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A CASE STUDY of an NGO's EDUCATIONAL PROGRAMS for WOMEN ENTREPRENEURS in WEST AFRICA a Dissertatio

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A CASE STUDY of an NGO's EDUCATIONAL PROGRAMS for WOMEN ENTREPRENEURS in WEST AFRICA a Dissertatio “MY WORK IS MY FUTURE”: A CASE STUDY OF AN NGO’S EDUCATIONAL PROGRAMS FOR WOMEN ENTREPRENEURS IN WEST AFRICA A Dissertation by JILL LOUISE ZARESTKY Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Dominique Chlup Committee Members, Mary Alfred Jia Wang Cynthia Werner Head of Department, Fredrick Nafukho August 2014 Major Subject: Educational Human Resource Development Copyright 2014 Jill Louise Zarestky ABSTRACT This study investigated the educational programs of an international non- governmental organization (NGO) operating in a developing region. The purpose of this study was to examine the exchange between an international NGO and the women entrepreneurs enrolled in that NGO’s educational programs. Specifically, I explored the ways the NGO and program participants influenced one another. The study’s conceptual framework drew from Vella’s principles of effective adult learning and global feminist theory. Using a qualitative case study approach, the single-case design focused on an international NGO operating in a West African country. In its tenth year of operations, this fair-trade organization provided training and educational programs for an extensive network of women entrepreneurs and facilitated the export of their products abroad. Data consisted of documents, observations, and interviews. Documents included extensive training and course materials, NGO publications and reports, and internal planning memos. Observational data were collected from training events, NGO staff and strategic meetings, and daily interactions with employees, volunteers, and the local women entrepreneurs. Fifteen women participated in this study, including two full-time permanent NGO employees, two short-term student volunteers, and 11 local entrepreneurs. All participants had engaged with the NGO’s educational programs in one of three possible roles: learner, instructor, or program manager. Findings were developed using a thematic analysis of the qualitative data set. ii Although the present case centers on an NGO that would generally be regarded as successful, findings indicated opportunities for increased efficacy and collaboration. Five major themes emerged from the analysis, including gendered work, ongoing cultural and communication barriers, a precarious balance between the goals of economic justice (e.g., living wages and reasonable work hours) and social justice (e.g., empowerment and education), limited educational program resources as a barrier to success, and pride. Findings from this study highlighted challenges and opportunities for NGOs working in developing regions. The ways in which this NGO’s educational programs addressed aspects of the UN’s MDGs and UNESCO’s agenda of international adult education have implications for both theory and practice. The present study can inform the educational agendas of others in similar circumstances or with similar social justice mandates. iii DEDICATION During an interview, entrepreneur Ruth stated, “my work is my future.” And so the NGO in this study contributes to the brightness of that future, persevering to ensure continued economic and educational opportunities in collaboration with the women entrepreneurs of West Africa. This work is dedicated to all the talented, hard-working and committed women I met there and without whom my research would not have been possible. iv ACKNOWLEDGEMENTS I would first like to thank my committee chair, Dr. Dominique Chlup, and my committee members, Dr. Mary Alfred, Dr. Jia Wang, and Dr. Cynthia Werner, for their guidance and support throughout the course of this research. I am grateful for the openness and generosity I experienced during all aspects of my work with Worldwide Women. The staff, volunteers, and local entrepreneurs I met are an inspirational group of women. I am particularly indebted to Margaret for her cultural mentoring and sincere friendship. Thanks also go to the Women’s and Gender Studies Program for their support in the form of the Graduate Dissertation Fellowship. I have the POWER writing group to credit for much of my productivity and persistence, particularly Dr. Patricia Goodson, Director, and my faithful writing companions Dr. Chyllis Scott, Dr. Mary Odum Dixon, and soon-to-be-Dr. Cathy Cherrstrom. I could not have done so much so quickly without them. Similarly, I am grateful for the encouragement of my faculty writing group, including Drs. Virginia Fajt, Georgianne Moore, and Irene Moyna. I particularly wish to thank our former member Prue Merton who originally helped me understand that I am, at heart, an adult educator. I feel I finally found my niche in the academy because she helped me discover where to look. Last, I want to thank my wonderful husband Dr. Wolfgang Bangerth, who has always viewed my success in earning a PhD as inevitable. His unwavering belief in me and unconditional encouragement for my work have been visible in countless ways, v from emptying the dishwasher to reading rough drafts to spending precious international flight upgrade points. His patience, pep talks, and ruthless pragmatism have been crucial to this process. vi NOMENCLATURE CBP Capacity Building Program CONFINTEA International Conferences on Adult Education ECOWAS Economic Community of West African States IMF International Monetary Fund FTF Fair Trade Federation MDG Millennium Development Goals NGO Non-governmental organization UN United Nations UNESCO United Nations Educational, Scientific, and Cultural Organization WFTO World Fair Trade Organization WW Worldwide Women vii TABLE OF CONTENTS Page ABSTRACT ....................................................................................................................... ii DEDICATION .................................................................................................................. iv ACKNOWLEDGEMENTS ............................................................................................... v NOMENCLATURE ......................................................................................................... vii TABLE OF CONTENTS ............................................................................................... viii LIST OF FIGURES .......................................................................................................... xii LIST OF TABLES ......................................................................................................... xiii CHAPTER I INTRODUCTION ........................................................................................ 1 Background .................................................................................................................... 4 Gender Inequality in Education ...................................................................... 4 Empowerment of Women Through Adult Education .................................... 5 Fair Trade Crafts ............................................................................................ 6 The West African Context .............................................................................. 9 Statement of the Problem ............................................................................................. 11 Conceptual Framework ................................................................................................ 12 Purpose of the Study .................................................................................................... 13 Research Questions ...................................................................................................... 13 Significance of the Study ............................................................................................. 14 Definitions of Key Terms and Concepts ...................................................................... 16 Summary ...................................................................................................................... 20 CHAPTER II LITERATURE REVIEW .......................................................................... 21 Conceptual Framework ................................................................................................ 21 Vella’s 12 Principles for Effective Adult Learning ...................................... 21 Global Feminism .......................................................................................... 24 NGO Educational Programs ........................................................................................ 27 Diversity ....................................................................................................... 33 Globalization ................................................................................................ 34 viii Neoliberalism ............................................................................................... 38 Challenges and Opportunities for NGOs ...................................................... 41 Future Work ................................................................................................. 45 Summary ...................................................................................................................... 46 CHAPTER III METHODOLOGY ................................................................................... 48 Qualitative Research .................................................................................................... 48 Case Study ...................................................................................................
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