Table of Contents
A REVIEW ON THE LINK BETWEEN EDUCATION AND SOCIO-ECONOMIC EMPOWERMENT OF WOMEN IN PUBLIC ORGANIZATION
1.1 BACKGROUND TO THE STUDY
The significance of education is undeniable. Education is viewed as crucial to empowerment. As a result, it is the key to national progress. According to Ismail (2021), education is the sum of all the processes by which a person develops his or her abilities, attitudes, and other forms of positive behavior in the society in which he or she lives. Similarly, Eugene (2018) states that education is the knowledge of how to maximize one’s potentials. To put it simply, a human being does not have proper sense until he or she is educated. This means that without the proper commitment, all education is pointless. People who do not have the necessary commitment will not be able to take the initiative to put it into action, and thus will not be successful. n It is widely acknowledged that high-quality education is a major source of human empowerment that helps to eradicate poverty around the world. With proper education, labor is transformed from unskilled to skilled, increasing productivity and, by extension, income. Formal, non-formal, and informal education are all options. Formal education is provided through the school system. It is organized, planned, and systematically structured with life as its content and definite forms on the other hand, formal education takes place outside of the formal school system. Despite being less structured. It is more task and skill oriented, as well as more adaptable and learner-centered. Informal education is spontaneous and unplanned.
In recent times, women’s and girl child education has received special attention, with a strong relation to socioeconomic growth. The lessons of international instruments and summits, such as the UN General Assembly’s 1979 Convention on the Elimination of All Forms of Discrimination Against Women (CEDAN), the Fourth World Conference on Women in Beijing in 1995, and the recent Beijing + 5 initiative, emphasizing the importance of women’s education, have not been lost on policymakers and stakeholders in Nigeria. Women and girl child education is a tight articulation of formal, non-formal, and informal education approaches to and mechanisms for awakening an all-around development of women’s potential. It is widely acknowledged that high-quality education is a vital source of human empowerment that helps to reduce poverty across the world. With proper education, labor is transformed from unskilled to skilled, increasing productivity and, by extension, revenue.
In addition to investing in formal education, the Federal Government of Nigeria has made efforts in adult and non-formal education to address women’s education. As Udeani (2004) correctly points out, investing in formal, adult, and non-formal education and training for girls and women has shown to be one of the most effective ways of attaining long-term economic growth and development. According to her, women constitute around half or more of the population of each given country. As a result, no country can afford to exclude this fraction from the critical process of formal education.
Furthermore, a study of relevant research on women’s education and development unequivocally proved the multiplying influence of women’s education on socioeconomic growth. Education can help women improve their abilities as self-employed employees and raise their living conditions. Women become more tidy and productive when their abilities are improved. Self-employment encourages female and female entrepreneurs to establish themselves in small and medium-sized businesses that are ready to take chances and invest in a volatile market. In this situation, women are expected to start sustainable enterprises and generate revenues that will allow them to compete for higher-paying jobs in the labor market. Access to and attainment of educational credentials must be equalized if more women are to be entrepreneurs, earn high incomes, and work at the highest levels of organizations. In any event, educated women can enjoy a higher quality of life and have a greater “voice” in decision-making in the home, community, workplace, and society (Alele- Williams, 1986; Orisanya-Olumuyiwa, 2000; Snyder, 2000 in Udeani, 2004). More importantly, education provides her with the self-esteem and confidence she needs for a public life (Enemuo, 2001). Furthermore, education is critical for occupational attainment, which is a critical component of socioeconomic status.
Bizzarely, several deca after launching several educational programs in both formal and adult education, it appears that there is still a low level of knowledge that impacts women’s ability to contribute to growth. The great majority of Nigerians, particularly women, appear to be afflicted by a high level of poverty, which has resulted in the pitiful condition of the Nigerian kid in terms of health and education. In light of this knowledge, the current study intends to investigate the relationship between women’s education and socioeconomic progress. Several research studies on women’s education and its relationship to socioeconomic development have been done. More study is required in this area to determine its relationship to the socioeconomic development of women in professional positions or occupations. The current research study aims to analyze the effect of education to the socioeconomic growth of female bankers in areas where research studies appear to be lacking. Education has hindered women’s ability to participate actively in development. Gender norms in society have relegated women to the home front, prohibiting them from participating in and benefiting from development activities. The current research study identified education as a critical aspect that will assist women in playing their part in nation development. It is worth noting that Nigeria scores poorly in terms of development (UNDP, 1996). This is why Nigeria launched a slew of educational initiatives focused at improving female child enrolment, retention, and completion at all levels of formal education, as well as introducing programs to encourage women’s adult and non-formal education.
1.2 STATEMENT OF THE PROBLEM
A lack of education has been identified as a factor influencing women’s contributions to national development. Regrettably, seventeen years after the inauguration of various educational programs in both formal and adult education, there appears to be a lack of education impacting women’s capacity to contribute to progress. The vast majority of Nigerians, particularly women, appear to be impoverished, resulting in the deplorable state of the Nigerian child in terms of health and education.
According to Oyewale (2019), Nigeria’s high illiteracy rate has resulted in a significant number of untrained women, pushing them to pick low-wage occupations. As a result, people are unable to make decisions in their families, communities, or workplaces. Adult literacy will reach at least 65 percent by 2030, according to the Human Development Index (2015). As a response, the strategy sought to empower women by providing them with skills and information that would prepare them for the huge challenges that lay ahead. In this vein, this study attempts to assess the role of women education in socioeconomic development in Nigeria Nigeria. In doing so, some selected women bankers in Assess bank, First bank, United Bank of Africa and Wema bank located at the University of Lagos, Akoka were used by the researcher to determine the contribution of education to their occupational attainment, income generation, promotion and self worth. Therefore upon this background that this study seeks to review the link between education and socio-economic development of women.
1.3 OBJECTIVES OF THE STUDY
The main objective of this study is to review the link between education and socio-economic development of women in public organization. However, the specific objectives are to:
- To determine whether education is associated to women employment in high paying- jobs.
- To investigate whether skilled women earn better income and enjoy good standard of living than those who are not skilled.
- To ascertain if education enhance the capability of women bankers towards attaining important position in their communities and place of work.
- To establish if education related to raising the self worth and confidence of women in their public life.
1.4 RESEARCH HYPOTHESES
The hypotheses that will guide this present study are:
HO1:Education is not associated to women employment in high paying- jobs.
HO2: Education does not correlates to raising the self worth and confidence of women in their public life
1.5 SIGNIFICANCE OF THE STUDY
This present study is relevant in the true sense that it will help government to systematically and coherently implement the established Beijing Platform for Action directed to the fundamental changes in the situation of women. It will help educational institutions or training centers to have better knowledge of gender sensitive. This study will also increase the momentum for women education in Nigeria. In other words, it will encourage government and stakeholders to increase investment in formal and adult education since investment in education for girls and women has been shown repeatedly to be one of the most important determinants of development, with positive implications for all other measures of progress this present study therefore identifies and documents the present linkage between women bankers and socioeconomic development since research study in this area has been scanty. This study will help education planners and policy makers to place more emphasis on literacy and primary education in order to fight poverty. The society will have to benefit from this study because when women are educated, it has positive externalities. This proposed study will also contribute to the existing body of knowledge.
- 6SCOPE OF THE STUDY
The scope of this study borders on review the link between education and socio-economic development of women in public organizations. The study however delimited to women working in Uyo Local Government Area council, with reference to Primary Health Care Department .
1.7 LIMITATION OF THE STUDY
Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only women working in Uyo Local Government Area council, with reference to Primary Health Care Department. Thus findings of this study cannot be used for generalization for women in other States within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.
1.8 OPERATIONAL DEFINITION OF TERMS
Empowerment: Raising one from naive to more critical level of consciousness.
Socioeconomic: The individual wellbeing vis a vis their level of income, education and their quality of life.
Development: The ability to make good use or resources available to individual.
Education: Building a complete human being
Adult Education: Learning activities that is built around the express of people from 18 years and above who are not attending school on regular basis, or completer of compulsory education or other learning that enhances their self worth throughout life time.