145-i1.s 2nd t h ~ r l n h t s k i n d nT a t t L t u d o 9

t o a c h i s r r r , t h ~ S ~ X ~ ? L I T w e l f a r e o f w r h o ? i - t v a s up11 r S

t h ~ a c h i - v ~ m ~ n t o f a s e n s e o r c i v i c -espcnsihili$y which ic

t,h- ot!raofa nf our woinpn adt_rcsLion.

h a s p l q y e d a l a r o ~ r p a r t i n c h a n q i n o t h ~ a t t i t u d e s o f

t + ~ wnrnpn c o n c ~ r n i n q c e n d c r r o l ~ s .

K r y q t v n a ( l g ~ n ) , i n h ~ r o p i n i o n t o o f e e l s t h a t t h e

has c o n t r i b u t ~ d t o t h e i r h i o h a r e a r n i n q s and has i m p r o v e d

t h e i r l i v i n g c o n d i t i n n s v h i c h renavPs them f r o m p o v e r t y ,

m 2 r a h n a l i z a t l n n and i n f e r i o r i t v c q m p l e x . fhn p s r s n n a l

w ~ l - h e i n n o f t h e women i s t o be enhanced t h r o u ~ h orcater

c o n f i d e n c ~ in them, self-reliance, r o s p ~ c t and h a v e awareness

o f t h e i r v a l u e s a s women a n d o f t h e i r c r e a t i r t e n h i l i t i o s .

I n h e r o t h e r c o n t r i b u t i o n s t o o , K r v s t y n a (7997) voronn

e d u c a t i o n

i s t o e o n t r i h u t p i r n r n m n s ~ l * ~ i n t h e a r e a o f q r o u p p a r t i c i p a t i o n amona

l evr3 looment proqramrno l l s o a r o u p work h a s !uerv d a y l i r a 5. r a a r - I - - I - - I L r L - -

and @TO b e a r i n g

i c i n a t i n L - -

women a s o r g a n i s a t i o n i n cornml.mity c s j a c t s . F 3 on t h p i r e ,t o irl q ro t l o a c c l u l ~ l e s w l z n L y e n t n e r w n r e n . The l j 4 . e r a t e women h a v e also ?hared thelr con+rnon views a n d e x p e r l c n c e s t a p e t h e r and d ~ s c u s s e d t h e i r p r o b ! ~ v q i n cavrnon a n d s p ~ n d t h ~ i r o l a p c a n t +,irnes tcaot+?r ( p 235)

a V a t i o n a l C o m i i s s i o n f o r Uumen o f N i q e r i a and l a u n c 9 ~ d i n

above 7Cf o f t h e ~ n p u l i t t i o n t jh ich the r u r a l women h a v e

Formed t n b e t h o e n n i n r l ~ l r s n f ogr r u r a l orowth avl?

d n v e l o p ~ e n t a n d said t h a t e c o n o m i c ~ r n ~ ~ w e r n e n t o f t h e r u r a l c l n t e n t

w o w ~ n is t h e npq t % wsapnn f o r the ~ t t m t n a t t o n n f r u r a l 1.

- - T ~ , ! ~ s P s ' 1 ~ ~ 9 as . ' . - n + , . ? ~ m + . l y bearis, d e c i s i o n r n q k ~ r s and

wnrnsn e d u c a t i n n is L n s u p p o r t such s o c i a l s r r v i c r s wh ich

P m h r a c n s a 1 1 ? s a P c t o f her lifr.

.- . Oountoyn ( 1 9 8 9 ) a n d O ~ h a p a (19921, t o n s c c

t h q t cro~l -n e d u c a t i o n is to h e l p t hc ! women to f i g h t t h e issue

o f m n l e d o r n i m n c ~ q v n d r o m ~ which is t o make t h e m c , s l l f o r

t h e L e o i s l a t i n n t h a t ~ n s h r i n e the e a u a l i t y o f t 5 e womeq,

and t h e R c13c:cat ion t h n t e n . i n i n s t h ~ W O ~ P ~ to r e j e c t t h e

a t t e a p t to rne2sure t h e i r s r ? l P w o r t h b y t b s number o f

c h i l d r ~ n t h c v b o r q . The women t o o c o n t r i b u k e wel l t n t h e

c a r e o f t h ~ i r f a ~ i l i e s , f o o d 2nd n u t , r i t i o n , c a r e nf t h e