Distance Education as a Strategy for Empowering Women (Educationally) for Safe Motherhood in Nsukka Local Government Area

CHAPTER ONE

Objectives of the study

General objective of the study

The general objective of the study was to explore the impact of distance education on women’s empowerment at the motherhood project implemented in Enugu State in Nigeria.

Specific objectives of the study

Specifically, the study aimed to achieve the following objectives.

Identify the characteristics of the distance education contents used for women’sempowerment in the motherhood project implemented in Enugu
Determinethe distance education experiences among the motherhood project women in Enugu
Examine the influence of distance education on women’s empowerment at themotherhood project implemented in Enugu

CHAPTER TWO

LITERATURE REVIEW

Overview

The chapter presents a review of literature on the association between distance education and women’s empowerment. It starts with conceptualization of key concepts followed by review of supporting theories, empirical literature review, identified research gap and conceptual framework. The chapter ends with a summary on the literature reviewed.

Conceptualization of key concepts

This section conceptualizes the key concepts used in this study to enhance clear understanding among readers. The concepts as described below include; distance education, women’s empowerment and open learning.

Distance education

According to Heinich, Molenda, Russel & Smaldino (1996) as cited in Chaturvedi (2010), “multimedia emerged in the 1950s and commonly referred to [as a digital content] that combined at least two media formats such as text and video or audio at one time” (p. 40). Today various scholars view multimedia as a set of digital learning content designed and developed using a combined form of various media such as animations, audio, video, text, and graphics (see for example Lau et al., 2013; F. W. B. Li & Lau, 2011; Mariki, 2014; Mtebe et al., 2016). Therefore, distance education as used in this study means a learning process that employs the use of a digital content made up of combinations of various media (Mayer, 2014). In line with this same meaning, distance education contents as used in this study are the video contents designed and developed in a combination of various media including; audio, text, graphics, sound and animations.

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Womens’ empowerment

Womens’ empowerment refers to a process of enabling women to realise their potential and participate in social and economic development opportunities around them (Mariki, 2020a). Thus, empowerment process involves changing of mindset, enhancing opportunities and creating avenues towards accessing the opportunities. As such, empowered women should therefore feel self-confident and in control of their lives’ destiny and environment (Turner & Maschi, 2014). Subsequently, empowerment as used in this study refers to the process of enabling the motherhood project women to be able to; make self-decision, make choices and engage in income generating activities (Eisman et al., 2016; Geetha, 2015; Turner & Maschi, 2014; Zimmerman, 2000). Consequently, women’s empowerment is associated with education for sensitization, awareness creation, acquisition of knowledge and skills, and realisation of power (Adekola et al., 2016; Geetha, 2015; Peterson, 2014). In other words, education goes hand-in-hand with empowerment since, through education an individual acquire self-confidence, knowledge and skills necessary to participate in socio-economic development processes (Geetha, 2015). According to Njaya, (2015) it is evident that effective learning promotes income, financial independence, personal dignity, self-confidence and hence, empowerment.

CHAPTER THREE

RESEARCH METHODOLOGY

Introduction

This chapter presents the research methodology used in this study. It comprises sub- sections namely; research strategies, description of the study areas, study population, sampling design and procedures, and methods of data collection. Other sections include; data processing and analysis, validity and reliability, and ethical considerations.

Research strategies

In the course of finding answers to the research questions, this study applied exploratory research design (see also Maritim & Mushi, 2012). The selection of the design based on the nature of the research question of the current study which sought to explore the impact of distance education in women’s empowerment (see Saunders et al., 2009). Also, the researcher chose the design because “distance education in women’s empowerment” is a scarcely studied area (Creswell, 2014; Saunders et al., 2009). In line with the design, the researcher used a case study strategy that engaged motherhood project contexts of Enugu State in Nigeria. The researcher chose the strategy because traditionally, it suits exploratory studies as it allows intensive studying of a phenomenon at its real-life settings (Yin, 2003). As for the current study, the strategy enhanced an in-depth studying of the motherhood project distance education intervention at the stated project areas.

This study was not intended for generalising findings as for the case of quantitative research (Creswell, 2014; Nyaruwata, 2013), but instead, it aimed at exploring the phenomenon, and thus qualitative research approach was employed. As opposed to quantitative study this research required collecting data at natural settings where participants live (Creswell, 2014). Thus, the researcher was a key instrument for data collection and no instruments were sent to the field for filling. As such, data collection methods included; Interviews, Focus Group Discussions (FGDs) and Documentary Review.

CHAPTER FOUR

RESULT PRESENTATION

Characteristics of the distance education content used for women’s empowerment at the motherhood project in Enugu State

The first research question of this study was asking about the characteristics of distance education content used for women’s empowerment in the motherhood project implemented in Enugu State. Answers to the research question were obtained through physical review of eight (8) distance education contents used, interview of participants and FGD by the women. Data collected for the research question was built on nine (9) criteria set as basis for documentary review checklist (Appendix II), interviews (Appendix III & V) and FGDs (Appendix VI) to determine the characteristics of the contents used. These included: arrangement; media combination; visibility; interactivity; and length. Others were comprehensiveness, feedback, learners’ control on animations and attractiveness. Table 4.2 present results of distance education contents’ review obtained by observing each content against the set review checklists.

Content Summary

CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of major findings

Having presented the detailed findings in Chapter Four, this section presents the summary of major findings of the study. The summary presents major findings on; a) the characteristics of the distance education contents used for women’s empowerment in motherhood project, b) women’s distance education experience in motherhood project, and c) the influence of distance education on women’s empowerment at the motherhood project.

a) Characteristics of the distance education contents used for women’s empowerment in motherhood project

The findings indicate that the distance education contents used were well arranged indicating intro, main body, summary and outro, something which made a clear flow of the content. Also, on average, all learning contents had a good media combination of text, sound, video, graphics, animations and audio. Use of text straplines, voice overs, pictures, and video drama depicted media combination in the distance education contents used. Similarly, findings show there was high visibility, good level of interactivity and comprehensiveness of the contents used. The length of the distance education contents ranged from 10 to 25 minutes, which was not too long to make learners bored. The length however, remains debatable because it is subject from one context to the other.

Compared to other criteria which were all adhered to, all of the learning contents, except one, had no feedback mechanism within the learning content. However, the findings found that lack of feedback mechanism had no negative impact on learners because the learning was offline with facilitators mediating the learning process. Moreover, since learners had control over the learning content such as stopping, pausing, skipping, rewinding and forwarding, the provision allowed them to view the content with flexibility so, allowing instant feedback to facilitators.

The findings also show that by virtue of being multimedia, the contents were attractive to learners putting into consideration that the technology was new to them. It was not only its nature that made it attractive but, also the overall design of the distance education contents. The display of real-life events and environments on the contents contributed to the attraction. Also, colours, drama, animations, and background sounds made the distance education contents attractive to learners.

Based on the findings regarding characteristics of distance education contents it can therefore, be concluded that suitable contents were used for empowerment of the motherhood project women. In other words, the study connotes that distance education contents for women’s empowerment requires contents with suitable characteristics to enhance effective learning and understanding for empowerment.

b) Influence of distance education on women’s empowerment at the motherhood project

With regard to the influence of distance education on the motherhood project women, the findings show that the technology had enabled them to effectively undertake the hands-on skills taught. Furthermore, the targeted women acquired knowledge and skills that widened their understanding and enabled them to take advantage of various economic opportunities existing around them and eventually changed their way of living and increased their self-confidence and awareness. Distance education therefore developed an entrepreneurial mindset and enhanced self-decision making among the women. It also made the women realise their potential in the society and get rid of inferiority complex over their male counterparts.

Moreover, findings show that by building on knowledge and skills acquired from distance education, some of the women managed to establish groups, acquired microcredit from SIDO and initiated income generating activities. Despite accessing microcredit, the women could not sustain their income generating activities established due to lack of financial management skills among themselves. The findings also showed that, other women had not yet received microcredit but, had already formed their economic groups and qualified for microcredit from their respective local government authorities. Such women managed to undertake some income generating activities while waiting for the credit applied for. Also, findings show that other women decided to establish income generating activities at individual levels, something that signifies self-initiative, confidence and decision-making. The findings also show that some women could not sustain their income generating activities due to lack of enough customers and customers’ low purchasing power that led to credit sales and low demand.

The findings also show that distance education had influence on socio-economic status of the women based on the way the community perceive them and their abilities in meeting petty expenses. Some of the women were in a position to support their families in meeting petty expenses. The findings also indicate that the women’s who were once perceived as losers in the community are now respected in their neighbourhood as they are regarded as learned and skilful. Also, it shows that youth and other community members admire the women on what they are capable of doing to the extent that some request them for hands-on skills training and others wish to join motherhood project for similar purposes. Based on the findings, it can be concluded that although not all women managed to engage themselves on hands-on skills for income generation at a particular time, their notable achievements in terms of activeness, self-confidence, self- determination, and positive mindset signifies empowerment.

5.2 Conclusions

In conclusion, the current study shows that distance education impacts women’s empowerment given that the distance education content is deliberately geared towards achieving outcome in a particular context. The case of motherhood project justifies this finding as the impact was evident among the targeted women of whom after distance education, they eventually gained self-confidence, decision making abilities, knowledge, and skills in establishing income generating activities towards sustaining their livelihood. In other words, distance education as evidenced in this study, can be used to promote women’s empowerment in rural areas of similar context to that of the motherhood project implemented areas of Enugu state. Theoretically, it can be concluded that distance education contributes to women’s empowerment as it provides learners with a chance to see what is being presented on the visuals, hear what is being said from the audio, and imitate what has been seen and heard. Hence, coinciding with the ideas from empowerment theory, Confucius theory and Cognitive theory of distance education by putting them into practice.

5.2.1 The study’s theoretical implications

Furthermore, the current study conforms with Abas et al. (2007), Andresen and Van Den Brink (2013), Kulasekara et al. (2011), and Mayer (2014) that distance education has a direct contribution towards effective learning and ultimately, empowerment. Nonetheless, the study contradicts with Lee et al. (2014) and Sweller et al. (2011) who say that distance education does not guarantee active learning, better understanding and ultimately empowerment. As such, the current study adds to the existing knowledge that distance education guarantees effective learning and hence, empowerment. This can be ensured if contents with appropriate characteristics are well prepared and administered by facilitators who appear physically in the venue to guide and mediate the learning process.

Adding to theoretical implications, this study adds literature about distance education in women’s empowerment since, none of the existing studies has studied the phenomenon (cf. Hodges & Scott, 2016; Kessy, 2016; Rienties & Toetenel, 2016; Tablatin et al., 2016; see also Lee et al., 2014; Malik & Agarwal, 2012; Mariki, 2014; NAMCOL & COL, 2009; M. Neo & Neo, 2009; T. K. Neo & Neo, 2009; Stemler, 1997;). In addition, the current study contributes new knowledge on distance education in women’s empowerment in non-formal, non-tertiary, lower levels of basic education, specifically, through case studies like motherhood project in Enugu state in Nigeria.

5.2.2 The study’s policy implications

The current study provides empirical evidence on the use of distance education contents in women’s empowerment as well as the motherhood project women’s experiences on the same. Moreover, it shows how distance education influences women’s empowerment right from skills development, access to microcredits and establishment of income generating activities. The study can therefore, be scaled-up to other parts of the country to reach more women in the country. However, the existing policies do not pay special attention to distance education and women’s empowerment issues (cf. MoCDWC, 2000; MoEVT, 2014; MWTC, 2016). Thus, the current study calls for review of related policies to specifically state statements on distance education and women’s empowerment as well as strategies to mainstream the same in development initiatives in the country.

5.3 Recommendations

Based on the major findings and conclusions stated in this chapter, the following are recommended.

a) Recommendations for practitioners

These recommendations are meant for community development and adult education practitioners together with other stakeholders involved in enhancing women’s empowerment using distance education. Such practitioners include but, not limited to; the government institutions like IAE, non-state actors and non-government organisations. Therefore, the study recommends the following:

Delivery of distance education should ensure conducive facilitation andlearning environment particularly, the learning venue and ICT facilities and infrastructure to enhance effective learning for empowerment.
An offline mobile learning should be considered in distance education forwomen’s empowerment where feasible so as to overcome the challenge of limited Internet service in rural areas of Nigeria. Consequently, supply of gadgets to the beneficiaries is important to ensure access to learning
Practitioners should link women’s empowerment initiatives to stakeholders suchas SIDO, Vocational Education and Training Authority (VETA) and microcredit Institutions for vertical and horizontal benefits including; training opportunities, quality assurance of products, value addition of products for competitive advantage, and loans.
Marketassessment should be conducted prior to commencing any women’s empowerment intervention in order to ensure evidence-based
Training on group administration and financial management skills should beoffered to the women to ensure effective use and management of funds acquired as well as responsibility by each group

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