Community Education Needs Of Community Based Organizations Leaders In Anambra State, Nigeria.
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Community Education Needs Of Community Based Organizations Leaders In Anambra State, Nigeria.
ABSTRACT
This study aimed to identify the educational needs of community-based organisation leaders in Anambra State, Nigeria. This study aimed to answer five research questions and test three null hypotheses at a significance level of 0.05.
The study used a descriptive survey design. The survey included 1,701 executives from 189 registered community-based organisations across Anambra State’s 21 local government areas and three senatorial zones.
The sample included 1071 executive members of community-based organisations chosen by stratified random sampling. The internal consistency reliability coefficients for clusters I-V were 0.89, 0.88, 0.87, 0.86, and 0.92, with an overall reliability coefficient of 0.88. A questionnaire was utilised to collect data.
The mean was utilised to analyse the study questions, and the t-test was performed to evaluate the null hypothesis. The study found that respondents require basic, social, political, economic, and cultural education to improve their leadership skills.
There was no significant difference in mean ratings between literate and non-literate respondents regarding basic education needs. Married and single respondents rated social education needs significantly differently, but urban and rural respondents rated political education equally.
The Agency for Mass Literacy, Adult and Non-formal Education in Anambra State should promote community education in rural communities, establish community education centres, and hire qualified adult educators to facilitate programs. Policymakers and administrators should also consider the needs of the community.
Chapter One: Introduction
Background for the Study
Educating individuals within the community is necessary. Without it, individuals may struggle to function properly. Community education promotes good transformation among individuals in the community.
According to Ezumah (2004), community education aims to raise awareness, spread understanding, and equip individuals with skills and resources for social, economic, political, and cultural development.
According to Findsen (2006), community education involves organised learning activities for personal, community, cultural, and economic development. This approach to learning emphasises the adult learner and the community as the setting, while also addressing other aspects of learning.
According to Akande (2007), community education fosters self-confidence, self-respect, and independence, while also protecting human rights and promoting social equality.
Community education aims to engage community members in achieving positive social change. Education empowers individuals to govern their own life. In essence, it is an educational process that teaches individuals how to help themselves and improve their lives. Community education aims to improve the quality of life in the community.
Anyanwu (2002) argues that community education is a long-standing human practice. Traditionally, indigenous communities in Nigeria practiced community education prior to the arrival of missionaries and colonial governance.
Traditional apprenticeship programs were effective types of community education. Enlightenment programs in health, agriculture, and arts and crafts were well recognised.
Community health education focusses on improving sanitation, water supply, hygiene, housing, and baby and maternal welfare. In agriculture, community education focused on improving productivity and animal care.
According to Anyanwu, the acceptance of Western education and culture led to a decline in enthusiasm for indigenous community education, resulting in issues such as illiteracy, unemployment, underdevelopment, poverty, armed robbery, kidnapping, and youth restiveness in Nigeria. Nigerian society’s socio-economic and cultural needs cannot be met just through the formal school system of Western Education.
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Policymakers created non-formal education to address community issues when formal education failed to do so. According to Ngwu (2003:41), non-formal education refers to any planned and consciously organised general education and/or training activity for illiterates, school leavers, dropouts, or other adults, as individuals or in groups, to raise their consciousness of their social situation and standard of living, as well as improve their individual or collective efficiency in their jobs or preparation.
Non-formal education aims to improve people’s subsistence, nutrition, and health, as well as their ability to shape community education programs and solve problems. Non-formal education plays a crucial role in community education, promoting social transformation and improving living conditions.
Non-formal education offers feasible options for different types of learners to continue their education.
In 2004, the Federal Republic of Nigeria’s National Policy on Education prioritised functional education, including community education (Mass Literacy, Adult and Non-formal Education).
The statement emphasises the importance of aligning education with community needs. In 1987, the fifth World Conference on Community Education was held in Nairobi, Kenya. Participants from 40 countries across all continents pledged to promote self-reliance and self-determination through community education (Akande, 2007).
According to Ezumah (2004), community education operational strategies’ aims are determined by their non-formal nature. According to him, nonformal community education aims to bring education back to the community. Community Based Organisation (CBO) leaders require this type of education.
This education equips individuals with the necessary information, skills, understanding, courage, perceptivity, and foresight for effective community leadership. According to the National Libraries of Medicine (2007), community-based organisations are public or private non-profits that serve a community or a significant segment of it.
They address human, educational, environmental, or public safety needs. Community-based organisations aim to improve the well-being of their members and are established inside the community. Community-based organisations (CBOs) have leaders who direct activities and have significant responsibilities inside the organisation.
According to Abiona (2009), community leaders serve as change agents who inspire and mobilise their peers to enhance their communities.
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