Challenges militating against the use of Mass Literacy Programmes for Women Sustainable Development in Jigawa State Nigeria

Cite this article as: Giginyu A.A. & Giginyu A. M. (2025). Challenges militating against the use of Mass Literacy Programmes for Women Sustainable Development in Jigawa State Nigeria. Zamfara International Journal of Humanities,3(3), 36-45. www.doi.org/10.36349/zamijoh.2025.v03i03.005

CHALLENGES MILITATING AGAINST THE USE OF MASS LITERACY PROGRAMMES FOR WOMEN SUSTAINABLE DEVELOPMENT IN JIGAWA STATE NIGERIA

Dr. Ali Abdu Giginyu
Faculty of Education
Federal University Dutse, Jigawa State Nigeria

And

Dr. Auwalu Muhammad Giginyu
Department of Library and Information Science
Bayero University, Kano State, Nigeria

Abstract: The research examines the challenges militating against the use of Mass Literacy Programmes for Women Sustainable Development in Jigawa State Nigeria. The study adopted cross-sectional survey design. The population of the study comprised of women enrolled in literacy programme in Jigawa State Agency for Mass Education numbered 3,782. Data was collected from a sample size of 364. Simple Random Sampling Procedure was used. Data was collected from primary sources through structured questionnaires. Descriptive statistics tools such as frequency count, percentages and mean were used and analyzed the data. The findings indicated that deficiency of basic facilities, nonexistence of basic amenities, unfortunate conducive environment, exorbitant and excessive expenses, as the challenges. The resolutions to the challenges revolved around accessible basic facilities, accessible basic amenities, and establishment of conducive atmosphere environment, diminish Cultural barriers, adequate access to resources, proper public awareness, and diminish exorbitant and excessive expenses. The study also recommended that joint project should be done among NGOs, stakeholders, philanthropist, Education practitioners should scale up access to literacy programmes, facilitators should sensitize members of the public through radio/television programmes in public on the significance of mass literacy programmes, and pressure group should put more efforts in pressurizing government to increase budgetary allocation to adult literacy programmes.

Keywords: Challenges, Mass Literacy Programmes, Powerful Mechanism, Women Sustainable Development.

Background to the Study

Literacy is a process which dispels and promotes rational thinking and molds human beings in to becoming responsible citizens. The absence of literacy directly and indirect impedes the development of the nation. The economic, political, and social influence globally depends on the number of literate people; education has been identified as one of the most important ways to achieve national development, for the success of any programmes, people should be motivated by providing necessary congenial environments, socio-economic conditions and committed efforts on the part of implementing bodies. There are two aspects of functional literacy education. The first is known work oriented, it deals with the teaching of literacy in the context or vocational knowledge and technical skills to the extent that the generative literacy knowledge and acquired skills enable the learners to improve their productivity. The second aspect is known as socio-cultural functional literacy (Bello, 2005).

One major problem that has continued to affect development of the less industrialized countries is citizens’ low literacy level. Globally, the overall literacy rate stands as a commendable level for individuals aged 15 and above, the combined literacy rate for both genders is 86.3%. Males in this age group exhibit a literacy rate of 90%, with females closely trailing at 82.7%. In 2025, Nigeria's adult literacy rate (people aged 15 and above) is estimated to be around 63.16%, with gap, where male literacy is higher than female. Male literacy rate is estimated at 69.19%, female literacy 49.68%. 33,902,929 adult female are estimated to be illiterate. The government of Nigeria is working to reduce out-of-school children by 15 million by 2027 and increase primary school enrollment to 90% by 2030 (UNESCO, 2025).

In achieving greater access to education for women it is crucial that we first understand the factors that contribute in the present situation. Tradition, customs, socio cultural values, ethics, motherhood instincts are some of the factors influencing gender bias in the education sector. Cultural and social beliefs, attitudes and practices prevent girls from benefiting from educational opportunities to the same extent as boys. The achievement of girls’ right to education can address some of society’s deeply rooted inequalities, which condemn millions of girls to a life without quality education, missed opportunities living in sophisticated poverty. Poor families tend to consider education something of a luxury and in most cases do not have the means to assist their children in pursuing a higher education. Even if they do have the means to support their children, they tend to give an advantage to boys compared to girls since they believe that boys have a better chance to achieve success in society. The focus on poverty reduction enables the right to education to be a powerful tool in making a change in the lives of girls and women. Educating girls and women is an important step in overcoming poverty, eliminating female genital mutilation and ensuring economic development. An educated woman is an empowered woman and more marketable in terms of employment. Better employment in turn implies more earnings for the family as a whole, as well as improved children’s well- being. All of which contribute to poverty reduction and economic growth (UNICEF, 2020).

Women play a great roles in everyone's life without whom men's cannot imagine their success of life, as popular adage says behind every successful man there's a women, meant that men needed a supportive women for their affectionate companions. Women play very substantial roles in development of any given society from cradle till the grave, they play an excessive starring role in the growth and development of the community, without whom nothing is possible for men. The role of women in sustainable community development is multidimensional and their determinations need to be enhanced at every forefront, they are first responders to any particular family, they play many immeasurable protagonists in sustainable community development includes economic, social, political, environmental and agricultural productivity.

Women literacy is very important and plays an essential role for the progress of the society. Through literacy, women can improve and enhance their personalities and contribute towards the progress of the society. Literacy is the basic need and condition for improving the capabilities and empowering an individual to be efficient in various fields. It is a potential instrument of individual well-being as well as social development and women empowerment is the pivotal part in any society, state or country. It is a woman who plays a dominant role in the basic life of a child. Women are an important section of our society. Literacy as means of women empowerment can bring about a positive attitudinal change. Women literacy is very important and plays an essential role for the progress of the society. Through literacy, women can improve and enhance their personalities and contribute towards the progress of the society. Literacy is the basic need and condition for improving the capabilities and empowering an individual to be efficient in various fields. It is a potential instrument of individual well-being as well as social development (Thingbaijam, 2021). Thus, the study evaluates of the use of Mass Literacy Programmes as Powerful Mechanism for Women Development in Jigawa State Nigeria.

Statement of the Problem

Women are fundamental agents of progressive modification and the most vigorous resources for the community development, functional literacy programmes has a crucial role to play in boosting the socio- economic, political and sustainable development of any given society.

Participation of women in functional literacy programmes are significance in magnitude, and meaningfully to the growth and development of their communities. Thus, the involvement of women in literacy programme ensure peace, security, character, awareness, healthcare and guarantee the education of all and ensure literacy and sustainable community development of the community. Sufficient opportunity for literacy programmes will reduce illiteracy challenges among women, often bear the brunt of poverty and limited access to economic opportunity, including unfavorable financial inequality, immoral issue, macro-economic issue, gender inequality gap, lack of vision, mission, inclusiveness and dream.

There is need of becoming the vanguard and put more efforts by working together among all stakeholders in fight illiteracy as well as the provision of the solutions to the challenges militating against the use of Mass Literacy Programmes for Women Sustainable Development in the nation enormous and Jigawa State unambiguously.

Objectives of the study

The general objective of this study is to examine the challenges militating against the use of Mass Literacy Programmes for Women Sustainable Development in Jigawa State Nigeria. The specific objectives are to

1.      Examine the challenges militating against the Mass Literacy Programmes for Women Development in Jigawa State Nigeria and

2.      Suggest ways of militating the challenges confronting Mass Literacy Programmes for Women Development in Jigawa State Nigeria.

Methodology

This study adopted cross-sectional survey design. The population of the study comprised the women enrollment on literacy programme in Jigawa State Agency for Mass Education numbered 3,782 (JSAME, 2025). The data was collected from a sample size of 364 respondents based on Taro Yamane (1967) sample size table. Simple Random Sampling Procedure was used. The data was collected from primary sources through structured questionnaires, titled: challenges militating against the use of Mass Literacy Programmes for Women Sustainable Development Questionnaire (CMATUOMLPFWSDQ). Descriptive statistics i.e. frequency count, Percentages and mean was used. The decision rule was determined by the use of criterion Mean score of 2.50. Mean of 2.50 and above, suggests an agreement with the statement under investigation. Similarly, any variable that score less than average mean of 2.50 indicated disagreement. This decision rule criteria were adopted from (Yusuf, et al, 2017).

Literature Review

Impacts of women literacy programmes

Household financial management: Women can better contribute to family financial management in households when they are literate. Having the ability to read and manage financial records, budgets, and contracts allows literate women to take a more active part in house decisions. This enhances the family's financial security and gives women in their homes a higher status, which helps to further empower them. Entrepreneurship and Business Management: Women who are literate are also better equipped to pursue entrepreneurial endeavors. Women who are literate are better equipped to run small businesses, maintain financial records, and obtain formal institution credit in many developing nations. As an extension of basic literacy, financial literacy helps women manage risks, comprehend market trends, and make well -informed decisions about savings and investments (Jan, & Lone, 2024).

Women are partially empowered when they receive support in learning about, probing, comprehending, and opposing the suppression they endure. Expanding one's economic and political horizons to support communities, families, and countries is another way to promote empowerment. Fundamentally, it's about relationships with community and authority leaders, as well as with brothers, husbands, and fathers. Existing structures, authorities, laws, and policies need to be reevaluated and changed if women's empowerment is to result in greater equality. However, Education is a key component of women's empowerment because it gives them the tools to face obstacles, challenge their traditional roles, and transform their lives (Thingbaijam Sharmila, 2021).

Entrepreneurship and Business Management: Women who are literate are also better equipped to pursue entrepreneurial endeavors. Women who are literate are better equipped to run small businesses, maintain financial records, and obtain formal institution credit in many developing nations. As an extension of basic literacy, financial literacy helps women manage risks, comprehend market trends, and make well -informed decisions about savings and investments (Jan, & Lone, 2024).

Challenges militating against the Mass Literacy Programmes for Women Development

Literacy is a fundamental human right and a powerful mechanism for women development. Globally, is becoming increasingly important for community development and advancement. Therefore, underneath international standards, both men and women should have equal rights and opportunities to everything, utmost especially in education and at all other aspects of life; political, economic, cultural, social progressions. World Bank (2025) reported that women constitute over half of the world’s population and contribute in vital ways to societal development. In most societies, women assume some key roles, which are: mother, producer, home- manager, community organizer, socio-economic, socio-cultural and socio-political activists. Thus, these many roles mentioned, the last has been engendered by women movement. In line with global trend, Nigerian women constitute nearly half of the population of the country. But despite the major roles they play with their population, women roles in the society are yet to be given recognition. This is due to some cultural stereotypes, religious believe, traditional practices and patriarchal societal structures (Oluyemi, 2013).

Additionally, adult women who were denied the chance to receive an education as children encounter additional obstacles. Adult literacy programs frequently face social stigma because older women may feel embarrassed or ashamed to enroll in them. Additionally, if they have internalized cultural messages that minimize women's education, they might struggle with a lack of confidence in their capacity to learn. They may have fewer options for improving their literacy later in life due to the limited availability of adult education programs, particularly in rural areas.

Resolutions to the difficulties militating against the Mass Literacy Programmes for Women Development

The resolutions to the difficulties militating against Mass Literacy Programmes for Women Development through adult literacy programme: Regular facilitators training so as to organize all the vocational training programmes and also other activities of the center. The University Department should have to undertake extensive research works to identify the need based vocations, the ways and means for creating awareness among the women for promoting their empowerment. The mass media should be utilized effectively for the promotion of interest, skills and abilities among the women so as to encourage them to imbibe required qualities for their empowerment-skill development to be done in Adult Education Centres (AECs), women's polytechnics and industrial training institutes. Skills are put to work in training-cum-production workshops. Educational institutes should tie up with various government and non-government agencies to assist in entrepreneurship development mainly to plan business projects (Thingbaijam, 2021).

Programs which emphasize the needs of learners and staff are more likely to result in learner gains (Patterson & Mellard, 2007). Teachers need to be paid well and provided with ongoing, high quality professional development activities. Ideally, program staff should reflect the diversity of the learners they serve (D’Amico, 2004; Smith & Hofer, 2003). Learning materials should similarly reflect the race, gender, class, and sexual orientation of learners. Learners need to be provided with ongoing assessment on component skills, as well as measures that assess progress towards their specific goals. Instruction should be provided, as necessary, in areas such as word reading, spelling, comprehension, fluency, and vocabulary. Throughout the program, but especially during intake, attendance-related obstacles and support mechanisms should be discussed with learners and different instructional models should be offered to learners based on their specific obstacles and support mechanisms. The different approaches should include independent study options for times when attendance is too difficult. To administer effective assessment and explicit instruction program staff need to be exposed to research-based practices (Denton, Vaughn, & Fletcher, 2003).

Whitehurst’s (2002) Adult literacy programs need strong advocacy. Strong advocacy involves listening to the needs of all. Programs need to hear, respect, and acknowledge the multitude of voices in adult literacy. These voices include learners, teachers, program site administrators, community stakeholders, and funding sources. Adult literacy advocacy groups may focus on strategic action steps for learners and staff, partnerships with employment and social service referral agencies, adult literacy public awareness campaigns, and an active involvement in public policy decisions. All of these issues are cited as being important for adult literacy programs (Chisman & Spangenberg, 2006). Funding is critical for adult literacy programs to succeed. As Tait (2006) states: U.S. public policy does not provide resources commensurate with what is needed to address this problem. Even with additional state funding and philanthropic resources, literacy programs in the United States are serving only a small percentage of the overall population of potential adult basic education and literacy students.

D’Amico (2004) adds that adult educators…must consider joining forces, both nationally and locally, with other organizations that serve those disadvantaged by race, class, gender, and sexual orientations. Partnerships can help programs develop continuous advocacy efforts, provide quality services (with the understanding that often quality has to come at the sacrifice of quantity), offer effective professional development, and develop a list of the referral agencies as resources for learners (Comings & Soricone, 2005). In closing, Weibel (2007) provides an eloquent description of partnership, which can be applied to adult literacy programs. Her vision of partnership includes: It must be a fusion of principles: a strong belief in the value of learning for each individual and the importance to a free society of a literate, informed, inquisitive citizenry. It must be a fusion of interests: the interests of students who need excellent, well-funded literacy programs to help them learn how to read; the interests of literacy teachers, who seek to provide the best learning opportunities for their students; and the interests of the community, which works to use, build upon, and transmit that culture to future generations.

Result

The chapter presents the analysis of the data, findings and discussions.

Table 1: Demographic Characteristics of the Respondents

	Variable	Options		Frequency		Percentage
	Age	Less than 20		33		9%
		21-35		134		37.5%
		36-45		162		45%
		46-55		23		6.4%
		56 and above		5		1.4%
	Marital Status	Single		17		4.76%
		Marriage		96		26.89%
		Divorcee		143		40%
		Separate		54		15%
		Widower		47		13%
	Family size	0-3		97		27%
		4-6		107		30%
		7-9		141		39%
		10 and above		15		4%

Source: (Field survey; 2025)

Table 1 presents the demographic data of respondents. According to the table; age respondents with less than 20 years of age instituted 33 (9%), 21 – 35 oldness constituted 134 (37.5%), 36 – 45 old constituted 162 (45%), 46 – 55years constituted 23 (6.4%) and 56 and above established 5 (1.4%) of the sample. Consequently, on other hand marital status of the respondents 17 (4.76%) are single, while 96 (26.89%) are married, similar 143 (40%) are divorcees, 54 (15%) are separated whereas 47 (13%) are widowers. In terms of the family size 0-3 are 97 (27%), families with 4-6 members are 107 (30%), those with 7-9 are 141 (39%) and 10 and above are 15 (4%) of the respondents.

Table 2: The challenges militating against Mass Literacy Programmes for Women Sustainable Development in Jigawa State Nigeria

Programmes	Freq.	Perc	Mean	Ranking	Decision
Deficiency of basic facilities	195	54.62	2.73	5st	Higher
Nonexistence of basic amenities such as electricity's or portable water Underprivileged conducive environment Cultural barriers Insufficiency of qualified and trained instructors Imperfect access to resources such as textbooks technologies gadgets Truncated public awareness Inappropriate time factor Exorbitant and excessive expenses	331 263 222   186   192 188 176 256	92.71 73.70 62.18   62.10   53.78 52.66 49.30 71.71	4.64 3.68 3.11   2.61   2.69 2.63 2.46 3.59	1st 2nd 4th   8th   6th 7th 9th  3rd	Higher Higher Higher Higher   Higher Higher Higher Higher Higher
Total	364	100%	5.00

Source: (Field Survey; 2025)

Table 2 indicated the challenges militating against Mass Literacy Programmes for Women Development in Jigawa State Nigeria, Deficiency of basic facilities with 195 respondents, 54.62%, 2.73 mean, and higher choice. Nonexistence of basic amenities such as electricity's or portable water with 331 respondents, 92.71%, 4.64 mean and higher choice. Underprivileged conducive environment, with 263 respondents, 73.70%, 3.68 mean score and higher choice. Cultural barriers with 222 respondents, 62.18%, 3.11 mean and higher choice. Insufficiency of qualified and trained instructors with 186 respondents, 52.10%, 2.61 mean and higher choice. Imperfect access to resources such as textbooks technologies gadgets with 192 respondents, 53.78%, 2.69 mean and higher choice. Truncated public awareness with 188 respondents, 52.66%, 2.63 mean and higher choice. Inappropriate time factor with 1975 respondents, 49.23%, 2.46 mean and higher choice. Exorbitant and excessive expenses with 256 respondents, 71.71%, 3.59 mean and higher choice.

Table 3 the resolutions to the difficulties militating against the Mass Literacy Programmes for Women Development in Jigawa State Nigeria

Programmes	Freq	Perc.	Mean	Rank.	Decision
Accessible basic facilities	241	67.5	3.37	4th	Agreed
Accessible basic amenities such as electricity's or portable water Establishment of conducive atmosphere environment Diminish Cultural barriers Afford satisfactory qualified and trained instructors Adequate access to resources such as textbooks technologies gadgets Proper public awareness Suitable time factor Diminish exorbitant and excessive expenses	315 231 195 202   189 203 280 281	87.67 64.70 54.62 56.58   52.94 56.86 78.43 78.71	4.38 3.24 2.73 2.83   2.65 2.84 3.93 3.94	1st 5th 8th 7th   9th 6th 3rd 2nd	Agreed Agreed Agreed Agreed   Agreed Agreed Agreed Agreed
Total	364	100%	5.00

Source: (Field Survey; 2025)

Table 3 indicated the resolutions to the difficulties militating against the Mass Literacy Programmes for Women Development in Jigawa State Nigeria: Accessible basic facilities agreed with 241 respondents, 67.5%, 3.37 mean and 4^th position Accessible basic amenities such as electricity's or portable water agreed with 313 respondents, 87.67%, 4.38 mean and 1^st position Establishment of conducive atmosphere environment agreed with 231 respondents, 64.70%, 3.24 mean and 5^th position. Diminish cultural barriers agreed with 195 respondents, 54.62%, 2.73 mean and 8^th position. Afford satisfactory qualified and trained instructors agreed with 202 respondents, 56.58%, 2.83 mean and 7^th position. Adequate access to resources such as textbooks technologies gadgets agreed with 198 respondents, 52.94%, 2.65 mean and 9^th position Proper public awareness agreed with 203 respondents, 56.82%, 2.84 mean and 6^th position Suitable time factor agreed with 280 respondents, 78.43%, 3.93 mean and 3^rd position Diminish exorbitant and excessive expenses agreed with 281 respondents, 78.71%, 3.94 mean and 2^nd position

Conclusion

This research has examined in what way challenges militating against mass literacy programme could be provided this could boost women’s sustainable development in study area and Nigeria at large i.e. socially, economically, politically such as accessible basic facilities/ amenities, constant electricity's, conducive atmosphere environment, diminish Cultural barriers, satisfactory qualified and trained instructors, adequate access to resources, public awareness, suitable time factor, diminish exorbitant and excessive expenses. In conclusion, aforementioned challenges regards as a problems needs to tackle for the success of women sustainable development specifically in Jigawa State and Nigeria at large

Recommendations

Based on the findings of the study, the following recommendations are positioned frontward for the provision of solutions to the challenges militating against mass literacy programme for women development the study are as follows:

1.      Philanthropist should work together with NGOs, stakeholders, Education practitioners in increase access to literacy programmes such as accessible basic facilities/ amenities i.e. constant electricity's, conducive atmosphere environment, diminish Cultural barriers, satisfactory qualified and trained instructors, adequate access to resources, technologies gadgets, suitable time factor, diminish exorbitant and excessive expenses.

2.      Women literacy facilitators should Collaboration with radio programmes in public awareness on the importance of mass literacy programmes for women development in the nation

3.      Pressure group should pressure government to add budgetary allocation to adult literacy programmes should be increased.

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