Project – The Effect of Community-Based Literacy Programmes on Women’s Participation in Local Economic Activities: A Study of Selected Communities in Ondo State

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Literacy is widely recognised as an essential component of human development because it enables individuals to acquire, interpret, communicate and apply information in their everyday lives. Beyond the ability to read and write, functional literacy involves the capacity to use numerical, written and communication skills to address practical problems and participate meaningfully in society. The United Nations Educational, Scientific and Cultural Organization (UNESCO, 2015) explains that literacy is a continuous learning process that enables individuals to communicate, compute, understand information and participate in their communities, workplaces and wider society. This understanding suggests that literacy education should not be restricted to formal schooling but should also provide opportunities for adults who require additional learning to improve their personal and economic circumstances. In this regard, community-based literacy programmes can serve as important avenues through which women acquire practical knowledge and competencies that may support their participation in economic activities.

Community-based literacy programmes are educational initiatives organised within communities to provide accessible learning opportunities for adults and other individuals who may have limited access to conventional educational institutions. Such programmes may be delivered through community learning centres, adult education classes, local associations, non-governmental organisations and other community-supported structures. Their relevance lies in their potential to bring learning closer to participants and make educational activities responsive to their everyday needs. UNESCO Institute for Lifelong Learning (2015) documents Nigeria’s Mother and Child Education Programme, which combines adult literacy, life skills, civic education, health awareness and livelihood development. The programme demonstrates the importance of community participation in designing and implementing educational activities that reflect local circumstances. Consequently, community-based literacy programmes can be examined not merely as educational interventions but also as potential mechanisms for strengthening women’s practical capabilities and engagement in community development.

Women’s participation in economic activities is important for household welfare, livelihood security and community development. However, the ability to engage in productive activities may depend partly on access to education, information, financial services, business knowledge and opportunities for skills development. Literacy can assist women in reading instructions, communicating with customers, calculating prices, maintaining business records and understanding information relevant to their occupations. UNESCO (2023) identifies literacy as a foundation for socio-economic participation and empowerment, particularly for women and girls, while highlighting the continuing gender dimension of global literacy inequalities. These observations provide a basis for investigating whether women who participate in community-based literacy programmes experience improvements in their ability to undertake economic activities. Nevertheless, literacy should not be regarded as an automatic guarantee of economic advancement, since participation and outcomes may also depend on access to capital, markets, productive resources and supportive social conditions.

Functional literacy is particularly relevant to women involved in small-scale enterprises, petty trading, farming, food processing, crafts and other informal economic activities. These occupations frequently require individuals to undertake basic calculations, communicate with buyers and suppliers, record transactions, compare prices and make decisions concerning the use of limited resources. The University Village Association’s Functional Literacy Programme in Nigeria was developed partly in response to concerns that adult literacy initiatives were not sufficiently connected to learners’ working lives and livelihood needs. Its approach integrates literacy learning with practical business activities, including financial transactions, business communication, record-keeping and microcredit management. According to the UNESCO Institute for Lifelong Learning (2009), this Nigerian initiative illustrates the potential value of connecting literacy instruction with the economic realities of adult learners. It also provides a useful foundation for examining whether community-based literacy programmes in selected communities in Ondo State help women strengthen the knowledge and skills required for participation in local economic activities.

In Nigeria, women’s economic empowerment has received attention through programmes designed to expand women’s access to financial services, livelihood support, training and economic opportunities. The World Bank’s Nigeria for Women Project, implemented in partnership with the Nigerian government, has supported women’s groups and sought to address barriers affecting women’s productivity and socio-economic mobility. The project has used women’s groups as platforms for savings, access to credit, training, mentorship and livelihood-related support. The World Bank (2023, 2025) also identifies constraints affecting women in productive sectors, including limited access to land, finance, agricultural inputs and relevant information. These circumstances demonstrate that women’s economic participation is influenced by a combination of educational, financial, institutional and social factors. Accordingly, investigating community-based literacy programmes requires attention not only to women’s acquisition of reading, writing and numeracy skills but also to how those skills may interact with the wider opportunities and constraints affecting their economic activities.

Local economic activities provide opportunities for individuals to earn income, meet household needs and contribute to community development. Depending on the characteristics of a community, such activities may include farming, trading, food processing, tailoring, hairdressing, handicrafts, small-scale manufacturing and the provision of services. Women who participate in these activities may require literacy and numeracy skills to communicate effectively, manage transactions, access financial information and respond to changing market conditions. Evidence from Nigeria’s community-based literacy initiatives shows that some programmes have deliberately linked learning with income generation, business development and access to livelihood opportunities (UNESCO Institute for Lifelong Learning, 2009, 2015). However, the extent to which these potential benefits are realised may vary according to programme design, attendance, instructional quality, access to productive resources and the economic circumstances of participants. It is therefore necessary to investigate the relationship between participation in community-based literacy programmes and women’s involvement in local economic activities rather than assume that programme attendance necessarily produces improved economic outcomes.

Ondo State provides a relevant setting for examining the relationship between community-based literacy programmes and women’s participation in local economic activities. Women in different communities may engage in diverse livelihood activities, including agriculture, trading, processing, crafts and other forms of self-employment. Their opportunities to participate in these activities may be shaped by educational attainment, access to training, household responsibilities, financial resources, market access and prevailing community conditions. Although Nigerian literacy initiatives provide examples of how adult education can be connected with women’s empowerment and livelihood development, such examples do not establish that similar outcomes have been achieved in every state or community. A study focusing on selected communities in Ondo State is therefore necessary to examine the literacy opportunities available to women, the practical skills they acquire and the extent to which participation in these programmes is associated with their engagement in local economic activities. The study will consequently provide context-specific evidence that may inform adult education planning and community development initiatives in the selected communities (UNESCO Institute for Lifelong Learning, 2009, 2015; World Bank, 2023).

1.2 Statement of the Problem

Women’s participation in local economic activities is an important aspect of household livelihood and community development. Nevertheless, the ability of women to participate effectively in economic activities may be constrained by inadequate literacy and numeracy skills, limited access to relevant information, insufficient business knowledge and restricted educational opportunities. These challenges can make it difficult for some women to maintain business records, calculate profits, understand financial information, communicate effectively with customers and take advantage of available economic opportunities. UNESCO (2023) identifies the continuing gender dimension of literacy inequalities and recognises literacy as an important foundation for women’s socio-economic participation. This situation raises questions about whether women in selected communities in Ondo State have adequate access to literacy opportunities that are relevant to their economic needs.

Although community-based literacy programmes are intended to expand learning opportunities beyond conventional educational institutions, their potential contribution to women’s economic participation may depend on their relevance, accessibility and quality. Programmes that concentrate exclusively on basic reading and writing without addressing learners’ practical needs may not adequately prepare participants to apply their knowledge to business management, financial transactions and other livelihood activities. The experience of Nigeria’s UNIVA Functional Literacy Programme illustrates the importance of connecting literacy instruction with the working lives and economic activities of adult learners (UNESCO Institute for Lifelong Learning, 2009). However, the existence of such programmes does not establish that similar outcomes have been achieved in selected communities in Ondo State. It is therefore necessary to investigate whether the content and delivery of community-based literacy programmes in the study area correspond with women’s actual economic needs.

Furthermore, the acquisition of literacy skills does not automatically translate into increased participation in economic activities. Women may encounter additional constraints, including inadequate access to finance, productive resources, business training, markets and institutional support. The World Bank (2023, 2025) identifies barriers relating to financial inclusion, access to productive inputs, knowledge and economic opportunities in its reporting on women’s economic empowerment in Nigeria. Such constraints suggest that literacy programmes may need to be complemented by other forms of support if women are to apply their acquired skills effectively. Consequently, it is important to examine the extent to which participation in community-based literacy programmes is associated with women’s involvement in local economic activities while recognising the influence of other relevant social and economic conditions.

The central problem addressed by this study is the need for context-specific evidence concerning the effect of community-based literacy programmes on women’s participation in local economic activities in selected communities in Ondo State. In particular, it is necessary to establish the extent of women’s participation in these programmes, identify the literacy and practical skills they acquire, examine how those skills relate to their economic involvement and determine the challenges that may limit the programmes’ contribution to women’s livelihoods. Without such evidence, it may be difficult for programme organisers, adult education providers and community development stakeholders to determine which aspects of literacy provision require improvement. The study therefore seeks to investigate these issues and provide findings that can support the planning and implementation of literacy initiatives that respond more effectively to women’s educational and economic needs (UNESCO Institute for Lifelong Learning, 2009, 2015).

1.3 Purpose of the Study

The main purpose of this study is to examine the effect of community-based literacy programmes on women’s participation in local economic activities in selected communities in Ondo State.

1.4 Objectives of the Study

The specific objectives of the study are to:

1. Examine the extent of women’s participation in community-based literacy programmes in selected communities in Ondo State.
2. Determine the effect of community-based literacy programmes on women’s participation in local economic activities in the selected communities.
3. Assess the influence of literacy skills acquired through the programmes on women’s business management, income-generating activities and economic decision-making.
4. Identify the challenges affecting the effectiveness of community-based literacy programmes in promoting women’s participation in local economic activities in the selected communities.

1.5 Research Questions

The following research questions will guide the study:

1. To what extent do women participate in community-based literacy programmes in selected communities in Ondo State?
2. What effect do community-based literacy programmes have on women’s participation in local economic activities in the selected communities?
3. How do literacy skills acquired through the programmes influence women’s business management, income-generating activities and economic decision-making?
4. What challenges affect the effectiveness of community-based literacy programmes in promoting women’s participation in local economic activities in the selected communities?

1.6 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: There is no statistically significant relationship between women’s participation in community-based literacy programmes and their participation in local economic activities in selected communities in Ondo State.

1.7 Significance of the Study

The findings of this study are expected to be beneficial to women, adult education providers, government agencies, policymakers, non-governmental organisations, community leaders and researchers.

Women in the Selected Communities: The study may help women understand the potential importance of literacy education in their economic activities. By identifying literacy skills relevant to business management, financial transactions and income generation, the findings may encourage women to participate in educational programmes that address their practical needs. The study may also draw attention to barriers that prevent women from applying their acquired skills to economic activities.

Adult Education Providers: The findings may provide useful information for adult education providers concerning the relevance and effectiveness of community-based literacy programmes. The study may help programme organisers identify areas where instructional content, teaching methods, learning schedules and practical activities require improvement. This may support the development of literacy programmes that respond more directly to the educational and livelihood needs of adult women.

Government and Policymakers: The study may provide information that could assist government agencies responsible for adult education, women’s affairs and community development in planning literacy and empowerment initiatives. Its findings may help policymakers consider how literacy education can be connected with skills acquisition, financial inclusion and other forms of economic support.

Non-Governmental Organisations: Non-governmental organisations involved in literacy education and women’s empowerment may benefit from the findings when designing and implementing community-based interventions. The study may help such organisations identify the learning needs of women and consider how literacy instruction can be integrated with livelihood development and other relevant community services.

Community Leaders: Community leaders may use the findings to understand the educational and economic needs of women in their communities. The study may encourage greater community support for literacy initiatives, including the mobilisation of learners, provision of suitable learning spaces and promotion of women’s participation in educational and economic activities.

Researchers and Students: The study may contribute to the literature on adult education, women’s empowerment and community development. It may also serve as a reference for students and researchers undertaking further investigations into literacy education and women’s economic participation in Ondo State and other parts of Nigeria.

1.8 Scope of the Study

The study focuses on the effect of community-based literacy programmes on women’s participation in local economic activities in selected communities in Ondo State, Nigeria.

The geographical scope is limited to selected communities in Ondo State. The specific communities will be identified according to the presence of relevant literacy programmes and the accessibility of the target population.

The content scope covers women’s participation in community-based literacy programmes, the relationship between programme participation and women’s involvement in local economic activities, the influence of acquired literacy skills on business management and income-generating activities, and the challenges affecting the effectiveness of these programmes.

The study will focus on women who participate in or have participated in relevant community-based literacy programmes. Where appropriate, programme facilitators and other relevant stakeholders may also be included to provide information about programme implementation.

1.9 Operational Definition of Terms

Community-Based Literacy Programmes: These refer to organised educational activities provided within communities to help women and other adult learners acquire reading, writing, numeracy and practical literacy skills.

Literacy: This refers to the ability of women to read, write, perform basic numerical operations, understand information and apply these skills to everyday activities.

Women’s Participation: This refers to the involvement of women in community-based literacy programmes and their engagement in economic activities within their communities.

Local Economic Activities: These refer to income-generating and productive activities undertaken within the selected communities, including trading, farming, food processing, tailoring, crafts, small-scale businesses and other forms of self-employment.

Economic Participation: This refers to women’s involvement in productive activities through which they earn income, contribute to household livelihoods or engage in other economically valuable work.

Business Management: This refers to the practical activities involved in operating an enterprise, including record-keeping, calculating costs and profits, managing transactions, communicating with customers and making business decisions.

Income-Generating Activities: These refer to occupations, businesses or productive undertakings through which women obtain financial income or other economic returns.

Economic Empowerment: This refers to women’s ability to access and use relevant knowledge, skills, resources and opportunities to improve their economic circumstances and exercise greater control over economic decisions.

Effect: In this study, this refers to the observable relationship or influence of participation in community-based literacy programmes on women’s involvement in local economic activities, as examined through the research data.

Project – The Effect of Community-Based Literacy Programmes on Women’s Participation in Local Economic Activities: A Study of Selected Communities in Ondo State