A CASE STUDY OF CHALLENGES FACED BY ADULT STUDENTS ENROLLED IN PART TIME

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A CASE STUDY OF CHALLENGES FACED BY ADULT STUDENTS ENROLLED IN PART TIME

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The intention of every government to make education available to all citizens is highly appreciated by anyone who knows the relevance of education in the development of individuals and the nation. Tsokar and Okeke (2014) observed that to achieve sustainable

development in any country, there must be strategic and deliberate strive towards adopting indigenous policy that would engender self- sufficiency. Thus, individuals are encouraged to find means of building their capacity in an attempt achieve sustainable development. Hence, people are encouraged to acquire knowledge through formal and informal education.

Education is believed to provide knowledge and resources that hold potentials for economic empowerment for better livelihood and social development. Education is one of the most far reaching requirements for development, alleviating poverty, improving health outcomes and quality of life, reducing gender and social disparities, and enhancing economic productivity. Education is a key that provides opportunities for self awareness and self-fulfillment to every individual whether male or female. It contributes to male and female abilities and skills to solve problems of social, political, economic and domestic nature, and help to explore new ways to deal them (Annette, 2011). Education improves self esteem

of women which enables them to stand in society and achieve their goals.

The country can fight against poverty and social crisis by providing equal educational opportunities to both male and female (Planning Commission, 2005; Shahzad, 2011). It provides the way to deal with customs and traditions of the society. Education contributes to economic growth and productivity as well as sustains livelihood for national development (Rogers, 1997).

The mounting interest of women in further education in the form of continuity in tertiary education must be sustained and nurtured. This will enable them to maximize the benefits of societal participation. However, mass involvement of women in continuing higher education is a recent development.

Before the twentieth century, just a handful of females were granted access to education. The number of illiterate-women were subsequently increasing since they had no access to education or were sent to school. This was because, at that time, women were victims of all sorts of cultural and social constraints. They were subjected to all forms of discrimination and marginalization by the existing cultural and social practice, especially in traditional African culture. They were denied access to education at the expense of their most fortunate brothers who were most preferred (Becker, 2000).

During the forty-first session of the Fourth World Conference on Women held in Beijin, the United Nations Commission on the status of women, recommended further action to be taken to improve women’s access to education, including the mainstreaming of gender perspective in all policies and programmes in the educational sector.

Over the past twenty (20) years in Nigeria, there has been significant progress with regards to women’s access to tertiary education. This has expanded significantly and women’s enrolment including the married and unmarried has increased considerably.

In order to achieve this objective, efforts are made towards designing programmes that enable people to go for further learning at their convenient times. People who have one employment or the other are able to go for higher education without losing their jobs. Hence, there are Distance Learning, Distance Programme, Part Time Programmes and Open Learning of the National Open Higher institution of Nigeria in higher education in Nigeria (Jegede, 2002). Nigeria, like some other nations of the world, values education for her citizens and emphasizes quality education. There is no gain-saying the fact that quality education is very necessary for individuals and national development. Our society is not static but dynamic. If the society is dynamic, it means that it must demand certain priorities in terms of new knowledge, new status, innovations and updating of the existing knowledge (Allan, 1977). Distance programme, as a programme of study, is conducted outside the regular system of study by institutions of higher learning.

In Nigeria, students on distance programme are not full time students of their respective universities because majority of theparticipants are teachers. They are expected to spend atleast three months each contact period to receive lectures and be examined. The candidates are expected to be physically present, attend all lectures and write examinations during the contact period. The distance programme, with its good objectives of providing

opportunities of education for workers, to improve their levels of education, tends to put a lot of pressures on the students.

1.2 STATEMENT OF THE PROBLEM

The changing role of women in the society has made it necessary for married women to combine childcare, homecare, career and studies. This implies that even though the mothers are in school, they will have certain responsibilities to fulfill at home.. The issue at stake is do these women really neglect their family in their quest for knowledge or forget about higher education entirely and stick to the old tradition of keeping the family? Through observation, it has been found that some married female students in Federal College of Education Technology Akoko in Nigeria are who have left their babies in the care of other people to pursue higher education.

Some even deliver in the course of their study thus the need to combine academic work with nursing the baby. Unfortunately the universities in Nigeria do not have support services for such categories of students. Hensel (1990) points out how difficult it is for women to pursue academic careers and family life. Academic life assumes that people have “uninterrupted” time. Therefore, choosing to become a mother gives the appearance that a woman is unmotivated, less committed, less interested in doing what she must do to get to the next step on the ladder. The research therefore seeks to answer the question, what are the challenges faced by female married students in college of education using Ajah campus as a case study.?

The problem of lack of facilities featured as another issue that prevent mothers from concentrating on their studies as they have to think about their babies that they have left somewhere. The higher institution authorities should consider accommodation of married female students at the higher institution or by introducing daycare centres at the higher institution premises so as to cater for those with young babies (Najjuma and Kyarugah, 2006).

1.3 OBJECTIVE OF THE STUDY

1. To identify the challenges faced by married female students of distance education in tertiary institutions in Nigeria

a. Academic work activities

b. Child care

c. Economic situation.

2. To find out the coping strategies adopted by married female students of distance education in Federal College of Education Technology, Okoko

3. To examine stress pattern among married female distance undergraduates in federal college of education technology, Okoko.

4. To find out the relation between the challenge of married women at distance education in federal college of education technology, Okoko and their academic performance.

5. To find out the relevant support system available for married female students to achieve higher education in Nigeria.

1.4 RESEARCH QUESTIONS

1. Do married female students of distance education in Federal College of Education Technology, Okoko face any challenges?

2. Do they adopt any coping strategies to succeed?

3. Is there any relation between the challenge of married women at distance education in federal college of education technology, Okoko and their academic performance?

4. What are the relevant support system available for married female students to achieve higher education in Nigeria?

1.5 RESEARCH HYPOTHESES

H0: There is no significant relationship between the challenge of married women at distance education in federal college of education technology, Okoko and their academic performance.

H1: There is significant relationship between the challenge of married women at distance education in federal college of education technology, Okoko and their academic performance.

1.6 SIGNIFICANCE OF THE STUDY

Some scholarly works have been done on the role of women in national development and the role conflict they experience as they combine their traditional domestic roles with productive roles. However limited information exists specifically on the challenges student mothers go through as they seek to upgrade themselves academically in the tertiary institutions in Nigeria. This study seeks to fill this gap and contribute to the pool of knowledge on the challenges nursing mothers’ face and the strategies they adopt to cope with the role conflicts and challenges they face.

In addition, the findings could be of great importance to nursing mothers who wish to further their education. They will get well acquainted with the inherent challenges in continuing education in the tertiary institutions and the possible coping strategies they could adopt to face these challenges.

The findings of the study will not only be useful to the family as a unit but to the nation as a whole in its quest for empowering women through education. The study will serve as a guide to policy makers to formulate policies and programmes that will help ease the challenges nursing mothers face in the tertiary institutions.

It is the wish of all educational institutions to design and deliver programmes that meet the needs and aspirations of different categories of beneficiaries. The findings could therefore serve as a guide to tertiary institutions in their quest to improve on their programmes. This could occur as the study will serve as a source of information on the challenges confronting the married female students and the support services the higher institution must provide to make academic work meaningful to them.

1.8 SCOPE AND DELIMITATION OF THE STUDY

The study is limited to some married female students in Ajah campus pursuing degree courses. This region was chosen because there are lots of tertiary institutions and accessibility will be easier. The study is limited to only married female students found in the Federal College Of Education Technology Akoko .

Therefore the results are applicable only to the group under study and therefore broad generalizations cannot be made. However, since an in depth understanding of the phenomenon will be reached, other researchers interested in the topic will gain an insight into what married female students go through in pursuit of higher education.

1.9 DEFINITION OF TERMS

Stress: Stress is defined as the perception of discrepancy between environmental demands (stressors) and individual capacities to fulfil these demands. Hussien and Hussien (2006) defined stress as the situation by which the individual suffers from physical and psychological hyper tension resulted from factors that can’t be handled and exceeds human ability to cope with .

School environment: School environment consist of both material and non-material resources in the school. It includes the teachers, peers, cohesiveness,the subjects, method of teaching.

Environment: An environment is the natural surrounding of an organism and it can be land, air or water (Asogwa 2008). According to Onyehalu in Okeke (2001), environment is of three parts namely: physical, social and abstract. Physical environment is objects or materials ound in the home, school or community. It also includes people like parents, peers and children. The social environment is the social life, societies, clubs among others.

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