A Study On The Enrollment And Completion Pattern Of Female Adult Learners Attending Adult Literacy Programme

Project and Seminar Material Under Adult Education

A Study On The Enrollment And Completion Pattern Of Female Adult Learners Attending Adult Literacy Programme


Abstract


Enrolment and completion pattern of female adult learner in adult basic literacy programme is poor in most regions in Nigeria, this is supported by the findings released by Nigeria national literacy survey which show that 7.8 million of the Nigeria adult population are illiterate (Republic of Nigeria, 2017); Kano state is one of the regions experiencing poor participation in adult basic literacy programme. This is further evidenced by the low attendance, high dropout rate and low completion rate of adult learners in adult basic literacy programmes. The study assessed the enrolment and completion pattern of female adult learners in adult basic literacy programme in Kano state. The study target population was 100 female adult learners, 20 adult education teachers, two division adult education officer and state education officer. The sample size was 60 female adult learners, 12 adult education teachers, and one state adult education officer. The descriptive survey method of research was used. Data were collected by use of questionnaires, interview schedules, and focus group discussion guide and observation guide. Data collected were analyzed by using statistical package for social sciences (SPSS). Frequency tables, graphs and percentages were used to enhance data presentation. The major findings of the study were: Teachers in the study area were not academically and professionally qualified, majority of teachers were on full time employment, attendance rate for adult learners have been very low, the learners are not subjected to full time schooling, attendance rates were higher for females than for males, factors that influence attendance drop out and completion rates are economic, social, behavioral and psychological factors , absenteeism was high among the males than the females, age of learners and language used for content delivery had minimal effect on attendance, drop out and completion of learners, there was a declining trend in enrollment , the number of females who had had dropped out of classes from 2017-2020 were more than the number of males. The following recommendations were made: the government recruit teachers, who are academically and professionally qualified and should be recruited on full time employment, that a rotational fund with reduced interest rates be established to finance projects initiated by female adult learners, more centres be established to cater for more adult learners, the government should introduce multi-shift learning programmes, and all learners be promoted automatically for post-literacy level.


Table of Content


Preliminary Page(s)

  • Title Page
  • Declaration
  • Approval
  • Dedication
  • Acknowledgement
  • Abstract
  • Table of Content

Chapter One

Introduction

  • 1.1 Background to the Study
  • 1.2 Statement of the Problem
  • 1.3 Aim and objectives of the Study
  • 1.4 Research Questions
  • 1.5 Significance of the Study
  • 1.6 Scope of the study
  • 1.7 Limitations of Study
  • 1.8 Operational definition of terms

Chapter Two

Literature Review

  • 2.1 Introduction
  • 2.2 Trend of adult basic literacy programme in Nigeria
  • 2.3 Learning and teaching resources for Female adult learners
  • 2.4 Socio-Economic effect on participation of female adult learner
  • 2.5 Language of instruction in adult education centers
  • 2.6 Age factor of female adult learners
  • 2.7 Theoretical framework
  • 2.8 Summary

Chapter Three

Research Methodology

  • 3.1 Introduction
  • 3.2 Research Design
  • 3.3 Study Locale
  • 3.4 Target population
  • 3.5 Sampling Procedure
  • 3.6 Sample Size
  • 3.7 Research Instruments
  • 3.8 Piloting of the instruments
  • 3.9 Validity
  • 3.10 Reliability
  • 3.11 Data collection
  • 3.12 Data Analysis and Presentation

Chapter Four

Data Analysis, Presentation and Interpretation

  • 4.1 Introduction
  • 4.2 Demographic Characteristics of Respondents .
  • 4.3 Attendance Rate of Female adult learners in Basic Literacy Programme
  • 4.4 Factors Influencing Adult Learners Participation in Adult Basic Literacy Programme
  • 4.5 Enrollment Rate of Female adult learners in Adult Basic Literacy Programme
  • 4.6 Completion Rate of Adult Learners in Adult Basic Literacy Programme
  • 4.7 Suggested Measures to Improve Enrolment and completion pattern of Adult Basic Literacy Programme

Chapter Five

Summary, Conclusion and Recommendation

  • 5.1 Introduction
  • 5.2 Summary of the Research Findings
  • 5.3 Conclusion
  • 5.4 Recommendations
  • 5.5 Suggestion for Further Research
  • References
  • Appendices

Chapter One


Introduction

1.1 Background to the Study

Literacy which involves the skills of teaching, writing, and learning, is the bedrock of any meaningful development of any country, Nigeria inclusive. No society can develop beyond its literacy level. The human capital resources of a country can function only within the ambit of their literacy level. Illiteracy has been said to be a world problem that can hamper growth and development especially in developing countries Like Nigeria. Otagburuagu (2017) asserted that a UNESCO human development report shows that between 1970 and 2001, 950 million adults in developing countries were described as illiterates not able to read nor write. Portraying the state of literacy in Nigeria, Otagburuagu further noted that out of over 170 million Nigerians, more than 60 million people are illiterates. The high level of illiteracy in Nigeria has been a major source of concern for successive Nigerian government over the years. Former president of Nigeria, Olusegun Obasanjo (2000) was of the opinion that inspite of the government’s efforts of combating illiteracy; over 50% of Nigerians were illiterates. The President also bemoan the wide gender disparity among the literate citizens of Nigeria stating that 62.5% literate Nigerian are males write only 39.5% are females. The awful illiteracy level in Nigeria especially among the women folk could have resulted to the giant stride taken by the president towards the eradication of illiteracy by launching Universal Basic Education (UBE) in 1999. UBE Programme aims at combating illiteracy among children; youths and adults by providing free and compulsory education. There is high level of school enrollment as a result of the introduction of UBE. There has been high level of sensitization among illiterate adults, especially women on the importance of enrolling in adult literacy classes. However, literacy is not acquired for its own sake. It is a means to an end. For adult literacy programme to be meaningful in the lives of the recipients, it has to be functional. According to Offorma (2017), functionality is the ability to transfer knowledge gained from scholarship to solve ones or societal problems. Asiedu and Oyedeji (1985) stated that functional literacy is an intellectual equipment for the individual to enable him/her become not only literate but perform other tasks that are of benefit to him/her and to the society in which he/she lives. Functional literacy is work-oriented, career, or occupation oriented literacy. Women in West African countries are generally impoverished, live in servitude and relegated to the background due to illiteracy. Therefore literacy programme for the women should not be limited to just teaching,reading, writing and computing. Adult literacy programme for the women should be functional, treating the women participants in a group context within an environment or occupation with a view to satisfying their collective and individual needs in order to make them functional members of their society.

Adult literacy education in Nigeria is provided by a wide spectrum of organizations which include government departments, Non-Government Organizations (NGOs), Community Based Organizations (CBOs) and Civil Society Organizations (CSOs). The large number of providers is however not co-ordinated. In order to ensure that good practices are maintained in the provision of adult basic education in accordance with the act of parliament Cap 223: laws of Nigeria enacted in 1966 and revised in 1967, The Board of Adult Education was mandated to coordinate advise and regulate activities of the adult education providers (BAE draft policy, 1967).


1.2 Statement of the Problem

Based on this study, the enrolment and completion pattern of female adult learners attending adult literacy programs in Gordon dutse women centre of Kano State and in Nigerian generally, women have been relegated to the background. They are therefore seen as second class citizens which is stigmatization at the highest order. They are seen as a reproduction means only useful for children up-brining. Excluded from neither taking up official appointments nor appearing in public places and functions. The belief was that women are to be seen and not to be heard. Women are denied access to western education as they are believed to be another man’s properties. Nigerian parents out of ignorance paid greater attention to the training and education of their male child; women were victims of all kinds of traditions and beliefs. The eventual result is that they were neglected, illiterates, unexposed and do not contribute to socio-economic and political development. The researcher in this study tries to investigate the literacy education programme that has been in place for the women as to the government in Kano State in particular realized the need for women literacy education in order to empower them. It is also believed that providing women literacy education for women would re-awaken them from mental slavery, create awareness and make them useful to themselves. Literacy education on empowerment of women will enable them become socio-economic buoyant, self-reliant and more actively engaged in their country’s social, political development and yield high dividends. It will serve as a process of eradicating inequalities between women and their male counterparts.


1.3 Aim and objectives of the study

The major aim of the study is to examine the enrolment and completion pattern of female adult learners attending the adult literacy program in Gordon Dutse women centre Kano state.

Other specific objectives of the study include;

  1. To establish the attendance rate of female adult learners in basic literacy programme.
  2. To determine the factor influencing adult learners participation in adult basic literacy programme in Kano
  3. To determine the enrolment rate of female adult learners in adult basic literacy programme.
  4. To determine the completion rate of adult learners in basic literacy programme.
  5. To establish the drop out rate of adult basic literacy programme.
  6. To suggest measures to improve enrolment and completion pattern of adult basic literacy programme

1.4 Research Questions

The study sought to answer the following research questions.

  1. What is the attendance rate of female adult learners in adult literacy programme in Kano state?
  2. What are the factors influencing adult learner participation in basic literacy programme in Kano state?
  3. What is the enrolment rate of female adult learners in adult basic literacy programme in Kano state?
  4. What is the completion rate of adult learners in adult literacy programme in Kano state?
  5. What is the drop out rate of adults education learners in adult literacy programme in Kano state?
  6. What are the measures that should be put in place to improve participation in adult basic literacy programme?

1.5 Significance of the Study

The study would greatly benefit government at all levels especially the Kano state government and other related stakeholders as it would reveal the enrolment and completion pattern of female adult learners attending adult literacy programs. The study would also benefit students, researchers and scholars who are interested in developing further studies on the subject matter.


1.6 Scope of the study

The study is restricted to the enrolment and completion pattern of female adult learners attending adult literacy programs in Gordon Dutse women centre,Kano state. The post literacy programme of female adult learners were not included in the study due to limited time.


1.7 Limitations 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 Operational definition of terms

Non-Formal Education:

Any organized and systematic form of learning outside the formal school setting which address learning needs of special groups of learners.

Adult Education:

Provision and utilization of facilities where by these who are no longer participants in the full-time school system may learn at any period in their lives.

Adult Educator:

One who is involved in teaching of adults or in the organization and administration of education of adults.

Drop Out:

Learners that withdraw from an education programme before completing.

Continuing Education:

Refers to that education undertaken beyond earlier acquired education for purposes of improving one’s educational status and level of certification.


Chapter Five


Summary, Conclusion and Recommendation

5.1 Introduction

This chapter gives a summary of the findings, conclusion and recommendations drawn from the findings in connection to the enrolment and completion pattern of female adult learners attending adult literacy programs in Gordon Dutse women centre,Kano state.


5.2 Summary of the Research Findings

The study findings from analyzed data are presented below under themes derived from the demography and objectives of the study. To this end, the collected data was analyzed and then results interpreted as well as discussed whose major findings include: –

5.2.1 Demographic Characteristics of Respondents

The study revealed that there were some gender disparities in representation. Majority of teachers (67%) included in the study were females. It was also noted that majority of adult teachers (84%) in the sampled population were in the 31-40 years bracket. The study revealed that all teachers included in the sample were not academically and professionally trained. Majority of teachers (92%) who deliver the adult education curriculum had attained a primary school level of education. Only eight percent had attained a secondary school level certificate.
Data on teachers’ professional qualifications indicated that only 16 percent of the respondents had achieved Diploma level of education. Majority of adult teachers (84%) had however, achieved a certificate in Adult in Education.

Most teachers had working experience in adult education. These findings show that more than half (75 percent) of the sampled population among teachers had a teaching experience of 11 and above years. The Adult Education Officer had a working experience of between 11 and 20 years.

The study revealed that majority of teachers (67%) was on full time employment. Only 33% were on part time employment.

Most teachers attended in-service courses that are important for practicing teachers. However, the study showed that many of the sampled teachers had only attended one inservice training.

5.2.2 The Attendance Rate of Female adult learners in Basic Literacy Programmes

The research showed that attendance rate for adult learners have been very low. In addition, the learners are not subjected to full time schooling. The attendance rates were higher for females than for males. Factors that influence attendance rates in Kano Area are economic, social, behavioral and psychological factors. As noted by learners, there were a total of 55 learners who had dropped out. Reasons responsible for this drop out are lack of finances ,tight family chores, stagnation in one level- basic literacy, centre situated at primary schools where their children are schooling, lack of permission from employer, domestic violence, alcoholism, effects of post election violence and centre being far away.

5.2.3 Factors Influencing Adult Learners Participation in Adult Basic Literacy Programme

The study showed that the rate of absenteeism is a factor that may influence adult learners’ participation in adult literacy programmes. Majority of teachers (76%) felt that the rate of absenteeism among the males is high. Absenteeism was high among the males than the females.

The study shows that social economic and learning / teaching resources factors have a strong effect on attendance, drop out and completion of learners.

However, the study noted that age of learners and language used for content delivery had minimal effect on attendance, drop out and completion of learners. This was attested by a majority of teachers, (84%) for attendance, (66%) for drop out and 84% for completion respectively.

5.2.4 Enrollment Rate of Female adult learners in Adult Basic Literacy Programme

The study shows that between 2017 and 2020, there were a total of 412 females comprising of 74 % of total enrollment who had enrolled to take classes under the adult literacy programme. Only 144 males had enrolled for adult education programme. It was discovered that there was a declining trend in enrollment. In all the years females enrolled more than the males. One of the reasons given for that discrepancy in enrollment is that males felt had a negative attitude towards adult learning and especially learning under the same institution together with young learners.

Learners said they enroll in adult education to be able to read the bible, water and electricity bills and to be empowered to overcome challenges in their organizations, be able to transact family businesses and in particular signing business documents such as cheques and payment vouchers. others wanted to gain knowledge that can be utilized for modern farming techniques. Other reasons given were: for prestige, and to assist their children in homework.

Adults, who are enrolled in adult classes, later fail to attend classes.

There were 57 learners who had failed to attend classes. Reasons why adult learners fail to attend classes are: the proximity of adult education centres from learners’ homes, lack of time due to engagement in economic activities, varied home chores, disappointment from the peers, lack of finances to purchase learning materials, disappointments for being in one level for along time and lack of permission from the employers.

5.2.5 Availability and Adequacy of Learning /Teaching Resources

The data reveal that the teaching/learning resources such as primer, charts, posters, story books and teachers’ reference books were available (84%) but inadequate (100%). All schools never had a library.

5.2.6 Suggested Measures to Improve Enrolment and completion pattern of Adult Basic Literacy Programme
  1. The government should employ more teachers in adult centers.
  2. Adequate provision of teaching and learning materials would reduce absenteeism.
  3. Multiple centers should be established in the State so as to bring services closer to the learners.
  4. Shift programme to be initiated -morning ,afternoon ,evening
  5. Promote learners to the next level automatically
  6. Independent Institutions of learning to be established
  7. Improve economic activities of learners
  8. Initiate guidance and counseling programmes

5.3 Conclusion

Based on the results of the findings, the following conclusions have been made:

  1. Teachers in the study area were not academically and professionally trained. Majority of teachers who deliver the adult education curriculum had attained a primary school level of education. On professional qualifications only 16 percent of teachers had achieved a Diploma level of education.
  2. The study revealed that majority of teachers was on full time employment. A few were on part time employment.
  3. Teachers attended in-service training frequently.
  4. Attendance rate for adult learners have been very low. In addition, the learners are not subjected to full time schooling. The attendance rates were higher for females than for males.
  5. Factors that influence attendance drop out and completion rates in Kano Area are economic, social, behavioral and psychological factors.
  6. Reasons responsible for drop out are lack of finances ,tight family chores, stagnation in one level- basic literacy, centre situated at primary schools where their children are schooling, lack of permission from employer, domestic violence, alcoholism, effects of post election violence and centre being far away.
  7. Absenteeism was high among the males than the females.
  8. Age of learners and language used for content delivery had minimal effect on attendance, drop out and completion of learners.
  9. Between 2017 and 2020, there was a declining trend in enrollment. In all the years, females enrolled more than the males.
  10. Learners in adult education gain knowledge that can be utilized for modern farming, prestige, and to assist their children in homework to be able to read the bible, water and electricity bills and to be empowered to overcome challenges in their organizations, be able to transact family businesses and in particular signing business documents such as cheques and payment vouchers.
  11. Reasons why adult learners fail to attend classes are: the proximity of adult education centers from learners’ homes, lack of time due to engagement in economic activities, vario home chores, disappointment from the peers, lack of finances to purchase learning materials, disappointments for being in one level for along time and lack of permission from the employers.
  12. The number of females who had had dropped out of classes from 2017-2020 were more than the number of males who had dropped out in the same period. The research noted that although females’ enrolments were more than for the males, their rate of drop out was higher than that of the males xiii)High rate of dropouts was due to socio-economic factors, inadequacy of teaching/learning resources and strict family programmes. The proximity of adult schools to their homes also played a role. Some employers were reluctant to offer any off-duty days for learners to attend classes. In year 2020, there were more females who completed adult basic literacy than males. Although more females dropped out of school than males in the subsequent years, the rate of completion was higher amongst the females than males.
  13. After the completion of adult basic literacy, not all learners were to be promoted to the next level of adult education.
  14. The number of females completing basic literacy education was more than the number of males. Year 2020 had the least rate of completion as compared to other years under the focus. Only 18% completed the basic adult literacy.
  15. The teaching/learning resources were available but inadequate. All centers never had a library.

5.4 Recommendations

The current research made the following recommendations depending on the findings from the study.

  1. Teachers in the study area are not academically and professionally trained. For teachers to be able to deliver the adult education curriculum effectively, the research recommends that the government recruit teachers who are academically and professionally and posted to adult centres. In addition, teachers should be recruited on full time employment. Teachers attended in-service training infrequently.
  2. Attendance rate for adult learners have been very low. In addition, the learners are not subjected to full time schooling. The attendance rates were higher for females than for males. To raise the attendance rates for both genders, the study recommends adequate learning and teaching resources to be provided in all
    centers.
  3. Factors that influence attendance and drop out and completion rates in Kano Area are economic and social. To reduce drop out rates and raise completion rates, the study recommends that a rotational fund with reduced interest rates be established to finance projects initiated by female adult learners.
  4. Between 2017 and 2020, there was a declining trend in enrollment. In all the years, females enrolled more than the males. The research recommends that the trend be reversed through enhancement of civic education and campaigns on the importance of investing in education.
  5. One of the reasons why adult learners fail to attend classes are the proximity of adult education centres from learners’ homes. The study recommends that more centres be
    established in to cater for more adult learners.
  6. High rate of drop outs was due to socio-economic factors, inadequacy of teaching/learning resources and strict family programmes. The study recommends that for adult education programme not to interfere with learners’ financial programmes, the government should introduce multi-shift learning programmes where some learners can study in the morning, others in the afternoon and still others in the evening. This programme ensures minimal drop outs.
  7. After the completion of adult basic literacy, not all learners were to be promoted to the next level of adult education. The study recommends that all learners be promoted automatically for post-literacy level.

5.5 Suggestion for Further Research

Based on the findings and recommendations of the study, the researcher suggests that there was more room to carry out investigations in the following areas.

  1. A study to mainstream adult education programme with both primary and secondary education.
  2. A study on the cost of financing adult education programme and its impact on enrolment and completion pattern in adult literacy programme.

A Study On The Enrollment And Completion Pattern Of Female Adult Learners Attending Adult Literacy Programme


Project Material Download

3,000 Naira


The complete material will be sent to you in just 2 steps.

Quick & Simple…


Step One Purchase

Make payment of ₦3,000: through USSD Transfer, Bank Mobile App, ATM Transfer, or POS Transfer to:

Access Bank PlcAccount No.: 0811003731
Name: Samphina Academy
Account Type: Current

Or Click Here to pay with Debit Card

FOR CLIENTS OUTSIDE NIGERIA:
Click Here to pay with Debit Card ($15)
GHANA – Make Payment of 60 GHS to MTN MoMo, 0553978005, Douglas Osabutey 

  PAY WITH CRYPTOCURRENCY


Step Two Purchase

Send the following details through Text Message or WhatsApp Messenger | +234-8143831497

  • Payment Details 
  • Email Address 
  • A Study On The Enrollment And Completion Pattern Of Female Adult Learners Attending Adult Literacy Programme

The complete material will be sent to your email address after receiving your payment information | T & C Apply


  Contact Our Help Desk


You may also like:

⚠️ Need a different topic? Perform a quick search



Get A Complete Business Plan For Any Business In Nigeria

Business Plan for Businesses in Nigeria

  Business Plans in Nigeria


A Study On The Enrollment And Completion Pattern Of Female Adult Learners Attending Adult Literacy Programme


Disclaimer

This research material “A Study On The Enrollment And Completion Pattern Of Female Adult Learners Attending Adult Literacy Programme” is for research purposes and should be used as a guide in developing your research project / seminar work. For no reason should you copy word for word (verbatim) as samphina.com.ng will not be liable for any who copied the material.

The aim of providing this material is to reduce the stress of moving from one school library to another all in the name of searching for research materials. This service is legal because, all institutions permit their students to read previous projects, books, articles or papers while developing their own works. According to Austin Kleon “All creative work builds on what came before”.

samphina.com.ng is only providing this material “A Study On The Enrollment And Completion Pattern Of Female Adult Learners Attending Adult Literacy Programme” as a reference for your research. The paper should be used as a guide or framework for your own paper. The contents of this paper should be able to help you in generating new ideas and thoughts for your own research. Use it as a guidance purpose only.


How to defend your research work


This is a general guide on how to defend your research work:

1. Prepare For Questions:

If you are preparing for questions that may be asked during your defense, then your answers will flow smoothly and effectively. This will prove your knowledge on the subject e.g “A Study On The Enrollment And Completion Pattern Of Female Adult Learners Attending Adult Literacy Programme“, and strengthening your argument. Ask friends and family, read your work for them to listen to your presentation, and write down questions. You may be lucky the panel will ask you those you have already prepared on.

2. Strong Summary:

Summarizing your chapters will help keep your audience focused because it is easy for a mind to drift, so providing summaries will ensure your panel will follow along, even if they lose focus for a brief moment. Visual aides, such as graphs and power-point presentations can be very helpful. If you are going to use these, make sure you will practice your presentation with them.

3. Be Confident in Your Research Work:

Not knowing your topic “A Study On The Enrollment And Completion Pattern Of Female Adult Learners Attending Adult Literacy Programme” inside out will cause you to struggle and ultimately fail with your defense. You need to know the subject from every angle to ensure you are fully prepared for any question that may come your way.

4. Conclusion:

Reinforce your findings to conclude your defense. The finale of your presentation should focus on proving the work that has been done. You may need to recap on what has changed and remained unchanged, if is necessary.

5 . Listen:

Before you get defensive or recite a particular answer, make sure you truly understand the question being asked. Being a good listener is an important quality, because providing an inaccurate or off-topic answer will also weaken the validity of your paper.

Samphina Academy

Samphina Academy is an Online Educational Resource Center that is aimed at providing students with quality information and materials to aid them in succeeding in their academic pursuit.