Impact of Women Education On Community Development

IMPACT OF WOMEN EDUCATION ON COMMUNITY DEVELOPMENT
(A CASE STUDY OF OBIO/AKPOR L.G.A OF RIVERS STATE)
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
In the African societies, education of women over time has generated
lots of arguments. Some people argued that the place of women is in
the kitchen so it is a waste spending time and resources to educate
them. Others suggested that since she will ultimately be married out, it
is unreasonable to invest in her education. She is to be given only such
training in domestic activities that would enhance her being a good
wife and mother (Fafunwa, 1994; Oroka 2009). In the face of scarce
resources, many parents believed that educating a male child is
preferable and more beneficial to educating a female. This is because
most African family systems are patrilineal; having their generations
recorded and headed through males (Suara, 2013). These opinions
have negatively impaired the education of women. In recent times,
women education has attracted not only local or national attention but
also international attention because of the large population of the
female folk and their role in nation-building. Accelerated development

in the third world countries hitherto, was geared towards capital
accumulation. In recent years however, development whether urban or
rural, is hinged on human capacity building. Consequently,
improvement in the quality of people as productive agents is the major
concern of development policies. As observed by Onyeozu (2007a)
emphasis is now placed on policies needed to eradicate poverty,
illiteracy, ignorance and disease and to provide more diversified
employment opportunities, thus reducing income inequalities. Palm in
Onyeozu (2007) defined development “as a continuous process of
positive change in the quality and span of life of a person or group of
persons”. One of the potent tools for the development of the human
capital is education, whether formal or non-formal. Considering the
recent studies on significance of human capital in the process of
development, the education of every unit of the human resource of a
nation cannot be down played in the path to development. However,
Oyebamiji and Adekola (2006) and Ugwu and Oyensehi (2009) posited
that women even now, face numerous restrictions which hamper their
acquiring formal education. Eheazu (2009) reports that it is common
knowledge that the female sex in many parts of our world is the victim
of educational inequalities, leading to their absence in the upper

echelons of the economy and the political arena. The United Nations
Funds for Population Activities [UNFPA (2006)] observed that more
than half of the illiterates in the world are women especially so in
Africa. United Kingdom Department for International Development
(DFID) in Okoli (2011) recorded that almost two thirds of the
population of the world are females and this accounts for the two
thirds of the over one billion people who now live in abject poverty. It
further revealed that in the Pacific, Southern Asia and Sub- Saharan
Africa 83% girls do not go to school. The New Partnership for African
Development [NEPAD (2013)] reported as tragic the situation where
over 50% of the population of women in Africa is illiterate in the turn of
the 21st century when knowledge is of utmost importance. The United
Nations Educational, Scientific, Cultural Organization (UNESCO, 2011)
equally recorded that; girls are 60% of the 300 million children of
school age who are not in school. Women are recognized the world over
as very important element in the development process. Oyebamiji and
Adekola (2006) claimed that it is not just because of the number of the
womenfolk but the social and economic assignments which they carry
out in their societies. In spite of the importance of education to
women’s contribution to development, available statistics revealed that

women lag behind men in all areas of education, science and
technology thereby hampering their participation and contribution not
just in community but national development. This is corroborated by
Eweama (2009) who reports an employment rate of 68.72% for men as
against 31.28% for women in Nigeria. Adebosoye–Makinwa (1991)
stressed that the education of women has the ability to revive and
strengthen traditional skills and build confidence in women in their
pursuit for uplift. She blames traditional barriers and burden of family
as constraints to women attaining education and participating and
contributing optimally to national development. Women education
therefore, according to Suara (2013) has “salutary spin-off” on the pace
of economic growth and development. Much work has been done by
women development scholars on women education and national
development (Idakwo, 2009; Okoli, 2009; Oji, 2015; Okemini and
Chukwuemeka, 2011) but not much focus on the rural communities of
Obio/Akpor. However, according to Adekola and Kumbe (2012)
evidences abound that the education of women in Obio/Akpor until
recently had not been given priority because of the social prejudice
against the girl-child and women in general. They were mainly
encouraged to be involved in domestic and farm work; also many of

them were given out as house helps to nearby and distant places. This
attitude of under-valuing women and the girl-child and giving them an
inferior status invariably affected their being educated.
1.2 STATEMENT OF PROBLEM
Scholars all over the world agree that education is an instrument per
excellence to bring about change and development in man and his
environment. Therefore education is a tool relevant to the life of
everybody. The structure of the population of Nigeria has shown that
women constitute about half. However data on literacy has also
revealed that most of the women are illiterates and this is associated
with some gender- based hindrances that retard access of the
womenfolk to education. There is no doubt that education and
development are linked but the hindrances to education among women
especially in the rural areas like Obio/Akpor where many of the women
lack education leave much to be desired. If education positively
correlates with development and women form a major proportion of
population in Obio/Akpor, then underdevelopment is practically
obvious. If the bulk of women’s population that is illiterates in
Obio/Akpor is exposed to functional literacy and vocational education,
it would empower them to effectively participate in the community. It is

the need to investigate the extent of participation of women in
community development arising from their level of education and the
effects that acquisition of education (Literacy and Vocational) would
have on their participation in community development that constitutes
the problem of this study.
1.3 AIMS OF THE STUDY
The major purpose of this study is to examine the impact of women
education on community development. Other general objectives of the
study are:
1. To examine the level of participation of literate and illiterate
women in community development in Obio/Akpor community.
2. To examine the influence of early marriage on women
education
3. To examine the impacts of education on participation of
Obio/Akpor women in community development.
4. To examine the factors militating against women education in
Nigeria.
5. To examine the relationship between women education and
community development.
6. To recommend ways of encouraging women education and
literacy programmes in Nigeria.
1.4 RESEARCH QUESTIONS
1. What is the level of participation of literate and illiterate women
in community development in Obio/Akpor community?
2. How does early marriage influence women education?
3. What are the impacts of education on participation of
Obio/Akpor women in community development?
4. What are the factors militating against women education in
Nigeria?
5. What is the relationship between women education and
participation in community development?
6. What are the ways of encouraging women education and
literacy programmes in Nigeria?
1.5 RESEARCH HYPOTHESIS
Hypothesis 1
H0: There is no impact of education on participation of
Obio/Akpor women in community development
H1: There is a significant impact of education on participation of

1.6 SIGNIFICANCE OF THE STUDY
This study will enable the stakeholders in the area of education in Abia
state to address the impacts of women education on community
development. It is also hoped that the Obio/Akpor Local Education
Authority (LEA) and Rivers State Ministry of Education will find this
work most useful in planning their educational budget so that the
women of Obio/Akpor, LGA is put on the pedestal of equal and
adequate educational opportunities for all citizens.
1.7 SCOPE OF THE STUDY
The study is based on the impact of women education on community
development in Obio/Akpor L.G.A, Rivers State.
1.8 LIMITATION OF STUDY
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.

1.8 DEFINITION OF TERMS
Impact: Is the measure of the tangible and intangible effects
(consequences) of one thing's or entity's action or influence upon
another.
Women: The term woman is usually reserved for an adult, with the
term girl being the usual term for a female child or adolescent. The
term woman is also sometimes used to identify a female human,
regardless of age, as in phrases such as "women's rights".
Education: The wealth of knowledge acquired by an individual after
studying particular subject matters or experiencing life lessons that
provide an understanding of something. Education requires instruction
of some sort from an individual or composed literature.
Community Development: According to Arthur Wilden (1970), it is
the process by which people in an area choose to think as a
community, go about analysing a situation, determining its needs and
unfulfilled opportunities, deciding what can be done to improve the
situation and then move in the direction of achievement of the agreed
goals and objectives. As used in this work, it is the process by which
the efforts of the people themselves are united with those of

governmental authorities to improve the economic, social and cultural
conditions of the communities.

CHAPTER TWO
LITERATURE REVIEW
2.1. INTRODUCTION
Education is valued because it contributes to national development
through provision of an appropriate human resource that helps to spur
productivity and eliminate poverty, disease and ignorance. Education
of women, in particular, contributes to the various aspects of their lives
such as increased productivity, family health and nutrition, reduced
fertility rates and related child mortality rates. The benefit of education
for a woman and society can be explained by the effect that education
has on empowering women to acquire and use new personal, social
and economic behaviour that in turn, affect societal change. Thus the
literature review will give relevant theories and concept to the topic.
2.2 THEORETICAL REVIEW
PEARSON’S GENDER RELATIONS THEORY
This theory was developed by Pearson (2016). This is where the society
views all activities that are carried out to be based on social roles and
interactions of men and women. The society seems to have ultimate
authority on the precise nature of what women and men actually do,
and their real contribution to production and reproduction which turns

out to be culturally biased against women. Pearson’s gender relations
theory was appropriate for this study because it emphasizes the
various social, cultural and economic norms and standards which
must be considered for women to take the opportunities to participate
in social activities such as education. These cultural and economic
norms emphasized in the theory are the factors that affect Girl child’
academic achievement in school. This theory is relevant for this study
because it captures the variables. In the traditional set up the family is
headed by a house head, a position held by the male parent. The
patriarchal ideology is thus dominant. The roles assigned to women are
narrowly defined. They are expected to be good wives and mothers,
girls and women are seen as subordinates and education for them is
less important. Studies on the situation of girl’s education shows that,
disadvantage and discrimination starts even before birth with parental
and societal negative attitudes which stress the value of sons against
daughters (Wamahiu, 2016; Heneveld, 2016). The benefits of education
for girls can be explained by the effect that education has on girls’
achievement. Educated girls acquire and use new personal, social and
economic behaviours that in turn affect societal change (Moulton,
2010). As such gender becomes a crucial factor in deciding who goes to

school and for how long (Psacharopoulous and Woodhall, 1985) before
parents make the decision, considerations are taken concerning family
priorities. In most cases, girls are more disadvantaged by cultural
factors operating within the home and school than boys. They also
include socio-cultural and economic considerations for example,
parental level of education, occupation, family size, traditional division
of labour, early marriages and negative perception by parents
regarding girls education, and hence this hampers Girl Students’
academic achievement. From the studies and the literature, various
factors either independently or dependently influence pupils learning.
MARXIST FEMINISM
Quite obviously, Marxist feminism is based on the tenets of Marxist
literature. In this regard, Tong (2010) contends that just as the liberal
concept of human nature is present in liberal feminist thought, the
Marxist concept of human nature is present in Marxist feminist
thought. Marx critiqued capitalism as the most exploitative system
based on class relations. The creation of private property & surplus
value at the cost of workers needs is the prime goal of the capitalist
industrialist. Jaggar (1983) highlights that the distinguishing feature of
the Marxist analysis is the causal link that it seeks to establish

between women oppression and class society. Under capitalism,
Marxists claim, women are oppressed primarily because their
oppression benefits capital. Needless to say, the notion of class and
class consciousness in terms of women being a class i.e. sex class is at
the core of Marxist feminist thought. Marxist feminists like Kate Millett
(Sexual politics, 1969), Emma Goldman (The Traffic in Women, 1970),
Lillian Robinson (Sex, class and culture, 1978), Michele Barrett
(Women’s oppression today, 1980) among others argue that it is the
exploitative character of the class system that can be seen as equal to
patriarchal oppression; thus viewing capitalist patriarchy as a cause of
women s oppression. Industrialization based production process
fractured the domestic domain and resulted in the public and private
domains of lives wherein the former mostly associated with men is
responsible for paid work whereas the latter confined to household
non-paid work is confined to women. As and when, women join the
labour market they are exploited in terms of less wages paid by the
capitalists to generate their own surplus value. In addition, she is not
paid for her domestic work (by her male relatives) as patriarchy ordains
these as normal & natural domains of women. Such an argument
resonates with Paddy Quick s analysis in The Class Nature of Women’s

Oppression (1977) wherein it is argued that the oppression of women is
based on the role of women in the exploited class as the reproducers of
labourers in class society. At the same time, the determining factor in
this relationship (between women and men) is the specific economic
form in which unpaid surplus labour is extracted from the direct
producers (Quick, 1977). A similar argument is posed by Hartmann
(2011) that ... Marxist feminists have focussed on housework and its
relation to capital, some arguing that housework produces surplus
value and that house-workers work directly for capitalists.... . In this
way, the material basis of patriarchy can be placed in the division of
labour thesis which is present in both capitalism and patriarchy.
MODERNIZATION THEORY
A wave of democratization took place in the 80s and 90s with the
collapse of several authoritarian regimes across continents in southern
Europe, East Asia, Latin America and the Soviet Union, often after
periods of economic development prior to entering the free-market
economy. Interest in modernization theory revived and the old query
about how socio-economic development can bring forth democracy
returned. Contemporary debate over modernization theory has
returned to Lipset's initial claim, with scholars attempting to unravel

the exact correlation between economic and political development by
using advanced research techniques and empirical studies.
Rueschemeyer, Stephens, E. & Stephens, J. (2013) maintained that
changing class forces is a necessary variable whereas Przeworksi,
Alvarez, Cheibub and Limongi (2015); Acemoglu and Robinson (2001),
argued that high levels of income inequality or economic inequality are
central for the emergence of democracies. In agreement, Boix (2011);
Boix & Strokes (2011) added that income inequality, especially in poor
countries, has a tendency to challenge authoritarian regimes, enabling
the development of democracy. All this leads to discussions linking
inequality and democracy but authors have yet to fully explore where
the demand for democracy originates. Acemoglu & Robinson (2011)
posit that economic inequality gives rise to revolution from below,
which serves to push elites towards a consideration of democratic
political changes. Authors like Inglehart & Welzel (2011); Welzel,
Inglehart & Klingemann (2011); Welzel (2006); Welzel & Inglehart,
(2008), at quite the opposite standpoint, have all emphasized the
prerequisites of culture and attitudes for change in order for the
development of democracy. According to them, democracy only rises
when the mass population or ordinary people decide to fight

collectively towards democratic institutions. These authors bring new
understanding to modernization theory by suggesting that gender
equality is strongly linked with cultural change and democratization.
In doing so, they advanced a cultural element in modernization theory
and it is within this hypothesis that this project is situated. Culture
and tradition encourage female children to be given out early in
marriage rather than educating them.
2.3 CONCEPTUAL FRAMEWORK
2.3.1 CONCEPT OF EDUCATION AND WOMEN
Education has generally been accepted as the most viable and
inevitable instrument for spurring up positive change in individuals,
families, community and the nation. It helps to provide a lasting
solution to the problems of our rural areas in particular. The role
played by education includes the inculcation of the right type of values
and attitudes for survival of the individual through the acquisition of
appropriate skills, mental and physical abilities and competence in
order to contribute to the development of the larger society. Education
and women education are two inseparable components of human and
national growth. This means that no nation, no matter how she is

endowed with abundant natural resources can actualize her
developmental dreams without involving the number of highly
conscientious educated men and women in Nation building. The
progress of a nation depends on the progress of the people. Oyaya and
Kaseje (200152) argue that if the spirit and human potentials of its
citizenry are not developed, it cannot develop culturally, economically,
socially and politically. In other words, development here implies
change in a positive direction. Oduaran (2008) expresses his view
about the concept development to mean some form of change usually
from a prior bad or poor condition to a better one. Certainly the
prerequisite for development of the society is how educated the citizens
are and their ability to utilize their wealth ai knowledge. Education has
been identified as basic machinery for facilitating the transformation of
the society. In this regard, the education policy of our nation must
concern itself with the teaching of skills needed for the development of
its citizenry and the modern economy. Gomez (2007) affirmed that the
problem with most developing countries is not poverty but the
underdevelopment of their human resources which could be harnessed
for growth and development. To buttress this assertion, Oyaya and
Kaseje (2001) view poverty from the human development perspective as

the denial of opportunities and choices most basic to human
development in terms of the capabilities to lead a healthy creative life,
to enjoy a decent level of living, freedom, dignity and self esteem. The
elements of these essential capabilities according to them include
education, health, nourishment and favourable condition available for
all. In comparison the uneducated are unproductive and remain socio-
economic and political liability. The logic here is that the ' task of any
nation is to build up her human capital; which means providing
qualitative education for its citizenry irrespective of the sex or age for
growth and development. It is assumed that the quickest way to
increase productivity in the less developed countries is to invest on the
education of its citizenry (women inclusive). Education acting through
the medium of investing on human beings help develop complementary
resources for comparative scarce factors necessary for development
(Kwachie, 2001). World Bank (2014) also confirms that investing on
women education, consistently earns high rates of return as the socio-
economic benefits exceed-the private benefits. Consequently, the
exclusion of women from the economic development of any country
means depriving a nation like Nigeria their competitive edge in global
economy (Boujaoude, 2011). However, Tomasevski (2001 :47)

cautioned that education for women should be that which will provide
desired result and must be anti-traditional. It should stimulate the
individual to be able to make demands for her empowerment, to take
informed decisions especially for their own self improvement and that
of their communities, providing amenities like pipe borne water and
proper disposal of refuse are all geared toward promoting the health.
But it is unfortunate that improved livelihood is not yet reflected on the
lives of many people in developing countries where economic growth,
per capital income and GDP are still very low and about 20% of women
constitute the poorest of the poor population. (WORLD BANK, 2015).
The women in question are those described by Shiva (2015) as those
specifically responsible for feeding the entire world. These women stay
many hours longer than their male partners in the farm and informal
sectors yet they are never recognized. This is why there is lack of
adequate data on true gender inequalities in economic, social and
political spheres which has resulted to inappropriate policies planning
and projects on women (Mbanefo, 2001). She also remarked that the
lack of reliable impartial data, particularly on type and extent of men's
and women's separate contribution results in failures of development
programmes to impact on women's productivity, income and their

standard of living. Educational programmes like UPE 2013, Mass
Literacy and UBE 2014 could have made a remarkable impact on
women but it is pertinent that there is still large and growing numbers
of illiterate women in this country particularly those in rural areas. The
reason may be attributed to the global economic recession which has
affected many poor households resulting to increased poverty and low
enrolment in educational institutions among others. Although UNS
(2004) cites education as the key determinant of earnings and exits
from poverty but the tide of poverty is so high in many poor
households that education is no longer their priority, especially for
their girls. UNICEF (2015) confirms that the women transition rates
from primary to secondary education are still very low in some
developing countries. Women ratios are around three-quarters of the
males or less with a gross parity inequality (GPI) below 0.76 in
countries like Chad, Benin, Burkina Faso etc. The implication of low
women enrolments in education in sub Saharan Africa has adverse
effect on poverty reduction, slows down demographic transition of
women and undermines the tax base/economic growth of a nation. It
also reduces the prospect of African women breaking off the vicious
cycle of poverty and marginalisation and moving towards a virtuous

cycle of equality, growth and development (Mbanefo 2001). The
peripheral roles of women in Nigeria have persisted despite
constitutional enactments and educational policies. However in the
recent past the federal government recognizing that education is a
worthwhile investment for the country's socioeconomic and political
growth and also a means to. Improving the status of its citizenry
(women inclusive) initiated more programs like poverty alleviation,
community health and extension programme. Moreover, more women
schools and women education commission were established. Therefore,
denying women access to education opportunity means exclusion of a
significant number of the population from participating in the
challenges in the society and also preventing them from seeking ways
to get greater freedom from cultural, social, economic and political
oppression.
2.3.2 CONCEPT OF COMMUNITY DEVELOPMENT
According to Obi (1997), community development is defined as socio-
economic changes involving the transformation of agrarian society in
order to reach a common set of development goals based on the
capabilities and needs of the people. World Bank (1975) contends that
community development is a process through which rural poverty is

alleviated by sustained increase in the productivity and incomes of low
rural workers and households. Njoku (1995) argues that community
development is the process whereby cultural, political and educational
motivation of rural dwellers enables them to rationally exploit and
harness the resources of their environment for the social and economic
well being of the society. Batten (1986), in his book, “communities and
their development as a process” stressed that community development
is possible only when the people in the community first thoroughly
discuss and define their wants and then plan together to satisfy them.
UNESCO defines community development as the process by which the
efforts of the people are united with the government to improve the
economic, social, and cultural conditions of communities. Community
development in simple terms is the process of improving the quality of
human lives. It involves the sustained elevation of the entire
community and social system towards a better human life. Gulet
(1971) identified three important aspect of community development as:
(i) raising people’s living standard – income and consumption
levels, access to medical services, education, safe drinking
water etc. through relevant economic growth process.

(ii) Creating condition conducive for the growth of people’s self
esteem through the establishment of social institutions that
promote human dignity and respect.
(iii) Increasing people’s freedom by enlarging the range of the
choices as by increasing varieties of consumer goods and
services.
Dundley (2011) posed three questions about the meaning of
development as follows:
(i) What has been happening to poverty?
(ii) What has been happening to unemployment?
(iii) What has been happening to inequality?
He asserts that if all three of these have declined from higher level,
then beyond doubt, there has been a period of development for the
community concerned. Author Dunham quoted publication made as
far back as 1915 stating community development as making the small
town a better place to live in and a better place in which to do
business. Duncan spotlights that the problems of community
development lies on the ability to identify, document, and use the
available resources for the development of the community. Hence, lack

of mobilization and local participation in community development may
turn ruling class, thus making people to be reluctant. Community
development is a process by which the effort of the people themselves
are unified with those of government and non-governmental authorities
to improve the economic, social and cultural conditions of communities
to integrate those communities into the life of the nation and enable
them contribute fully to national progress(UNO, 1962). It is a process
of social action in which people of the community organize themselves
for the identification of their needs with maximum reliance on their
own initiative and resources, supplemented with assistance in any
form from government and non-governmental organization.
Community development seeks to empower individuals and groups of
people by providing these groups with the skills they need to affect
change in their own community. It involves changing the relationship
between ordinary people and people in position of power, so that
everyone can take part in the issues that affect their lives. It seeks to
empower individuals and groups in their own community. It is a
process of helping a community strengthen itself and develop towards
its full potential.
2.3.3 THE ISSUE OF GENDER IN COMMUNITY DEVELOPMENT

Development means different things to different people. Mabogunje
(1980) identifies them to be economic, growth, modernization
distributive justice, socioeconomic transformation and spatial
reorganization. Some people however stressed material prosperity as
the ultimate objectives of development efforts. For example, Rogers
(1976) describes development as a type of social change in which new
ideas are introduced within a social system to produce higher per
capital incomes and levels of living through more production, methods
and improved social organizations. Rogers (1980) believed that
development should mean "a widely participatory process of social
changes in society intended to bring about social and material
advancement (including greater equality, freedom and other valued
qualities) for the majority of people through gaining control over their
environment". Murrel, (1992) has claimed that women predominate
among the poor in the world today and they are more in the rural
areas. Their annual incomes throughout the world have declined so
sharply in recent years that they had fallen below poverty line. Rural
women according to Jeminiwa (1995), are getting poorer and further
marginalized both in the utilization of available resources and access
to development resources. Although, male chauvinists may be right in

saying that women are affected by poverty, it is clear to the most
simplistic analyst that women are far more disadvantaged and more
vulnerable. The UNDP report (1990), claimed that majority of African
women still work for between 14-18 hours per day and produce
between 50-80 percent of Sub-Sahara Africa's food, fetch water, gather
firewood, and care for the family In Nigeria, according to Ijere (1991),
women form over half of the rural population and it is estimated that
80 percent of rural labour force is provided by women. Another
estimate by the UNDP claims that about one third of all African
households are headed by women. In terms of sectional allocation,
agriculture appears to be the occupation of 70.3 per cent of Nigeria
rural women. Yet it is known that agriculture has the largest chunk of
the poor for women, the poverty is compounded by the fact that only 8
percent of women hold title to the land they work on (UNFPA, 1992). In
the education sector, women also fare worse than men. For example,
46.3 percent of female worldwide are considered illiterate (UNFPA,
1993), in Nigeria, the percentage of women illiterates is 67 percent.
2.3.4 STRATEGIES ADOPTED BY OTHER COUNTRIES IN
PROMOTING WOMEN EDUCATION

Women educationist and policy makers and education implementers in
Nigeria have shown concern to reversing the cycle of inequality that
characterizes developing countries. Strategies adopted by some
countries in promoting gender equality in education which could serve
as a lesson to Nigeria include:
1. Education programme to emancipate women: "Building
opportunities" for young pregnant girl’s teenage mothers is a
programme already in use in Columbia. These categories of mothers -
who are expelled from formal education, are integrated into a non
formal education programme to prevent them from dropping out.
2. Innovative programme for out-going girls/women who start
schooling later: These women who start schooling late can benefit from
various non-formal initiative programmes to bridge the schooling gap;
such is already in practice in India and was initiated by a non-
governmental organization called MV foundation. They provide both
counselling and educational needs of the beneficiaries which were not
met in the formal school system either because of household work,
opposition from their husbands who failed to see - the benefits from
their wives being literate or feeling threatened by it (Robinson, 2011).

3. Mother-child programme is meant to empower and cater for the
needs of mothers studying. This programme has an informal and home
based form of day-care for babies. Mothers also do some productive
work $ to earn a living while studying. These arrangements serve as an
opportunity for mother’s child spacing (Contraception) and also
encourage mother’s enrolment in schools (Degazon, 2013)
4. Legal literacy in non-formal education programme: This is an NGO's
(Multiple Action Research Group, MARG) project in India. Women are
educated about their legal rights. MARG developed a manual on
twenty-three laws, which affected women's lives using colour-coded
covers to identify the subject matter. Three-day literacy programmes
were organized for non-literate women using role-plays video and
reading. The experience of using- manuals by the older women
inspired them to attend literacy classes regularly (Manga, 2015).
5. School feeding programme: This is an arrangement by schools to
provide meals and snacks or dry food to take home. A significant
improvement in the enrolment and retention of girls has been recorded
by Thought food for education in Bangladesh where it has been in use
since 2007. Moreover community involvement in the management of
food incentive programmes has strengthened community/school

relations and also encouraged communities to take more responsibility
for girls. (USAID, 2013).
6. Scholarship Scheme for girls: Scholarships can have substantial
effect on girl's enrolment. Communities have been involved in
supporting community schools by providing short and long-term
advantages for indigent students as it is in practice in Bangladesh
since 1982.
7. Use of New Education Model: NGO's have been key instruments ior
many countries like Bangladesh Rural Advanced Community (BRAC)
program used for boosting the efforts to achieve gender parity goals.
BRAC tried different models with local communities to find the best
solution to gender inequality. Their innovative experimentation
revealed an increase in girls (98%) enrolment than that of boys (97%)
respectively (Chouldhury, 2013).
8. Serious Check on Population growth: The education of women is
widely believed to contribute to the demographic transition by raising
the opportunity costs to women having fewer children in the family.
Bauer, (2001) reported that fewer children have helped to improve
nutrition and education of women and their household. It has also

helped to check conflict between domestic responsibilities and work.
He also observed that women education has served as contraception
among women in India because smaller families leave women freer to
pursue other previously un-attainable activities such as education and
paid employment, while larger family size encouraged school dropouts
especially from poor families.
2.3.5 PROBLEMS OF WOMEN EDUCATION
Okeke (2011) and King (2009) drew attention to some of the myths and
negative stereophytes peddled to discourage the education of women in
Nigeria. They include:
i. Educated women are not respectful to their husbands.
ii. Educated women are irreligious and do not encourage their
children to be religious.
iii. Educated women do not dress up to reflect the culture.
iv. Educated women are unruly and bossy. –
v. Educated women cause psychological instability in homes,
Educated women tend to be morally corrupt and promiscuous. The
implication is that where parents and society at large believe in such
myths, they find no justification in providing girls and boys equal

access to education. In addition, the following problems are considered
as hindrance to women education in Nigeria.
(a) Access: The culture, tradition, religion or societal values and
stereophytes are some of the factors hindering women access to higher
education.
(b) Another problem is the paucity of our school curricula. The school
curricula are such that girls leave school only with the required
academic qualification but without some vocational training in some
trade or profession in which they may wish to make a career. This
situation presents a one-sided system of education, which obviously
deprives our women of their right to meaningful education.
(c) Also, one of the problems is the time of leaving the home to school.
At this time the women may have had children or married, the problem
then is who will take care of the child when she is away in school. The
UBE programme should be properly organized to take care of women
education at an early age so that she is almost through with
elementary and the tertiary education before the age of child bearing.
In some countries, of the world today, women hold the reins of
government. Efforts must be made to change the psyche of Nigerians,

which has been influenced to believe that the role of the woman as the
‘weaker’ sex is that of childbearing, raising a home, cooking and infact
the head and foundation of all matrimony. This concept has to be
completely discarded if any meaningful progress is to be made in the
field of women’s education.
2.3.6 FORMAL EDUCATION AS A MEANS OF EMPOWERING
WOMEN FOR ACTIVE PARTICIPATION IN COMMUNITY
DEVELOPMENT
According to Coleman (1965) Massialas (2015), AJele- Williams (1992),
and Anuma (2009) formal and non-formal type is considered to
perform important functions in the political system. These functions
are. a) the socialization of children and youth into political culture; b)
the selection; recruitment and training of political actors, and c) the
political integration of groups of people to form a nation It is
widely .believed that education is an important tool for the
achievement of social justice and equity (Federal Republic of Nigeria,
2011, Suara. 2009). This is why social scientists regard education as a
tool to uplift the under privileged and other special groups within the
society especially women. Feminists have also advanced the issue of
empowerment of women through education as a means of challenging

male domination and women subordination; and transforming the
structures and institutions that perpetuate gender discrimination
(Suara, 2009). The use of the word "empowerment" in education
surface and also in some industrialized countries with disadvantaged
and marginalized minorities. It raised the hope that access to
education delivers innumerable benefits for the individual and tine
nation, notably greater economic development and wider politics
(Grahem-Brow, 1991). The report of a committee set up by the federal
Government (2011) had also dwelt on this issue, is believed that
education will enable women effectively fulfil their gender role and
participate in the development of the country. It however, noted that
education for women must not have any gender bias. 26 Education
facilitates women participation in community development. Omololu
(2011) writing on the need for women education, posit that a woman
acquire high status if she is well educated and therefore is in a position
to contribute her quota to the development of the social life in the
community. On cultural values, Omololu maintains that an educated
woman is in a better position to appreciate the culture of her country
than a non educated woman. Economically, she is of the view that
educated woman who engages in business are more favoured than

their illiterate counterpart. Thus, with education, a woman can work
and earn money and can also be in a position to contribute towards
the up keep and educational training of her children. In what she
called “realization of the importance of the care of children,” she
maintains that education has made mothers aware of their
responsibilities to their children. An educated mother will take better
care of her children in term of health care, education and feeding. On
the political scene, an educated woman can emerge in politics and
contribute her quota to national unity and national reconstruction. An
educated woman according to her is a better mother, a useful house
wife, neighbour, citizen, community mobilizer and social worker.
Agbola (2009) is of the view that the willingness, enthusiasm and
ability of women to actively participate in nation building is often
conditioned by many factors which are mostly social and educational.
Women participation in community development is deeply linked to
Education. Aruma (2009) noted that majority of women are derailed
politically not because they do not have political potential but because
of education. Education is an important tool for the development of
social justice and equity. Among the social scientist, education is seen
as a tool to uplift the under privileged and other special groups within
the society especially women. Suara (2009) regards education as the
means of challenging male domination and women subordination and
transforming the structures and institutions that perpetuate gender
discrimination. Graham-brow (2007) noted that access to education
delivers innumerable benefits for the individual and nation notably
greater economic development and wider politics. According to Taiwo
Adeyemi (2011) there can be no significant, sustainable transformation
of the nation and no significant reduction in poverty until the girl child
receives basic education she needs to take her rightful place as equal
partner in development. According to Jekayifa (2006) education brings
benefits to the educated in the form of access to information and more
economic and political influence. Education can make women gain
more authority in the home and greater control over resources as a
prelude to having more say in the family decision. Education is
required for skill’s acquisition and consequently to increase the
competitiveness of women. Low education therefore generally limits the
upward mobility of Nigerian women. To this end, Olawepo and
Jekayinta (2013) recommended the following; a) The full
implementations of free and compulsory education for all children up
to the end of primary school, and free up to secondary school. b) The

provision of day-care centers for children of working mothers. c) The
provision of adult education for women which should emphasize
scientific and technical education and the teaching of income
generating skills. In the same vein, it has been observed that the
National Policy on Education has not given enough prominence to the
issue of women education (Anuma, 2009).
2.3.7 WOMEN AND NATIONAL DEVELOPMENT
Women in the recent past have become a serious factor of recognition
in nation building. Their important contribution to countries national
economic and international trade stands out clearly and cannot be
overemphasized. According to Commonwealth (2014), women now
constitute about one-third of all industrial sector of the labour force in
export processing activities and service sectors such as banking and
tourism. So, it thus becomes obvious that when women learn a nation
stands to benefit. In furtherance of this, Abbe and Moniodu (2014)
stated that women’s education positively correlates with several
important national and internal goals. Some of these goals according to
them include economic productivity, social development, social equity
and sustainability of development. The benefit of women education is
the fact that women are the bedrock of life. They brought up the males
and also the women to life so if they the male need education to
balance up the security in terms of knowledge. A male is taught by
mother and when he grows up he never forgets what he was taught
hence the saying by the former president of the United States of
America that the hand that rocks the cradle rules the world. This fact
is further enhanced in the leadership of most governments, as most of
what the male leader does outside is the hidden influence of his wife or
mother. Many educated women have contributed so much to national
development. Grace Alele Williams was the first women Vice-chancellor
in Nigeria, a post usually reserved for males. The present NAFDAC
chairperson is making history with her contributions in stopping the
evil drug trafficking business in Nigeria. A women educated in
transportation led the Aviation and sea transport service in Nigeria.
Others have been made commissioners of education and
communication and information ministries. With time it is projected
that women will become governors and president some day in Nigeria.
2.3.8 FACTORS MILITATING AGAINST WOMEN EDUCATION IN
NIGERIA
Marshal (2011) states that women make up more than half of the
Nigerian population, and they have been known to have contributed in

many ways to the development of the society. Hence, for the women to
face the challenges of our time, full participation requires they have
access to the benefits of formal and informal education to the same
level, and of the same quality as that given to the men. He stressed
that it is the only way the women can contribute maximally to the
socio-economic development of their communities and Nigeria at large.
In support of this, Schacter (2010) argued that children’s intelligence
could be significantly influenced by environmental changes and that
early childhood was a key to improving later performances in various
aspects of the individual’s life. It is in the light of the above that
Stronquist (2015) stressed that Girl-child education involves equipping
girls who later grow up to women with the knowledge, abilities and
mental powers with which they will be useful to themselves, the family
and the society. However, Bolaji (2007) noted that there is still gender
inequality in terms of accessibility to education in many parts of
Nigeria particularly the Northern States like Katsina, Kano, Bauchi,
and Jigawa, Akwa Ibom etc. In these places, many girls are not sent to
school and among those sent to school, many drop out early. Secondly,
there is the issue of early marriage which conflicts with educational
programmes. Bolaji (2007) noted that early marriage has been

institutionalized in many parts of Nigeria especially in Kano, Kastina,
Sokoto, Bauchi and Kaduna. It also used to be the case among the
Ibos, Ibibios and Urhobos, but with Western education, the practice
has abated but not completely eradicated. Girls are given out in
marriage for many reasons. It is obvious from the above study that
most girls married off, were still physically immature for pregnancy. In
some parts of Nigeria, it is a known fact that the input of the girl child
into the family income is so high that it becomes economically unwise
to allow such a child to go to school. Examples of such inputs include
generating income by way of hawking food items. The girl child also
helps with the household chores and look after the younger ones which
relieves the parents of employing paid house helps. This therefore
reduces the financial burden on the family (Ballara, 2013). In addition,
poverty compels many parents to marry off their daughters to wealthy
men instead of sending them to school. This is because education is so
expensive that parents do not consider the returns for girls’ education.
Instead, parents would rather prefer the returns of marriage in terms
of bride prize. Many parents believe that when girls are educated, the
benefits go to their family of procreation instead of the family of
orientation. To Ballara (2013), the importance of the girl child

education cannot be over-emphasized in any society, since they (girl-
child), constitute more than half of the population in most societies;
their education is vital to any sustainable development.. With the
acquisition of skills, the girl child in adulthood contributes a lot to
societal development. A woman’s education affords her the opportunity
to take advantage of family planning facilities which results in fewer
births of children and less social and economic burdens on families
and society in general. According to Ottaway (2015), the girl-child’s
education also has bearing on the economic well-being of a country.
With education, in adulthood, the girl child could easily gain
employment in the formal labour force and therefore contribute not
only to her family income but the National GNP. Higher education
enables girls to provide financial support to their families especially
now that the economic recession has made it impossible for a man to
provide adequately for his family with his meager income. Thus, an
educated woman with a good earning power can help reduce the
financial problems of the family and thus avert frustration and other
financial problems. Also, should the inevitable occur e.g. death or
divorce; the educated widow can easily cater for her children’s welfare.
A woman’s literacy also increases productivity and self-employment in

the informal sector for example; the educational level of rural women is
linked to increased productivity in agricultural sector in many
developing countries. Literacy assists people to acquire skills and
knowledge that help to facilitate better use of natural resources and
other agricultural inputs and thereby increasing their productivity.
Thus, girl-child being active participants in all stages of the productive
chain, i.e. hoeing, weeding, fertilizing, harvesting and threshing of
grains, storage and distribution of goods need to be educated to
increase productivity and their incomes. According to Stronquist
(2015), politically, the girl-child is relegated to the background in the
society. They are in most cases under-represented in the decision
making process because of the notion that, a woman’s place is in the
kitchen. The problems also compounded by the girl-child’s deficiency
in educational qualification.
2.4 EMPIRICAL REVIEW
Siegel (2011) argues that parents react differently whenever things go
wrong for boys and girls in school performance. With this in view, the
current research sought to find out whether the difference in reaction
by parents is because of parental attitudinal differences due to culture.
Eshiwani (1986) noted that girls had not been encouraged to enter
those academic disciplines that were historically dominated by men
since cultural influence is still strong in many parts of Kenya. Girl’s
education is seen as a mere waste of time since girls will leave home
and go to another family. Accordingly, Ademola (2011) noted that
among the Sisala tribe of Ghana, girls are given powerful skills of being
housewives yet denied that part of education that will make them
compete favourably in other sectors as opposed to their counter parts.
In that way, girls shy off and hence develop some dependent attitudes.
On the other hand, Kihumba (2010) noted that in Lesotho, girls who
would otherwise remain at home to be well fed and learn duties of good
housewifery are taken to schools rather than boys who go to look after
cattle. This is a totally different trend compared to what happens in
most cultures where girls are left behind to take care of the children as
maids while boys are sent to school. This situation in Lesotho depicts a
disparity in the provision of education on the boy child. Some tribes in
Kenya believe that the boy child education should be developed since
they are going to be heads of families. He rightly concludes that the
gender of a child should not be a fundamental issue when dealing with
the provision of education. From the foregoing, the present study
investigated whether cultural factors contribute to the inequality in the

provision of education to boys and girls. The Gachathi report (2013)
concluded that the education of women is much less developed than
that of men due to traditional believes and prejudices held by people in
society. There is need to ensure that career prospects for women and
men are made similar through guidance and counselling, increasing
girls’ opportunities and promoting compensatory enrolment for women
at secondary and university levels. Karugu (2011) says that whether in
school or not, girls of primary school age spend significantly more time
on household chores than boys. Culturally prescribed roles for girls
and women especially in the domestic sphere socialize girls to take the
roles of deputy mothers. Owing to the cultural division of labour and
allocation of duties between sexes, which in many societies start early,
the opportunity cost of sending girls to primary school tends to be
higher than that of boys. Psacharopoulos and Woodhall (1985) noted
that parents, particularly mothers favored boys’ education because
they depend on the sons for old age insurance. Investment in a son’s
education is seen as security in old age. They also rely on the
daughters labour before marriage. Bernard (2013) observes that lack of
positive policy environment and structure for girls’ education,
including a lack of co-ordination between the education sector and

other social sectors, inhibits girls’ achievement in education. Chapman
(2004) concurs with Bernard (2013); he observes that the absence of
policy to promote education for adolescent girls is a hidden obstacle to
achieving in academics gender equality. For example, data collected on
attendance, completion and achievement that are not desecrated by
sex prohibits the formulation of policies for gender equality. Other
policies act as specific barriers to girls’ education. For example, policies
limit the access and placement of girls in secondary schools (Wolf and
Kainja, 2014). African countries largely have a male preference
attitude. The boy child is expected to be able to do wonders in the
world of knowledge and technology whereas a woman’s place is at
home, keep up with the livelihood of the family (Mischi, 2013). Family
development efforts, including schooling are invested on the boys
because they are makers of clans while the girls are expected to be
married to husbands who will speak for them. As a result few efforts
and resources are spent on girls’ education (World Bank, 2013). This
may lead to low academic achievement among girls in examination.
Ballara (2013) observes that households, fathers and men in general
have a negative attitude towards women’s education, especially when it
results in the possibility of learning new skills that give women a new
role in the family, and in the society. These in turn impede the
schooling of girls and hence cause low academic achievement in
national examinations. In most African countries many poor and large
families preferred to educate boys for family continuity, headship of
household and property inheritance since girls marry and go away
from their homes (UNESCO-UNICEF, 1990). Furthermore, the inability
to pay fees and purchase books, large equipment and clothes compel
parents to invest in education of their sons, whom they see as a source
of future family support in preference to their daughters whose
economic contribution could as well be to a different household
(UNESCO-UNICEF, 1990).
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 AREA OF THE STUDY
The study was conducted in Obio/Akpor L.G.A in Rivers state, Nigeria.
Rivers state is one of the most beautiful cities in Nigeria. The
population of Rivers, according to the Rivers state Government is 6.4
million, a number disputed by the Nigerian Government and judged
unreliable by the National Population Commission of Nigeria.
3.1 SOURCE OF DATA COLLECTION
Data for this study came from the primary and secondary data. The
primary date was generated through the field survey using structured
questionnaire as a major research instrument. The secondary data on
the other hand were obtained from relevant literatures ranging from
textbooks, journals, articles, periodicals, seminar paper dissertation.
3.3. SAMPLING TECHNIQUE
As a result of the inability of the researcher to effectively study the
whole selected communities under study, a representative number was
chosen as the sample size population. One hundred (100) residents

were used as the sample size. The sample size was calculated using the
Taro Yamani scientific formula which is given as:
n= N
1 + N (e) 2
Where:
N is the Population
1 is the constant
e is the degree of error expected
n is the sample size
n= 133
1 + 133 (0.05)2
133
1 + 0.3325 (0.0025)
200
1 + 0.3325
133
0.335
n = 100
3.4. METHOD OF DATA COLLECTION
In this study, questionnaire and interview is research instrument used.
Questionnaire is the main research instrument used for the study to

gather necessary data from the sample respondents. The questionnaire
is structured in such a way that it provides answers to the research
questions.
This instrument is divided and limited into two sections; Section A and
B. Section A deals with the personal data of the respondents while
Section B contains research statement postulated in line with the
research questions and hypotheses in chapter one. Options or
alternatives are provided for each respondent to pick or tick one of the
options.
3.5 METHOD OF DATA ANALYSIS
In order to analyze the data collected effectively and efficiently for easy
management and accuracy, the simple percentage method was the
analytical tools used for this research project and a sample size of one
hundred (100) will be represented by 100% for easy analysis of the
responses.
Also, Correlation statistical analytical method will be used in the
research work. Correlation as a statistical technique is used in testing
of hypothesis so as to predict what the relationship between two
variables should be. It is used in drawing and reaching conclusion by

collecting the observed values from the questionnaire administered to
respondents, testing the degree of freedom and carrying out a decision
in determining the critical value of the hypothesis.
Where x = independent factor
y = dependent factor
Having gathered the data through the administration of questionnaire,
the collected data will be coded, tabulated, and analyzed according to
the research question and hypothesis.
3.6 RELIABILITY OF INSTRUMENT
Anyanwu (2015:87), defines reliability as “the ability of a particular
measuring instrument to yield similar result when applied to the same
situation at different times.” The reliability of instrument was
determined by a reliability test through the use of pilot study. Test and
retest approach was adopted and the pretest was done using
questionnaire administered to the respondents of the selected

companies. A total of twenty (20) copies of questionnaire were
administered to five selected communities in Eleme LGA, Rivers state
chapter. All the copies of the questionnaire distributed were completed
and returned. Using the Pearson Product Moment correlation
Coefficient, the reliability was found to be high, r = 0.96 showing that
there is consistency in the items of the survey.

Table 3.7 Pearson – Product Moment Correlation Coefficient showing the reliability of instrument
Communities First Second Xy X2 Y2

Average Average
Response Response
(x) (y)
Community 1 4 5 20 16 25
Community 2 5 4 20 25 16
Community 3 3 4 12 9 16
Community 4 3 4 12 9 16
Community 5 4 3 12 16 9
Total 19 20 76 75 82
Source: Researcher’s Field survey 2018.
Formula: nxy – (x(y)
(nx2 – (X)2 (ny2 – (y)2)
20(76) – (19) (20)
20(75) – (19)2 (20(82) – (20)2
1.520 – 380
(1,500 – 561) (1.640 – 400)
1,140
(1,139) (1240)
1,140
1,412360
1140
1188.42
= 0.96
3.8. VALIDITY OF THE INSTRUMENT
Onwumere (2011:66), defines validity as “the extent to which a
measuring instrument on application performs the function for which
it was designed.” Validity is determined by the degree of provision of
correct response from sample objects by the relevant research design
or research instrument. To ascertain the validity of the instrument,
content validity was adopted, in which the researcher subjected the
instrument to face validity by giving it to two executives of ministry of
Education Rivers state chapter, who examined the items and made
sure they were in line with the objectives of the study. The structure
and language of the questionnaire were modified in the light of their
corrections. The instrument was structured in such a way as to
minimize the effect of errors like inconsistency and ambiguity.

3.9. LIMITATION OF STUDY
Issues of sampling error: population specification error was limited as
the researcher well understood the population to survey which was
mainly selected residents from selected communities in Obio/Akpor,
Rivers state.
Selecting error was also limited as the researcher went the extra
lengths to get participation by initiating pre-survey contact requesting
cooperation, actual surveying and post survey follow up with
interviewing respondents.
3.10. SAMPLING PROCEDURE
The sample method adopted in this study was the stratified random
sampling method. Stratified sampling was used as the population has
a sample frame and questionnaire distributed in proportion to the
population size of each company that formed the population. According
to Ikeagwa (1998:185), this method enables every element of the
population to have equal chance of being selected and ensure greater
degree of representation.
The population of study was picked from 100 selected residents from
selected communities in Obio/Akpor LGA, Rivers state.

TABLE OF ILLUSTRATION
No of No of No of
questionnaire questionnaire questionnaire
shared returned not returned
Community 1 20 20 0
Community 2 20 20 0
Community 3 20 20 0
Community 4 20 20 0
Community 5 20 20 0
Total 100 100 0

CHAPTER FOUR
DATA ANALYSIS, FINDINGS AND DISCUSSION
4.1 INTRODUCTION
This chapter deals with the presentation and analysis of the
result obtained through questionnaires. The data gathered were
presented according to the order in which they were arranged in
the research questions, simple percentage and pie graphs were
used to analyze the demographic information of the respondents
while spearman rank correlation was adopted to test the
research hypotheses.
BIO DATA OF RESPONDENTS
Table 1 gender of respondents
Cumulative
Frequency Percent Valid Percent Percent
Valid Male 60 60.0 60.0 60.0
female 40 40.0 40.0 100.0
Total 100 100.0 100.0

Source: field survey, March, 2018.
Table1 above shows the gender distribution of the respondents used for this
study.
60 respondents which represent 60.0percent of the population are male
while the remaining 40 respondents which represent 40.0 percent of the
population are female.

Table 2 age grade of respondents
Cumulative
Valid below 17years 15 15.0 15.0 15.0
18-20years 15 15.0 15.0 30.0
21-30years 40 40.0 40.0 70.0
31-40years 10 10.0 10.0 80.0
41-50years 10 10.0 10.0 90.0
above 50years 10 10.0 10.0 100.0
Total 100 100.0 100.0

Table 2 above shows the age grade of the respondents used for this study.
15 respondents which represent 15.0percent of the population are below 17
years.15 respondents which represent 15.0 percent of the population are
between 18-20years.40respondents which represent 40.0 percent of the
population are between 21-30years.10respondents which represent 10.0
percent of the population are between 31-40years.10respondents which
represent 10.0 percent of the population are between 41-50years while
10respondents which represent 10.0 percent of the population are over
50years.
Table 4 marital status of respondents
Cumulative
Valid single 60 60.0 60.0 60.0
married 30 30.0 30.0 90.0
divorced 5 5.0 5.0 95.0
widowed 5 5.0 5.0 100.0
Total 100 100.0 100.0

Table 4 above shows the marital status of respondents used for the survey
60 respondents representing 60.0percent of the population are single.30
respondents representing 30.0 percent of the population are married.5
respondents representing 5 percent of the population are divorced while 5
respondents representing 5 percent of the population are widowed.
TABLES BASED ON RESEARCH QUESTIONS
Table 6 WOMEN EDUCATION PLAYS A VITAL ROLE IN SOCIAL DEVELOPMENT OF

A COMMUNITY
Cumulative
Valid strongly agree 40 40.0 40.0 40.0
Agree 50 50.0 50.0 90.0
Undecided 2 2.0 2.0 92.0
Disagree 3 3.0 3.0 95.0
strongly disagree 5 5.0 5.0 100.0
Total 100 100.0 100.0

Table 6 shows the responses of respondents that women education plays a
vital role in social development of a community. 40 respondents
representing 40.0 percent strongly agree that women education plays a vital
role in social development of a community. 50 respondents representing
50.0 percent agree that women education plays a vital role in social
development of a community. 2 respondents representing 2percent were
undecided. 3 respondents representing 3.0 percent disagree that women
education plays a vital role in social development of a community while the
remaining 5 of the respondents representing 5 percent strongly disagrees
women education plays a vital role in social development of a community.

Table 7 EDUCATION OF THE GIRL CHILD SHOULD BE ENCOURAGED IN
NIGERIA
Cumulative
Agree 25 25.0 25.0 75.0
Undecided 5 5.0 5.0 80.0
Disagree 10 10.0 10.0 90.0
Strongly
10 10.0 10.0 100.0
disagree
Total 100 100.0 100.0

Table 7 shows the responses of respondents that education of the girl child
should be encouraged in Nigeria.50 respondents representing 50.0 percent
strongly agree that education of the girl child should be encouraged in
Nigeria.25 respondents representing 25.0 percent agree that education of
the girl child should be encouraged in Nigeria. 5 respondents representing
5.0 percent were undecided. 10 respondents representing 10.0 percent
disagree that education of the girl child should be encouraged in Nigeria
while the remaining 10 of the respondents representing 10.0 percent
strongly disagrees that education of the girl child should be encouraged in
Nigeria.
Table 8 THERE IS A SIGNIFICANT IMPACT OF EDUCATION ON PARTICIPATION
OF OBIO/AKPOR WOMEN IN COMMUNITY DEVELOPMENT.
Cumulative
Agree 30 30.0 30.0 80.0
Undecided 5 5.0 5.0 85.0
Disagree 10 10.0 10.0 95.0
strongly agree 5 5.0 5.0 100.0
Total 100 100.0 100.0

Table 8 shows the responses of respondents that there is a significant
impact of education on participation of Obio/Akpor women in community
development. 50 respondents representing 50.0 percent strongly agree that
there is a significant impact of education on participation of Obio/Akpor
women in community development. 30 respondents representing 30.0
percent agree that there is a significant impact of education on
participation of Obio/Akpor women in community development. 5
respondents representing 5 percent were undecided. 10 respondents
representing 10.0 percent disagree that there is a significant impact of
education on participation of Obio/Akpor women in community
development while the remaining 5 of the respondents representing 5
percent strongly disagrees that there is a significant impact of education on
participation of Obio/Akpor women in community development.

TABLE 9 EDUCATION OF WOMEN SHOULD BE SUBSIDIZED IN NIGERIA
Cumulative
Agree 50 50.0 50.0 90.0
Undecided 2 2.0 2.0 92.0
Disagree 5 5.0 5.0 97.0
Total 100 100.0 100.0

Table 9 shows the responses of respondents that education of women
should subsidized in Nigeria. 40 respondents representing 40.0 percent
strongly agree that education of women should subsidize in Nigeria. 50
respondents representing 50.0 percent agree that education of women
should subsidize in Nigeria. 2 respondents representing 2 percent were
undecided. 5 respondents representing 5.0 percent disagrees that
education of women should subsidized in Nigeria while the remaining 3 of
the respondents representing 3 percent strongly disagrees that education of
women should subsidize in Nigeria.
TABLE 10 GOVERNMENT AND OTHER ORGANIZATIONSHOULD INCREASE

AWARENESS ON THE IMPORTANCE OF THE GIRL CHILD EDUCATION
Cumulative
Agree 30 30.0 30.0 70.0
Undecided 15 15.0 15.0 85.0
Disagree 10 10.0 10.0 95.0
Total 100 100.0 100.0

Table 10 shows the responses of respondent that government and other
organizations should increase awareness on the importance of the girl child
education. 40 respondents representing 40.0 percent strongly agree that
government and other organizations should increase awareness on the
importance of the girl child education.30 respondents representing 30.0
percent agree that government and other organizations should increase
awareness on the importance of the girl child education.15 respondents
representing 15.0 percent were undecided. 10 respondents representing
10.0 percent disagrees that government and other organizations should
increase awareness on the importance of the girl child education while the
remaining 5 of the respondents representing 5.0 percent strongly disagree
that government and other organizations should increase awareness on the
importance of the girl child education.
TABLE 11 GIRL-CHILD SHOULD MOTIVATE THEMSELVES TO BE EDUCATED
Cumulative
Agree 15 15.0 15.0 65.0
Undecided 15 15.0 15.0 80.0
Disagree 10 10.0 10.0 90.0
Disagree 10 10.0 10.0 100.0
Total 100 100.0 100.0

Table 11 shows the responses of respondents that girl-child should
motivate themselves to be educated. 50 respondents representing 50.0
percent strongly agree that girl-child should motivate themselves to be
educated. 15 respondents representing 15.0 percent agree that girl-child
should motivate themselves to be educated. 15 respondents representing

15.0 percent were undecided. 10 respondents representing 10.0 percent
disagrees that girl-child should motivate themselves to be educated while
the remaining 10 of the respondents representing 10.0 percent strongly
disagrees that girl-child should motivate themselves to be educated.
RESEARCH HYPOTHESIS
Hypothesis
H0: There is no impact of education on participation of
H 1: There is a significant impact of education on
participation of Obio/Akpor women in community
development.
Level of significance: 0.05
Decision rule: reject the null hypothesis if the p-value is less
than the level of significance, accept the null hypothesis if
otherwise.
Test Statistics
There is a significant impact of education on participation

of obio/akpor women in community development
Chi-Square 10.160a
Df 2
Asymp. Sig. .000
a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 8.3.
Conclusion based on the decision rule:

Since the p-value (0.000) is less than the level of significance
(0.05), we reject the alternative hypothesis and accept the null
hypothesis that there is a significant impact of education on
participation of Obio/Akpor women in community development.
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
The objectives of the study were to
1. To examine the level of participation of literate and
illiterate women in community development in Obio/Akpor
community.
2. To examine the influence of early marriage on women
education
3. To examine the impacts of education on participation of
4. To examine the factors militating against women
education in Nigeria.
5. To examine the relationship between women education
and community development.

6. To recommend ways of encouraging women education
and literacy programmes in Nigeria.
Findings from the study revealed the following
1. Women education plays a vital role in social development of
a community.
2. Education of the girl child should be encouraged in Nigeria
3. There is a significant impact of education on participation of
4. Education of women should be subsidized in Nigeria
5. Government and other organizations should increase
awareness on the girl child education
6. Girl child should motivate themselves to be educated
CONCLUSIONS
Based on the findings of this study, it is concluded that
education plays a major role in the life of individuals both male
and female and have positive effects on their attitudes to
development, especially how the grassroots women in
communities like Obio/akpor participate in the development of
the communities.
RECOMMENDATIONS
Based on this conclusion the following recommendations are put
forward:
(i) The Nigerian government should make provision for free and
mandatory education for women from primary to tertiary levels to
enable them participates adequately in community development.
(ii) The Government, Non-Governmental Organizations (NGOs),
Mass Media and Churches, should intensify campaigns through
talks, seminars/ workshops, film-shows and preaching on the
need to abolish every traditional practices and beliefs that impede
and stifle the education of women and subsequently affects their
participation in community development in Obio/Akpor and the
entire country.
(iii) Educated women in Obio/Akpor who have excelled in various
fields should serve as role models and mentor the illiterate ones
by organizing sensitization seminars, workshops, talk shows,
literacy and vocational education classes.
(iv) Effective Adult Literacy and vocational education centres
should be established in every village in Obio/Akpor by the
Rivers State Agency for Adult and Non -Formal Education to

widen access to literacy education and empower the women to
participate more actively in community development.
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APPENDIX 1
Department of …………..,
University of ……………..,
…….. State, Nigeria.
Dear Sir / Madam,
REQEUST FOR ADMINISTRATION OF QUESTIONNAIRE
I am a BSC student of ……..Department, University of ………….,

……… state.
I am currently carrying out a research on “Impact of Women
Education on Community Development”
Therefore, your frank answer to this question will be highly
appreciated as they will help the research a great deal.
Be assured that all information given will be specifically used for
academic purpose and will be treated with ultimate confidence.
Thanks for your co-operation.
Yours faithfully,
…………...........
QUESTIONNAIRE ON IMPACT OF WOMEN EDUCATION ON

COMMUNITY DEVELOPMENT (A CASE STUDY OF
OBIO/AKPOR L.G.A OF RIVERS STATE)
Instructions:
Research questionnaire
Section A: Respondents demographics (please tick the
appropriate response and complete when necessary)
1. Name of Community:
…………………………...............................
2. Years of resident: ………………………………………………
General Information
1. Sex: Female ( ) Male ( )
2. Please indicate your age from the choices below
a. Below 25 years ( )
b. 26-35 years ( )
c. 36-45 years ( )
d. Above 45 years ( )
3. Kindly indicate your highest academic qualification
a. Primary school level ( )
b. Secondary school ( )
c. University level ( )
Others (please specify)………………………………….
SECTION B
KEY:
1. Strongly Agree = (SA) - 1
2. Agree = (A) - 2
3. Undecided = (U) - 3
4. Disagree = (D) - 4
5. Strongly Disagree = (SD) - 5
S/NO RESEARCH QUESTIONS SA A U D SD

1. Women education plays a vital role in social
development of a community
2. Education of the girl child should be
encouraged in Nigeria
3. There is a significant impact of education on
participation of Obio/Akpor women in
community development.
4. Education of women should be subsidized in
Nigeria
5. Government and other organizations should
increase awareness on the girl child
education
6. Girl child should motivate themselves to be
educated

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IMPACT OF WOMEN EDUCATION ON COMMUNITY DEVELOPMENT

(A CASE STUDY OF OBIO/AKPOR L.G.A OF RIVERS STATE)

1.1 BACKGROUND OF THE STUDY

In the African societies, education of women over time has generated

lots of arguments. Some people argued that the place of women is in

the kitchen so it is a waste spending time and resources to educate

is unreasonable to invest in her education. She is to be given only such

training in domestic activities that would enhance her being a good

resources, many parents believed that educating a male child is

preferable and more beneficial to educating a female. This is because

most African family systems are patrilineal; having their generations

recorded and headed through males (Suara, 2013). These opinions

have negatively impaired the education of women. In recent times,

also international attention because of the large population of the

female folk and their role in nation-building. Accelerated development

accumulation. In recent years however, development whether urban or

rural, is hinged on human capacity building. Consequently,

improvement in the quality of people as productive agents is the major

concern of development policies. As observed by Onyeozu (2007a)

emphasis is now placed on policies needed to eradicate poverty,

illiteracy, ignorance and disease and to provide more diversified

employment opportunities, thus reducing income inequalities. Palm in

Onyeozu (2007) defined development “as a continuous process of

positive change in the quality and span of life of a person or group of

capital is education, whether formal or non-formal. Considering the

recent studies on significance of human capital in the process of

development, the education of every unit of the human resource of a

nation cannot be down played in the path to development. However,

acquiring formal education. Eheazu (2009) reports that it is common

of educational inequalities, leading to their absence in the upper

Funds for Population Activities [UNFPA (2006)] observed that more

than half of the illiterates in the world are women especially so in

Africa. United Kingdom Department for International Development

(DFID) in Okoli (2011) recorded that almost two thirds of the

Development [NEPAD (2013)] reported as tragic the situation where

over 50% of the population of women in Africa is illiterate in the turn of

the 21st century when knowledge is of utmost importance. The United

Nations Educational, Scientific, Cultural Organization (UNESCO, 2011)

as very important element in the development process. Oyebamiji and

out in their societies. In spite of the importance of education to

women’s contribution to development, available statistics revealed that

technology thereby hampering their participation and contribution not

just in community but national development. This is corroborated by

Eweama (2009) who reports an employment rate of 68.72% for men as

against 31.28% for women in Nigeria. Adebosoye–Makinwa (1991)

strengthen traditional skills and build confidence in women in their

as constraints to women attaining education and participating and

contributing optimally to national development. Women education

therefore, according to Suara (2013) has “salutary spin-off” on the pace

of economic growth and development. Much work has been done by

women development scholars on women education and national

development (Idakwo, 2009; Okoli, 2009; Oji, 2015; Okemini and

Chukwuemeka, 2011) but not much focus on the rural communities of

Obio/Akpor. However, according to Adekola and Kumbe (2012)

evidences abound that the education of women in Obio/Akpor until

against the girl-child and women in general. They were mainly

encouraged to be involved in domestic and farm work; also many of

attitude of under-valuing women and the girl-child and giving them an

inferior status invariably affected their being educated.

1.2 STATEMENT OF PROBLEM

excellence to bring about change and development in man and his

environment. Therefore education is a tool relevant to the life of

everybody. The structure of the population of Nigeria has shown that