THE ROLE OF ADULT LITERACY EDUCATION PROGRAMME
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THE ROLE OF ADULT LITERACY EDUCATION PROGRAMME
ABSTRACT
This study was conducted to investigate the function of the adult literacy education initiative (a case study of Etsako East LGA, Edo State). The study specifically looks at whether Nigeria has a high prevalence of illiteracy. The study also looks at how participants in Etsako East, Edo state, responded to adult education.
The study also looks at the contribution that the adult literacy Education Programme has made to the growth of Etsako East in the state of Edo. Additionally, the study looks at how adult education helped Etsako East in the state of Edo achieve sustainable development.
The study also looks at ways to raise literacy rates among residents in Etsako East Edo state. The survey generated 77 valid replies in total. The results showed that Nigeria has a high rate of illiteracy based on the responses collected and analysed.
Additionally, participants in Etsako East, Edo state, are feeling the effects of adult education.Finally, the growth of Etsako East, in the state of Edo, has been aided by the Adult Literacy Education Programme.
The study concludes that adult education should be strongly pursued because it would contribute to the country’s overall growth.
Additionally, while the federal level does not lag behind in finding adult and non-formal education as it does in the case of formal education,
efforts must be made at the grassroots level through the Local Government Offices with concerted efforts at the state level to coordinate efforts at all adult education centres and properly fund the programme.
CHAPITER 1
INTRODUCTION
BACKGROUND OF THE STUDY
Any voluntary or intentional effort targeted at the development of adults has been referred to as adult education. A person is referred to as daskum (1989). Governmental and private organisations, as well as adult schools, extension centres, settlements, churches, and clubs, may carry it out.
Therefore, adult education is a broad term that refers to a range of endeavours with educational goals that are only directed 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) defined adult education as “all educational activities carried out by individuals engaged in the regular business of life.” It is directed at individuals, with a focus on the neighbourhood.
According to Eyibe (1999), adult education is “any type of education provided outside the traditional school environment for the illiterate population, formal school dropouts, skilled and semi-skilled employees.”
This notion of adult education include adult-specific skill development, literacy remediation, and retraining programmes. In Nigerian society, anyone over the age of 18 is regarded as an adult.
Osinem defines adult education as a process in which both men and women work alone or in groups to improve their knowledge, skills, perspectives, appreciation, or attitude.
A 1999 song by the same name. It includes the need for self-fulfillment, academic or catch-up schooling requirements, career and professional skills, family responsibilities, and social and civic commitments. The government is not paying enough attention to the expanding needs of the community.
Every neighbourhood needs to be strategic in order for development to fast reach them. There have been numerous attempts to create community development programmes, but none of them have ever been successful.
Although many people opt to work outside their communities after getting their qualifications, and others never return, education has also been the only method of community growth. The most common way for adult community members to help a community thrive is through education.
Adult education has been there for a while to reach out to the community, but it urgently needs to be redesigned for better community use. According to Blaisdell (1996), re-engineering education is an example of the benefits an educational promotion programme may have for a community or a region.
Education is a tool for a person’s social development. It helps to encourage mutual understanding and cooperation amongst a group of people in the present and the future. By encouraging respect and understanding for personal variety, it aids in the establishment of peace.
Since it enables communities to organise and contribute to their own progress for the sake of survival and future generations, adult education is the most crucial form of education in the community. The two types of education that are offered are formal and non-formal (Ogwo and Oranu, 2013).
According to Smith (2016), formal education is a chronologically graded, hierarchically organised educational system that extends from elementary school to university and includes,
in addition to general academic studies, a number of specialised programmes and institutions for full-time technical and professional training.
The National Policy on Education (FGN, 2016) defines non-formal education similarly, including functional literacy, remedial education, and vocational education, as any forms of functional education given to teenagers and adults outside of the conventional school system.
According to Smith (2016), non-formal education is any organised educational activity that takes place outside of the established formal system and is intended to support specific learning clients and learning objectives. It can either operate alone or as a part of a larger activity.
The National Policy on Education’s definition of non-formal education, which includes adult education, will be the main topic of this article.
For people who do not have access to formal education, non-formal education comprises literacy, post-literacy, continuing education, civic education, correspondence education, and self-improvement courses.
Adult education is instruction given to those who are unable to enrol in a formal educational system in an effort to help them acquire knowledge and practical skills that would enable them to contribute more effectively to society (Ogwo, 2009).
Without noting its positive impact on the community or a person’s involvement in community development, adult education cannot be understood. Uwaka (2014) defines community development as a process in which the government works in tandem with the people to improve the economic, social, and cultural conditions of the people in order to fully integrate them into national life and give them the opportunity to contribute fully to national progress.
1.2 STATEMENT OF THE PROBLEM
Nigeria’s economy has been affected by inadequate infrastructure development and maintenance, reliance on imported goods and services, specialisation in a single economic sector, constrained industrial capacity, ineffective and unproductive public utilities, and low literacy rates.
These problems impede human growth and development as well as improved human well-being, acting as a cog in Nigeria’s economic development.
Adult education is vital to addressing these problems because it provides individuals with the necessary information, values, and beliefs to support any society’s social and economic development.
Education, which is the foundation of industrialised nations, is essential to the development of emerging nations like Nigeria. The level of adult education has been a major concern for the government and private citizens ever since the federal government started a mass literacy programme in 1982.
Adults and government organisations now view adult status in the educational system with apathy. Politicians see it as a vital development instrument, but their patriotic zeal for the programme wanes once they start working.
These problems include a lack of money, a lack of enthusiasm on the part of students and teachers, inadequate facilities and resources, and uninformed customers.
This study is being conducted with these difficulties in mind as a result. In light of the aforementioned, the study investigates the problems that have resulted in the adult literacy program’s current state in the Egor local government region of Edo state.
1.3OBJECTIVES OF THE STUDY
The following constitutes the study’s main goal:
To determine whether there is a significant illiteracy problem in Nigeria.
To investigate how the participants in Etsako East, Edo state, were affected by the adult education.
To investigate the part the adult literacy education programme has played in the growth of Etsako East in the state of Edo.
To investigate how adult education helps Etsako East, Edo state, achieve sustainable development.
To investigate strategies to raise literacy among Etsako East residents
1.4 Research Questions
Does Nigeria have a high rate of illiteracy?
Are the participants in Etsako East, Edo state, feeling the effects of adult education?
Are there any contributions made to the community’s development by the adult literacy education programme in Etsako East, Edo State?
Do adult education programmes help Etsako East, Edo State, achieve sustainable development?
Can the residents of Etsako East increase their level of literacy?
1.5 RESEARCH HYPOTHESES
H0: It is impossible to raise Etsako East residents’ literacy levels.
H1: It is possible to increase Etsako East residents’ literacy levels.
H0: The community of Etsako has not benefited in any way from the adult literacy education programme.
Adult literacy (H1) The Etsako community has grown thanks in part to the education programmes that have been implemented.
1.6 SIGNIFICANCE OF TE RESEARCH
This study’s importance should not be understated because:
This study will look at the function of adult literacy education programmes (etsako East l.g.a edo state is the case study).
The results of this study will definitely give government agencies, the ministry of education, and academics the information they need.
1.7 SCOPE OF STUDY
The paper is based on a case study of Etsako east L.G.A. in Edo state, which examines the role of adult literacy education programmes.This study will only include adult education participants.
1.8 LIMITATIONS
Financial Restriction
The researcher’s ability to locate pertinent materials, literature, or information and to collect data (through the internet, a questionnaire, and interviews) is often hindered by a lack of funding.
Time Restrictions
The researcher will do this investigation in addition to other academic activity at the same time. As a result, less time will be spent on the research project.
1.8 Term Definitions
Education for Adults:
can be characterised as any instruction provided to adults, both men and women. The education offered to all men and women who are 21 years old and older is commonly referred to as adult education. This definition is biological, presuming that an adult is someone who is at least 21 years old.
Literacy:
Literacy is the capacity to create and convey 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 capacity to calculate.
For instance, literacy has grown to encompass critical literacy and literacy in information and communication technologies, according to (Cunningham, 2010) and (Harste, 1994).
Adult Non-Formal Education:
Adult and non-formal education may also be directed at young people who legally have not attained adult status but for whom there is no further provision within the school system.
Adult and non-formal education can be defined as the training and instruction that takes place outside the formal education system or within the four walls of institutions.
Adult Education in Literacy:
Thus, the programmes are occasionally used in adult education as the foundation for an operational description. Adult literacy education is one definition of adult education.
This definition’s flaw is that it doesn’t include the body of knowledge amassed in both literate and illiterate communities.
However, it is well known that these cultures offered some knowledge and abilities that avoided the majority of human endeavours, including religion, politics, work, and leisure. morals and the state of language.
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