Table of Contents

TitlePage.................................................................................i

Approval Page…………………………………………………..........…………ii

Dedication…………………………………………………………..........….…..iii

Acknowledgement…………………………………..……….......….……….iii

Abstract……………………………………………………..........……….….…..iv

Table of Contents…………………..……………………..........………...v-vi

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study…………….……………………….1

1.2 Research question...................................................3

1.3 Purpose of the study...............................................4

1.4 Significance of the study..........................................5

1.5 Scope of the study...................................................6

1.6 Definition of terms..................................................7

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 The Overview of education..........................
2.2 Objectives of Adult education..............................
2.3 Problems encountered in the delivery of Adult education for the disadvantaged groups....................

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research design....................................................

3.2 Area of study..................................................

3.3 Population of the study...................................

3.4 Sample and sampling techniques.................

3.5 Instrument of the study.................................

3.6 Validity of the Instrument...............................

3.7 Reliability of the instrument...........................

3.8 Administration of the Instrument..........................

3.9 Method of data analysis......................................

4.0 Conclusion

Chapter 1
1.1 Background of study:

One of the goals of Education for all (EFA) involves meeting the need of adults, out of school youths and
the disadvantage group (the marginalized women, children and the disabled ) particularly in four areas
of literacy skills, economic, psychology and academic attainment. In achieving this goal, the international
community implore and mandate all to provide for this group of people. This research therefore
examine adult education as a catalyst for the empowerment of people in the disadvantage group in the
society women in particular.

The importance of the role of women in the developmental effort of the society calls for their
empowerment at all levels. This is bccause women make the greatest contribution in the agricultural
scctor. In the oredo local government area for instance, women play important roles in food production
and proccssing activities. They engage in and also take active part in planting, weeding, harvesting and
transportation of the farm products. Ironically, the rural women that participate most in agricultural
production are the least cducated, they are marginalizcd, discriminated against, exploited and excluded
from participating in major public policy formulation and development programmes. In support of the
above notion, Murtala (2010) stated that the Nigerian Census figure of 2006 indicates that female
constituted 48.7 per cent of the entire population and many of them are illiterates, poor and
disadvantaged politically, socially and culturally. For women to break these barriers, they need to be
empowered through adult literacy. This study therefore examines adult education as a catalyst for
empowering women in Oredo Benin city.

1.2 Research questions

1. What are the problem faced by women in oredo
2. How can adult education improve the welfare of the women in oredo
3. How can adult education empower them to be more productive
4. What are their needs
 5. What are the factors that will motivate the oredo women to participate education
empowerment programme.

1.3 Purpose of study

1. Identify the problem faced by women in Oredo
2. How adult education can improve the welfare of the women in Oredo
3. How to use adult education as a tool to empower the Oredo women to be more productive.
4. Identify the needs of the oredo women
5. How to motivate the women in oredo to participate in adult empowerment programme.

1.4 Significance of study

This research project can be used by government and different non governmental organisation for
drawing or planning adult education programme for women in this local government and if followed
properly, this study can also be used for other local government.

1.5 Scope of study

1.6 Definition of term

What is Education
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals,
beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed
research. Education frequently takes place under the guidance of educators, however learners can also
educate themselves.

Who is an Adult
Adult can be referred to as a person who is physically, psychology and mentally mentally matured and
Social and Economically responsible.

Adult Education
Overview of Adult Education Adult education in all its ramifications accommodates all forms of
education be it formal, informal and ron- formal. According to Nzeneri (2002), it is in adult education
that emphasis is placed on life-long education, education as a process and agent of liberation, a tool for
adjustment, for self and national development, for cultural awareness and integration, for
conscientization and group dynamism. He went further to define adult education as "any education
given to adults based on their social, political, cultural and economic needs or problems to enable them
adjust fully to changes and challenges in their lives and society". According to UNESCO in Ani (2003),
adulk education is seen as: The entire body of organized educational processes whatever the content,
level or method, whether format or otherwise, whether they prolong or replace initial education in
schools or colleges and universities as well us in apprenticeship whereby persons regarded as adult by
society to which they belong develop their abilines, enrich their knowledge, improve their technical or
professional qualifications and turn them into a new direction and bring about changes in their attitudes
or behaviour in two-fold perspective of full personal and participation in balanced, independent, social,
economic and cultural development.

Empowerment
The term empowerment has different meanings in different socio-cultural and political context. World
Bank (2002) defined empowerment as the process of enhancing the capacity of individuals or groups to
ample choices and to transform those choices into desired actions and outcomes. According to Adebola
(2004), empowerment is the ability to take effective control of one's life in terms of being well informed
and cquipped with education, ze and relevant skills to take decisions without any external influence.
According to Homby (2000), Nement is seen as an art of giving somebody the power or authority to do
something. in the same vein, rgcia encyclopaedia (2010) view the concept of cmpowement as in
exercising the spiritual, political, social ecomie strength of individuals and communitics. In whatever
manner the concept is viewed, empowerment IEs a multi-dimensional process that helps the powerless
to gain control over their own lives, It is often rd with individual's self-reliance and collective strength
and individuals, economic view of making the best s life. Empowerment in this study is a process
whereby the rural women can be enhanced through adult 2000.

Chapter 2

2.1 The overview of Adult education

The above definitions of adult education are all embracing. Adult education is seen as both for illiterate
and literate adult persons and it helps to bring about changes in them for personal development and for
the development of society where they live in. In all parts of the world, cducation is recognized as the
corner stone of any structure for sustainable development of any nation. It is the bedrock around which
the quick development of economus, political, sociological and human resources of any country
revolves. The Federal Ministry of Education (2004) states that cducation is the greatest investment that
the nation can makc for quick development of its economic political, social and human resources.
Education, which adult education is inclusive has been recognized as a dynamic instrument of change. It
is also the basis for full promotion and improvement of the status of women.

2.2 Objective of Adult education

The primary purpose of adult education is to provide a second chance for those who are poor in society
or who have lost access to education for other reasons in order to achieve social justice and equal access
to education. ... Therefore, its ultimate goal might be to achieve human fulfillment.
2.3 Problems encountered in the delivery of Adult education for the
disadvantaged groups
1. Inadequate funding: the budgetary allocation to adult education at all levels of government is grossly
inadequate especially when compared to the formal education sector. More importantly Non-Formal
Education is excluded in the share of two percent Consolidated Fund meant for Basic Education in spite
of policy provision. However, it is noted that there is problem of accountability and transparency in the
management of funds allocated to Non-formal education sector.

2.. Lack of mobilization: many interesting learners are not aware of the existence of the
adult education centres and even the programmes they are supposed to enroll. This affects seriously
efforts to achieve Education for All. Even there are some philanthropists who are willing to contribute
their own quota but due to lack of advocacy and mobilization they cannot do so.

3.. Lack or inadequate number of literacy instructors or personnel who posses

Information and Communication Technology skills is a serious challenge to Nigeria’s desire of becoming
a key player in the information age. Lack of personnel with Information and Communication Technology
skills across the Non-Formal Education centres inhibits the use of and Communication Technology for
Non-formal Education delivery in the country.

Chapter 3

RESEARCH METHODOLOGY

3.0 Introduction
This chapter will examine the research methodology used in this study.

3.1 Research design

This research work employes the survey method with the use of questionnaire to gather responses from
women in oredo local government area which will be submitted to the supervisors to be examined

3.2 Area of study

Oredo Local government Area

3.3 Population of the study

100 women

3.4 Sample and sampling techniques

Simple random sampling
3.5 Instrument of the study
Questionnaire

3.6 Administration of the Instrument

The questionnaire is printed and taken to the field to be administered and was personally destributed to
be completed and clear instructions was given to the group on how to answer the questions.

3.7 Validity
The validity of an instrument is the degree to which an instrument measures what it is intended to
measure (Polit & Hungler 1993:448). The Questions in the questionnaire were based on information
gathered during the literature review to ensure that they were representative of what patients should
know about diabetes mellitus and its treatment. Content validity was further ensured by consistency in
administering the questionnaires. All questionnaires were distributed to subjects by the researcher
personally. The questions were formulated in simple language for clarity and ease of understanding.
Clear instructions were given to the subjects and the researcher completed the questionnaires for those
subjects who could not read.

3.8 Reliability of the instrument

Polit and Hungler (1993:445) refer to reliability as the degree of consistency with which an instrument
measures the attribute it is designed to measure. The questionnaires which was answered by the group,
revealed consistency in responses. Reliability can also be ensured by minimising sources of
measurement error like data collector bias.

3.9 method of analysis

After the data was collected it was organised and analysed and the questionnaire was closed. The data
was analysed using quantitative data analysis method and spss software was used for the data analysis.

Conclusion
Conclusion From the fore-going, it is evident that adult education serves as a catalyst for empowering
rural women in Nigeria. It awakens the consciousness of rural women on the need for socio-economic,
political and other aspects of life that will engender sustainable development. Empowering rural women
will also make them overcome poverty and exclusion, establish and reinforce democracy, enhance
economic and social well-being and improve health and ensure food security in the society.

We believe if we want to see rapid growth in the economics of the world then we will have to start
empowering the women and to make them working women, government and NGO’s are doing their
duty still we can also help to increase empowerment by we can start empowering women right from our
own homes. Investing in women’s and empowerment sets a direct path towards gender equality,
poverty eradication and inclusive economic growth. Women make enormous contributions to
economies, whether in businesses, on farms, as entrepreneurs or employees, or by doing unpaid care
work at home.

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