Localized Gender Identities in English Language Textbooks in Saudi Arabia

Over the past decade, the term ‘empowerment’ has been generously employed and woefully ill-defined. In particular, women's empowerment has been embraced by such a vast number of development actors that it appears to be a unifying mission within development. Despite the boom in women's empowerment initiatives, there remains little critical analysis of the use of empowerment in general, and the perceived success or failures of specific empowerment initiatives. Using the disarmament, demobilization and reintegration process in Sierra Leone as a case study, this paper examines how reintegration was described as a source of empowerment for women. Drawing from interviews and analysis of related policy discourses, it is argued that, rather than representing a radical shift in development approaches towards more inclusive and representative policies, empowerment projects are shaped by neoliberal ideas such as individualism, responsibility and economic order and carry implicit, gendered and disciplining messages about appropriate social behaviour.

The current study aims to build a list of knowledge economy skills required in English language textbooks of the elementary stage in Saudi Arabia. To achieve the research goals, the researcher applied the descriptive method, in analyzing the previous literature and studies associated with the current research. A list has been set up, including seven domains, and 38 skills and the importance of which was approved by the judges, at a percentage varying between 80% and 100%, which is a high approval rating. Those domains come as follows: knowledge field, economic field, technological field, communication field, social field, environmental field, and national field. In conclusion, the study recommended developing English language textbooks depending on the list of knowledge economy and linking the content of English language textbooks with labor market requirements.

The paper presents a case for the consideration of both practical and strategic needs when empowering women for community development. Using conceptual analysis the complex and multiple roles of Ghanaian women are examined resulting in revelations that point to compromises in women's empowerment initiatives. The revelations demonstrate that women's empowerment initiatives have resulted in marked improvements in women's conditions but only dismal improvements in their status, as women remain in subjugated positions in society. The persistence of women's subjugated positioning in the socio-economic system of Ghana is attributed to the limited framing of ongoing initiatives that only stress the practical needs of women without similar emphasis on strategic interest. Consequently, an assertion is made that ongoing initiatives focus only on enabling women to function in their traditional subjugated locations without fostering the kinds of change that will transform their positioning in society. Evidently, the so-called women's empowerment has occurred in sites of subjugation rather than in preferred transformative sites. Arguing that the pursuit of strategic needs has relevance not only for women but also for families and communities and even national development, a case is made for women's empowerment initiatives to take more seriously question of strategic relevance. Ghana Journal of Development Studies Vol.1(1) 2004: 4-24

This chapter examines the efficiency of women's empowerment initiatives conducted by NGOs in the Middle East in general and in Lebanon specifically in order to enable women to take on leadership roles and to pave the way for them to be future leaders, managers, or even executives. This study aims at assessing the practical impact of women's enablement projects on women's empowerment in an area enjoying sophisticated political, economic, social, and cultural patterns, like the regional conflict between Lebanon and Israel, the critical economic crisis, and social and gender inequality. The study reflects on women's empowerment through related literature including diverse theories tackling leadership such as empowerment theory which comprise empowerment and leadership theories as well as capability approach. In terms of methodology, the research applies semi-structured interviews with experts responsible for designing and implementing women's enablement programs and beneficiaries.

The two decades 1990s and 2000s could be regarded as the period of establishment of women’s literature and the formation of a feminine discourse in Iran. Shiva Arastui is one of the authors who attempt at de-stereotyping the notion of femininity by bringing women under focus. This article focuses on a critical study of the two discourses of power and gender and their mutual relationship in the short story “Shazdeh Khanom” (“The Princess”). The story advances on two internal and external levels. On the external level, the prevalent political discourse is undergoing a change due to the Islamic Revolution, and consequently, the individual’s position as subject in society, including the definitions of woman and femininity, changes. On the internal level, the narrator finds herself standing between tradition and modernity. Backed by social consciousness, she refuses to blindly accept parts of the tradition, but still remains a subaltern in the patriarchal society. These changes are not unilateral. As a change in the discourse of power leads to a change in the discourse of gender, the change in the discourse of gender and gender identity gives rise to women’s consciousness of their rights and demands, and this, in turn, obliges the higher ranks of society to recognize women’s existence and to accommodate themselves to the new definitions. Extended Abstract 1. Introduction Women’s literature has undergone enormous changes in the past two decades. In the 1990s and 2000s not only did the number of women writers increase, but also the quality of works produced by women improved significantly. The publication of literary magazines, translations of modernist and postmodernist works and different literary workshops are among factors contributing to the development of new styles and forms of fiction writing, resulting in higher self-confidence among female fiction writers. In her works, Shiva Arastui tries to abandon the cliches associated with the concept of femininity. The present article offers a critical study of the discourses of power and gender and their relationship with each other in Arastui’s “ShazdehKhanom”. 2. Theoretical Framework The present article relies on the ideas of Norman Fairclough on critical discourse and how power and hegemony develop in the society. He sees discourse to be made up of social practice, discursive practice (including the production, distribution and consumption) and the text. Discourse analysis, to him, is the analysis of each aspect separately and in interaction with one another. This article tries to find out whether there is a significant relationship between the discourses of power and gender in fiction. 3. Methodology The present article is follows a descriptive methodology and draws on text analysis to provide answers to the main questions of the article. 4. Findings At the external level of “Shazdeh Khanom”, the dominating discourse of power is changing and the conflict between the discourses of the monarch and the people has brought about a change in the social hierarchy and, consequently, the subjectivity of individuals. New roles and expectations, which had been previously absent in the traditional discourse, develop for revolutionary women. At the internal level, the narrator is poised on the boundary between tradition and modernity. Fully aware of the changes, she refuses to fit in with the expectations created by tradition and the feminine discourse. Arastui provides us with a picture of the Iranian society in transition. 5. Conclusion Any change at an upper level, in turn, brings about changes at lower levels, and movements at the base of a pyramid cause movements in upper levels. Women’s development of a new definition of their individual and family identity and their conscious attempt at fighting for their rights lead to changes in tradition, which control and direct women’ actions and behavior, and force the discourse of power to rethink its methods and practices in relation to members of society and their subjectivity. Women, as a result, use writing as a critical reaction to the discourses of gender and power and try to raise awareness about their status and situation, resulting in the formation of a feminine discourse that forces other discourses to accept their presence, new definitions and expectations.

هدفت الدراسة إلى تحديد قائمة معايير بالقيم التربوية التي ينبغي تضمينها في محتوى مقررات اللغة الإنجليزية للمرحلة الابتدائية في المملکة العربية السعودية، و إلى التعرف على مدى توفر هذه المعايير في کتاب (Smart Class 6) للصف السادس الابتدائي باستخدام نموذج بروفيس، اضافة إلى تقديم مقترحات لتطوير محتوى کتاب (Smart Class 6) للصف السادس الابتدائي في ضوء معايير القيم التربوية المقترحة، استخدمت الدراسة المنهج الوصفي التحليلي، وصممت الأداة وهي بطاقة التحليل في ضوء القيم التربوية المقترحة، وکان من أبرز نتائج الدراسة: 1- توفرت معايير القيم التربوية المقترحة في محتوى کتاب (Smart Class6) للصف السادس الابتدائي بنسب متفاوتة، حيث بلغت القيم التربوية في لمجال الترويحي (19%)،وفي المجال الاجتماعي (12%)، وفي المجال الجمالي (11%)، وفي المجالين الاقتصادي واالثقافي ( 10%)، وفي المجال المعرفي( 7%)، وفي المجال الوطني (6%)، وفي المجال الأخلاقي ( 3%)، وفي المجال الإيماني ( 2%). 2- النسبة الکلية لتضمين القيم التربوية المقترحة بشکل عام في محتوى کتاب (Smart Class 6) للصف السادس بلغت (82%). 3- قدمت الدراسة مقترحات تطويرية لمحتوى کتاب اللغة الانجليزية (Smart Class 6) للصف السادس الابتدائي في ضوء المعايير المقترحة للقيم التربوية. وقد أوصت الدراسة بضرورة اعتماد قائمة موحدة للقيم التربوية الواجب توافرها في مقررات اللغة الانجليزية في المرحلة الابتدائية، وتقديمها للشرکات الأجنبية المطورة لمناهج اللغة الانجليزية للإلتزام بها، کما أکدت على أهمية تطوير محتوى کتاب اللغة الانجليزية (Smart Class 6) للصف السادس الابتدائي في ضوء المعايير التربوية المقترحة. The study aimed to determine a list of educational values standards that should be included in the content of English language textbooks in the kingdom of Saudi Arabia, and to identify the availability of these standards in sixth grade's textbook (Smart Class 6) using Provus Model. Also, to offer suggestions to improve the content of (Smart Class 6) in the light of the proposed educational values. The study used a descriptive and analytical approach, and an analysis card was designed to gather the data in the light of the proposed educational values. The study revealed the following results: There is significant variation in the availability of the standards of the proposed educational values in sixth grade textbook ( Smart Class 6), as the recreational values amounted to (19%), the social (12%), the aesthetic (11%), the economic and cultural(10%), the cognitive (7%), the national (6%), the ethical (3%) and the faith values (2%). The total proportion to include the proposed educational values in general in sixth grade textbook (Smart Class 6) was (82%). The study provided suggestions to develop the textbook content of (Smart Class 6) in the light of the proposed educational values criteria. The study recommends the need to adopt a consolidated list of the educational values that should be included in English language textbooks of the elementary stage, and offer it to foreign companies that are in charge of developing English language textbooks to be submitted. Also, stressed the importance of developing sixth grade textbook (Smart Class 6) in the light of the proposed educational values.

This study aims to identify and evaluate the incorporation of green consumption values into primary school textbooks in the Kingdom of Saudi Arabia. Specifically, it seeks to determine suitable green consumption values for primary-grade students and assess the extent to which these values are integrated into mathematics, science, and English language textbooks. Adopting a descriptive approach and employing content analysis methodology, the research analyzed all primary-grade textbooks in the country, totaling nine books. The findings reveal nine pertinent green consumption values for primary school students. Science textbooks demonstrated the highest prevalence of green consumption values, followed by mathematics and English language textbooks. Key values frequently cited include the development of vegetation, air and sea conservation, environmental awareness, and promotion of environmental sustainability. However, notable gaps were identified, particularly in mathematics and English language textbooks, indicating room for improvement in integrating green consumption values across primary-grade curricula in Saudi Arabia.

• Textbooks serve as epistemic sites for eco-destructive ideologies. • Textbooks emphasize anthropocentric, aestheticized and militarized view of nature. • Land and animals are viewed in terms of neoliberal consumerism. • Posthumanist discursive reparations is call of the hour for writing ELT textbooks. • Southern epistemologies should inform textbook (re)writing for sustainable ELT. Our ecosystem has suffered severe material and epistemic damages as a consequence of contemporary neoliberal forces and Eurocentric onto-epistemologies in the Anthropocene era. These epistemic damages are also visible in how ELT textbooks are designed in local contexts. Informed by posthumanism and Southern epistemology, the present study analyzes the discursive/semiotic representation of nature, environment and human-nature relations in English language textbooks in Sindh province of Pakistan – highly affected climate region in South Asia. The study used Eco-CLA and multimodality as theoretical frameworks. The findings suggest that the English textbooks fail to incorporate localized sustainable thinking as well as lack references to marginalized communities affected by deteriorating ecological conditions in Pakistan. Instead, the textbooks tend to normalize the unsustainable stories connecting learning to the physical world in an anthropocentric, aestheticized, and neoliberal consumerist manner, while disregarding nonhuman entities as sentient entities. In light of our findings, we call for posthumanist discursive reparations informed by Southern epistemologies in order to rethink the writing of textbooks in ecologically affected global regions, including Sindh – the authors’ geo-epistemic context. This requires shifting away from anthropocentric disembodied conception of world to an embodied world characterized by nonduality, co-existence, entanglement and harmony.

Over the years, it has been recognized that the Kingdom of Saudi Arabia (KSA), an oil-rich country with a population of 34.3 million people, has had relatively insidious laws and practices relating to women, in part due to the strict application of the Sharia law. The 2016 World Economic Forum ranked Saudi Arabia 141 st out of 144 countries in terms of gender parity 1 , and indeed, women were only allowed to vote in the Kingdom in 2015 2 . However, since Crown Prince Mohammed bin Salman came into office in 2017, a series of positive reforms relating to women development began to surface in the Kingdom. Most noteworthy of these reforms is the enunciation of the Kingdom’s Vision 2030 reform program, a major part of which was devoted to increasing women’s participation in economic activities 3 . In consequence, several women empowerment measures were put in place, including those that relate to increased job mobility for women, prevention of sexual harassment in workplaces, pension reforms, and the enunciation of workplace rights. Within three years of the emergence of gender transformative political re-positioning in Saudi, it is gratifying to note that the World Bank ranked the country in 2020 as a top reformer in women’s rights at work 4 . It is within this context that the African Journal of Reproductive Health (AJRH) is publishing this special edition that documents a series of papers that research the workplace experiences of women in selected Saudi’s tertiary educational institutions. To the best of our knowledge, this is one of the first publications that report data based on empirical research on women and workplace experiences with implications for gender mainstreaming in Saudi Arabia. The edition features six original research papers that report key domains of women empowerment including the elicitation of barriers that prevent women’s workplace empowerment 5 , how physically compromised women are being empowered 6 , assessment of self-esteem among University women 7 , and an assessment of the current level of empowerment among Saudi women in academics 8 . One of the papers also reports the validation of a novel women empowerment scale, which would be useful in similar studies in other settings 9 . Although the papers capture in a nominative manner some of the most important determinants and endearing characteristics of empowerment among women in Saudi Arabia, a major drawback is that none of the papers compared the indicators with those of men, which makes it difficult to assess the gender disparity inherent in the presentations. Nonetheless, the studies provide deep insights for understanding the context and nuances relating to women empowerment in Saudi Arabia which would be useful for designing reform measures. The AJRH decided to publish this compilation of papers for two principal reasons. First, the ongoing reforms for women development in Saudi Arabia are groundbreaking and hold considerable promise for rethinking the roles of culture and religion within the perspectives of women’s development. Given that the sustainable development goal 10 is devoted to reducing inequality and goal 5 to promoting gender equality 10 , the current efforts to promote women empowerment in Saudi Arabia aligns with these goals and will help the overall attainment of the goals and the SDGs globally. Secondly, the current efforts at mainstreaming women into the development of Saudi Arabia has implications for the African region. Gender inequality index, a composite index for measuring inequality between men and women, used universally to measure countries’ performances in gender equality benchmarks have repeatedly shown African countries to be at the bottom of the scale. According to the UNDP report in 2013 11 , among 198 countries surveyed for gender equality, several African countries including Niger, Democratic Republic of the Congo, Central African Republic, Chad, Sierra Leone, Eritrea, Burkina Faso, and Burundi were at the bottom of the ranking. This suggests that several African countries have considerable work to do on women empowerment and gender mainstreaming if they are to catch up with the rest of the world. Indeed, the World Bank estimates that sub-Saharan Africa loses about 100 billion dollars in wealth because of under-representation of women in economic activities 12 . Thus, we believe it was appropriate and relevant to field these series of papers in the AJRH to serve as an exemplar to African countries on similar steps that need to be undertaken to promote the development of women in the region. In conclusion, this special edition of the AJRH provides evidence for efforts being made in Saudi Arabia to integrate women into the Kingdom’s future development. The papers cover various domains relating to empowerment metrics of women in academics who are expected to play key roles in future decision-making, research, and innovations in the Kingdom. We believe the results contained in the papers in this edition will be useful for designing policies and programs for enhancing the empowerment of women academics in Saudi Arabia, and in similar settings around the world.

Despite the great body of work examining the cultural content of the international and local ELT textbooks, the cultural content and elements of the ELT textbooks in the inner, outer, and expanding circle countries have seldom been reported. That said, the purpose of this study was twofold: first, it was aimed to investigate the cultural content of the ELT textbooks of the inner, outer, and expanding circle countries; and, second, to examine the cultural elements of these ELT textbooks. To that end, three ELT textbook series from inner, outer, and expanding circle countries were selected and analyzed. The results of this study showed that there were differences among the ELT textbooks of different concentric circles. While the ELT textbooks of the inner circle contained more L1 and L2 cultural content, the ELT textbooks of the expanding circle contained more L1 and international cultural content. Moreover, the ELT textbooks of the outer circle showed tendency to contain L1, L2, and international c...

This study provides a comprehensive analysis of the impact of women's empowerment programs on post-conflict reconstruction in Rwanda, with a specific focus on the initiatives undertaken by the Women for Women NGO. Leveraging a multiple linear regression model, the research, which engaged 398 participants, offers valuable insights into the multifaceted relationship between women's empowerment and the post-conflict rebuilding process. One of the central findings of this study is the significant positive impact of women's educational attainment, which was observed to influence the reconstruction process impressively, with over 295.5% of participants displaying a beneficial effect. On the other hand, it underscores the detrimental influence of prolonged conflict durations, emphasizing the urgency of swift reconstruction efforts in conflict-affected regions. Moreover, the research reveals that income-generating activities for women play a pivotal role, contributing a substantial 56.9% of the overall reconstruction endeavors. These activities not only enhance the economic well-being of women but also drive progress within societies emerging from conflict, thereby underlining their transformative potential. Access to healthcare services is identified as a crucial factor, contributing to 52.7% of the overall societal rebuilding process. This emphasizes the imperative of investing in healthcare infrastructure and accessibility in conflict-affected regions, not only for the improved well-being of the population but also for driving substantial advancements in post-conflict societies. The study also underscores the immense significance of gender-based violence interventions integrated into women's empowerment programs. These interventions make a substantial positive contribution of 38.6% to the overall efforts in post-conflict reconstruction. By reducing violence and creating a safer environment, they empower women and contribute significantly to the broader process of societal rebuilding. The significance of this study lies in providing a comprehensive understanding of the multifaceted aspects of women's empowerment programs in post-conflict reconstruction, thus offering valuable guidance for policymakers and NGOs. It is intended to facilitate the promotion of sustainable peace and development in post-conflict regions, ensuring that the transformation experienced by beneficiaries of these programs becomes a beacon of hope for others in similar circumstances. In light of the research findings, this study strongly recommends prioritizing investments in women's education, enhancing income-generating activities, improving healthcare services, and integrating gender-based violence interventions into women's empowerment initiatives as crucial steps in promoting robust and stable post-conflict societies. Keywords: Women's Empowerment Programs, Post-Conflict Reconstruction, Women for Women, Rwanda

<p>This study aimed to evaluate Get Smart year three ELT textbook. A mixed method<br />design of quantitative questionnaires and qualitative interviews was used. Thirtyeight ESL lecturers from primary schools in Malaysia have been studied for their perspectives on Get Smart textbook. The quantitative questionnaires were analyzed for descriptive statistics and interviews were analyzed thematically. The findings from both questionnaire and interviews showed that Get Smart is one of the most useful books for ELT in primary schools in Malaysia. However, there were some<br />parts which need to be improved such as the lack of creativity in illustrations,<br />challenging vocabulary, the social and cultural mismatch, use of difficult words in<br />grammar explanations, lack of sentence and paragraph structures in the writing part. These findings show that Get Smart textbook is suitable but still there are some parts that need improvement.</p>

هدفت الدراسة إلى تحليل محتوى مناهج الدراسات الاجتماعية والمواطنة بالمرحلة المتوسطة في ضوء قضايا التنمية المستدامة المتضمنة في رؤية المملکة العربية السعودية 2030، وتقديم تصورا مقترحا لتطويره، ولتحقيق ذلک استخدم الباحث المنهج الوصفي التحليلي، وأعد قائمة بتلک القضايا والتي بلغ عددها (26) قضية، وکذلک استمارة لتحليل المحتوى، تم في ضوئها تحليل محتوى کتب الدراسات الاجتماعية والمواطنة بالمرحلة المتوسطة. وتوصلت الدراسة إلى أن نسبة توافر قضايا التنمية المستدامة التي تضمنتها بطاقة التحليل في محتوى کتب مناهج الدراسات الاجتماعية والمواطنة بالمرحلة المتوسطة جاءت متوسطة حيث بلغت (54 %)، وبلغ عدد تکرار الفقرات التي تضمنت القضايا في جميع الکتب التي تم تحليلها (1420) تکرارا من إجمالي فقرات الکتب البالغ عددها (2625)، وقد توزعت نسبة التوافر بين أبعاد قضايا التنمية المستدامة الثلاثة، حيث بلغت نسبة البعد الاجتماعي (25,68%)، والبعد الاقتصادي (21,22 %)، وأخيرا حل البعد البيئي بنسبة بلغت (7,2 %)، وتفاوتت نسب تضمين القضايا في محتوى کل صف وفقا لإجمالي عدد فقرات کل کتاب منفردا؛ فسجل محتوى کتاب الصف الثالث أعلى نسبة تضمين للقضايا حيث بلغت (72,85 %)، ثم الصف الثاني متوسط بنسبة تضمين (48,43 %) وأخيرا الصف الأول متوسط کأقل نسبة تضمين حيث بلغت (38,51 %). وفي ضوء هذه النتائج قدمت الدراسة تصورا مقترحا لتطوير محتوى کتب مناهج الدراسات الاجتماعية والمواطنة بالمرحلة المتوسطة ، وأوصت بأهمية إعادة النظر في اختيار موضوعات المحتوى بما يخدم التضمين المتوازن لقضايا التنمية المستدامة المتضمنة برؤية المملکة 2030 بمحتوى تلک الکتب، وضرورة اعتماد رؤية المملکة 2030 وما تتضمنه من قضايا تنموية کإطار مرجعي أساسي لبناء المناهج الدراسية بالمملکة العربية السعودية، وبالذات مناهج الدراسات الاجتماعية والمواطنة ، وکذلک بإجراء دراسات مماثلة مستقبلية لتطوير محتوى مناهج الدراسات الاجتماعية والمواطنة بالمرحلتين الابتدائية والثانوية وبرامج إعداد معلمي الدراسات الاجتماعية بالجامعات السعودية في ضوء قضايا التنمية المستدامة المتضمنة في رؤية المملکة العربية السعودية 2030. The study aimed to analyze the content of social studies and citizenship textbooks in the middle stage in the light of sustainable development perspectives included in the vision of the Kingdom of Saudi Arabia 2030, and to propose a scheme for development. To achieve this, the researcher used the descriptive analytical method, and prepared a list of the trget perspectives (totaling 26), as well as a content analysis form. The content of the textbooks was analyzed in the light of those perspectives and the analysis form. The study revealed that the availability of sustainable development perspectives in the content of the textbooks was average with percentage of (54%). The number of the paragraphs that included the perspectives in all the analyzed textbooks was (1420) of the total number of the textbooks paragraphs (2625), and the availability ratio was distributed on the three dimensions of sustainable development perspectives, where the social dimension ratio was of (25, 68%), the economic dimension one was of (21.22%), and the environmental dimension one reached (7.2%). The rates of inclusion of perspectives in the content of each grade varied according to the total number of paragraphs of each individual book. The content of the 3rd grade textbook was the highest with percentage of (72.85). The 2nd grade was average with an inclusion rate of (48.43%). Finally, the 1st grade was average with the lowest inclusion rate as it reached (38.51%). In light of these results, the study presented a number of recommendations for developing the content of social studies and citizenship textbooks in the middle stage. Moreover, it highlighted the importance of reconsidering the topics selection to achieve the balanced inclusion of sustainable development perspectives guided by the Kingdom's 2030 vision, and assured the need to adopt that vision as a framework and a reference for designing curricula in the Kingdom of Saudi Arabia in general and social studies and citizenship in particular. The study also recommended conducting further research to analyze social studies and citizenship textbooks at the primary and secondary stages and teacher programs in Saudi universities in the light of sustainable development issues included in the vision of the Kingdom of Saudi Arabia 2030.

The purpose of the present study was to evaluate English language textbooks of grade 7, 8 and 9 in theIranian Pedagogical curriculum to see to what extent students are exposed to national, international and target cultural familiar content in their classes. As Gurkan (2012) and Ganjabi (2014) say students who are familiar to cultural content of the target language have better reading comprehension scores than those who lack familiarity to target language cultural content. Since culturally familiar content of language in international and target level increases learners‟ comprehension almost in all skills, textbooks are one of their real manifestations in curriculum.The study also intended to investigate how the content of English textbooks represents national, international and target culturally familiar content for students to be well-prepared to convey their own culture to foreigners as well as to be acquainted with other cultures that they have contact with for any means anywhere in the virtual and real places. Content analysis method was used and a coding scheme was designed according to items listed in Byram‟scultural content checklist (1993). The findings of this qualitative study showed that ELT textbooks covered a restricted range of international cultural content as well as target cultural content; moreover, the result revealed that just restricted amount of national culturally familiar content are applied in the English language textbooks. Based on the results of the study, some directions would be suggested to be appliedin the English language syllabus; moreover, the results can be used by teachers as a direction for adding some supplementary and complementary materials to develop English language textbooks in education for effective communication.

This study aimed to assess the empowerment of women, employing a qualitative research approach with a descriptive research type. The research focused on key figures such as the Head of Patangkai Village, Chairperson, Treasurer, and Secretary of the Women Farmers Group (KWT), as well as the community members. Data collection involved various techniques, including observation, interviews, and documentation, ensuring a comprehensive understanding of the empowerment process. To enhance the data's validity, source triangulation and technical triangulation were implemented. The analysis followed a systematic approach, encompassing data collection, reduction, presentation, and drawing conclusions. The findings revealed that the empowerment process through the KWT program exhibited positive outcomes in terms of planning and implementation indicators. However, the evaluation indicators demonstrated a shortfall, indicating a suboptimal level of goal achievement in the women's empowerment process. This study sheds light on the nuanced dynamics of women's empowerment within the KWT program. While planning and implementation aspects showcase success, the evaluation phase indicates a need for further scrutiny and improvement. Recognizing these intricacies is vital for refining and optimizing women's empowerment initiatives, ensuring their effectiveness and impact align with the intended goals. Moving forward, future efforts should focus on addressing the identified gaps in the evaluation process to enhance the overall success of women's empowerment through the KWT program.