Adult Education and Sustainable Learning Outcome of Rural Widows of Central Northern Nigeria

Autor/in	Usman, Lantana M.
Titel	Adult Education and Sustainable Learning Outcome of Rural Widows of Central Northern Nigeria
Quelle	In: International Journal of Adult Vocational Education and Technology, 2 (2011) 2, S.25-41, Artikel 3 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
DOI	10.4018/javet.2011040103
Schlagwörter	Foreign Countries; Rural Areas; Adult Education; Sustainability; Job Skills; Vocational Education; Basic Skills; Literacy; Numeracy; Program Effectiveness; Qualitative Research; Case Studies; Focus Groups; Observation; Widowed; Social Status; Cultural Influences; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Nachhaltigkeit; Produktive Fertigkeit; Ausbildung; Berufsbildung; Basic skill; Grundfertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Qualitative Forschung; Case study; Fallstudie; Case Study; Beobachtung; Sozialer Status; Cultural influence; Kultureinfluss
Abstract	In northern Nigeria, widows' identities and status are defined within the mores, norms, traditional religions, and legal institutions of the cultures of the community. The ethnic cultural laws are oppressive and retrogressive. The nexus of these cultural pressures trigger discriminatory practices that deny school attending widows' access, and completion of primary and secondary levels of education, leaving them literacy bankrupt and unskilled to fend for themselves and their children. These experiences motivated an all women Community Based Organization (CBO) to establish a Widows Training School to educate widows in vocational skills and basic literacy and numeracy. This paper examines research that was conducted with a sample of former graduates and attendees of the Widows Training School (WTS). The study is based on a qualitative educational research orientation, and the case study design. Multi-modal data were derived from Focused Group Interviews (FGIs) and Non Participant Observation (NPO) with a sample population of the widows. Data analysis engaged the qualitative process of transcription, categorization, and generation of codes that were merged into major themes, and presented in the as socio cultural status of the widows in the community; historical foundation, nature and curriculum implementation of the school; and the facets of sustainable learning outcome of the widows. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04