KNOWLEDGE IS NOT POWER, BUT A START; WHAT FEMALE WORKERS KNOW ABOUT DISTANCE LEARNING AND EMPOWERMENT is a well-researched topic, it can be used as a guide or framework for your Academic Research.
Scholarship addressing the empowerment concerns of women in wage labor has identified a number of areas of vulnerability. Prominent among these is those female workers have insufficient knowledge of their empowerment through distance education, yet the extent of this knowledge has not previously been quantified. In a sample of 336 female employees in selected organizations in Ado-Odo Ota Local Government Area of Ogun State, Nigeria, this study adopts descriptive survey research to explore areas of strength and deficit in female workers’ knowledge of distance learning and empowerment. The findings demonstrate that despite the recent awareness of education is a tool for personal development and empowerment, female workers know relatively little about distance learning. The conclusions underscore the need for
education strategies that inform women workers about the purposes, processes, benefits, and the place of distance learning in their personal and professional development.
Nigeria, like most developing nations, has placed greater emphasis on development driven by information communication technology (ICT) and on shaping a knowledge-based society. All aspects of lives have been altered, courtesy of technological innovation and advancement.
Electronic literacy and information resources, rather than material resources, are now critical to both human and organizational survival. Workplace relations are now reshuffled because employees’ strategies for career advancement at work are now ‘electronic’ rather than
‘mechanical’. Employers now hire and pay for ‘mind power’ rather than ‘manpower’ (Oludeyi, Adekalu, & Shittu, 2015: 125). The key role of education in human empowerment continues to re-emphasize itself in a more intensified manner. However, because of the electronic nature of
the current society, and the benefits therein, e-teaching and learning become a new philosophical paradigm with the aim of meeting up with, or at least, competing with global trends in the knowledge society (Torruam, 2012: Oludeyi, et al, 2015). The most educational challenges of the modern age, on which the advancement of humanity depends, is learner’s awareness of, and ability to cope with new methods of teaching, new learning materials, new learning interaction, and most especially financing education, which is electronic-based.
According to Oyitso and Olumokoro (2014: 343), these challenges are of particular essence to those who have been excluded from the formal system of education and development. Such disadvantaged or unreached group of people, according to Sarumi (2012), include the women, the nomads, the street urchins, the prostitutes, the disabled, and the marginalized ethnic groups [p.208-210], it also includes the women in Purdah, the itinerant traders, the almangiris, among others. Among these groups, women feature prominently.