The study examined the political empowerment of women through literacy education programmes in Edo and Delta States in the South-South Geopolitical zone of Nigeria. A sample of 1022 women was randomly drawn from the different levels of literacy classes organised by the Agency of Adult and Nonformal Education and non-governmental and private organisations in the area under investigation. Psychological empowerment scale and socio-political scale were used for data collection. These were complemented by four sessions of Focus Group Discussion (FGD). The results of the study revealed that literacy education programmes correlated with women participation in political activities and leadership roles. Women were able to participate more actively in decision-making processes and social interactions at home, in a public gathering and in the community at large. The FGD result showed that women gained self-esteem and self-confidence as a result of their participation in literacy programmes.
Learning in Nigeria is considered to have taken a new dimension as the Distance Learning Centre (DLC) of the University of Ibadan has created wider access to learning through the application of mobile technology to learning with particular reference to mobile phones use for the teaching and learning process. By this, the Centre seeks to achieve one of the major objectives of the Nigerian National Policy on Education, which is the provision of equal educational opportunities to all citizens at different levels of education. The paper therefore presents the attendant challenges of introducing such an innovative idea to learning at the University of Ibadan using a sampled population of 201 in a Focus Group Discussion (FGD) held among learners under the Distance Learning platform to establish the benefits and problems of using mobile phones for learning in the University of Ibadan.
This study reported students' assessment of open and distance learning programmes and services vis-à-vis teaching and learning experience, educational resources, technical support service and infrastructural facilities in ODL institutions in Nigeria. The study adopted a descriptive survey research design and the participants for the study comprised of 719 students randomly drawn from three purposively selected ODL institutions in Nigeria. A semi-structured questionnaire was used as an instrument for the study. Quantitative data generated from the survey were analysed using frequency counts, percentages, and analysis of variance (ANOVA) while the qualitative data was content analysed. Result of the study showed that students enrol in open and distance learning programmes majorly as a result of the flexibility in learning. While students relatively rate their teaching & learning experience, educational resources and available infrastructural facilities in their universities good, they, however, rate technical support services provided in the ODL institutions as being poor. A comparative analysis of the students’ assessment in the three institutions revealed that there exists a statistically significant difference in teaching & learning experiences, available educational resources, technical support services and infrastructural facilities in the institutions. Based on the findiings of the study, some recommendation were made.
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