Role Of Adult Literacy Education Programme
Need help with a related project topic or New topic? Send Us Your Topic
DOWNLOAD THE COMPLETE PROJECT MATERIAL
Role Of Adult Literacy Education Programme
ABSTRACT
This study was conducted to investigate the role of an adult literacy education program (a case study of Etsako East, Edo State) in Etsako East, lga. The study specifically examines whether Nigeria has a high prevalence of illiteracy.The study also investigates the impact of adult education on participants in Etsako East, Edo State.
Furthermore, the study investigates the significance of the Adult Literacy Education Programme in the development of Etsako East, Edo state. Furthermore, the study investigates the role of adult education in attaining sustainable development in Etsako East, Edo State. Finally, the study looks at methods to enhance the literacy rate of the inhabitants of Etsako East Edo state.
The survey generated 77 validated replies. The data received and analysed revealed that Nigeria has a high rate of illiteracy. Also, adult education has an impact on participants in Etsako East, Edo state.Finally, the Adult Literacy Education Programme has contributed to the development of Etsako East, Edo state.
The study concludes that adult education should be strongly promoted because it will lead to overall national development. Furthermore, efforts must be made at the grassroots level through Local Government Offices
with concerted efforts at the state level, to coordinate efforts at all adult education centres 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.
Chapter one
INTRODUCTION
Background of the Study
Adult education refers to any voluntary or intentional endeavour focused at the development of adults. Daskum is a phrase used to designate an individual (1989). Adult schools, extension centres, townships, churches, clubs, and other similar institutions, as well as public and private organisations, may take part.
As a result, adult education includes 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.” ‘Abdullahi,’ you reply (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 particular focus on the local community. Eyibe (1999) defines adult education as “any type of education provided outside of the traditional school environment to the illiterate population, formal school dropouts, skilled and semi-skilled employees.” Adult education, according to this definition, comprises literacy remediation, skill training, and retraining programs for adults.
Anyone over the age of 18 is considered an adult in Nigerian culture. Adult education, according to Osinem, is a process in which men and women work individually or in groups to improve their skills, knowledge, insights, appreciation, or attitude.
Eyibe eyibe (1999). It includes intellectual or catch-up schooling requirements, vocational and professional skills, family life, social and civic responsibilities, and self-fulfilment demands.
Community needs are increasing, but the government is paying little attention. Members of every community must be strategic if development is to reach them rapidly. Many community development programs have been launched, but none have ever seen the light of day. Education has also been the sole source of community growth, while many people opt to work outside their hometowns after getting their qualifications, and some never return.
The most common technique of aiding a community’s growth is through education, which involves adult members of the community. Adult education has long existed to reach out to community members, but there is an urgent need to re-engineer this form of education for greater community benefit.
According to Blaisdell (1996), re-engineering education demonstrates the benefit that an educational promotion program may provide to a community or region. Education is a tool that helps people grow in society. It helps to promote current and future understanding and collaboration among a group of people. It contributes to the building of peace by encouraging understanding and respect for individual differences.
Adult education is the most important type of education in the community because it allows communities to organise and contribute to their own progress in order to survive and pass on their legacy. There are two types of education: official and informal (Ogwo and Oranu, 2013).
Smith (2016) defines formal education as a hierarchically structured, chronologically graded educational system that spans from primary school to university and includes, in addition to general academic studies, a variety of specialised programs and institutions for full-time technical and professional training.
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.
Smith (2016) defines non-formal education as any organised educational activity that takes place outside of the existing formal system, whether alone or as part of a larger activity, and is intended to serve recognised learning clients and learning goals.
This article will look at the notion of non-formal education, which includes adult education, as described by the National Policy on Education. According to the same definition, non-formal education encompasses literacy, post-literacy, continuing education, civic education, correspondence education, and self-improvement courses for persons who do not have access to formal education.
Adult education is education delivered to persons who are unable to attend a formal school system in order to help them learn knowledge and skills that would allow them to be more productive members of society (Ogwo, 2009).
Adult education cannot be appreciated without recognising its positive impact on the community in which a person lives. According to Uwaka (2014), community development is a process in which people’s efforts are combined with the government’s to improve people’s economic, social, and cultural conditions, allowing them to fully integrate into national life and contribute fully to national progress.
1.2 Statement of the Problem
Nigeria’s economy has suffered as a result of poor infrastructure development and maintenance, reliance on imported goods and services, reliance on a single economic sector, limited industrial capacity, inefficient and unproductive public utilities, and low literacy. These challenges are a cog in the wheel of Nigeria’s economic development, impeding human growth and development while also improving human well-being.
Adult education is vital in resolving these difficulties because it provides adults with the necessary skills, attitudes, knowledge, values, and beliefs to assist any society in its social and economic development. Education, which is the foundation of industrialised countries, is vital to the success of emerging countries like Nigeria.
Since the federal government initiated a mass literacy program in 1982, the level of adult education has been a major concern for both the government and individuals.
Adult status in the educational system is now treated with indifference by both adults and government entities. Politicians see it as an important tool for growth, but once they get to work, their patriotic excitement for the program fades.
These challenges include a lack of money, a lack of enthusiasm on the part of students and teachers, insufficient facilities and resources, and client ignorance.
As a result, this study is being conducted with these concerns in mind. In light of the foregoing, the study investigates the factors that have resulted in the current state of the adult literacy program in Egor, Edo state.
1.3 Aims of the Study
The study’s principal objective is as follows:
To investigate whether Nigeria has a high percentage of illiteracy.
To investigate the effects of adult education on participants in Etsako East, Edo state.
To investigate the role of the adult literacy education program in the growth of Etsako East, Edo state.
To investigate the role of adult education in attaining sustainable development in Etsako East, Edo State.
To investigate methods to enhance the literacy level of the people in Etsako East.
1.4 Research Questions.
Is the illiteracy rate high in Nigeria?
Is there an influence of adult education on participants in Etsako East, Edo State?
Are there any roles that the adult literacy Education Programme in Etsako East, Edo state, plays in community development?
Is adult education contributing to sustainable development in Etsako East, Edo state?
Is there a way to raise the literacy level of the inhabitants of Etsako East?
1.5 Research Hypotheses.
H0: There are no ways to increase the literacy level of the people in Etsako East.
H1: There are strategies to raise the literacy level of the people in Etsako East.
H0: The adult literacy education program did not contribute to the growth of the Etsako community.
H1: Adult literacy. The Education Programme has contributed to the growth of the Etsako community.
1.6 Significance of the Study
The relevance of this study cannot be understated because:
This study will explore the role of adult literacy education programme (a case study of Etsako East, Edo State).
The conclusions of this research endeavour will surely provide much-needed information to government organisations, the Ministry of Education, and academia.
1.7 Scope of the Study
The study focusses on the role of adult literacy education programs, with a case study of Etsako east L.G.A Edo state.This study will be confined to participants of Adult Education.
1.8 Limitation of Study
Financial Constraint
Insufficient funds tend to hamper the researcher’s efficiency in accessing important resources, literature, or information, as well as in data collecting (internet, questionnaire, and interview).
Time Constraint
The researcher will conduct this investigation while also working on other scholarly projects. This will reduce the amount of time spent on research.
1.8 Definition of Terms
Adult Education:
Can be described as any education provided to adults, men and women. Adult education is sometimes defined as the education provided to all men and women aged 21 and older. This is a biological definition that assumes an adult is 21 or older.
Literacy:
Literacy can be defined as the ability to read, write, and speak a language, as well as the ability to compute. In broad words, literacy is the ability to create and express meaning via the use of a variety of socially relevant symbols.
According to Cunningham (2010) and Harste (1994), literacy has grown to encompass literacy in information and communication technologies, as well as critical literacy.
Non-formal adult education:
Can be defined as training and instruction that takes place 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 reached adulthood but for whom there is no further provision within the school system.
Adult Literacy Education:
Adult education sometimes uses programmes as the foundation for an operational definition. For example, adult education has been characterised as adult literacy education. The limitation of this definition is that it eliminates the body of knowledge gained in both literate and non-literate societies.
However, it is known that such cultures gave some knowledge and abilities that avoided most aspects of human activity, including religion, politics, work, and play. Language health and morality.
Need help with a related project topic or New topic? Send Us Your Topic