– Assessment of Functional Literacy Programmes for Women Empowerment in Cross River State, Nigeria –
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ABSTRACT
The study was carried out to assess the functionality of literacy programmes for women empowerment in Cross River State, Nigeria. In carrying out the study, three research questions and three null hypotheses were developed to guide the study. The study adopted survey research design.
The Population of the study comprises of 19,256 women that enrolled in functional literacy programmes in Cross River State. The sample of the study was 750 women.
The instrument for data collection was a 32- item structured questionnaire titled: Assessment of Functional Literacy Programmes for Women Empowerment in Cross River State Questionnaire (AFLPWECRSQ).
The instrument for the study was face validated by three experts. The internal consistency of the instrument was established using Cronbach Alpha reliability method which yielded coefficients of 0.65 for vocational skills, 0.59 for basic health practices and for ICT skills for empowering women.
The data for the study were collected with the help of 9 research assistants. The 721 copies of the questionnaire administered to the respondents, were completely filled and retrieved representing 100 % rate of return.
The data collected were analysed using mean and standard deviation for answering the research questions while t-test statistics was used to test the null hypotheses at 0.05 level of significance.
TABLE OF CONTENTS
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
Abstract x
CHAPTER ONE: INTRODUCTION
Background to the study 1
Statement of the problem 13
Purpose of study 15
Significance of study 16
Research questions 18
Hypotheses 18
Scope of study 19
CHAPTER TWO: LITERATURE REVIEW
Conceptual framework 20
Assessment 20
Functional literacy 42
Empowerment 59
Theoretical framework 73
Critical social theory 73
Situated learning theory 75
Functional context theory 78
Review of Related Empirical Studies 80
Summary of Literature Review 88
CHAPTER THREE: RESEARCH METHOD
Design of study 92
Area of study 92
Population of study 93
Sample and sampling technique 94
Instrument for data collection 94
Validation of the instrument 95
Reliability of the instrument 95
Process for data collection 96
Method of data analysis 96
CHAPTER FOUR: RESULTS
Summary of results 98
CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS & SUMMARY
Discussion of findings 111
Implications of study 115
Limitation for the study 116
Suggestions for further studies 117
Recommendations 118
Conclusion 120
REFERENCES 122
Appendix A: Data collection instrument 132
Appendix B: Population of the study 136
Appendix C: Sample for the study 137
Appendix D: Results of reliability test 138
Appendix E: Result of data analysis 140
INTRODUCTION
All over the world, increasing attention is being paid to women empowerment and the need to reduce gender disparity to ensure more balanced gender participation in public and private life (Olaleye and Adeyemo, 2012).
This is in view of the established socio-economic and political restrictive practices and constraints that have not allowed women to take advantage of their numbers and positions to significantly influence their environment and personal well-being; (Aderinoye, 2002).
Such barriers include unemployment, lack of employable skills, low level of educational attainment, poverty and ingrained attitudes of exclusion that marginalize their role in the decision making process in their local communities.
Indeed, Hodges (2001) believed that sexism is still the most serious barrier to women advancement in economic, political and educational endeavours.
This means that gender discrimination is still an impediment to women empowerment.
To address the persistent problem of poverty and social exclusion among marginalised groups, there is a fundamental need for public authorities, together with other stakeholders to intervene to guarantee learning opportunities to enable those at risk to achieve competencies (EU PLA Journal Summary Report 2008 on adult Literacy).
REFERENCES
Adepoju, T. & Kolawole, O. O (2010). Digital divide or digital dividend? A developing world Perspective. Paper presented at the National Open University of Nigeria.
Aderinoye , R.A (2002). Literacy education in Nigeria. Ibadan: University of Ibadan Publishing House.
Aderinoye, R. A. (2004). Innovation in mass literacy promotion in Nigeria: The intervention of the Cuban Radio Literacy Model. 2005 ICDE International Conference. New Delhi: 19-23.
Agbalajobi, E.D (2010).Women’s participation and the political process in Nigeria: problems and prospects, Nigeria: African Journal of Political Science and International Relations 4(2), 75-82.
Aina, I. O (2005). Women, culture and society in Amadu, Sesay and Adetanwa Odebiyi (eds). Nigerian women in society and development. Ibadan: Dokun Publishing House.
Akomolafe, C. O and Adegun, O. A. (2014). Promoting ICT Opportunities for Women Empowerment in Nigeria: Issues and Strategies. Unpublished Research article, Ekiti State University, Ado-Ekiti.
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