PROBLEMS AND PROSPECTS OF ADULT EDUCATION IN NIGERIA
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PROBLEMS AND PROSPECTS OF ADULT EDUCATION IN NIGERIA
PROBLEMS AND PROSPECTS OF ADULT EDUCATION IN NIGERIACHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The National Policy on Education (2004) provides for Adult and
non-formal education as an instrument par excellence for lifelong
education. Section 6 of the Policy outlines the goals of adult and
non-formal education to include providing functional literacy and
continuing education for adults and the youths, provide education for
different categories of completers of the formal education system to
improve their basic knowledge and skills, provide in-service,
on-the-job, vocational and professional training for different
categories of workers and give adult citizens of the country necessary
aesthetics, cultural and civic education for public enlightenment.
Onyenemezu (2003) opined that Adult Education in Nigeria is not
just about literacy or remedial education to fill a gap. That it is
what is needed and wanted by all as long as they are alive and
regardless of previous education. This position is in line with what
Nasir (1979) said when he said that Adult Education included many of
the subjects learned at school for those who never had the opportunity.
Dave (1973) had earlier argued that Adult Education aims at providing
lifelong Education that prepares the individual for change and creates
dynamic frame of mind in the individual. This is because the world is
constantly changing in all spheres including technology, communication
and industry. Human’s craving for learning is thus continuous to keep
pace with the changes.
Bown and Okedara (1981) rightly described this urge for
continuous learning as ‘cradle to grave’. It is hoped that when the
individual is equipped through lifelong skills and knowledge, Nigeria’s
hope for the realization of the millennium development goals that
include eradication of extreme poverty and hunger, achieving universal
primary education, promoting gender equality and empowering women,
reducing child mortality, improving maternal health, combating HIV /
Aids, malaria and other diseases, ensuring environmental sustainability
and developing a global partnership for development would be enhanced
(Federal Government of Nigeria, 2004).
The history of adult education is a hit-and miss story – starting
off with strong rhetoric, promises and expectation and concluding in
limited success, and even neglect and disappointment in too many cases.
Adult education has been conflated into broader agenda of education
and development more at level of discourse than in action. In the arena
of action it has been too often confined to a narrow interpretation of
literacy skills (Umar,Eshak, Bichi, &Aujara, 2010). However for
most governments in developing countries where financial and human
resources are very scarce like Nigeria, adult education is very low when
it comes to given priority to other sub-sectors of education system.
In fact many people have been inhibited by some socio economic,
political, cultural and natural factors from benefitting from the right
to education (the Universal Declaration of Human rights to Education).
These factors have resulted in a greater number of a nation’s
population not really benefitting from the formal education system.
Many people who entered various levels of the formal education failed
to realize their educational ambitions. It is obvious that the adults
in the society are the most affected by these factors for many of them
may have dropped out of formal school system either as stark or semi
illiterates. The field of adult education is going through a major
transition in response to the new economy and the demands and interests
of learners in the new economy in the 21st century making it necessary
to study the problems and prospects of adult education in Nigeria.
1.2 STATEMENT OF THE PROBLEM
Adult education changes the social and psychological minds of
adults more than any other profession, instills lost hope in them and
liberates them from their prejudice of seeing themselves as not being
capable of learning. Adult education awakens adult learners to become
aware of their environmental (social, economic, cultural and political)
and psychological potentials and hidden abilities. It also exerts
enormous influence on the larger society in terms of national
development (Onyenemezu, 2012). A lot of problem is bedeviling adult
education in Nigeria despite numerous prospect which include inadequate
funding, failures of the UBE act to give adequate recognition to Adult
and Non-Formal Education as a key sector of basic education etc.
1.3 OBJECTIVES OF THE STUDY
The following are the objectives of this study:
- To examine the problems of adult education in Nigeria.
- To examine the prospects of Adult education in Nigeria.
- To examine the component of Adult education in Nigeria.
1.4 RESEARCH QUESTIONS
- What are the problems of adult education in Nigeria?
- What are the prospects of Adult education in Nigeria?
- What are the components of Adult education in Nigeria?
1.5 SIGNIFICANCE OF THE STUDY
The following are the significance of this study:
- The outcome of this study will educate the general public on the problems and prospects of adult education in Nigeria.
- This research will also serve as a resource base to other
scholars and researchers interested in carrying out further research in
this field subsequently, if applied will go to an extent to provide
new explanation to the topic
1.6 SCOPE/LIMITATIONS OF THE STUDY
This study on the problems and prospects of adult education in
Nigeria will cover all the challenges of adult education in Nigeria
with a view of planning a better future for that subsector of Nigeria
education system.
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.
REFERENCES
Dave, R. (1973) Life Long Education and Alcohol, Hamburg: UNESCO, Institute of Education.
Federal Republic of Nigeria (2004) National Policy on Education, Abuja Government Printer.
Nzeneri, I.S. (2002). Handbook on adult education, principles and practice. OnitshaGoodway printing press.
Onyenemezu, E.C. (2003). Adult education and the
challenges of 21st century in Nigeria. Education and practice (3),1-7
Bown, L. and Okedara, .LT. (1981) An Introduction to the Study of Adult Education, lbadan: University Press Ltd
Haggai, M. and Mang, L. (2003) ‘Supplementing secondary
education for poor families’, Nigerian Journal of Curriculum Studies,
VoL 10, 2.
PROBLEMS AND PROSPECTS OF ADULT EDUCATION IN NIGERIA
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The National Policy on Education (2004) provides for Adult and non-formal education as an instrument par excellence for lifelong education. Section 6 of the Policy outlines the goals of adult and non-formal education to include providing functional literacy and continuing education for adults and the youths, provide education for different categories of completers of the formal education system to improve their basic knowledge and skills, provide in-service, on-the-job, vocational and professional training for different categories of workers and give adult citizens of the country necessary aesthetics, cultural and civic education for public enlightenment... education project topics
PROBLEMS AND PROSPECTS OF ADULT EDUCATION IN NIGERIA