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THE EFFECT OF WOMEN EDUCATION ON PARTICIPATION IN OGONI LAND

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is a foundation upon which the potentials of society's members are harnessed for self-fulfillment and social growth all over the world, Perhaps, this is why, in the twenty-first century, various countries have tied their political ideology, social investment programs, population, and economic strategies to formal education systems. Education is portrayed as a powerful weapon for socio-cultural, economic, and technical advancement in both the Millennium Development Goals (MDGs and the Sustainable Development Goals (SDGs). Education is a vital weapon in the fight against poverty, disease, and ignorance (Nwanna-Nzewunwa, 2010). Education is thought to have a direct impact on economic participation, child mobility, fertility, and individual health (Alam & Nasir, 2016). Education does more than allow people to reach their full intellectual potential.

Rather, it aids their emotional, moral, social, psychological, and physical development (Diene, 2012). The learning of reading and numeracy, as well as the gathering of facts, is not the only goals of education.

It equips people with abilities for lifelong learning that go beyond specific knowledge and occupations. It provides individuals of society (men and women, boys and girls) with the skills they need to address current and future local and worldwide social issues. As a result, according to Okeke (2016), the school provides a platform for children to socialize informally and participate in a variety of social arrangements while being supervised by adults.

According to Ogbondah (2016), education is a process of cultural transmission or socialization that prepares an individual for adult life in society.

Education is constantly customized to meet the present and future demands of the people as society continues to change with its complexities. As a result, the National Policy on Education states that, education optimizes an individual's creative potential and abilities for self-fulfillment and the broader growth of society.

Education is a critical component of national development and the most effective tool for developing the whole person. In this paper, women are defined as females who are mature enough to handle matters of livelihood, responsible enough to contribute to self-reliance, development, and creativity, and capable of becoming agents of social, economic, and cultural change, thereby contributing to national and sustainable development. Sustainability is a practice that ensures that natural and human resources are utilized wisely, allowing the productivity process to continue perpetually. Sustainable development is described as the process of improving a wide range of possibilities that allow people to achieve their potential goals and aspirations while not depleting natural resources for future generations. In the Brundtland Report, as referenced by the International Institute for Sustainable Development (IISD, 2013), sustainable development is defined as development that meets current needs without jeopardizing future generations ability to satisfy their own needs. The government, businesses, individuals, groups, civil society, and people everywhere all play important roles in sustaining development in a country.

Women are the guardians and pillars of every family and country, but some cultural beliefs deny them the right to go to school. The idea that women's education ends in the kitchen is another important part of women's progress. This has led to problems of discrimination against women and girls. In some societies, the number of women is higher than that of men, but these social and cultural problems have annihilating effect on the opportunities women have.

The trend always has negative effect on women's education. Education gives people the skills, knowledge, values, and rules they need to live well, improve their way of life, and contribute to the national and long-term development of their country. Women are born with skills, knowledge, and talents that, when properly developed through education, are a great benefiting to society as a whole. Again, these skills make women more entrepreneurial, self-reliant, and helpful to the growth and productivity of their country.

The extent to which parental attitudes about girls education affect women's education is directly related to how society views women and what motivates them to learn well. A person's ability to be self-sufficient is directly related to how much and how well they learn.

1.2 STATEMENT OF THE PROBLEM

Scholars all over the world agree that education is an instrument par 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 is linked but the hindrances to education among women especially in the rural areas like  Ogoniland 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 Ogoniland, then underdevelopment is practically obvious. If the bulk of the women's population that is illiterate in Ogoniland 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 OBJECTIVES OF THE STUDY

The aim of this study is to investigate the effects of women education (literacy and vocational) on their participation in community development in Ogoniland, specifically, the study sought to:

1. Expose the difference in the level of participation of literate and illiterate women in community development in Ogoniland.

2. Determine the effects of education (literacy and vocational) on participation of Ogoni women in community development.

1.4 RESEARCH QUESTIONS

1. What are the effects of education (literacy and vocational on the participation of Ogoni women in community development?

2. What are the differences in the level of participation of literate and illiterate women in community development in Ogoniland?

1.5 Research HYPOTHESES

The following two hypotheses guided the study:

1. There is no significant difference between the level of participation of literate and illiterate women in community development in Ogoniland.

2. There is no significant relationship between women education and participation of Ogoni women in community development in Ogoniland.

1.6 SCOPE OF THE STUDY

This study is delimited to the effects of women education on sustainable development in Rivers State Nigeria. Variables considered in the content of the study include socio-cultural factors and parental attitude towards women education as predictors of sustainable development.

1.7 SIGNIFICANCE OF THE STUDY

Women constitute a greater percentage of the population in Nigeria. Their contributions to social development are so numerous and important that they should not be relegated to the background in terms of educational opportunities. The findings of the study therefore, will bring to limelight the socio-cultural factors that prevent women from having equal educational opportunities with men at all levels of the education system. The study will also provide education stakeholders and policy makers with relevant information on how women contribute to the attainment of sustainable development goals in Rivers state in particular and in Nigeria as a nation.

1.8 LIMITATIONS OF THE STUDY

While the study aims to shed light on socio-cultural factors hindering women's educational opportunities in Ogoni Land, it's important to acknowledge certain limitations. Firstly, the focus on Ogoni Land may not fully capture the diversity of socio-cultural contexts across Nigeria, potentially limiting the generalizability of findings to other regions. Additionally, the study's scope may not encompass all relevant factors influencing women's participation in education, such as economic barriers or government policies. Furthermore, the research may face constraints in accessing comprehensive data or obtaining representative samples, which could affect the depth and breadth of the analysis. These limitations suggest that while the study offers valuable insights, its findings should be interpreted within the context of Ogoni Land and may not fully reflect the broader dynamics of women's education in Nigeria.

1.9 DEFINITION OF TERMS

1. Women Education: The process of providing learning opportunities and knowledge acquisition specifically tailored to women, aiming to empower them intellectually, socially, and economically.

2. Participation: The act of being involved or taking part in activities, decision-making processes, or events within a particular community or society.

3. Ogoni Land: A region located in the Niger Delta area of Nigeria, inhabited predominantly by the Ogoni people, known for their struggle for environmental and social justice, particularly concerning oil extraction activities.

4. Effect: The result, outcome, or consequence of a particular action, event, or phenomenon, often indicating the impact or influence it has on individuals, communities, or environments.

5. Empowerment: The process of enabling individuals or groups, particularly marginalized or disadvantaged ones such as women, to gain control over their lives, assert their rights, and achieve greater autonomy and self-determination. 

6. Gender Equality: The principle of providing equal opportunities, rights, and treatment to individuals regardless of their gender, ensuring fairness and non-discrimination based on gender identity or expression.

7. Socio Economic Development: The process of improving the economic, social, and cultural well-being of individuals, communities, or societies, often through measures such as education, infrastructure development, and poverty reduction initiatives.

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