INFLUENCE OF MOTIVATION ON THE EFFECTIVE PARTICIPATION OF RURAL WOMEN IN ADULT BASIC EDUCATION PROGRAMME
Education is the process of becoming critically aware of one’s reality in a manner that leads to effective action upon it. The plight of women, in terms of education is further compounded by the negative attitude of parents toward female education. Some parents are usually reluctant to send their girl child for formal education especially to higher levels like their male counterpart. The writer examined influence of motivation on the effective participation of rural women in adult basic education. The purpose of the study was to examine the concept of basic education in Nigeria, assess women education, find out the rate of enrolment between male and female students and highlight the problems facing institutions considering enrolment of female adult learners in Nigeria.
- Background of the study
Education is the process of becoming critically aware of one’s reality in a manner that leads to effective action upon it. An educated man or woman understands his or her world well enough to deal with it effectively. Such men or women if they existed in sufficient numbers would not leave the absurdities of the present world unchanged. In the opinion of Edukugho (2002) cited in Imogie (2002), the prosperity of a country depends not on the abundance of its revenue, nor the strength of its fortifications, but on the number of its cultivated citizens, men and women of education, enlightenment and character. The Federal Government of Nigeria has adopted education as an instrument per excellence for effecting national development (NPE, 1998). The implication is that government realizes the importance of education as a veritable tool for national development. Thus, the policy guidance of the NPE asserts that: Education will continue to be highly rated in the national development plans, because education is the most important instrument of change, as any fundamental change in the intellectual social outlook of any society has to be preceded by an educational revolution (NPE, 1998:8). Specifically, the national policy on women section 6.1.3 submits that:For (the) Nigerian women to enjoy the full benefits of contemporary living, they require basic education to contribute meaningfully to the development of the country. Government shall in this regard increase girls and women’s participation in education irrespective of their location and circumstances (p.17). It can be said therefore that the main focus of government education agenda is to bring about optimal development of its human resources, which, put in another word, is a viable source of human capital. This investment however will not be complete without women education. According to James Aggrey cited by NCCE (1998), if you educate a man, you educate an individual, but if you educate a woman, you educate a family, that is, a nation. Women from time immemorial have been saddled with many family responsibilities and are traditionally assigned many roles including custody of children, maintenance of the home, feeding of the family, and preservation of family health. Consequent upon those traditional role expectations, they become a significant factor in socioeconomic and political development of a country. Apart from roles earlier enumerated for the typical woman, the modern day woman, who is expected to be a wife, then a mother is, like her traditional counterpart, expected to play the role of a dutiful home keeper. In playing this role, she is expected to be capable of handling challenges of modern world of automation and computer. Another challenge before her is that imposed on her as the first and the last teacher of the child before and after school. This is especially pertinent because, she is expected to prepare the child to be able to cope with the challenges of the contemporary world. The simple implication of this reality is that the typical contemporary woman is not likely to play these roles efficiently unless she is fortified with adequate and functional education.adult literacy programmes aim at providing knowledge and skills to adults and out of school youth to improve their quality of life and contribute effectively to national development. The programmes cover two main areas namely: the basic literacy and the post literacy programmes. On the other hand continuing education programmes build on previously acquired knowledge and skills for purposes of certification, self-improvement and more effective participation in community and national development. These programmes provide opportunities for youth and adults to integrate into the formal education and to improve their knowledge and technical skills. The programmes aim at building capacity by giving knowledge, skills, attitudes and values which enable people to engage in gainful employment and improve on the quality of life.