Akademik Veri Yönetim Sistemi
UNESCO Chair in Global Adult Education Second International Conference on Critical Adult Education and Learning, Valletta, Malta, 5 - 06 Kasım 2025, ss.3, (Özet Bildiri)
The belief that women’s literacy is critical for development has shaped public policies and the programs of international organizations worldwide. Research has demonstrated positive correlations between female literacy rates and key health indicators, such as lower child mortality and fertility rates (Robinson-Pant, 2008). According to data from the Turkish Statistical Institute (TÜİK, 2022), the illiteracy rate among women aged 25 and over is 6.1%, compared to 1% among men. Furthermore, the employment rate for individuals aged 15 and above is 28% for women and 62.8% for men. Van Province, which is socioeconomically disadvantaged, ranks among Türkiye's provinces with the lowest female literacy rates and the lowest average years of schooling. This study examines the structural and socio-cultural barriers faced by illiterate adult women in Van Province, as well as the dimensions of empowerment in the literacy process. Conducted using a qualitative research design, the study involved semi-structured interviews with 22 participants: 12 female learners, 5 teachers, and 5 administrators. Content analysis generated 748 codes. The findings were organized under six main themes: (1) Institutional Challenges, (2) Family and Societal Barriers, (3) Psychosocial Impact of Literacy, (4) Functional Literacy in Daily Life, (5) Supportive Factors, and (6) Skills Gained Through Education. The findings indicate that women’s access to education is constrained not only by individual factors but also by multilayered structural conditions, including institutional inadequacies, patriarchal norms, and economic limitations. At the same time, participation in literacy education significantly enhances women’s self-confidence, self-efficacy, and social participation, thereby supporting both individual and social empowerment processes. The study suggests that adult literacy programs should be redesigned within a gender-sensitive, context-specific, and social/ecological justice framework to contribute effectively to women’s social, economic, and individual empowerment.
Keywords: Adult Education; Literacy; Adult Literacy; Women’s Literacy Programs