Open Journal of Women's Studies Volume 2, Issue 1, 2020, PP 26-31

Bridging the Gap between Rural Women and Urban Women in Ghana

Patricia Ghann* Computer Science Department, Koforidua Technical University, Ghana *Corresponding Author:Patricia Ghann, Computer Science Department, Koforidua Technical University, Ghana

ABSTRACT According to a poem by the renowned Charlotte Bronte “I am no bird and no net ensnares me, I am a free human being with an independent will.” (2016): The poem speaks against the early days where women were exploited through various possible means by the society: suffered a lot of criticism, lacked freedom and stood nowhere next to men. According to a scholar Dr. James Emman Kwegyir Aggrey, “if you educate a man you educate an individual but if you educate a woman you educate a nation”. This quote stresses the significance and need to educate woman in the society for sustainable development. Paper identifies the gap between women in the rural and urban areas of Ghana despite demand and declaration for gender equality among men and women by international organizations. The paper tries to bridge gap by taking education and ICT training to the door steps of women. Keywords: Education, Women Empowerment, Development, Gender Equality, Human rights, Sustainable Development

RELATED WORK Appiah, Sekidde, Adjuik, Akazili, Almeida, Nyonator, et al., 2014). In Ghana, PHCs and In Ghana, a settlement of at least 5,000 of the Community Health Improvement Service (CHIPS) population is considered an urban area, while a located at the lowest level of the health care community with a population of less than 5,000 system are fashioned to meet the basic needs of is classified as a rural area. There exist some the population specifically in rural areas. appreciable differences between women in the Therefore, improving the quality of services at rural and the urban areas in terms of education, the foundation is paramount to achieving PHC job opportunities, infrastructure, health-care and objectives in Ghana. Sadly, ineffectiveness at marriage (Boakye-Yiadom, 2004). this level which can be measured through In Ghana, health care is largely provided by the patients‟ satisfaction of health care received government and most times administered by the have not been sufficiently researched, despite Ministry of Health and Ghana Health Services. that these should serve as the entry point of The healthcare system is divided into 5 levels of treatment in the health care system. providers, which include the health posts, which Although rural areas can provide family-oriented are foremost level, the primary care for rural areas, settings, lower crime rates, fresh air, and an health centers and clinics, district hospitals, enhanced quality of life, many teachers refuse regional hospitals and tertiary hospitals. Primary rural postings due to concerns about the quality of health care (PHC) is regarded as a vital tool in housing, classroom facilities, healthcare, school achieving universal health coverage (UHC). From resources, and opportunities for professional the Alma Ata declaration in 1978, many countries development (Mulkeen, 2005; Armah, 2013; have adopted the method of improving PHC to Hedges, 2000) and language barriers (Coultas& increase effective health service delivery Lewin, 2002). (Diesfeld, 1996). In developing regions such as sub-Sahara Africa (SSA), primary health care Ghana‟s efforts at raising the living standards of helps to fill the inequity and inequality in health Ghanaians and ensuring economic growth have, care services among the vulnerable and most-at- however, left a legacy of extreme disparities in risk populations. Evidence reveals that lack of development in terms of the demographic and efficiency across health facilities is common in settlement patterns, distribution of social developing countries such as Ghana (Jehu- infrastructure and levels of economic activity.

Open Journal of Women's Studies V2 ● I1 ● 2020 26 Bridging the Gap between Rural Women and Urban Women in Ghana

This has resulted in substantial differences access to these resources, by means of between urban and rural settings with regard to international cooperation. the distribution and quality of educational The declaration is based on the popular proverb facilities and manpower, just as levels of by one African scholar Dr. James Emman utilization of resources and access to tertiary Kwegyir Aggrey, “if you educate a man you education also differ slightly between urban and educate an individual but if you educate a woman rural schools (Siaw, 2009). you educate a nation”. This proverb stresses the Increased rural–urban migration has also significance and the need to educate the woman in brought millions of people living in rural areas to the society for sustainable development. It also the urban centers. Variations in teacher–student fits into the „Women in Development‟ (WID) ratios, human resource capacity, provision of paradigm by affirming women as development educational infrastructure, and other facilities have agents not to be wasted (Heward, 1999). Further also led to rural, urban, and regional differences in it bears the postulation that women must assume educational opportunities in different parts of their household roles as mothers and wives so as Ghana (Atuahene&Owusu-Ansah, 2013; Banson, to ensure that their education lead to 2010; Osei-Mensah, 2012; Owusu-Afriyie, 2009; development in the wider context. This is Siaw, 2009). because when the woman is educated, she is Rural schools in Ghana lack good infrastructure able to pass down or impact the lives of her and facilities, they have low enrollment, less offspring positively in her community. In addition educating the girl or a woman leads to a number of qualified teachers, and fewer textbooks, and social benefits, including many related to women's other teaching and learning materials, whereas empowerment and transformation. urban schools are generally overstaffed with qualified teachers, are overenrolled, better funded, Research conducted in human development has and monitored, have better infrastructure and also established a strong link between women's adequate resources to work with (Anamuah- education and international development: an Mensah, 2002; Siaw, 2009). The achievement increase in the number of women in education gap between urban and rural schools is a in regions tends to connect with high levels of pressing problem today because past approaches development, some of the effects are related to at closing this gap have been largely urban economic development. In other words women biased in character (Siaw, 2009). or girls‟ education increases the income of women and leads to growth in GDP which INTRODUCTION consequently has tremendous and positive According to a poem by the renowned Charlotte effects on the socio –economic development of Bronte “I am no bird and no net ensnares me, I a nation. Despite education and ICT playing a am a free human being with an independent fundamental role in determining an individuals‟ will.” (2016), this poem inspires and encourages ability to access better labor opportunities, and women to live their lives to the maximum also to escape poverty, educational attainment in potential without limitations. Thus the poem the rural areas of Ghana is extremely low, speaks out against the early days where women coupled with large gender and rural-urban were exploited through various possible means inequalities. For instance in rural areas, only 29 by the society: suffered a lot of criticism, lacked percent of women are literate compared to 52 freedom and stood nowhere next to men. percent of men. In addition, an exceptionally Although this seem to be the situation in the high percentage of rural women in the country past, it is overwhelming to find out that in have no primary education: 71 compared to somewhere in Sub-Saharan Africa, women still men. On the other hand access to secondary faced criticism, abuse and are relegated to the education for women and men remains as low as background in decision making despite the 3 percent to 13 percent respectively. This Beijing declaration in September 1995; committed consequently leads to women who are unable to to ensuring women's equal access to economic live their lives to the maximum potential and are resources, including land, credit, science and unequipped with the basic skills and potentials technology, vocational training, information, to sustain themselves as well as their families or communication and markets, as a means to further the societies where they live: resulting in poor the advancement and empowerment of women communities: increases in social vices such as and girls, including through the enhancement of stealing or arm robbery, prostitution, teenage their capacities to enjoy the benefits of equal pregnancies and other crimes. Notwithstanding

27 Open Journal of Women's Studies V2 ● I1 ● 2020 Bridging the Gap between Rural Women and Urban Women in Ghana substantial progress is been achieved in these empower all women and girls.‟ The Education rural areas by the contribution of women 2030 agenda recognizes that gender equality requires an approach that „ensures that girls and The question this paper tries to address is: if boys, women and men not only gain access to educating the woman is critical to nation and complete education cycles, but are development then why are some women empowered equally in and through education.‟ neglected? This paper explores the gap between women in the rural and urban regions of Ghana Large gender gaps exist in access, learning and then propose a solution to the problem by achievement and continuation in education in taking Education and ICT to these women in the many settings, most often at the expense of girls rural or remote areas of Ghana. The rest of the and women, although in some regions boys are paper is organized as follows: sections I and II is at a disadvantage. Despite progress, more girls on related work and introduction respectively. than boys still remain out of school - 16 million Section III is on stand of International girls will never set foot in a classroom (UNESCO organization while section IV is on Framework. Institute for Statistics) - and women account for Section V is Findings. The paper concludes with two thirds of the 750 million adults without basic section VI and section VII is reference. literacy skills. The result of this include poverty, geographical isolation, minority status, disability, THE STAND OF INTERNATIONAL early marriage and pregnancy, gender-based ORGANIZATION violence, and traditional attitudes about the status The United Nations (UN) organizations aim to and role of women, are among the many enforce basic human rights including education obstacles that stand in the way of women and for all. This is stated in Article 26 (1) of the girls fully exercising their right to participate in, Universal Nations Declaration of Human Rights complete and benefit from education. The paper stated: Everyone has the right to education. addresses this challenge by taking education and Education shall be free, at least in the elementary ICT to the door steps of women in the rural or and fundamental stages. Elementary education remote areas of Ghana to help bridge the gap shall be compulsory. Technical and professional that exist between women in the rural and urban education shall be made generally available and areas of Ghana. The paper selected as a case higher education shall be equally accessible to study a village known as Kpassa in Ghana. all on the basis of merit. (UN, 1948) FRAMEWORK Despite growing proof of the impact and importance of educating girls and women, a Kpassa is the capital of Nkwanta North District, large segment of the society, particularly in a district in the Volta Region of Ghana. The developing countries such as Ghana, takes little inhabitants of Kpassa are mostly Konkomba to no action to educate the critical population. It people. Other inhabitants are Basare, Akan, is estimated that, two thirds of the illiterate adult Ewe, Anufo, Krachi and Gonja people. The population in the world are women; over 63 present population of Kpassa is approximately million girls around the world are out of school 45,000. The entire Nkwanta North District has (UNESCO Institute for Statistics, 2016), and about 76,394 inhabitants. The population of the 47% of the out-of school girls are never district according to 2010 population and expected to enroll as compared to 35% of boys housing census was 64,553 with 32,394 males and 32,159 females. Kpassa is located 270km to (UNESCO, 2016). This indicates that, 69% of the south of Ho (the Regional Capital) between low-income countries are still to achieve gender Latitude 7°30‟N and 8°45‟N and Longitude parity in primary education, 91% in lower 0°10‟W and 045‟E and serves as the district secondary education, and 95% in upper capital of Nkwanta North District. The district secondary education (UNESCO, 2016) has a surface area of approximately 1,1510km2 Gender equality is a universal priority for thus making it one of the smallest districts in the UNESCO and inseparably linked to its efforts to Volta Region of Ghana. The district shares promote the right to education and support the boundaries with the Nanumba South District to achievement of the Sustainable Development the North, Republic of Togo to the East, Goals (SDGs). Through the Education 2030 Kpandai District to the West, and Nkwanta Framework for Action, SDG 4 aims to „Ensure District to the South. The inhabitants of Kpassa inclusive and equitable quality education and are mainly farmers and traders. The women are promote lifelong learning opportunities for all‟ actively involved in these activities. The and SDG 5 to „Achieve gender equality and economy of Kpassa is therefore critical to the

Open Journal of Women's Studies V2 ● I1 ● 2020 28 Bridging the Gap between Rural Women and Urban Women in Ghana

Volta Region, owing to its engagement in the their spouses and they having to manage their production of valuable agricultural products children. Table 1 illustrate the information about such as corn, yam, cassava, millet, groundnuts, the 100 participated interviewed and later trained. pepper, soya beans, and beans, among others. A six month training was organized for the 100 The challenge however is that most of the women to help assess the impact education have women are given into marriages at an early age on their lives. The training activities included (15 years or younger) and have no other the following: opportunities aside becoming house wives and  Introduction to basic English language child bearers. Consequently most of them do not get the opportunity to be educated to acquire the  Introduction to ICT - meaning of ICT, uses basic skills of life or even nurture their natural of ICT in the society, impact of ICT in given talents or skills for their own benefit. contemporary society, introduction to computers In a purposive sampling conducted, a total of 100 participant consisting 50 girls and women  ICT and health care - use of ICT in health between the ages of 15 to 55 were interviewed. care in the community Questions were asked pertaining to gender  ICT and entrepreneurship - sources of mainstreaming in terms of education and income with ICT in the community Beads, unemployment. From the response it was hat and bag making, fashion, hair dressing, revealed that 80% of women have had no cratering services education at all while 20% dropped out of  ICT and hospitality - using ICT for the school at class six for marriage. Nonetheless all purpose of hospitality within the community of them showed keen interest to be educated if  ICT and marriage - use of ICT to enhance given the opportunity. Some also wanted to be marriage lives, learning new ways to able to contribute to decision making in their manage ones family families and the society. Nevertheless some expressed fear due to the authoritative nature of  ICT in decision making Table1. Information on Women before Education and ICT Training Basic level of Basic knowledge % of No of Basic ICT Tool Basic Knowledge Activity Education in English women household Available In ICT (primary) (100%) Farming 40 6 1-3 NONE 5% NONE Fishing 15 4 5 NONE NONE NONE Marketing(selling) 20 6 1-6 NONE 20% NONE House Wives 25 4 1-5 NONE 20% NONE

DISCUSSIONS OF FINDINGS general wellbeing of participants. This improvement and transformation impacted not Table 2 illustrate information about 100 participants only the lives of the participants but also their after six months of taking education and ICT families. Participants were able to understand training to their door steps. A significant amount of the significance of education and technology. improvement and transformation was seen in the We discuss this with regards to the following: Table2. Information on Women after Education and ICT Training Basic level of Basic ICT Basic Basic % of No of Activity Education Tool knowledge in Knowledge women household (primary) Available English (100%) In ICT Farming 40 6 1-3 Mobile Phone 50% 53% Fishing 15 4 5 Mobile Phone 55% 65% Marketing(selling) 20 6 1-6 Mobile Phone 70% 78% House Wives 25 4 1-5 Mobile 62%% 65%

opportunity and the needed facilities to educate EDUCATION themselves. Thus the gap between women in Women in the rural areas have the potential and the urban and the rural areas of Ghana can be skills needed to contribute to the sustainable neutralized by the provision and access to development of their society when given the education and also the provision of resources

29 Open Journal of Women's Studies V2 ● I1 ● 2020 Bridging the Gap between Rural Women and Urban Women in Ghana that will enhance education. This is because activities are done in style and with the required education has the ability to unearth and knowledge. For instance the provision of right inculcate in women the sense of awareness of tools and chemicals for farming promote good general wellbeing, development and the need for farming practices as well as bumper harvest. This survival. As it is popularly known the mother is in turn helps in the generating income and hence the child‟s first teacher and an educated woman sustainable development of the individual and the is able to nurture and raise well educated community. The provision of facilities and the children For instance the women saw the need basic necessities of life in addition to education to provide good parental guidance to their and training will also reduce rural-urban drift. children and also enroll their children into schools. Also they realized that most social HEALTH CARE vices such as arm robbery and teenage pregnancies Health care is very critical to the survival of can be prevented if the youth are educated and mankind. However it is when people are trained to utilize their natural talent for the benefit educated about the significance of living a healthy of their society. Access to modern educational life that they develop the consciousness to do so. equipment and resources such as computers, Participants were educated on the need to ensure science laboratories, electricity, internet access that personal hygiene by keeping their environment promote education and learning in the urban areas clean. Also participants were trained on feminine of the Ghana must be also made available in the hygiene and its significance: menstruation, sex, rural area to ensure equal development of pregnancy and child birth. After the six month women. This will transform the lives of women training it was revealed that the government and in the rural areas as they will be able to manage other agencies must see to the provision of health their families well and contribute effectively to facilities and good road network to rural societies. decision making in the society and also become This will ensure easy access to these health role models for other women to pursue facilities during emergency situations such Child education. birth and accidents which claim most lives in the rural areas due to inaccessible road and lack of JOB OPPORTUNITIES health facilities. It is a fact that urban women have better job CONCLUSION opportunities as compare to the rural women in Ghana. This is obviously because the urban Education is the basis for development and woman has better chances to education and empowerment for every nation. It plays an modern technology than the rural woman. essential role in understanding and participating in However after six months of taking education day to day activities of modern world. Education and ICT Training to the door step of the rural builds one‟s character and plays a significant role women, significant transformation was seen in in transmitting one‟s culture, belief and values to the way the rural women went about their normal individuals in other societies or nations. It also activities. For instance the provision of simple helps in creating innovations and meeting the mobile phones to the 100 women enabled them to growing needs of every nation. Thus, the communicate with each other during training development of a nation can be ascribed to its sections by calling each other for training and educational system: not through the buildings it during group discussions. Participants were has put up, the roads and, bridges it has trained in beads, hat and bag making, fashion, constructed, but by the human resources it has hair dressing, cratering services to enable them developed through a well-defined educational have other sources of income. Most participants system. In the absence of well-defined educational system, the nation can hardly develop and expressed the need for financial assistance by maintain its infrastructure and resources. Thus, the government and other agencies to sustain them growth of any society is not possible without after the training. education. Access to education must not be This confirms that with access to education and limited by geographical location or gender. the availability of the necessary tools as well as Education is the only key to bridging the gap infrastructure, the rural woman is equally between women in the rural and urban areas of capable of working to earn a living to support Ghana. Educating the women contribute her family. Educating and training the women tremendously to national development. Women brought out their natural or innate abilities and in the rural areas of Ghana must not be left out the desire to live and enjoy life to the maximum because given equal opportunity to education they potential. This ensures that their normal are capable of contributing effective and

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Citation: Patricia Ghann, “Bridging the Gap between Rural Women and Urban Women in Ghana”, Open Journal of Women's Studies, 2(1), 2020, pp. 26-31. Copyright: © 2020 Patricia Ghann. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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