Chapter one

Introduction

1.1  Background to the study

According to Kagitcibasi, Goksen, & Gulgoz (2016) Functional literacy is crucial in developing nations when a large section of the adult population, especially in rural regions, has not had access to formal schooling. It is a waste of resources to create a national development strategy without placing enough emphasis on the creation and execution of functional adult education. Impoverishment also results from the exclusion of adult populations, particularly women without formal education, from the development process. To achieve the broad planned aims, a viable Functional literacy in form of   vocational, continue and financial literacy programmes must be developed and put into place in our society.  Functional  literacy Programme in Nigeria is provided for adults beyond 18 years old, women and men, who dropped out from formal education, those beyond formal education, those who are economically poor to attend formal or any further education, and for those who are marginalized in the social structure (Warkineh, Rogers, & Danki 2017).

In Nigeria, functional literacy programmes is offered over three levels and lasts for 18 months. Each level lasts up to six months. According to the national adult education strategy, adult learners who enrol for 18 months and are proficient enough will graduate, and those who are interested and proficient enough will enrol in technical, educational, vocational, and other training programmes. Among the programmes target groups, women are the most sensitive group of the population. Despite their contribution to national growth, women are underrepresented in society in Nigeria and many other nations (Thubauville, 2014). Consequently, the lack of functional literacy programmes may be a factor in women's low engagement in the workforce and other areas of their lives.

Gallacher (2015) pointed out that disadvantaged populations, especially women, are given new and expanded chances via adult education. In order to raise the literacy rate, the Nigerian government has offered an Integrated Functional Education Programme since 2020. It attempts to expand and maintain the adult population's contributions to national development. According to the Nigerian Ministry of Education, creating literacy programmes for women, particularly for those with low or no income, is a goal of the design and execution of the National Adult Education Strategy.

There are different types of functional literacy programmes initiated by the Cross river state government to empower women socially, economically and politically in the state these functional literacy programmes include continuing education, vocational education, and financial literacy programs among others. Continuing education also known as lifelong education or lifelong learning is an all-encompassing term within a broad list of post-secondary learning activities and programs this functional literacy programmes are organized by state government in other to imbibe the necessary skills in problem solving, time keeping in field in which women in the state find themselves. Furthermore Vocational education programmes are programmes that are carried out by the government in other to prepare women to a skilled craft as an artisan, trade as a tradesperson, or work as a technician. Vocational Education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self-employed with requisite skill. Vocational education help to empower women economically in other bring about economic and social development of Cross river state.

Another type of functional literacy programmes carried out by the state government in Calabar local government is financial literacy progarmmes. This type of functional literacy progarmmes seeks to provide women in the local government with the abilities, information, and character traits that will enable them to create or carry out business or financial plans. Financial literacy programmes are creativity and innovation applied to commercial, governmental, and nonprofit organizations. By providing women with the knowledge and abilities necessary to successfully launch and manage small enterprises, financial literacy could contribute to lowering Nigeria's high rate of unemployment in both urban and rural areas. But is not just about achieving material goals; it also aids in the development of entrepreneurial or financial problem-solving abilities that women can employ to handle personal and social difficulties.

Kabeer, (2015) opines that empowerment refers to the acquisition of authority within the social structure . Empowerment is a well-used term with many institutions aiming to achieve national and international goals related to the empowerment of women (United Nations Millennium Project, 2016). In a similar vein, sectors of development like education place a high priority on women's empowerment. In order to increase women's involvement in political, social, and economic activities, women's empowerment is also a means, not an end, in itself .  Women must be empowered at all levels because of the crucial role they play in society's progress. Although they contribute the most to agriculture and make up around 75% of Nigeria's overall population, women's literacy rates are not particularly encouraging (Gender in Nigeria Report, 2012). Due to their marginalization, women's contributions to the socioeconomic and political life of their communities and society are frequently underappreciated. In all spheres of human endeavor, including social, economic, and political, lack of female empowerment is evident. Women are viewed as second-class citizens, and even when it comes to issues that directly affect them, they are not expected to participate in decision-making. By doing this, women are immediately denied several benefits enjoyed by men and are made to appear beneath men.

 According to the Opoko (2014), the majority of women was illiterate in the 1980s and is still illiterate now because they were refused access to school. Due to their continued lack of education, they are in the dark about a number of issues that affect them, their families, and their communities.. Women need to participate in vocational, continuing and financial literacy programs that will enable them empower themselves and to give solutions to their problems if they are to break free from the constraints of ignorance, lack of education, marginalization, and powerlessness. Furthermore Opoko (2014) added that educating women is form of empowerment and is essential for their growth and that educated women are assets to their families, communities, and society. Therefore, it is crucial to consider how much power women should have to participate in development and make contributions (Pritchett & Sandefur, 2020). Women's poverty, for instance, is multifaceted in Calabar and is associated with a lack of economic, social, and political independence for women, including their access to and control over knowledge, services, resources, and goods. It is insufficient to expand women's engagement in various facets of their lives and ultimately to empower them through formal education. Therefore, offering non-formal education and programmes for lifetime learning resolves this problem.

Women are subjected to harsh treatment as a result of the societal patriarchal worldview. The Nigerian government created the national plan for adult education with the goal of enhancing women's education and lives, particularly those who are willing to participate but lack the financial resources. Kagitcibasi et al. (2016) explain how studying is considered as a path of empowerment, especially for women who make up the majority of illiterates worldwide. Even though the programme is still young, it will help make adult learners' lives better.

 Women are one of the these vocational, continuing and financial literacy programmes  main target demographics, because too many of them didn't receive formal education as a result of this women social, economic, political empowerment is being undermined in the study area . it is to this that the gap needs to be filled by the Nigerian government’s through Functional literacy progarmmes, which will in return increases women's engagement in social, political, and economic spheres. Therefore the study centers on impact of functional literacy programmes on women empowerment in Calabar local government Area in Cross river state.

1.2 Statement Of Problem

The challenges facing women in the acquisition and participation of formal and informal education programmes include gender inequality, stereotypes which belittle women perpetually relegating them to second figures or second class citizens, lack of government supports, parental preference towards the male gender amongst others. The following problems and challenges has been a bottleneck towards women in the enrollment of informal and formal education in Calabar local government of Cross river state.

Furthermore the government has introduced series of educational programs for women empowerment, these programs include vocational, continuing and financial literacy programmes specifically for women has which has contributed to the enlightenment and empowerment  of Women. These functional literacy programmes has helped in creating awareness on the need of women  for development in the society thereby eliminating the stereotypes on Women in Cross river state.

Though the government and other Non-governmental organizations has in a way encouraged the implementation of functional literacy programmes for women empowerment there need to be more awareness creation and more effort from both parties, this is because a lot of women are still not aware of these functional literacy programmes which has led to the high rate of women illiteracy in Calabar local government Area. It is to this the study centers on Impact of Functional Literacy Programmes on Women Empowerment in Calabar Local Government.

1.3  RESEARCH QUESTIONS

1) What is  the impact of vocational education programmes on social empowerment of women in Calabar local government Area of Cross river state?

2) what is the impact of continuing education on the political empowerment of women in the study area?

3) what are the benefits of financial literacy programmes and how  does it promote women economic empowerment in Calabar Local government of Area of Cross river state?

4) what are the forms of functional literacy progarmmes carried out by the government towards women empowerment in Cross river state?

5) what are the challenges faced by the government in the implementation of the programmes in Calabar local government?

1.3 PURPOSE OF THE STUDY

The major purpose of this study is to examine the impact of functional literacy programmes on women empowerment in Calabar local government Area.  Other general objectives of the study are:

1) To examine the impact of vocational education programmes on social empowerment of women in Calabar local government Area of Cross river state

2) To determine the impact of continuing education on the political empowerment of women in the study area.

3) To outline the benefits of financial literacy programmes and how it helps in women economic empowerment in Calabar Local government of Area of Cross river state

4) To outline the forms of functional literacy progarmmes carried out by the government towards women empowerment in Cross river state

5) To outline the challenges faced by the government in the implementation of the programmes in Calabar local government Area

1.4 SIGNIFICANCE OF THE STUDY

This study is relevant as a result of the contribution to existing literature on the study. It importance lays on its capacity to improve and enhance on the existing knowledge of impact of functional literacy programmes on women empowerment.  The study will serve as a medium to students and researchers to enable them further on the topic or other related studies in other to contribute to the body of knowledge in the field of education therefore serving as a source of reference to the study.

Again it is relevant because if Cross river state government adhere strictly to the solutions and recommendations of the study and provide adequate functional adult centers for women it will help to speed up development in the state.

This study will help encourage women in Calabar local government to mobilize themselves towards creating awareness on the need of functional literacy programmes .It will also help to restore the dignity of women in Cross river state against the stereotype of inferior status the society accords them.

Furthermore not only will the work be of benefit to women in the study area but also to the state as a whole. There is no  study done solely  for its own sake but also to further contribute and build on the already existing body of knowledge in the field of study

The research will provide insights for other researchers who may wish to carry out further studies on the topic or related topic of study. This findings will help Cross river state government to change it perception against women which hinders economic, social development in the state

Women in the state and study area will benefit from the findings of this study in the following ways: The study will clearly show the major areas in which include vocational, continuing and financial literacy programmes which the government needs to improve on in other to empower women. The study will teach women to continue to create awareness on the need for women empowerment through functional literacy programs in the state and in Nigeria at Large.

1.5    SCOPE AND DELIMITATION OF THE STUDY

The study is based on the impact of functional literacy program on women empowerment. The study is delimited to vocational, continuing and financial literacy prograammes   and how the create opportunities for women empowerment. The study is limited to the following functional literacy centers , Light and love education centre, ifueko education center, OB education center and Iyare education centre all in Calabar local government Area of Cross river state

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.

1.6 DEFINITION OF TERMS

Literacy: can be defined as the ability to read, write and speak a language as well as the ability to compute in broad terms, literacy is the ability to make and communicate meaning from and by the use of a variety of socially contextual symbols. According to (Cunningham, 2018) and Harste, 1994) literacy has for instance, expanded to include literacy information and communication technologies and critical literacy.

Functional literacy programmes: Refers to the capacity of a person to engage in all those activities in which literacy is required for effective function of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community's development.

Vocational education: Vocational Education is that aspect of education that provides an individual with knowledge, skills and attitudes required to enter into the world of work and progress in a given occupation.

Continuing education: a program of classes for adult students offered by a college, university, etc. on a part-time basis, as for updating knowledge and skills in a professional field

 Financial literacy programmes: Financial literacy to improve your personal finances involves learning and practicing a variety of skills related to budgeting, managing, and paying off debts, and understanding credit and investment products.

Women empowerment: Process by which women gain power and control over their own lives and acquire the ability to make strategic choices