Adult Education as an Agent for Social Change in Nigeria
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TABLE OF CONTENTS
Title Page
Certification
Dedication
Acknowledgements
Abstract
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Delimitation of the Study
1.7 Limitation of the Study
1.8 Definition of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Concept of Adult Education
2.2 Status of Adult Education in Nigeria
2.3 Problems Militating Against the Effectiveness of
Adult Education
2.4 Adult Education; Its Role in Social Change
2.5 Benefits of Adult Education
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Area of the Study
3.2 Research Design
3.3 Population for the Study
3.4 Sampling and Sampling Techniques
3.5 Instrumentation
3.6 Validation of Instrument
3.7 Administration of Instrument
3.8 Method of Data Analysis
CHAPTER FOUR: DATA ANALYSIS, PRESENTATION AND DISCUSSION OF FINDING
4.1 Presentation of the Result
4.2 Discussion of Findings
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3 Recommendations
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The Education of adults is certainly as old as man himself. In ancient times, for instance, the study of astrology, law, medicine and priesthood was largely done by adult and these studies engaged the attention of the privileged leisure class but much later, as a result of the Industrial Revolution, the need arose to bring education closer to the reach of the mass of ordinary working class men and women (Kyrian, 2013).
However, adult education according to Igbo (2008) is often used interchangeably with other notions like lifelong learning and non-formal education, among others.
Today, the word emphasizes the concept of Education For All (EFA). In giving a suitable definition of adult education, Ugwoegbu (2003) as quoted by Udo (2012) asserted that adult education is any educationalprogramme aimed at improving either the cognitive, psychomotor or affective domain of individuals who are recognized by the society as adults. In the view to bring change to individual and society which is the aim of adult education, Eheazu (1998:15) sees it as “some specific functional training/vocational programme required by adults (who now constitute the illiterate, unskilled, semi-skilled or semi-professional labour force) to remedy not only their educational deficiencies but also to meet the needs of their various occupations whether as farmers, artisans or employees of corporate/private organizations”.
Also, Harbison in Obi (1987:75) supports Eheazu thus; “the wealth of a country is dependent not so much upon its natural resources and material capital; it is determined in a significant degree by the knowledge, skills and motivation of its people”. The people here are referred to as adults who integrate those acquired skills in their daily activities for personal development as well as enhancing the societal growth.
Similarly, Sebates (2008) concludes that participating in adult learning can help substantially to reduce poverty through enhancing employment prospects, improving health levels of poor people and giving enhancement to acquiring the tools needed to run their own lives.
1.2 Statement of the Problem
Adult and non-formal education is the education people need as long as they are alive and regardless of the amount of their previous education, and it is an integral part of any modern country’s educational system.Adult education is needful for all categories of people starting from 18 years and above regardless of your previous education and position attained in the society(Nwafor & Agi, 2013).
Similarly, Seya (2014) posited that it is a lifelong process as long as man’s existence which is intended to help its recipients to be gainfully employed and earn higher income and higher status. In fact, it helps its beneficiaries to make use of the computer, internet and e-mail for more information and connections.
However, despite the central role of Adult and non-formal education in the development of the citizenry, there has been a misconceptions that attracts the attention of many researchers, Udo (2009) is of the view that Adult education lead to the growth and development of the society while Chu (2014) asserts that “adults and youths participation in vocational training and workshops facilitates renewal of knowledge and promote greater efficiency in the promotion of mass literacy.
Moreover, despites promotion of mass literacy and development of the individual, Nzeneri (2008) stated that adult education is given to youth and adults based on their social, political, cultural and economic needs and problems to enable them adjust fully to changes and challenges in their lives and society.
The above situations however trigger the researcher to ask could Adult Education programme aid as an instrument for social change? In order to answer this question, there is need to investigate adult education as an instrument of social change in Oron Local Government Area.
1.3 Purpose of the Study
Considering the myriads of social problems in the country, this research is therefore aim at revealing the role of adult education to individuals and the community development, others includes:
(1) To identify the challenges facing the effectiveness of adult education in Nigeria.
(2) To identify the contribution of adult education to individuals and community development
(3) To identify the extent to which adult education provides solutions to existing social problem.
1.4 Significance of the Study
This study shall be significant in various ways including the following.
- It will enlighten the government on the importance of adult education to the society.
- To adult learners; it shall yield high rate on investments and enhance labour productivity by equipping them with essential literacy and competent skills.
- The study shall assist adult educators in the formulation of educational policies which will assist in the development of adult education programme in the society.
- The study shall serve as a data bank for future researchers on topics in related field.
1.5 Research Questions
In this study, the researcher wishes to use the following research questions to direct her study:
(1) To what extent does adult education faces challenges in Nigeria?
(2) To what extent does adult education contribute to individual and community development?
(3) To what extent does adult education provide solutions to existing social problems?
1.6 Delimitation of the Study
Considering the vast population of Nigeria, this study did not cover the whole country but is limited to Oron Local Government Area, Akwa Ibom State.
1.7 Limitation of the Study
The study was confronted with setbacks including insufficient finance, inadequate time frame to process the report, administration of questionnaires, and gathering of information.
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