Developing Benchmark For Effective Partnership In The Administration Of Adult Education Programmes In The South-East Geo-Political Zone Of Nigeria
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Developing Benchmark For Effective Partnership In The Administration Of Adult Education Programmes In The South-East Geo-Political Zone Of Nigeria
ABSTRACT
The purpose of this study was to provide a benchmark for efficient partnership between the government, non-governmental organisations, and donor agencies in the administration of adult education programs in Nigeria’s South East zone.
The study’s objectives were to identify forms of collaboration among the government, NGOs, and donor agencies in decision-making, financial provision, human resource provision and management, material resource provision, monitoring, and supervision of adult education programmes in the South East geopolitical zone.
Five research questions and five hypotheses were proposed to steer the investigation. The study followed a descriptive survey research design. Sample composition was accomplished using a basic random sampling technique.
The study’s sample included 394 respondents, including 62 proprietors of adult education centres, five directors of state mass education agencies, 15 coordinators of state donor agencies, and 312 adult education instructors from the five states under examination.
The major data collection instrument was the Questionnaire for Developing Benchmarks for Effective Partnership in the Administration of Adult Education Programmes (QDBEAAEP). The instrument was validated by specialists, and the reliability coefficient was 0.91. Mean scores were utilised to answer the five study questions, while ANOVA and post-hoc tests were employed to examine the five hypotheses proposed.
The data analysis indicated, among other things, the need of consulting non-governmental organisations and donor agencies when identifying problems in the decision-making process for adult education programmes.
Respondents agreed that the government should support teachers from NGOs adult education centres for regular training and provide financial subsidies to NGOs adult education centres in order to minimise learner fees. Adult education facilities administered by non-governmental organisations (NGOs) should report staff strength information to NMEC on a quarterly basis for planning purposes.
Based on the findings, it was recommended, among other things, that state mass education agencies, NGOs, and donor agencies be involved in problem identification and policy implementation in adult education. They should also organise frequent adult education conferences for their employees.
Chapter One: Introduction
Background to the Study
Adult education is related with individuals’ daily activities. Adult education refers to any type of education provided outside of the traditional school setting to the illiterate population, formal school dropouts, and unskilled and semi-skilled workers (Eyibe 2005).
It includes literacy, remedial education, skill training, and retraining programs that are carefully planned and implemented with the goal of enhancing the beneficiaries.
Adult education in Nigeria is the result of two religious groups: Islam and Christianity (Iheanacho, 2004), which for many years organised and administered adult education. However, these religious groups emphasised education as a means of recruiting converts and turning them into strong champions for their religion.
The government’s participation in adult education in Nigeria began with a report from a committee established by the colonial authority in 1940. The group was charged with investigating the possibilities of initiating Mass Education in Nigeria.
The committee’s report was presented in 1943 and published in 1944 under the title “Mass Education in African Society”. The first literacy campaign was launched in 1946 by Major A.J. Carpenter, the first mass education officer (Aji, 1996).
The Federal Ministry of Education established its adult and non-formal education division in 1975, and the first National Policy on Education (NPE) was issued in 1977. In the document, Adult Education was recognised for the first time as a driving force for growth, with the following objectives:
The program aims to provide literacy education for adults who have not received formal education, as well as remedial education for young people who have dropped out of school.
It also provides further education for those who have completed formal education to improve their basic knowledge and skills. Additionally, it provides aesthetic, cultural, and civil education to adult citizens.
With the government’s intervention, the administration and organisation of adult education altered. It became a process of transforming a program design into a flow of people and materials through a set of activities and decisions (Barikor, 1991).
As a result, in 1975, the management of adult education was transferred to the newly established adult education department within the Ministry of Education.
In 1990, the Federal Government published decree No. 17 of June 26, establishing the National Mass Education Commission (NMEC). The NMEC took over the administration of the country’s Adult Education Programmes. NMEC is now organising a mass literacy campaign to eradicate illiteracy and innumeracy in Nigeria.
According to the Federal Ministry of Education (FME, 1991: 4-5), some of the major objectives of the National Mass Literacy Campaign include: raising awareness of the importance of literacy and soliciting the participation and cooperation of all persons in the task of literacy for all by the year 2000;
developing literacy programs for young people and adults, with special attention to disadvantaged groups like women, the disabled, and rural settlers; marshalling new resources
Through its six zonal offices, the commission oversees and coordinates the work of the Federation’s Mass Literacy, Adult, and Non-Formal Education Agencies in each state. The zones are: South-East, South-West, South-South, North-East
North-West, and North-Central. Based on monitoring operations, the commission collects data and reports on adult education programs from all Mass Education Agencies and Non-governmental Organisations (NGOs) on an annual basis.
State agencies monitor at the state level, whilst local government Adult Education Units monitor at the local level. Recognising that previous literacy projects failed due to insufficient monitoring and evaluation
the commission created a monitoring handbook to serve as a reference for successful monitoring of all areas of National Mass Literacy (Omolewa, 1995).
The National Mass Education Commission (NMEC) has worked in collaboration with several parastatals, agencies, and non-governmental organisations (NGOs) to achieve its objectives and functions, including the National Youth Service Corps, the Nomadic Education Commission, and the Non-Governmental Association for Literacy Support Services.
The commission also coordinates and receives assistance from international donor organisations such as the United Nations Development Programme (UNDP), the United Nations Children’s Fund (UNICEF), the United Nations Economic, Scientific, and Cultural Organisation (UNESCO), and the World Bank (WB).
Collaboration with these entities aided the growth of adult education in Nigeria (Olagbemi, 1998). Through these collaborative actions, NGOs were able to publicise their findings, provide additional services, and expand their research work.
Donor organisations have also expressed interest and funding for adult education in the South-East zone. For example, UNESCO is now funding a FGN/UNESCO collaboration initiative to improve community education and literacy through radio in Enugu and Ebonyi States in the South-East Geopolitical Zone.
Recognising that illiteracy impedes the achievement of sustainable human development, the UNDP has a number of adult education development programs and capacity building activities in the South-East zone.
They include public literacy campaigns, the implementation of innovative farming techniques and food preservation technologies in agricultural growth, and the supply of soft loans for the construction of small-scale businesses. The success of these initiatives is heavily dependent on the government’s compliance with the monetary counterpart requirement.
The UNICEF has also made significant contributions to developing adult education programming.They encouraged the NMEC to evaluate the National Blue Print for Mass Literacy, Adult and Non-formal Education as a stakeholder guide to improve mass literacy delivery in Nigeria (NMEC, 2007).
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