Date

6-2020

Abstract

Faced with impoverishment after the financial crisis of 2008, Filipino women migrants {FWMs) in Italy struggle to sustain their financial commitments to then families in the Philippines. Research has shown that financial literacy and entrepreneurship {FLE) education can improve financial management and decision-making processes, and enhance entrepreneurial capacity. This study aimed to determine whether the existing FLE training courses in Italy lead to effective changes in intentions and choices in relation to financial planning and entrepreneurial opportunities. Building on existing research on programs of non-formal adult education, the study analyzed the FLE attitudes, behaviors, short-term and long-term goals of FWMs in Italy, wha attended the training modules organized by Atikha, the Filipino Women Council and the ALSE OF-LIFE Consortium.

Informed by the principles of qualitative research, and based on review of Literature on the need for gender-sensitive, financial and entrepreneurial training for women migrants anchored on the principles and philosophies of Extension Education {EE), this study employed Key Informant interviews with course implementers, semi-structured interviews with Filipino women attendees, observation and document analysis to gather rich data on the phenomenon investigated. The responses indicated that, as result of the attendance to the FLE courses, the women migrants developed awareness on their transnational financial challenges, and positive change mindsets in relation to financial matters and life choices. Such modifications could be reinforced by means of regular follow-up sessions on saving and investment plans, and experiential, goal-oriented activities.

Informed by the principles of Habermas's Theory of Communicative Action, Mezirow's Transformative Learning, Ajzen's notions of normative beliefs and subjective norms, and the generative worldview of Appreciative Inquiry (AT) from gendered perspective, the proposed theory of Generative Transformative Learning is the theoretical contribution to EE of this study, and informs the envisaged model of non-formal adult learning. As a merging of the generative aspects of AI with the rigorous, reflective learning process of Participatory Extension Approach (PEA), the Participatory Transformative Learning for Affirmative choices {PTLA) model is a non-formal adult education approach capable of ensuring an affirmative learning cycle, by combining generative flexibility and participative structure for gender-sensitive learning towards the development of financial independence in women migrants.

Document Type

Dissertation

Degree

Doctor of Philosophy in Extension Education

College

College of Public Affairs and Development (CPAf)

Adviser/Committee Chair

Rowena D.T. Baconguis

Location

UPLB College of Public Affairs and Development (CPAf)

Notes

Award: Best PhD Dissertation

Date Awarded: 29 January 2021

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