ADULT LITERACY EDUCATION PROGRAMME’S ROLE (A CASE STUDY OF ETSAKO EAST L.G.A EDO STATE)
INTRODUCTION TO CHAPTER ONE
1.1 The Study’s Background
1.2 Problem description
1.3 The study’s purpose
1.4 Research Issues
1.5 Hypotheses for research
1.6 Importance of the research
1.7 The study’s scope
1.8 Study Restrictions
1.9 Terms Definition
CHAPTER TWO: LITERATURE REVIEW
2.1 Conceptual review
2.2 Theoretical Foundation
RESEARCH METHODOLOGY (CHAPTER THREE)
3.1 Research Plan
3.2 The study’s population
3.3 Choosing a Sample Size
3.4 Technique and procedure for determining sample size
3.5 Research Instrumentation and Management
3.6 Data collecting method
3.7 Data analysis method
3.8 Study Validity and Reliability
PART IV: DATA PRESENTATION AND ANALYSIS
4.1 Information Display
4.2 Responding to Research Questions
4.3 Hypothesis Testing
SUMMARY, CONCLUSION, AND RECOMMENDATION IN CHAPTER FIVE
5.1 Executive Summary
5.2 Final Thoughts
The purpose of this study was to investigate the role of adult literacy education programs (a case study of Etsako East l.g.a Edo state) in Etsako East lga. The study specifically investigates whether there is a high percentage of illiteracy in Nigeria. The study also looks at the effect of adult education on participants in Etsako East, Edo state. In addition, the study investigates the role of the adult literacy Education Programme in the growth of Etsako East, Edo state.
In addition, the study investigates the role of adult education in attaining sustainable development in Etsako East, Edo state. Finally, the study investigates how to raise the literacy level of the inhabitants of Etsako East Edo state. The survey yielded a total of 77 valid replies.
The findings revealed that Nigeria has a high rate of illiteracy based on the responses gathered and examined. There is also an impact of adult education on participants in Etsako East, Edo state. Finally, the Adult Literacy Education Program has contributed to the development of Etsako East in Edo state. As a result of the study, it is recommended that adult education be strongly pursued in order to achieve overall national development.
Efforts must also be made at the grassroots level through Local Government Offices, with concerted efforts at the state level to coordinate efforts at all adult education centers and properly fund the program, while the federal level does not lag behind in finding adult and non-formal education as it does in formal education.
The Study’s Background
Adult education has come to refer to any voluntary or intentional undertaking targeted towards the development of adults. Daskum is a word used to characterize someone (1989). It may be done by adult schools, extension centers, settlements, churches, clubs, and other such institutions, as well as governmental and commercial groups.
As a result, adult education comprises a wide range of activities with educational values intended solely at “adults who have never benefited from any formal schooling and young people who have either dropped out of the formal system early.”
You say, ‘Abdullahi’ (1988). Anyanwu (1987) defines adult education as “all educational activities carried out by adults engaged in the daily business of life.” It is aimed at individuals, with a focus on the local community. Adult education is defined as “any type of education delivered outside of the traditional school context for the illiterate population, formal school dropouts, skilled and semi-skilled employees,” according to Eyibe (1999).
This notion of adult education encompasses literacy remediation, skill training, and retraining programs for adults. In Nigerian culture, anyone over the age of 18 is considered an adult. According to Osinem, adult education is a process in which men and women work alone or in groups to improve their skills, knowledge, insights, appreciation, or attitude. eyibe eyibe eyibe eyibe (1999).
It includes intellectual or catch-up schooling demands, occupational and professional skills, family life, social and civic obligations, and self-fulfillment needs. Community needs are increasing, but the government is doing nothing to address them. Every community’s members must be strategic in order for progress to reach them swiftly. Many community development initiatives have been initiated, but none have ever seen the light of day.
Education has also been the sole source of community development, despite the fact that many people opt to work outside of their communities after earning their qualifications, and others never return. Education is the most common approach of aiding a community’s progress by utilizing adult community members. Adult education has long been used to reach out to members of the community, but there is an urgent need to re-engineer this form of education for better community use.
According to Blaisdell (1996), re-engineering education is an example of the value that an educational promotion program can provide to a group of people or an area. Education is a tool for people’s social evolution. It promotes current and future understanding and collaboration among a group of people. It helps to establish peace by developing understanding and respect for individual differences.
Adult education is the most important education in the community since it allows communities to unite in order to contribute to their own progress for the purpose of survival and future generations. There are two forms of education available: formal education and non-formal education (Ogwo and Oranu, 2013).
According to Smith (2016), formal education is a hierarchically structured chronologically graded educational system that runs from primary school to university and includes a variety of specialized programs and institutions for full-time technical and professional training, in addition to general academic studies.
Similarly, the National Policy on Education (FGN, 2016) defines non-formal education as any type of functional education delivered to adolescents and adults outside of the conventional school system, such as functional literacy, remedial, and vocational education. According to Smith (2016), non-formal education is any organized educational activity that operates alone or as part of a larger activity and is designed to fulfill designated learning clients and learning goals.
The idea of non-formal education, which includes adult education, as defined by the National Policy on Education, will be the topic of this essay. Literacy, post-literacy, continuing education, civic education, correspondence education, and self-improvement courses are all examples of non-formal education, according to the same notion. Adult education is education provided to persons who are unable to attend a traditional school system in order to help them learn knowledge and occupational skills that will allow them to be more productive members of society (Ogwo, 2009).
Adult education cannot be understood without recognizing its positive impact on the community in which a person lives or participation in community development. According to Uwaka (2014), community development is a process in which people’s efforts are joined with government efforts to enhance people’s economic, social, and cultural situations in order to fully integrate them into national life and enable them to contribute fully to national progress.
1.2 Problem Description
Poor infrastructure development and maintenance, reliance on imported goods and services, reliance on a single economic sector, limited industrial capacity, inefficient and ineffective public utilities, and low literacy rates have all damaged Nigeria’s economy. These concerns are a cog in Nigeria’s economic development machine, impeding human growth and development as well as improved human well-being.
Adult education is vital in addressing these difficulties because it provides adults with the necessary skills, attitudes, knowledge, values, and beliefs to assist any society in growing socially and economically. Education, which is the backbone of developed countries, is important to the development of emerging countries like Nigeria.
The level of adult education has been a major concern of both the government and private individuals since the federal government initiated a mass literacy program in 1982. Adult status in the educational system is increasingly treated with disdain by adults and government entities alike.
Politicians see it as an important development instrument, but once they get to work, their patriotic excitement for the program wanes. These challenges include a lack of money, a lack of enthusiasm on the part of learners and instructors, inadequate facility and resources, and client ignorance.
As a result, this research is being conducted with these concerns in mind. In light of the foregoing, the study investigates the causes that have contributed to the current situation of the adult literacy program in Edo state’s Egor local government region.
1.3 Study Objectives
The following is the study’s principal goal:
To determine whether Nigeria has a high rate of illiteracy.
To investigate the effect of adult education on participants in Etsako East, Edo state.
To investigate the role of adult literacy education on the development of Etsako East, Edo state.
To investigate the role of adult education in attaining long-term development in Etsako East, Edo state.
To investigate methods to raise the literacy level of the inhabitants of Etsako East.
1.4 Research Issues
Is there a significant illiteracy rate in Nigeria?
Are there any effects of adult education on participants in Etsako East, Edo state?
Is there a role for adult literacy education in the development of the community in Etsako East, Edo State?
Is adult education helping to achieve sustainable development in Etsako East, Edo state?
Is it possible to raise the literacy level of the inhabitants of Etsako East?
1.5 Research Theories
H0: There are no measures to improve Etsako East residents’ reading levels.
H1: There are measures to increase Etsako East residents’ reading levels.
H0: Adult Literacy Education Program has had no impact on the growth of Etsako the community.
Adult literacy (H1) The Education Program has contributed to the growth of the Etsako community.
1.6 Importance Of The Research
The importance of this study cannot be overstated because:
This research will look into the role of adult literacy education programs (a case study of etsako east l.g.a edo state)
The research findings will surely provide much needed information to government institutions, the Ministry of Education, and academics.
1.7 The Study’s Scope
The research focuses on the role of adult literacy education programs in Etsako east L.G.A Edo state.
This study will only include Adult Education participants.
1.8 Study Limitations
Inadequate funding tends to limit the researcher’s efficiency in locating relevant resources, literature, or information, as well as in the data gathering procedure (internet, questionnaire and interview).
This study will be conducted alongside other academic activities by the researcher. As a result, the amount of time spent on research will be reduced.
1.8 Terms Definition
Education for Adults:
Can be described as any education provided to adult men and women. Adult education is sometimes defined as education delivered to all men and women over the age of 21. This is a biological definition based on the idea that an adult is someone beyond the age of 21.
Literacy is the ability to make and transmit meaning from and through the use of a variety of socially contextual symbols. It can be described as the ability to read, write, and speak a language as well as the ability to compute. Literacy, for example, has grown to encompass literacy information and communication technologies and critical literacy (Cunningham, 2010; Harste, 1994).
Adult Non-Formal Education:
Adult and non formal education can be defined as training and instruction that occurs outside of the formal education system or within the four walls of institutions. Adult and non formal education may also be aimed at young people who have not legally attained adult status but have no further provision within the school system.
Adult Literacy Instruction:
As a result, adult education programs are sometimes used as the basis for operational definitions. Adult education, for example, has been defined as adult literacy education. This definition’s flaw is that it eliminates the body of knowledge gained in both literate and illiterate societies. Nonetheless, it is known that such cultures provided certain knowledge and abilities that avoided most aspects of human endeavor, including religion, politics, work, and play. Morals and language health
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ADULT LITERACY EDUCATION PROGRAMME’S ROLE (A CASE STUDY OF ETSAKO EAST L.G.A EDO STATE)