ASSESSMENT OF GOVERNMENT PARTICIPATION IN ADULT EDUCATION PROGRAMS
TABLE OF CONTENT
The title page
Page of approval
Dedication
Acknowledgment
Abstract
Contents table
CHAPTER ONE
1.0 INVESTIGATION
1.1 Background of the research
1.2 Problem identification
1.3 Purpose of the research
1.4 Hypotheses for Research
1.5 Importance of the research
1.6 The study’s scope and limitations
1.7 Definitions of terms
1.8 Organization of the research
CHAPTER TWO
2.0 REVIEW OF LITERATURE
CHAPTER THREE
3.0 Methodology of research
3.1 Data Collection Sources
3.3 The study’s population
3.4 Sampling and distribution of samples
3.5 Validation of the research instrument
3.6 Data Analysis Methodology
CHAPTER FOUR
DATA EXPRESSION, ANALYSIS, AND INTERPRETATION
4.1 First Impressions
4.2 Data examination
CHAPTER FIVE
5.1 The Beginning
5.2 Conclusion
5.3 Final Thoughts
5.4 Suggestions
Appendix
Abstract
This research looked at the government’s involvement in adult education programs. The study’s total population is 200 Ghanaian ministry of education staff. The researcher collected data using questionnaires as the instrument. Descriptive This study used a survey research design.
The study included 133 respondents who included department heads, directors, senior staff, and junior staff. The collected data was organized into tables and analyzed using simple percentages and frequencies.
chapter One
Introduction
1.1The Study’s Background
Building a self-sufficient society necessitates the mobilization of the uneducated, poor, and underdeveloped, many of whom have untapped potentials that, if fully developed, will be of enormous benefit not only to themselves but to the nation as a whole. On this basis, the British and French governments promoted mass education in their colonies, with the primary goal of allowing the masses to participate in the management of their own affairs.
The ultimate goal was to cultivate enlightened public opinion among the masses in order to ensure, particularly civic education and the development of reasoned opinions on matters of local and national government, rather than the parroting of a few people or a sluggish acceptance of the status quo (Omolewa, 2017:16).
Similarly, one is literate when he has acquired the necessary knowledge and skills to engage in all of the activities that require literacy for effective functioning in his group and community, and whose achievements in reading, writing, and arithmetic enable him to continue to use these skills for his own and the community’s development.
Literacy should be defined as the ability to read, write, and compute in any language at an acceptable level. Functional literacy, illiteracy, and semi-illiteracy are other bye-concepts.
According to Oduaran (2011), functional literacy refers to the ability to use the skills of reading, writing, and computing to acquire information that will enable the individual to function more actively and beneficially in the economic, social, political, and cultural activities of the community in which he lives.
As a result, an individual’s ability to contribute to the development of the country is determined by his ability to read and write. In a modern society where the majority of the population is illiterate, meaningful development is impossible. The implication is that literacy programs should be scaled up to be part of a larger national effort, even if this takes the form of a variety of program activities.
According to the Human Development Report, Nigeria has the highest number of illiterates in the world. According to the United Nations Education, Scientific, and Cultural Organization (UNESCO), “there are approximately 31 million adults in Ghana, 85 percent of whom are under the age of 35 years, who cannot read or write” (EFA, 2010). Despite the importance of education in improving one’s standard of living, Nigeria has one of the world’s lowest literacy rates, according to a world map (2011).
The low level of literacy in Nigeria contributes to the country’s low level of development. As a result, a country that undermines the contributions of some of its citizens makes slow progress toward national development. The achievement of organizational goals is heavily dependent on the quantity and quality of personnel (manpower) available in the organization, as well as the degree of effectiveness in utilizing available manpower.
Imhabekhai (2014), commenting on this point, believes that it is critical for any organization’s management to make sufficient efforts in procuring and developing the necessary manpower resources, as well as paying attention to how well they are utilized.
However, experience has shown that most public agencies are more concerned with manpower development and procurement or recruitment than with how effectively available manpower resources are utilized.
The Federal Republic of Nigeria’s National Policy on Education (FRN 2014:32) identifies seven components of adult and non-formal education. These include functional literacy, remedial continuing education, vocational, aesthetic, cultural, and civic education for youth and adults who are not enrolled in a formal school system.
Simultaneously, the FRN (2014:25) outlines the goals of mass literacy, adult and non-formal education as follows: Provide functional literacy and continuing education for adults and youths who have never had the benefit of formal education or who did not complete their primary education.
Nomads, migrant families, the disabled, and other categories or groups, particularly the disadvantaged gender, are among them. Provide functional and remedial education to young people who have not received an education. Provide education for various categories of formal education system graduates in order to improve their fundamental knowledge and skills.
Provide on-the-job, vocational, and professional training to various categories of workers and professionals in order to improve their skills, and Provide adult citizens with the necessary aesthetic, cultural, and civic education for public enlightenment.
As a result, programs are designed and structured to meet the needs of adults and people who did not receive adequate formal education, or none at all, as well as those who need to continue learning for self-employment. It can be seen that adult education is not just for people who want to read, write, and communicate in English, nor is it just for people who are older; it is a program designed and aimed at adults and those who were unable to complete their education in a formal setting when they were younger.
The ultimate beneficiaries will be primarily young girls and women, youth and out-of-school children, as well as vulnerable populations and groups who have faced decades of prejudice, marginalization, discrimination, and even exclusion, particularly in urban slums and rural areas.
Adult education now includes the study of various disciplines such as economics, agriculture, history, hygiene, arts and crafts, and in this way, the adult population is involved in program planning so that they can gain practical skills for individual and societal development.
1.2 THE PROBLEM’S STATEMENT
Following the preceding context, there is widespread concern about the global illiteracy rate, despite the fact that third-world countries have seen an increase in literacy rates over the last few decades.
Illiteracy is a significant impediment to national development. It is not only an impediment to the country’s social-economical and political transformation, but its abolition will also hasten development. Many adult Ghanaians, particularly the grassroots population, are unable to participate meaningfully in the country’s development process due to illiteracy.
Adult Education has been proven over time to be a major tool for eradicating illiteracy and its negative consequences, which may have led to its consideration by the National Policy on Education, but aside from this consideration, its major flaw has been the nonchalant attitude shown to its government.
It is therefore critical to address the potential consequences if the government continues to pay little attention to adult literacy programs in the state.
For starters, one of its major consequences, which would eventually give birth to others, is the problem of illiteracy. According to (Osunde and Omoruyi, 1977), “illiteracy is undeniably a threat to humanity’s progress and well-being.”
The rise in illiteracy in society would undoubtedly result in poverty, sickness, backwardness, economic insecurity, corruption, and other vices, among other things. Thus, it has been empirically established that literacy can increase people’s participation in governance, development-oriented activities, and creates a stronger desire for accelerated national and local development, as well as improve people’s health and nutrition.
As a result, Adult Education is seen as a means of adapting to changing circumstances and meeting the challenges of the day, ensuring that society survives and thrives. Because of these consequences, the government should increase its involvement in Adult Literacy programs. Ghana
1.3 THE STUDY’S OBJECTIVES
The study wanted to know how people felt about the government’s involvement in adult literacy programs. The study specifically sought to;
Determine whether adult literacy programs can help adult learners become resourceful.
Check to see if the adult literacy programs provide participants with practical skills.
iii. Determine how government assessments or skills acquired are used or applied by preparing and equipping participants for wage employment or self-employment.
1.5 THEORIES OF RESEARCH
Adult literacy programs cannot teach adults to be resourceful.
Adult literacy programs can help adult learners become resourceful.
Ho2: Adult literacy programs do not teach participants practical skills.
Ho: Adult literacy programs teach participants practical skills.
THE STUDY’S IMPORTANCE
This study will be extremely useful to other researchers who want to learn more about it, and it can also be used by non-researchers to supplement their own research. This study adds to knowledge and may serve as a model for future research. The study will also be used as a resource for other researchers who will be working on a similar topic.
THE STUDY’S SCOPE AND LIMITATIONS
The study’s scope includes an assessment of the government’s involvement in adult education programs. The researcher comes across a constraint that limits the scope of the study;
a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, limiting the scope of the study.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
1.8 TERM DEFINITION IN APPLICATION
Adult: a mature person who has reached full maturity and development.
Illiterate: A person who is uneducated and unable to read or write.
Literate: An educated person who is capable of reading and writing.
Adult education refers to the general enlightenment program designed to develop adults or mature citizens of society.
Assessment: to enquire into, judge, or act on the amount, value, quality, or importance of a thing or placed on a thing.
Government: A defined constitutional body that rules with authority and manages a state’s policy, actions, and affairs.
Effort: A significant amount of physical or mental activity is required to accomplish something.
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ASSESSMENT OF GOVERNMENT PARTICIPATION IN ADULT EDUCATION PROGRAMS