Evidence Based Library and Information Practice 2019, 14.1

Evidence Based Library and Information Practice

Research Article

Women in Adult Education Program for Sustainable Development: Challenges and Implications for Library and Information Services

Ngozi Perpetua Osuchukwu Department of Library and Information Science Madonna University, (Okija Campus) , Nigeria Email: [email protected]

Ndidiamaka Lucy Nebolise Academic Librarian National Open University of Nigeria (NOUN) Study Center Anambra State, Nigeria Email: [email protected]

Received: 9 Nov. 2017 Accepted: 24 Oct. 2018

2019 Osuchukwu and Nebolise. This is an Open Access article distributed under the terms of the Creative Commons‐Attribution‐Noncommercial‐Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one.

DOI: 10.18438/eblip29366

Abstract

Objective – Education offers advances in human and social development. It provides knowledge and resources that hold the potential for economic empowerment, resulting in a better livelihood. Hence, women need access to education with library services, if they are to have a voice, participate in sustainable development, and take care of their own health, as well as that of their children and members of their households. This paper examines the challenges women encounter in metropolis, Anambra State, Nigeria. This study seeks to gain insight into the resources used to enhance learning, as well as the students’ perceptions and satisfaction with their learning experience.

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Methods – A descriptive survey research design was used. The study was carried out in five adult education centres in the city with a sample size of 120 women, randomly selected for collection of data. Questionnaire, interview, and observation methods were employed. The physical assessment of the centres was done for an evidence based report and to assess the real situations of the centres.

Results – The findings show the challenges faced by Nigerian women in their pursuit of ongoing adult education included: time for the classes which are usually held in the evening, poor financial status, lack of encouragement from spouses and relations, poor learning environments, and stress. The data were analyzed using percentages and frequency counts. They are presented in tables and figures.

Conclusions – It is recommended that education and library management should assess these centres for program improvements like providing more enabling environments and learning facilities. The implication of the study is that library and information services should be extended to these women to stimulate and support learning with the right attitude for active involvement in the educational activities and for enhancement of social inclusion.

Introduction skills, and use of numbers, which are all critical in the fight against poverty and inequality Educational attainment is arguably the most (Nhamo & Nhamo, 2006). This is especially empowering strategy that has the potential to important for women, as adult education creates change lifestyles and increase earnings, as well spaces for them to earn their school equivalency as improve one’s standard of living. Education or to gain further knowledge in their chosen is vital to everyone and has the potential to profession. In Nigeria, an illiterate woman is drive creativity and productivity and close the placed in the background and without adult gap for socially marginalized women in education programs, she cannot understand the achieving freedom from poverty, allowing them framework of today’s societal standards or to fully develop and participate as citizens participate in Nigerian politics. Participating in (Sanchez Moretti & Frandell, 2013). Libraries the adult evening education program may not also play an important role in promoting be an easy venture to pursue given their education and engaging women in information responsibilities of cooking, child rearing, services, through the provision of resources like marriage, and other wifely roles in the home; information communication technology and geographical locations; social-cultural other literacy activities. The overarching goal is background; religion; health; or economic status. to reduce illiteracy rates affecting 493 million The multiple roles women play in the household women worldwide (Kelleher, 2014; Gillard, can be overwhelming in accommodating other 2014). Improved literacy rates will allow for valuable social literacy activities (Cleveland increased participation and contributions by Clinic, 2018; Wanyama, 2014). women for sustainable development. Literacy programs in the South Eastern Region Adult education is classified as any form of of Nigeria have had a tremendous impact on the education or learning programs in which adults lives of women. Here, the value of woman’s participate (Kwapong, 2005). Research has education has been underestimated but is shown that education helps in assisting adults beginning to be seen as a vital priority to a more with basic knowledge, reading and writing functional existence (Mbah, 2018). The adult

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evening classes were restructured to enable the enshrined constitutionally by all countries to women to acquire a quality education for the ensure its effectiveness and practicability actualization of sustainability development (Nyagoha, 2016; Sanchez Moretti & Frandell, goals (SDG). Sustainable development goals 2013). This is the reason adult education centres have been set by the United Nations to end are established and why their existence is vital hunger and poverty and improve access to in the fight against multi-generational illiteracy. education, while promoting gender equality. Libraries play an important role in ensuring a The SDGs also seek to improve a person’s woman’s right to education, in that libraries overall well-being through improved access to ensure the creation of safe spaces that allow healthcare, clean water, and sanitation women to realize their full potential through initiatives, as well as economic development effective adult education programs (Sciabica, (United Nations, 2015). Giving women a second 2014).The value of literacy should never be chance at literacy through adult education will underestimated as it is a vital priority to a more increase their earning power and give their functional existence. children a brighter future (Kelleher, 2014). This study identifies the resources and challenges of Existing literature indicates that the major women in adult education in attaining their barriers women face in their pursuit of goals for improvement of quality of life. education include family demands and the stress of upholding the family structure. Women Statement of the Problem fulfil multiple roles; mother, wife, daughter, and worker within the economy. Each of these roles Low literacy levels for women can be attributed affects their ability to improve their literacy. to inequality, cultural bias, unequal This is consistent with the findings of the study opportunities, gender disparity, poverty, and conducted by Moyo (2014), which states that lack of decision-making (Alexander & Robinson, women cannot easily pursue adult education 2014). This is true in the case of Nigeria and is because priority is given to looking for food and the reason adult education centres have been meeting other basic requirements to sustain life created, being mindful that every woman can and the well-being of their families. It is these learn if given an enabling environment and the basic requirements that outweigh their right resources, like library services. Library intellectual needs. services are vital because they supplement and support both formal and informal education, Arguably, a woman with family challenges while promoting education at all levels. cannot afford education, especially where However, what is not clear is what constitutes poverty and lack of supports are experienced. In adequate resources for the adult education Nigeria, literacy rates vary from state to state program. This study addresses and assesses the and from urban to rural areas, but what is clear availability of resources and the challenges is that there is a gender gap. According to the women face in their pursuit of adult education, National Bureau of Statistics (NBS) (2010), the as well as the implications for library and overall literacy (in any language) was 71.6%; information services. 79.3% for males and 63.7% for women. The report also shows that a desire to be literate Literature Review exists with 47.4%of illiterate persons (both genders). The challenge is in creating awareness Education is recognized as a source of of the availability of programs. Only 32.5%of empowerment for women throughout the world surveyed adults were aware of literacy centres and has become one of the foremost topical and the services they provide (NBS, 2010). issues throughout Africa (Farrell, 2016). Adult education is an inalienable human right that is 24

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Adult education for women should be made Economic Cooperation and Development, 2008; more accessible. This calls for the restructuring Moyo, 2014). of processes and the need for assessment of resources in the adult education centres in order Aims of the Study to ensure willingness and effective learning experiences for women. It also demonstrates a This study seeks to gain an understanding of need to improve general awareness of program women’s experiences of attending adult availability throughout Nigeria. Libraries are education programs in Onitsha, Anambra State, essential in achieving this, as they provide Nigeria. The study seeks to explore the useful services to the community by fostering resources available for the program, the education and disseminating information to all challenges women face in seeking to further sections of the society (Laila, 2010). As partners their educational goals, and their perceptions, as in the education system and as an well as the satisfaction derived from the adult empowerment hub, libraries have applied education program. strategies in integrating women in adult reading as well as providing night reading opportunities Research Questions (Farrell, 2016; Katz, 2012). Information and communication technology (ICT) has also been The following research questions were asked: integrated into library services and other learning activities. Women in adult education 1. What challenges do women face in should have access to adequate representation acquiring education in the adult of ICT-based resources, equipped libraries, and learning centres? other instructional media resources (Mamman, 2. What are their perceptions of the 2015; Jiyane & Mostert, 2010; Oyelude & challenges they encounter? Bamigbola, 2012). The simple reason, according 3. Which resources do they use in to Osuchukwu (2016), is that ICT has come to enhancing learning in the adult stay and has become “a must-have” if the education centres? society and the people therein do not want to be 4. Are they satisfied with the learning left behind in a fast-changing world. Access to taking place at the centres? ICT will ensure that no woman is left behind in the ever-changing world. Methods

Studies have recorded satisfaction of women This is a descriptive survey research design participating in adult education programs. carried out in five adult education centres in two Mbah (2018) in Enugu state, Nigeria found that local government areas (LGAs) of Onitsha North women whose formal education was stopped at and South metropolis in Anambra State, the primary level were satisfied with their adult Nigeria. Random sampling was employed to education experiences and their new literacy select five adult education centres in the LGAs: levels. Even a limited increase in a woman’s Holy Trinity Adult Education Center, Holy education improves her knowledge, boosts her Spirit Adult Education, Sacred Heart Adult wages, and enhances social inclusion, all of Education, St. John Adult School and St. John which have the potential to foster economic College. Two centres were selected from Onitsha empowerment, better livelihood, and social North and three from . All centres development (Egenti & Omoruyi, 2011). are government approved and use the Education can provide a woman with the government stipulated curriculum for education choices she needs to improve her overall health in Nigeria. The qualitative data were obtained and to participate and contribute to a country’s through a self-designed questionnaire designed sustainable development (Organization for for this study by the authors. 25

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The copies of questionnaires were randomly captains in each centre as participants. This was distributed to women enrolled in the adult done to validate the claims in the questionnaire. education classes at each of the five centres. In Also used was an observation checklist, which total, 120 copies of the questionnaire were was self-designed by the authors of this study to distributed, 24 copies in each centre. assess the availability of facilities and resources Questionnaires were collected back each night, for evidence based research of the real situations thus making a 100% rate of duly filled of the adult education centres. Results were completed and returned questionnaires. The collated and analyzed using percentages, questionnaires were distributed over a two frequency counts, and figures. A benchmark of week period to enable the physical distribution 50% was taken for responses rated on of questionnaires to the women and the percentages. assessment of facilities in the adult education centres. Results

Interviews were also carried out. The A summary of the results of the study are researchers randomly selected two women class shown below.

Table 1 Biodata of Women Participants in the Adult Education Centres Understudy S/N Age F % Class F % Occupation F % 1 Below 18 24 20 Primary 24 20 Trading 42 35 Junior Secondary Stay at home 2 19-29 36 30 36 30 12 10 School (JSS) mums Senior Secondary 3 30-40 42 35 60 50 Artisan 36 30 School (SSS) 4 50 & above 18 15 House help 18 15 5 Public servant 12 10 Total 120 100 120 100 120 100

Table 2 Observation Checklist of the Resources/Facilities Seen in All the Five Education Centres S/N Items Holy Trinity Sacred Holy Spirit St John St John Adult Heart Adult Adult Adult College Education Education Education School Center 1 Library X X X X X 2 Board ✓ ✓ ✓ ✓ ✓ 3 Classroom ✓ ✓ ✓ ✓ ✓ 4 Chairs and desks ✓ ✓ ✓ ✓ ✓ 5 Instructional aids X X X X X 6 Computer room X X X X X

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The analysis in Table 1 shows that the highest instructional resources are housed. Students in number of adult education students fall between adult education centres are denied access to the ages of 30 and 40 years (35%). This is these facilities. The researchers also observed followed by the age group of 19-29 years (30%) that the chairs and desks were chained, making and below 18 years (20%), while 50 years and sitting arrangements uncomfortable for reading above represents 15%. It was also shown that and learning. 50% of the students are in the senior secondary class, while others are at the junior secondary The interview process allowed for the class (30%) and primary school (20%) credentials exploration into the restriction of resources, the levels. The cross sections of occupations reasoning for it, and student perceptions. When identified by the women are traders (35%) and asked about the reasons for chained chairs and artisans (30%). Others identified as stay-at-home desks as well as restricted access to school mothers, household helpers, and public libraries and computer rooms, one teacher servants. The results demonstrate that women in stated that classroom environments and facility every sector seek education and are determined access is determined by the management of the to upgrade their literacy levels in the day school section. Management dictates the information society. availability of facilities for the adult learning program. When asked about the classroom Challenges Women Face in Acquiring Education environment and the restrictions, the students in the Adult Learning Centres commented that not having access to the library and computer rooms negatively impacted their A majority of the women (75%, n= 90) indicated education. They indicated that access would that they faced challenges during their time have helped them in acquiring a higher level of pursuing adult education, while 25% (n= 30) knowledge, since many of them have never used stated they had not faced any barriers. Of the a computer or entered a library. challenges experienced, the participants identified the following: stress (79.16%), family When asked to comment on the chained chairs demands (58%), financial issues (54.16%), lack of and desks, the women complained that they resources to enhance learning (50%), duration of make sitting very uncomfortable, affecting their classes and time constraints (35%), and poor attention span because their legs were cramped learning environments (20.83%). and relaxation could not be achieved in the classroom. The women also added that the The interviews allowed for further exploration young students in the morning sections of these challenges. One class captain revealed probably chained their chairs to their desks to that some women and girls, especially the avoid people moving them to other classes and household helpers, do not pay school fees and for fear of loss. The adult education program has other dues until they are stopped from no power over the chairs. They only access what attending school by the management. Also they see when they come to school in the disclosed was that some women drop out of evening. school due to family demands and stress. Satisfaction with the Learning Taking Place at Table 2 disclosed the researchers’ physical the Adult Education Centres assessment of the five adult education centres. The observation of the adult education centres The women were asked to evaluate their overall revealed that the students in all adult education satisfaction with their educational experience, centres have access to classroom, board, and specifically their acquisition of reading and chairs and desks, but cannot access the school writing skills. Overall, 75% of participants were library and the computer room where media satisfied with their experiences in the adult 27

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education program. The 25% of the participants that women traders, artisans, stay-at-home who expressed dissatisfaction with the adult mothers, household helpers, and public servants education program attributed it to lack of access struggle to acquire education shows that women to educational resources in the centres. Thus, the in every facet of life have come to realize that satisfaction suggests that the basic acquisition of they have more to offer in their homes and knowledge and literacy mean a great deal to the societies when equipped with education. This women in spite of all the challenges encountered result is consistent with existing studies in the adult education program. exploring adult education and the livelihood of women as agents of change. Studies conducted Perceptions of the Challenges Women Encounter by both the Millennium Challenge Corporation in the Adult Education Centres (2016) and Egenti and Omoruyi (2011) demonstrate that basic literacy skills help Half of the women (50%) indicated that they women to acquire both the knowledge and skills expected to encounter challenges while required to improve and develop in all fields, as participating in the adult education program well as empower them socially and politically. because of added responsibilities as adults. Another 35% described themselves as adjusting, The study shows that many women face while 15% disclosed that they did not expect to challenges, while others report no challenges encounter challenges before they started and (75% affirmative and 25% negative). The that they are coping very well. responses are likely to vary, as some women are still young mothers with children and husbands The interviews allowed for the participants to and multiple demands that divide their time, indicate the specific challenges they faced. especially in the evenings when lessons take Interviewees revealed that they felt place. In addition to the challenges presented by overwhelmed and were exhausted when trying family demands, other challenges including the to find work-life balance. The stress experienced time and duration of classes, financial issues, by the women related to the management of lack of support at home, and the stress busy schedules in pursuit of their daily associated with housekeeping and employment economic activities, while seeking opportunities were mentioned as the leading reason for them for higher education. Their desire for ongoing to drop out, which the interviews confirmed. education far outweighed their need for rest; These results affirm the findings that the roles hence, the desire to continue to achieve their women play as wives, mothers, learners, goals. The interviews also revealed that those community members, and workers could who were coping well had already possessed seriously affect learning for real academic the opinion that education was the only way to achievement and adult development (Harp, improve their social and economic status. 2010).

Discussion The confirmation that the adult education participants have classrooms, desks, and chairs The age differences of women in the adult in the local government areas studied indicate education centres indicate that women of all availability of basic learning facilities. The fact ages still seek basic education opportunities to that they do not have access to the school live functionally. The number of women libraries and ICT rooms located in their learning enrolled in senior secondary school classes centres shows an uncomfortable gap in today’s (50%) indicates the women’s level of learning experiences, which sustainable determination to upgrade their literacy levels development goal (SDG) 4 emphasized for and to improve their chances of having a voice inclusion for equitable quality education. This in decisions that affect them. Besides, the fact opposes the SDG’s mantra of “leave no one 28

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behind” in today’s learning resources in Conclusion information society, which is characterized as one of the prerequisites for a 21st century learner The need to acquire basic education and access (Osuchukwu, 2016). to information acts as a bridge from misery to hope. Being literate in today’s information Chained chairs and desks affect sitting positions society will help in improving knowledge and and can result in ineffective learning. It takes an eliminating social exclusion. It is critical that enabling environment for desired learning to women are supported to seek education take place. The interviews confirmed this result irrespective of the difficulties in order to be part and highlighted the fact that adult evening of sustainable development. Literacy will enable school students are restricted in their use of the them to have a voice, participate, and contribute facilities as dictated by the morning school staff. as first class citizens in decision-making These restrictions could have impacted the processes. Hence, this study discovered that: women’s satisfaction with their learning experience (25% not satisfied). Some of the 1. Many women participate in adult women stated that they have never touched a education programs, from the stay-at- computer nor been in a library, but would love home mothers to the traders, and from to access these resources, potentially impacting various age brackets. Even though some their satisfaction levels. The implication is that of them are still in the primary level, the developmental benefits of education and they all look forward to achieving information, which could have added values to success and writing certificate their learning, will elude them in achieving all examinations. around quality education as SDG4 proposes. 2. Many women face undeniable The theory on women’s adult learning needs to challenges, which include family be expanded to consider gender sensitivity in demands, stress, finances, time, and the the planning of curriculum and programs in duration of classes, among others. order to make it more accessible and 3. Although the availability of classrooms, satisfactory. Hence, adjusting resources for chairs, and desks is appreciated, the learning can help facilitate learning and active resources for learning should include participation and reduce the incidences of accessibility of library services and ICT overwhelming situations. lessons, which these women agreed would add value to their learning. The responses on the perception of challenges 4. The majority of women anticipated that women face in adult learning centres established they would encounter challenges, but the fact that missing the opportunity of basic they persevered despite these education at a prime age can pose serious overwhelming challenges because they difficulties in trying to regain that opportunity knew it would improve their social and as an adult. Nonetheless, the women still derive political standing in society. satisfaction and broaden their knowledge through adult education programs. This Implication of the Study to Library and participation shows that all hope is not lost for Information Services these women. They can still attain their goals and improve their lives through adult When women cannot attain basic education, education. marginalization and social exclusion continue to relegate them to the background, perpetuating the gendered economic and educational gap for women and their children. This gap can be closed through the various stimulating learning 29

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experiences library engagement can offer. This References study found that adult women learners desire access to libraries, with their resources and Alexander, J. & Robinson, J. P. (2014, 7 March). technology, in order to enhance their education Education for women and girls is and their educational experience. This study progress for all on International revealed that not having access to these Women’s Day [Blog post]. Retrieved 2 resources affected the women’s perception of November 2018 from the adult learning programs. Enhancing https://www.brookings.edu/blog/educat education with proper learning resources will ion-plus- improve learning. Therefore, library and development/2014/03/07/education-for- information services should be extended to the women-and-girls-is-progress-for-all-on- women in adult education centres to create the international-womens-day/ right attitude for active involvement in society and the economy. Cleveland Clinic. (2018). Women: Work, home, multiple roles, & stress. Retrieved 7 Recommendations November 2018 from https://my.clevelandclinic.org/health/art Based on the findings, the following icles/5545- recommendations were made: Egenti, M. N. & Omoruyi, P. F. (2011). 1. The government, policy makers, and Challenges of women participation in other stakeholders in education should continuing higher education regularly assess the adult education programme: Implications for adult program for improvement and inclusion women counselling and education. Edo of all necessary resources. Journal of Counselling 4(1&2):130-143. 2. There is a need for women’s groups like Retrieved from National Association of Women in https://www.ajol.info/index.php/ejc/arti Academics (NAWACS), Association of cle/view/72730 Women Librarians in Nigeria (AWLIN), and other highly respected groups to Farrell, L. (2016). The importance of education form partnerships with NGOs and for women and girls. Retrieved 3 March agencies for the purposes of 2018 from empowering women and advocating for http://farmingtonlibraries.org/the- better learning experiences for them. importance-of-education-for-women- 3. It is important that libraries and other and-girls/ information centres extend their services to the adult learning centres for Gillard, J. (2014). #GirlsEdu: The value of girls’ successful integration of equitable education in 2014 and beyond. quality education. Retrieved 21 February 2018 from 4. More needs analysis should be carried https://www.brookings.edu/blog/educat out in order to come up with solutions ion-plus- that are relevant to the needs of women development/2014/06/10/girlsedu-the- in adult education programs in order to value-of-girls-education-in-2014-and- guard against unnecessary difficulties in beyond/ participating.

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