THE RELEVANCE OF WOMEN EDUCATION TO THE SOCIOECONOMIC TRANSFORMATION IN OBIO OKPOR LGA IN RIVER STATE

 

Abstract

Female education affects the socioeconomic growth and transformation through human capital and fertility rate. To illustrate this aim, cases have been presented to be Obio Akpor LGA in Rivers State. The motive behind choosing Obio Akpor was because of the country’s recent shift from underdeveloped to developing country. With its economic growth and large population, yet still some cultural and social barriers to overcome Nigeria made an interesting case. Rivers made a stimulating case because of the country’s unstable economic growth and high illiteracy rates. To facilitate the reading of the research as well to approach the topic not just from illustrative but also theoretical point of view, female education has been examined on a general level as well. Ultimately, we came to the conclusion that female education does affect economic growth, both directly and indirectly, through human capital and fertility rate.

 

 

 

 

 

TABLE OF CONTENT

ABSTRACT

TABLE OF CONTENT

CHAPTER ONE

• Background of the study
• Statement of problem
• Aims and objective of the study
• Research question
• Statement of hypothesis
• Significance of the study
• Scope of the study
• Limitation of the study
• Definition of terms

CHAPTER TWO

2.0 THEORETICAL FRAMEWORK

2.1 Concept of education

2.1.2 The impact of women education program on the

Socioeconomic development and transformation

2.1.3 Relationship between women education and

Socioeconomic development

2.3.1 Economic efficiency

2.3.2 Social efficiency

2.4 Effect of illiteracy on socioeconomic development

2.5 Effect of women education on academic

Achievement of their children

2.6 Brief history of Obio Okpor

CHAPTER THREE

3.0 Introduction

3.1 Research Design

3.2 Population and sampling size

3.3 sampling technique

3.4 Nature and source of data

3.5 Technique of analysis

CHAPTER FOUR

4.0 Introduction

4.1 Questionnaire administration

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE RELEVANCE OF WOMEN EDUCATION TO

SOCIOECONOMIC TRANSFORMATION IN OBIO AKPOR LGA IN RIVERS STATE

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF STUDY

Over the years in Nigeria women have had a lot of setback in terms of educational achievements. Women play a vital role in the socio economic development of Nigeria, the community and their homes respectively. The behavioral pattern of a child in the community, among his peer group and his learning environment depend solely on the mother. Among the both parents, the mothers tend to be closer to the children than any member of the family.

The education of women in our communities today seems relevant because of the roles played by women in the communities they belong.

Take Obio Akpor local government of river state as the case study; this community is known for a low standard of living, where most of the families here engage into farming, fishing and petty trading.

Women education does not only improve socio economic development in most of our communities today but also help increase the number of women in the labour force of Nigeria. The transformation of Obio Akpor local government of River state will be at a faster rate with the implementation of women education; this implementation will bring about eradication of illiteracy among women, ability to communicate effectively with one another and improvement in buying and selling in Obio Akpor local government area of River state.

According to UNESCO (2002) it stated that women form a high percentage of the population, and as such they need quality literacy education to be able to contribute their quota to the development of the nation. There is now the realization that sustainable human development cannot be effective if half of the human race (the womenfolk) remain ignorant, marginalized and discriminated against. The provision of quality literacy to them will greatly improve lives and livelihood and will no doubt have a great and sustainable social and economic impact on the womenfolk, and the nation in general.

1.2 STATEMENT OF PROBLEM

Obio Akpor local government of River State, is a small community with most of their source of income coming from farming and fishing; but the level of illiteracy among the women folks tend to be on the high side, women cannot be able to assist their husbands financially; as a result of illiteracy most women in this community end up becoming farmers, house wives. Morally their children suffer both in their community and in their academic environment. The major contributor to the level of illiteracy among women in Obio Akpor local government area of River state is due to lack of adequate finance to go to school. But with the introduction of women education program, one can see the transformation Obio Akpor local government.

1.3 AIMS AND OBJECTIVES OF STUDY

The specific aims and objectives of the study are:

1. To examine the impact of the women education in the socio economic transformation of Obio Akpor local government
2. To examine the relationship between women education and socio economic development of Obio Akpor local government
3. To examine the effect of illiteracy on the socio economic development of Obio Akpor local government area
4. To examine the effect of women education on the academic achievement of their children
5. To examine the impact of woman education on the level of effective communication among women in Obio Akpor local government area.

1.4 RESEARCH QUESTION

To achieve the above stated objectives, the study came up with the following research questions. The specific questions are:

1. What is the impact of the women education in the socio economic transformation of Obio Akpor local government?
2. Is there relationship between women education and socio economic development of Obio Akpor local government?
3. What is the effect of illiteracy on the socio economic development of Obio Akpor local government area?
4. What is the effect of women education on the academic achievement of their children?
5. What is the impact of woman education on the level of effective communication among women in Obio Akpor local government area?

1.5 STATEMENT OF HYPOTHESIS

H₀: there is no significant relationship between women education and socio economic development of Obio Akpor local government

H₁: there is no significant relationship between women education and socio economic development of Obio Akpor local government

H₀: women education does help in the transformation of Obio Akpor local government area of river state.

H₁: women education helps in the transformation of Obio Akpor local government area of river state

1.6 SIGNIFICANCE OF STUDY

The study will be of immense benefit to the women, the people of Obio Akpor local government area of River State, the federal government of Nigeria, the students, and other researcher that want to engage on a similar research. The study will also give recommendations for further studies.

1.7 SCOPE OF STUDY

The study the relevance of women education to socio economic transformation of Obio Akpor local government covers the entire community with all the tribes including both married and unmarried, the source of revenue of the people in this community.

1.8 LIMITATION OF STUDY

1. 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).
2. 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.

1.9 DEFINITION OF TERMS

EDUCATION: the process of receiving or giving systematic instruction, especially at a school or university

TRANSFORMATION: a marked change in form, nature, or appearance.

 

 

 

 

 

 

 

 

 

 

 

REFERENCES

Adekola, G.and Abanum, B. (2010). Adult Literacy for Rural Development in Rivers State, Nigeria. Being a Paper presented at the NationalConference of Nigeria National Council for Adult Education. University of Ibadan, Ibadan. Agu, S. (2007) Gender Equality, Education and Women Empowerment: The Nigerian Challenge. Multidisciplinary Journal of Research Development, 8;1:66-72. Akinsanya O.O. and Akinsanya, AO.(2008). Women Education and Grassroots Mobilization Efforts in National Development. Hurage Journal, 1(1): 30-42 Akinsanya, A O. ((2011).Empowerment of Women in Wage Employment inNigeria: The Relevance of Workers Education. Journal of Social Sciences, Kamla-Raj. 27(1): 59-65. Akintayo, M. O. and Oghenekohwo, J. E. (2004). Developing Adult Education andCommunity Development.New Paradigms. Education Research Group. Boliva, I. (2010). A Paper Delivered on the occasion of the International Literacy Day.A Quarterly Newsletter of the National Mass Education Commission, Nigeria. Egbo, B. (2000). Gender, Literacy and Life:Chances in sub-Sahara Africa. Cleveland.Buffalo/Sydney, Multilingual Matters. Ezegbe, B. N. and Akubue, F. (2012)An Appraisal of the Status of Nigerian Women: Educational Implications and National Development. American Journal of Sociological Research, 2(2): 27- 31. Fasuba, O. (2000). Vacancy: Tough Women Only. Lagos.The Punch (2/5/2000). The Punch Press. P.25. Hannum, E, and Buchman, C. (2003). The Consequences of Global Educational Expansion. Cambridge, Mass, American Academy of Arts and Sciences. Ifedili, C.J. and Ifedili, C. A.(2012). Managing girl-child education in Nigerian Universities for better Productivity. European Journal of Business and Social Sciences, 1( 3): 96-102. Imhabekhai, E. and Olomukoro, C.O. (2007). Integrating the Nomads into National Development Programme through Adult Education. In A. Nwazuoke, E. A. Okediran, & O. A. Moronkola (eds.), International Journal of forum for African Women Educationists Nigeria. 42-48. Kagitabasi, C., Goksen, F., and Gulgoz, S. (2005). Functional Adult Literacy and Empowerment of Women: Impact of a functional literacy program in Turkey. Journal of Adolescent and Adult Literacy, 48(6): 472-498.

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