Chapter one                                                                                                                                      

Introduction

1.1  Background to the study

Motivation refers to a set of internal forces/impulses that guide the behavior or an attitude of a person  for a specific purpose, in the case study it can be seen as an internal forces  that guides the behavior of women towards the enrollment for part time adult education programme , this an important key that tend to make female enroll and participate in part time adult education programmes in University of Benin.  Furthermore there are different types of motivation. These include Physiological causes (primary, innate, basic or biogenic) are components of the organism's biological makeup that serve to maintain organic balance. Again Social motivations (acquired, learned, or secondary sociogenic) differ from person to person and from culture to culture. They are learned through the socialization process that results from the social learning process. Among these set of motivations, social affiliation stands out, i.e. the desire for people to be accepted and appreciated by others and to relate to the life of human beings in groups which is important in our study. One the major reasons women tend to enroll into part time programmes in adult education is to be useful and helpful to their families and the Nation as whole. This social affiliation is powerful motivational strategy that helps women in the enrollment into part time programmes in Adult education.

Another form of motivation is called Cognitive motivation represents the needs of information and knowledge that are based on curiosity and exploratory activity (e.g. the need to know life in society, nature, etc.). It is influenced by the student's life history, her prior experiences, including knowledge gained since childhood, what has been learnt and made possible in the framework of sociocultural opportunities.  Field of adult Education has long recognized two basic types of motivational orientations, intrinsic and extrinsic, that have potentially different consequences on women enrollment into part time adult education programmes. These are based on the self-determination theory , which holds that humans(women) intentionally seek out the best difficulties and learning opportunities in order to master and integrate them. Intrinsic motivation is the form of motivation that is most self-determined. Engagement in activities for their own sake, i.e., for the joy, interest, and satisfaction that come directly from participation, is referred to as intrinsic motivation furthermore Women enroll into part time adult education programmes  because they want to be socially and academically satisfied in life. When women are intrinsically motivated, they are totally self-regulatory, participate in things they enjoy, feel free to make decisions, and work without the help of external rewards or restrictions. A key motivational factor for women  could be political, social, psychological factors amongst other.  Furthermore Female Adults may be motivated by a range of factors in the enrollment of part time education in Adult education. Brooks, Giles, Harman and Whittaker (2015) concluded that Female students  are principally motivated to improve their basic skills for self-development, be this personal, social or occupational. Derrick (2012) found that Female students' reasons for enrolling in classes varied, but they were typically more practical than a simple desire to become more literate or numerate, such as supporting their children's education, improving their career and employment prospects, moving on to study at a higher level, and building confidence.

Women enrollment into part time Adult education programme is considered low this is as a result of lack of motivation, stereotypes towards women in our society. Women bear the bulk of the responsibility for establishing nation, due to the discrimination against women, it is a worldwide human rights issue that requires legislation in all countries.. It believed that women should not be educated this is because they should be considered home keepers while male gender should be encouraged to go school. They suffer degrading treatment, are objects of poverty, have their voices muffled so that only their faces can be heard, and are perceived as inferior to their male counterparts because they belong in the kitchen. They are individuals of various traditional and cultural practice .It should be highlighted that enrollment rates for women into adult education part time programmes continue to be appallingly low despite several policy interventions the government has launched over the years to promote learning at all levels of education. Aside from this, there is much documentation evidence of the positive effects of education on economic growth in general, but the effects of tertiary enrollment in particular are still quite young. The reason above has greatly discouraged women in the enrollment and participation in adult education part time programmes in University of Benin.

Furthermore Most African women had some form of informal education decades ago, but formal education has only been available to men who hold the more significant and privileged positions in society and government .Women lack of enrollment and participation in adult education part time programmes are deprived of the chance to reach their full potential and to participate equally and productively in their families, societies, countries, and the larger world. Women's enrollment into adult education part time programmes has been demonstrated to make a significant contribution to the advancement of the family, society, and country this is because these programmes helps in creating time for  women to carry out other activities and not just academic activities .  Psacharopoulos and Patrinos, (2014) reported that women's enrollment into adult education part time programmes benefits many elements of their lives, including productivity gains, improved family health and nutrition, lower fertility rates, and lower rates of linked child mortality. These adult education part time programmes enable girls to grow up to be independent adults who can make decisions and take charge of their lives.

Adult education spans all educational levels and is concerned with issues that have an impact on the welfare of all persons and their society. It can be viewed as the process by which people, groups, or institutions aim to assist women in improving in various ways. It can also be considered as the process by which women seek to better themselves or their community by growing their skills, knowledge, or sensitivity. Therefore it is important that the government and university give priority to women in enrollment into part time adult education programmes. Incentives and policies should be put in place to encourage women enrollment into university if Benin. It is to this the study centers on A Survey of Factors Motivating Women Enrollment into Part Time Adult Education in University of Benin.

1.2  Statement of the Problem

In Nigeria today women education has been key factor to national development which has be neglected in reality. In tertiary schools Women enrolment in school is usually low because of gender inequality which is dominant in African society. The negligence of girl education and lack of motivation of women into enrolment to schools is the reality on Ground in Nigeria. This has been a problem which can be traced as far back as pre colonial era which limits women to domestic chores and house wives in the Home. As result of this   here is little or no efforts by the government and tertiary institutions in motivating women into enrollment of part time adult education rather the tend to stand as a block to women enrollment in schools. This is evident in the study of  (2017) which shows that enrolment of men to women in schools largely show males are of a higher proportion. This a result of lack of motivational measures in other to encourage women in enrollment of school which is a severe problem in educational sector  furthermore  the same is true in Nigeria, particularly Edo state, where a significant portion of the  women population lives has a high prevalence of illiteracy. Therefore it is important the study tends to provide solutions to the problem mentioned. It is against this background that the study aimed at A Survey of Factors Motivating Women Enrollment into Part Time Adult Education in University of Benin

1.3 Research Question

1.what are the motivational factors that influence women enrollment into part time adult education in university of Benin?

2. What are the skills employed to empower women through adult education in university of Benin

3What  the factors that limits women enrollment into part time adult education in University of Benin?

4.What are the  benefits of women enrollment into part time adult education programmes  in university of Benin?

5What are the strategies in growing women enrollement into part time adult education in University of Benin

1.4 Purpose  of the study

The major purpose of this study is to assess factors motivating women enrollment into part time adult education in university of Benin. Other general objectives of the study are  to:

1. examine the motivational factors that influence women enrollment into part time adult education in university of Benin

2. To ascertain  the skills employed to empower women through adult education in university of Benin

3  outline the factors that limits women enrollment into part time adult education in University of Benin

4.outline  the  benefits of women enrollment into part time adult education programmes  in university of Benin

5 examine strategies in growing women enrollement into part time adult education in University of Benin

1. 5 significance of the study

The study may provide useful information to policy makers as it will hopefully shed more light on the reasons behind low enrollement in part time programme in Adult education among women Education managers may be better placed to implement literacy programmes that are relevant to learners‟ needs and to guide instructors appropriately. The literacy instructors maybe equipped with appropriate skills for managing literacy programmes at centre level leading to increased participation and eventually contribute to a rise in the country‟s literacy rate.  Female Adult learners will be equipped with relevant skills to enable them improve on their incomes and quality of life hence contributing to poverty reduction in the area of study and the country in general.

 1.6   Scope Of The Study And Limitation Of Study

The study is based on survey of factors motivating women enrollment into part time adult education in university of Benin. The study was delimited to only female adult learners who attended part time adult literacy programmes

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.7 Definition Of Terms

Motivational Strategies: The specific efforts, both behavioral and psychological that were being used to tolerate, reduce or minimize stressful events that affect learners’ participation in learning programmes. Motivational strategies are responses designed to change behavior. They state that motivational strategies are particularly designed to lead people into doing some activities.

Adult Education: Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values

School Enrollment: Access to schooling in a population can be measured as school enrollment, which is simply a count of the number of children who have registered with all schools in a nation.

Part Time: A part-time student is a non-traditional student who pursues higher education, typically after reaching adulthood, while living off-campus, and possessing responsibilities related to family and/or employment. Part-time student status is based on taking fewer course credits in a semester than full-time students.