IMPLEMENTATION OF ADULT LITERACY PROGRAMME
THE STUDY’S BACKGROUND
Although Nigeria began its anti-illiteracy campaign during the colonial era, it was not until independence that literacy programs gained traction. In the 1950s, the regional government launched a free primary education program to provide adult learners with access to primary education, and in 1976, the central government implemented a compulsory, free universal primary education (U.P.E) Scheme. The UPE program heralded a new era of expanded growth for primary schools and education in general.
The National Teacher Institute trained many teachers via distance learning (N.T.I) In 1982, Sheu Shagari’s government launched a ten-year adult literacy campaign, which included the establishment of state agencies whose primary goal was to combat illiteracy in Nigeria. The UNDP began assisting literacy programs with equipment, technical, and financial resources in 1996.
This allows the government to incorporate the U.P.E. into the universal basic education program (U.B.E 1999). Unlike the U.P.E, which sought to promote access to primary education, the U.B.E sought to promote access to education for all, including adults, students who had dropped out, youths, children, and people living in unusual circumstances, such as nomads.
Between 1995 and 2004, these programs increased the national literacy rate to 84 percent for youth and 69 percent for adults. Other efforts are currently underway to use the media, particularly radio, to reach the country’s 60 million illiterates.
The majority of the adults are farmers, while others are artists and petty traders. A close examination reveals that the federal government’s introduction of mass literacy programs in the country in 1982 has not been fully felt by adults in the local government area.
With extensive experience, it has been discovered that the implementation of adult literacy programs faces a slew of challenges, which is the focus of this research.
Literacy, according to Ovedeji (1980), is the ability to read, write, and compute. He emphasized several benefits of literacy. Literacy enables people to understand their civil rights and responsibilities, to participate meaningfully in their country’s democratic process, and to contribute significantly to productivity at the individual, state, and national levels.
The success of its organization is owed to the organizational strategies employed by the organizers.
Adult education is increasingly seen as a response to men’s and women’s educational needs; it encompasses a wide range of part-time educational opportunities for people whose social and economic responsibilities give them adult status. Adult education, particularly literacy education, is extremely important.
It is said that health is wealth; without good health, nothing can be accomplished, and poor health can have a negative impact on the entire community. The well-being and growth of the community can be sustained if the members are literate to a large extent.
It is also worth noting that literacy helps people to be enlightened in the community; as a result, such an individual will be able to make mature and progressive decisions on issues affecting his life and the lives of others. Furthermore, the people in charge of this country’s affairs are adults, and they participate in decision making. As a result, their education is critical in order to keep the nation’s ship from capsize.
The world is changing all the time, and in order for adults to keep up, literacy programs are essential at all levels, from the local to the national.
As a young and newly formed local government, Egor requires all available resources to develop, including human resources.
Before they can participate meaningfully in the local government’s development programs, these people must be literate. As a result, it could be stated or concluded that the people of Egor local government area must become literate in order to develop themselves, the local government, the state, and Nigeria in general.
Education, which is the backbone of developed nations, is critical to the development of developing countries such as Nigeria. Since the federal government launched a mass literacy campaign in 1982, the level of adult education has been a major concern of both the government and private individuals.
The status of adults in the educational system is now viewed with apathy by adults as well as government agents.
Politicians see it as an important development tool, but patriotic support for this program wanes the moment they take office.
These issues range from insufficient funding to a lack of enthusiasm on the part of the learners and instructors, insufficient infrastructure and materials, and client ignorance. This study is therefore being conducted with these issues in mind.
In light of the foregoing, the study examines the issues involved in the organization of an adult literacy program in Egor local government area of Edo state, which has contributed to its current state.
OBJECTIVE OF THE STUDY
The purpose of this research is to identify the obstacles to the implementation of adult literacy programs in the Egor local government area of Edo state, Nigeria.
HYPOTHESIS OF RESEARCH
Several literacy programs have been known to fail due to faulty organizational strategies; similarly, many factors contribute to the success of adult literacy programs, such as organizational framework, positive attitude of adults, and provision of adequate resources such as qualified personnel and materials.
The following issues have been raised in relation to this study:
The insufficient supply and low quality of literacy teachers must have had an impact on the organization of adult literacy programs in local governments.
Adults’ attitudes toward the organization of adult literacy programs must have influenced it. Implementation.
The lack of materials hampered the development of literacy education in local government.
It is widely hoped and assumed that the solution proposed in the study will make significant contributions to society. It will be beneficial to adults who want to expand their knowledge. It will be especially useful to ministry of education administrators who work with adult learners. The research may also be useful for future studies on the development of informal education and continuing education systems.
QUESTIONS FOR RESEARCH
In order to achieve the best results in understanding the problems involved in the organization of adult literacy programs in Egor local government area of Edo state, research questions are required.
These research inquiries were made.
Was the adult literacy program held on a regular basis?
Were adequate and sufficient materials provided for the program?
Was a curriculum developed for the programs?
Were the instructors compensated by the government, or were the participants not compensated at all?
What were the instructors’ characteristics?
Did the instructors have any difficulties teaching the adults?
Were there a large number of participants?
How effective is the program in local government?
Is the program paid for by the government or by participants?
Adult education is any education provided to adults, both men and women. Adult education is sometimes defined as education provided to all men and women over the age of 21. This is a biological definition based on the assumption that an adult is someone over the age of 21.
Literacy is the ability to make and communicate meaning from and through the use of a variety of socially contextual symbols. It can be defined as the ability to read, write, and speak a language as well as the ability to compute. Cunningham (2010) and Harste (1994) state that Literacy has evolved to include literacy information and communication technologies, as well as critical literacy.
Non-formal adult education: 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 other options within the school system.
Adult literacy education: The programs are sometimes used as the basis for an operational definition in adult education. Adult education, for example, has been defined as adult literacy education. This definition’s weakness is that it excludes the body of knowledge accumulated in both literate and illiterate societies. Nonetheless, it is known that such societies provided some knowledge and skills that avoided most aspects of human endeavor, such as religion, politics, work, and play. Morals and language health
IMPLEMENTATION OF ADULT LITERACY PROGRAMME