Functional Literacy and Self-Directed Learning: Transformational Learning Processes for Women Empowerment in Africa
Tajudeen Adewumi Adebisi Ph.D. & Adejoke Clara Babalola Ph.D
Abstract
The role of women in nation building, societal development, and in continental discourse cannot be underrated. Any form of empowerment given to women is as good as empowerment for all humans because such empowerment will consequently impact on family especially, children who could either be male or female. Literacy is key to acquisition of knowledge and functional literacy allows meaningful contribution and participation of women in socio-economic and political activities in the society. Women because of their cultural, social and domestic engagements do not enjoy equal opportunities with men in the pursuit of educational goals. Many women who are pre-occupied and entangled with socio-cultural and domestic (including child bearing and child nurturing) responsibilities resort to self-directed learning to keep up with the paces of changes in the modern dispensation. Since the world is not static, the necessity to cope with continuous changes in economy, politics, information and communication technology among others, demands continuous learning. Self-directed learning gives no limit to scope of acquisition of knowledge and skills. Thus, this paper is premised on formal and functional approaches to literacy; self-directed learning; and, transformational learning theories. The paper, therefore, concludes that acquisition of relevant functional literacy is key to women’s empowerment for active participation in all modern world’s and societal developments. The paper suggest that women should make judicious use of advanced technologies such as information and communication technology, online and distance learning to acquire more relevant knowledge and skills that will improve their earning capacity and enhance their social and political status and consequently give them voice in the society in which they found themselves.