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The purpose of this study was to investigate the role of adult literacy education programmes (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 analysed. There is also an impact of adult education on participants in Etsako East, Edo state.Finally, the Adult Literacy Education Programme 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 coordinated efforts at the state level to coordinate efforts at all adult education centres and properly fund the programme, while the federal level does not lag behind in finding adult and non-formal education as it does in formal education.




Background of The Study

Adult education has come to refer to any voluntary or intentional endeavour directed towards the development of adults. Daskum is a descriptive name for a person (1989). It may be done by adult schools, extension centres, settlements, churches, clubs, and other such institutions, as well as governmental and private organisations.

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 prematurely fallen out of the formal system.” You say ‘Abdullahi’ (1988).

Anyanwu (1987) defines adult education as “all educational activities carried out by individuals engaged in the regular business of life.” It is aimed at individuals, with a focus on the local community. Eyibe (1999) defines adult education as “any type of education provided outside of the traditional school environment for the illiterate population, formal school dropouts, skilled and semi-skilled employees.”

This notion of adult education encompasses literacy remediation, skill training, and retraining programmes 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 utilising 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 benefit that an educational promotion programme 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 organise in order to contribute to their own growth in order to ensure survival and future generations. There are two types of education available: formal and non-formal (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 specialised programmes 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 organised educational activity that operates alone or as part of a larger activity and is structured to serve designated learning customers 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 delivered to those who are unable to attend a formal school system in order to help them learn knowledge and occupational skills that would allow them to be more productive members of society (Ogwo, 2009).

Adult education cannot be understood without recognising 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 combined with government efforts to improve people’s economic, social, and cultural conditions in order to fully integrate them into national life and enable them to contribute fully to national progress.

1.2 Statement of the Problem

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 programme 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 programme wanes. These challenges include a lack of money, a lack of motivation on the part of learners and instructors, a lack of facilities and resources, and client illiteracy.

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 programme in Edo state’s Egor local government area.

1.3 Objectives of the Study

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 Questions

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 Programme has had no impact on the growth of Etsako the community.

Adult literacy (H1) The Education Programme has contributed to the growth of the Etsako community.

1.6 Significance Of The Research

The importance of this study cannot be overstated because:

This study will look at the role of adult literacy education programmes in Etsako East, Edo State.

The research findings will surely provide much needed information to government organisations, the Ministry of Education, and academics.

1.7 Scope of The Study

The research focuses on the role of adult literacy education programmes in Etsako east L.G.A Edo state.This study will only include Adult Education participants.


1.8 Limitations of the Study

Financial Restriction

Inadequate funding tends to limit the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection method (internet, questionnaire, and interview).

Time Restriction

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 Definition of Terms

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 Education Outside of the Classroom:

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 programmes 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 some knowledge and abilities that avoided most aspects of human endeavour, including religion, politics, work, and play. Morals and language health.


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