AN INVESTIGATION INTO THE VARIABLES CONTRIBUTING TO WOMEN’S EFFECTIVE PARTICIPATION IN ADULT EDUCATION IN NIGERIA
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Background of the study
The central tenet of the Nigerian educational system is the development of the whole person into a responsible and productive member of society. This is accomplished through the acquisition of the appropriate knowledge, mental and physical capabilities, and competencies that serve as equipment for the individual to function in and contribute to the growth of the society in which he resides. Adult education, and particularly education geared at women, only becomes significant within this context. In a similar vein, the forward-looking strategies for the advancement of women that were developed in Nairobi by the United Nations recognize that education is the primary instrument that needs to be provided to women in order for them to be able to perform their duties as contributing members of society.
The growth of women into independent and productive individuals requires that they first acquire the information and skills necessary for such development. Therefore, education for adults provides a second chance to women who were unable to profit from the traditional schooling system by giving them the opportunity to gain knowledge and skills that will help them improve their position in society. This second chance comes in the form of adult education. Women's roles in our society have been reimagined in light of the development process and the socioeconomic issues it has brought us. Because of these shifting roles, it is imperative that women get proper preparation, which might come in the form of traditional professional education or adult and non formal education. For example, in 1986 the federal and state ministries of education both established women's education units. Additionally, in that same year, the federal ministry of education established and equipped eighty eight (88) women adult education centers across the country, attesting to the belief that education of women is the foundation upon which development is built.
Despite this, the number of women working in adult technical sectors has been relatively low in compared to the number of males engaging in skill-supporting labor. Adult training as a tradeswoman or craft woman for prospective employment in the industry or in self-supporting labor is less preferred among women than it is among men. The majority of women work in fields such as education, nursing, librarianship, and social work. With no shadow of a doubt, the incorporation of adult education into the National Policy on Education (1981) has ushered in an outlook to the concept of skill training with the introduction of pre-adult subjects such as wood work, metal work, electronics machines, local crafts, home economics, and business studies, all of which are oriented toward the skill acquisition process. According to the policy, the training for jobs that is provided at the junior and senior secondary schools is essentially pre-adult in nature. This is done in preparation for future enrollment into adult skills programs by both men and women based on interest, aptitudes, and other factors. In addition, women have the opportunity to pursue adult education at Technical Colleges, Post Secondary Institutes, as well as through adult and non formal training and retraining programs run by the Industrial Training Fund (ITF) at Adult Training Centres that have been specifically designated for that purpose. In point of fact, government programs such as the Universal Basic Education (UBE) have increased the demand by women for the development of adult skills, which has, in turn, necessitated the expansion of existing adult training centers as well as the creation of new ones by the public and the National Directorate of Employment.
These classes might be held either full time or part time, on the work or off the job, and they could be voluntary or mandatory. Craftswomen, painters, printers, plumbers, draftswomen, and other professions that need training but not a significant financial investment may be filled by educated women. Adult education is the one solution that may solve the problem of unemployment that is now facing countries. Adult education focuses mostly on agriculture, distributive education, home economics, health professions, trade and industrial education, business and office education, and technical education. These are the key occupational areas of adult education.
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