Assessing The Function Of Adult Literacy Education Programme (A Case Study Of Akungba Akoko Ondo State)

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Assessing The Function Of Adult Literacy Education Programme (A Case Study Of Akungba Akoko Ondo State)

Abstract

This study used a survey design to examine the function of adult literacy education programme using Akungba Akoko Ondo State as a case study. The study was specifically carried out to ascertain the level of illiteracy in Akungba Akoko Ondo state, determine whether adult education has an impact on the participants in Akungba Akoko Ondo state, ascertain whether adult literacy Education Programme plays a significant role in the development of Akungba Akoko Ondo state, determine whether adult education has contributed in achieving sustainable development in Akungba Akoko Ondo state. The population comprises some student of adult education in Akungba Akoko Ondo State. The data gathered and collated was analyzed using frequency tables. While the hypotheses were tested using Chi-square statistical tool. The findings of the study indicated that adult education has an impact on the participants in Akungba Akoko Ondo state. The findings also indicated that adult education has contributed in achieving sustainable development in Akungba Akoko Ondo state. With respect to the findings of the study, the researcher recommended that offices with concerted efforts at the state level to coordinate efforts at all adult education centres and properly fund the programme, while the federal level does not lay behind in finding adult and non-formal education as it does in the case of formal education. To mention only but few.

Table of Content

  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

Adult education refers to any voluntary or purposeful effort directed towards the development of adults. A person’s daskum is a word used to define them (1989). It may be done by adult education centers, extension centers, community, churches, clubs, and other similar groups, as well as governmental and non- governmental organizations. As a result , adult education includes a wide range of activities with educational values directed only at “adults who have never benefitted from any formal schooling” and “young people who have either prematurely left the formal system” (1988). Anyanwu (1987) elucidate on adult education as “the academic pursuit taken out by persons involved in the daily business of life,” and it is aimed at persons with a determined focus on the local community. according to Eyibe (1999) who describe adult education as “any type of education on condition that it is outside of the conventional school environment for the non educated population, formal school dropouts, skilled and semi-skilled persons .” Adult education includes literacy remediation, skill training, and retraining programs for adults. In Nigerian, anyone above the age of 18 is seen as an adult. Adult education is a process in which men and women work alone or in groups to improve their skills, knowledge, insights, appreciation, or attitude, according to Osinem (1999) it includes essentials for rational, career and professional abilities, family life, social and civic commitments, and self-fulfillment demands. The request of the community are increasing, but the government seem to ignore them. Every resident of a community must be strategic if development is to reach them rapidly.

Many community development plans have been proposed, but none have ever been implemented. Education has also served as the only method of community development, despite the fact that many individuals opt to work outside of their communities after getting their degrees, and others never return. The most known method of helping a community’s progress is by enrolling the adult members of the community in adult education. Adult education has long been used to reach out to members of the community, but there is a compelling need to re-engineer this form of education for more effective community usage. According to Blaisdell (1996), re-engineering education is a demonstration of the value that an educational promotion program may offer to a group of people or an area. Education is a tool for people’s social development. It helps to foster present and future understanding and cooperation among a group of people. By developing understanding and tolerance for individual differences, it helps to the creation of peace. Adult education is the most important education in the community since it allows communities to cooperate in order to contribute to their own progress for the benefit of future generations’ survival.

The two forms of education offered are formal and non-formal (Ogwo and Oranu, 2013). According to Smith (2016), formal education is a hierarchically structured chronologically graded educational system that runs from primary school to university and includes a variety of specialized programs and institutions for full-time technical and professional training, in addition to general academic studies. Similarly, the National Policy on Education (FGN, 2016) defines non-formal education as any kind of functional education delivered to adolescents and adults outside of the conventional school system, such as functional literacy, remedial, and vocational education. According to Smith (2016), non-formal education is any organized educational activity outside of the existing formal system – whether it operates alone or as part of a larger activity – that is structured to fulfill designated learning clients and objectives. As stated by the National Policy on Education, this article will concentrate on the idea of non-formal education, which includes adult education. Literacy, post-literacy, continuing education, civic education, correspondence education, and self-improvement courses are all examples of non-formal education for persons who do not have access to formal education. Adult education is education delivered to persons who are unable to attend a traditional school system in order to help them develop knowledge and skills that would allow them to be more productive members of society (Ogwo, 2009). Adult education cannot be valued without addressing its positive impact on the community in which a person lives or involvement in community development. According to Uwaka (2014), community development is a process in which people’s efforts are coupled with the government’s to enhance people’s economic, social, and cultural situations so that they may completely integrate into the nation’s life and contribute fully to national growth.

1.2 Statement of the Problem

Nigeria’s economy has been affected by poor infrastructure development and maintenance, reliance on imported goods and services,non diversification of the economy, limited manufacturing strength, insufficient public utilities, and reduced literacy levels. These concerns are a cog in Nigeria’s economic development machine, impeding human growth and development as well as improved human well-being. Adult education is vital in addressing these difficulties because it provides individuals with the necessary skills, attitudes, knowledge, values, and beliefs to aid any society’s social and economic development. Education, which is the mainstay of an industrialized country, is needed for the development of countries like Nigeria to prosper. The level of adult education has been a major concern of both the government and private persons since the federal government initiated a mass literacy program in 1982. Adult level in the educational system is been seen with indifference by both individuals and government authority. Politicians see it as an essential development tool, but their patriotic excitement for the program wanes once they go to work. Lack of financial capability, a lack of interest for education on the part of learners and instructors, inadequate equipment, low funding by government, and prospective students ignorance are among the challenges posed to enrolling for adult education. In light of the above, the research examines the function of adult literacy education programme in Akungba Akoko, Ondo state.

1.3 Objectives of the Study

Generally, this study seek to examine the function of adult literacy education programme in Akungba Akoko, Ondo state.

Specific objectives are stated below.

  1. Ascertain the level of illiteracy in Akungba Akoko Ondo state.
  2. Determine whether adult education has an impact on the participants in Akungba Akoko Ondo state.
  3. Ascertain whether adult literacy Education Programme plays a significant role in the development of Akungba Akoko Ondo state.
  4. Determine whether adult education has contributed in achieving sustainable development in Akungba Akoko Ondo state.

1.4. Research Questions

  1. What is the level of illiteracy in Akungba Akoko Ondo state?
  2. Does adult education has an impact on the participants in Akungba Akoko Ondo state?
  3. Does adult literacy Education Programme plays a significant role in the development Akungba Akoko Ondo state?
  4. Does adult education has contributed in achieving sustainable development in Akungba Akoko Ondo state?

1.5 Research Hypotheses

  • Ho: Adult education does not have an impact on the participants in Akungba Akoko Ondo state.
  • Ha: Adult education has an impact on the participants in Akungba Akoko Ondo state.

1.6 Significance of the Study

This study will be of benefits to the following education stakeholders, government officials, future research adult education studies, curriculum planners. Future researcher will benefit from this study in order to improve the teaching and learning process of adult education programme in Nigerian adult education schools or study centres, and to make participation in the subject matter more attractive to adults. It is hoped that it will serve as an insight to researcher who might consult it in the process of carrying out similar study in the future. Government will also find this study useful because it will show the areas where it has to come in, such as training and retraining of teachers and provision of necessary structures, resources and materials that will aid effective teaching and learning process in adult education programmes. The study will make the government to further realize that, adult education programme is not just a mere addition to the attainment of the much needed values in order to attain national development through journals, conferences and seminars. In the same vein, adult education curriculum planners will benefit from the study especially when they are engaged in further review of the curriculum. The researcher also expects adult education students to benefit from the study when they find necessary to consult in the course of their studies. The research is hoped to be significant to adult education teachers who are expected to implement policies formulated for adult education programme as it makes them see the need to take necessary steps towards improving their performance through journals, conferences and seminars. The officials of the ministry of education, state adult and Non-formal education board and adult education administrators will need the available information of this research work to help them formulate policies and make decisions on the need to make adult education programme more effective. It will help erase the misconceptions that many people have about adult education through journals, conferences and seminars. Furthermore, the findings and recommendations of this study will contribute to the understanding of the nature and objectives of adult education as a problem solving discipline, capable of improving the socio-economic activities in the study area and the country at large.

1.7 Scope of the Study

This study is structured to generally examine the function of adult literacy education programme using Akungba Akoko Ondo State as a case study. However, the study will be delimited to Akungba Akoko Ondo State.

1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

1.9 Definitions of Terms

Adult Education:

Can be defined as any education given to adult person’s men and women. Adult education is sometimes defined as the education provided for all men and women who are aged 21 and above. This is a biological definition based in the assumption that adult is one who is aged 21 and above.

Literacy:

Can be defined as the ability to read, write and speak a language as well as the ability to compute in broad terms, literacy is the ability to make and communicate meaning from and by the use of a variety of socially contextual symbols. According to (Cunningham, 2010) and Harste, 1994) literacy has for instance, expanded to include literacy information and communication technologies and critical literacy.

Non-Formal Adult Education:

Can be defined as the training and instruction which takes place outside the formal education system or within the four walls of institutions adult and non formal education may be aimed also at young people who legally have not attained adult status, but for whom there is no further provision within the school system.

Adult Literacy Education:

Adult education is thus sometime using the programmes as the basis for an operational definition. For example, adult education been defined as adult literacy education. The weakness of this definition is that it excludes the body of knowledge accumulated in per literate and non literate societies. Yet it is known that such societies provided some knowledge and skills averting most facts of human endeavour religion, politics, work, and play. Language health and morals.

1.10 Organizations of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

Chapter Five

Summary, Conclusion and Recommendation

5.1 Introduction

This chapter summarizes the findings on the function of adult literacy education programme using Akungba Akoko Ondo State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was to examine the function of adult literacy education programme using Akungba Akoko Ondo State as a case study. The study specifically was aimed to ascertain the level of illiteracy in Akungba Akoko Ondo state, determine whether adult education has an impact on the participants in Akungba Akoko Ondo state, ascertain whether adult literacy Education Programme plays a significant role in the development of Akungba Akoko Ondo state, determine whether adult education has contributed in achieving sustainable development in Akungba Akoko Ondo state.

A total of 77 responses were validated from the enrolled participants where all respondent are drawn from student of adult education in Akungba Akoko Ondo State.

5.3 Conclusion

Based on the finding of this study, the following conclusions were made:

  1. The level of illiteracy in Akungba Akoko Ondo state is high.
  2. Adult education has an impact on the participants in Akungba Akoko Ondo state.
  3. Adult literacy Education Programme plays a significant role in the development Akungba Akoko Ondo state.
  4. Adult education has contributed in achieving sustainable development in Akungba Akoko Ondo state.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Adult education should be vigorously pursued as through it there would be an all round development in the nation.
  2. Efforts must be made at the grassroots level through the Local Government
  3. Offices with concerted efforts at the state level to coordinate efforts at all adult education centres and properly fund the programme, while the federal level does not lay behind in finding adult and non-formal education as it does in the case of formal education.
  4. Adequate care must be taken to solve all the challenges facing the realization of adult functional literacy.

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