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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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CHAPTER ONE
INTRODUCTION
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.
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ABSRACT - [ Total Page(s): 1 ]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 cont ... Continue reading---
