The Role Of Adult Literacy Education Programme (A Case Study Of Etsako East L.G.A Edo State)

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The Role Of Adult Literacy Education Programme (A Case Study Of Etsako East L.G.A Edo State)


Abstract


This study was carried out to examine the role of adult literacy education programme (a case study of etsako east l.g.a edo state) in Etsako East LGA. Specifically, the study examine if there is an high rate of illiteracy in Nigeria. The study also, examine the impact of the adult education on the participants in Etsako East, Edo state. Furthermore, the study examine the role of adult literacy Education Programme plays in the development of Etsako East, Edo state. Also, The study examine the contributions of adult education in achieving sustainable development in Etsako East, Edo state. Lastly the study examine how to improve the literacy level of the people of Etsako East Edo state. A total of 77 responses were validated from the survey. From the responses obtained and analyzed, the findings revealed that There is a high rate of illiteracy in Nigeria. Also, There are impact of the adult education on the participants in Etsako East, Edo state. Lastly, Adult literacy Education Programme has played a role in the development of Etsako East, Edo state. The study thereby recommend That Adult education should be vigorously pursued as through it there would be an all round development in the nation. Also, Efforts must be made at the grassroots level through the Local Government 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.


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 hypotheses
  • 1.6 Significance of the study
  • 1.7 Scope of the study
  • 1.8 Limitation of the study
  • 1.9 Definition of terms

Chapter Two:

Review of Literature

  • 2.1 Review of concepts
  • 2.2 Theoretical Framework

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 and Reliability of the study

Chapter Four:

Data Presentation and Analysis

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

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • Appendix

Chapter One


Introduction

1.1. Background of the Study

Adult education is a term that has been used to describe any voluntary or intentional endeavor aimed towards the development of adults. Daskum is a term used to describe a person (1989). Adult schools, extension centers, settlements, churches, clubs, and other similar institutions, as well as governmental and private organizations, may do it. As a result, adult education encompasses a variety of activities with educational values aimed only 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 say (1988). Adult education, according to Anyanwu (1987), includes “all educational activities carried out by individuals engaged in the regular business of life.” It is addressed to individuals, with a strong emphasis on the local community. Adult education is described by Eyibe (1999) as “any type of education provided outside of the traditional school environment for the illiterate population, formal school dropouts, skilled and semi-skilled employees.” Adult education, according to this definition, includes literacy remediation, skill training, and retraining programs aimed at adults. Any individual above 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 alone or in groups to enhance their skills, knowledge, insights, appreciation, or attitude. eyibe eyibe eyibe (1999). Intellectual or catch-up schooling requirements, vocational and professional skills, family life, social and civic obligations, and self-fulfillment needs are all part of it. Community needs are growing, but the government is paying them little attention. Members of every community must be strategic in order for development to reach them quickly. Many community development programs have been started, but none of them have ever seen the light of day. Education has also been the sole means of community growth, although many people choose to work outside their towns after receiving their credentials, and others never return. Education is the most frequent method of assisting a community’s growth by using the adult members of the community. Adult Education has long been in existence to reach out to community people, but there is a pressing need to re-engineer this type of education for better community use. Re-engineering education, according to Blaisdell (1996), is a demonstration of the value that an educational promotion program may bring to a group of people or a region. Education is a tool for people’s growth in a society. It aids in the promotion of current and future understanding and collaboration among a group of individuals. It contributes to the establishment of peace by promoting understanding and respect for individual diversity. Adult education is the most essential education in the community since it enables communities organize to contribute to their own growth for the sake of survival and future generations. Formal and non-formal education are the two types of education available (Ogwo and Oranu, 2013). Formal education, according to Smith (2016), is a hierarchically structured chronologically graded educational system that runs from primary school to university and includes, in addition to general academic studies, a variety of specialized programs and institutions for full-time technical and professional training. Similarly, the National Policy on Education (FGN, 2016) defines non-formal education as all kinds of functional education provided to adolescents and adults outside of the official school system, including functional literacy, remedial, and vocational education. Non-formal education, according to Smith (2016), is any organized educational activity outside of the established formal system – whether functioning alone or as a component of a larger activity – that is designed to serve identified learning clients and learning goals. This article will focus on the concept of non-formal education, which includes adult education, as defined by the National Policy on Education. Non-formal education, according to the same concept, includes literacy, post-literacy, continuing education, civic education, correspondence education, and self-improvement courses for those who do not have access to formal education. Adult education is education provided to people who are unable to attend a formal school system in order to assist them gain information and occupational skills that would enable them to be more productive members of society (Ogwo, 2009). Adult education cannot be appreciated without mentioning its beneficial effect on the community or participation in community development in which a person lives. Community development, according to Uwaka (2014), is a process in which the people’s efforts are combined with the government’s to improve the people’s economic, social, and cultural conditions in order to fully integrate them into the nation’s life and enable them to contribute fully to national progress.


1.2 Statement of the Problem

Poor infrastructure development and upkeep, dependence on imported products and services, reliance on a single economic sector, limited industrial capacity, inefficient and unproductive public utilities, and low literacy levels have all harmed Nigeria’s economy. These issues are a gear in the wheel of Nigeria’s economic development, obstructing human growth and development as well as enhanced human well-being. Adult education is critical in resolving these issues because it equips adults with the essential skills, attitudes, knowledge, values, and beliefs to help any society grow socially and economically. Education, which is the backbone of industrialized countries, is critical to the growth of developing countries such as Nigeria. Since the federal government launched a mass literacy program in 1982, the level of adult education has been a significant concern of both the government and private individuals. Adult status in the educational system is now regarded with indifference by adults as well as government agencies. Politicians view it as a critical tool for development, but once they go to work, their patriotic enthusiasm for the program dwindles. These issues include a lack of funding, a lack of passion on the side of learners and instructors, insufficient infrastructure and resources, and client ignorance. As a result, this research is being carried out with these issues in mind. In light of the above, the research examines the issues that have led to the current condition of the adult literacy program in Egor local government area of Edo state.


1.3 Aims of the Study

The primary objective of the study is as follows:

  1. To examine if there is an high rate of illiteracy in Nigeria.
  2. To examine the impact of the adult education on the participants in Etsako East, Edo state.
  3. To examine the role of adult literacy Education Programme plays in the development of Etsako East, Edo state.
  4. To examine the contributions of adult education in achieving sustainable development in Etsako East, Edo state.
  5. To examine how to improve the literacy level of the people of Etsako East

1.4 Research Questions

  1. Is there is an high rate of illiteracy in Nigeria?
  2. Are there impact of the adult education on the participants in Etsako East, Edo state.
  3. Are there roles adult literacy Education Programme in Etsako East, Edo state plays in the development of the community?
  4. Are there contributions of adult education in achieving sustainable development in Etsako East, Edo state.?
  5. Are there ways to improve the literacy level of the people of Etsako East ?

1.5 Research Hypotheses

  1. H0: there are no ways to improve the literacy level of the people of Etsako East
    H1: there are ways to improve the literacy level of the people of Etsako East
  2. H0: adult literacy Education Programme have not played any role in the development of Etsako the community
    H1: adult literacy Education Programme have played a role in the development of the Etsako community

1.6 Significance of the Study

The significance of this study cannot be underestimated as:

  1. This study will examine the role of adult literacy education programme (a case study of etsako east l.g.a edo state)
  2. The findings of this research work will undoubtedly provide the much needed information to government organizations, ministry of education and academia

1.7 Scope of the Study

The study is based on the role of adult literacy education programme, a case study of Etsako east L.G.A Edo state. This study will be delimited to participant of Adult education


1.8 Limitation of Study

Financial Constraint

Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time Constraint

The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.


1.8 Definition 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.


Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary

In this study, our focus was to examine the role of adult literacy education programme (a case study of etsako east l.g.a edo state) using selected resident in Etsako as a case study. The study specifically was aimed at highlighting if there is an high rate of illiteracy in Nigeria. examine the impact of the adult education on the participants in Etsako East, Edo state.

Examine the role of adult literacy Education Programme plays in the development of Etsako East, Edo state. examine the contributions of adult education in achieving sustainable development in Etsako East, Edo state. To examine how to improve the literacy level of the people of Etsako East in Lagos state . A total of 77 responses were validated from the enrolled participants where all respondent are drawn from resident of Etsako local government area.


5.2 Conclusion

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

  1. There is an high rate of illiteracy in Nigeria.
  2. There are impact of the adult education on the participants in Etsako East, Edo state.
  3. Adult literacy Education Programme has played a role in the development of Etsako East, Edo state.
  4. Adult education has contributed in achieving sustainable development in Etsako East, Edo state.
  5. Literacy level of the people of Etsako East can be improved.

5.3 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.

The Role Of Adult Literacy Education Programme (A Case Study Of Etsako East L.G.A Edo State)


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The Role Of Adult Literacy Education Programme (A Case Study Of Etsako East L.G.A Edo State)


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