A Study Of Rural Women Participation In Education For Development In Kaduna Kaduna State of Nigeria

Abstract

The purpose of the study was to investigate the causes, effects and possible solutions to the low participation of rural women in education using Kaduna State as its focus. This was prompted by the increase in the illiteracy level of the rural women and its implication for national development. The specific objectives of the study include: An investigation into the extent of rural women participation in planning their education, cultural/community restrictions and other factors that have contributed to the low participation of rural women in education. Also investigated are the influence of low participation of the rural women on national development and the strategies for improving their participation in education. The study generally aimed at improving rural women participation in education through participatory planning that can emerge with a relevant curriculum for women education. Two thousand and sixty nine (2069) respondents made up of 1,600 rural women and 469 literacy facilitators from the 19 rural local governments of Kaduna State were randomly selected for the study. The questionnaire was used in gathering data for the study. The analysis of data was on the causes and effects of low participation in education on national development and the strategies for improving participation in education. These were statistically tested using the means, standard deviations and the t-test for significance in the differences in the mean ratings of respondents as presented in the five hypotheses. The results largely showed non-significant differences. xvi Consequently, the null hypotheses were accepted. The specific findings include: rural women were not involved in planning literacy programs meant for them. Cultural restrictions and other factors such as poverty, the non-chalant attitude of women towards education, inadequate funding, the frequent change in government and frequent revision of policies on education have also contributed to the low participation of women in education. It was discovered that the low participation of women in education has limited their contribution to national development. This is made manifest in their inadequate development of skills needed for development, limited participation in the process of governance, and inability to take up some job opportunities. Recognizing the implication of this for educational planning, a careful strategy that aims at meeting the needs of the rural women was identified. The study therefore proposed a participatory planned education for rural women using the principle of Participatory Rural Appraisal.