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, Nigeria (Okija Campus) Anambra State, Nigeria Email: [email protected] Ndidiamaka Lucy Nebolise Academic Librarian National Open University of Nigeria (NOUN) Awka 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 Onitsha 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. 22 Evidence Based Library and Information Practice 2019, 14.1 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 23 Evidence Based Library and Information Practice 2019, 14.1 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 Evidence Based Library and Information Practice 2019, 14.1 Adult education for women should be made Economic Cooperation and Development, 2008; more accessible.