STRATEGIES FOR IMPROVING ADULT EDUCATION PROGRAM,

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STRATEGIES FOR IMPROVING ADULT EDUCATION PROGRAMME IN OYI LOCAL GOVERNMENT, ANAMBRA STATE

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TABLE OF CONTENT

Title page

Approval page

Dedication

Acknowledgment

Abstract

Table of content

CHAPETR ONE

1.0 INTRODUCTION

1.1 Background of the study

1.2 Statement of problem

1.3 Objective of the study

1.4 Research Hypotheses

1.5 Significance of the study

1.6 Scope and limitation of the study

1.7 Definition of terms

1.8 Organization of the study

CHAPETR TWO

2.0 LITERATURE REVIEW

CHAPETR THREE

3.0 Research methodology

3.1 sources of data collection

3.3 Population of the study

3.4 Sampling and sampling distribution

3.5 Validation of research instrument

3.6 Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

Abstract

The study was carried out to examine the strategies that can be employed to improve adult education programme in Oyi local government area of Anambra state. It is a descriptive survey carried out in all adult education centres in Oyi local government area of Anambra state, Nigeria. All the two hundred adult education instructors and student in all the centres was used as the population of the study. The researcher uses simple random sampling method and Taro Yamani formula to arrived at the sampling population. Data was collected using researcher-made questionnaire titled strategies for improving adult education questionnaire (SIAEQ). The instrument was subjected to both face and content validation using two experts in adult education and one expert in measurement and evaluation all in Ebonyi State University, Abakaliki, Nigeria. Three research questions guided the study. Some of the results obtained include: that to improve adult education programme, the quality of adult education instructors have to be improved through workshops, seminars, conferences, in-service training, incentives, and proper supervision; adequate infrastructures, facilities; instructional materials and resources needed in adult education centres should be provided. It was recommended that in-service training should be periodically organized for adult education instructors, and that necessary facilities should be adequately provided in adult education centres.

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Adult education is an inevitable instrument for the achievement of growth and development. In the 21st century, it has become associated with every life-long learning initiative for the adults. Adult education is all-embracing as it brings about changes in information, knowledge, understanding or skill, appreciation and attitude. It enables individuals to become more useful to their society socially, economically, morally and politically (Asojo, 2001) The importance of adult education in every society cannot be over-emphasized. It is an indispensable aspect of education that enables an adult to live well and equally participate actively in the affairs that concerns him. Nzeneri (2008) defined adult education as any form of education (formal, informal or non-formal) given to adults based on their felt social, economic, political and cultural needs to enable them adjust fully to life challenges. Adult education has come to be associated with the everyday life activities of adults; it has grown to encompass literacy programmes, remediation and retraining programmes. The National Policy on Education (2004) stated the objectives of Adult and Non-formal Education as the provision of functional literacy and continuing education for the adults and youths; functional and remedial education for the young drop-outs; further education for different categories of completers of formal schools; in-service, on-the-job, vocational and professional training for different categories of workers and the necessary aesthetic, cultural and civic education for public enlightenment. Education is the bedrock for meaningful development of any country. Education plays crucial and cardinal role in the development of human resources of a country. A country cannot develop beyond the level of education of it’s citizenry who form the country’s human resources. Nigerian government has over the years initiated educational programmes in order to eradicate illiteracy which is one of the major barriers to sustainable development. For instance, in 1976 the federal government of Nigeria launched Universal primary education (UPE). The UPE programme was mainly focused on providing basic education for every Nigerian child of school age. The UPE programme was at the onset vigorously embarked upon but along the line began to encounter a lot of problems that led to it’s collapse. The federal government did not rest on its oasis in it’s effort to eradicate illiteracy. Hence, it launched adullt education (UBE) on September, 30, 1999. The adullt education is a holistic approach to total eradication of illiteracy in the country. Unlike UPE which was tailored towards children’s education, the UBE caters for the educational needs of children, youths and adults. The recognition of the fact that the work-force of the nation is made up of adults, and the fact that these adults cannot contribute to the development of the country beyond the level of their education could have informed the federal government’s decision to include adults in UBE programme.

1.2 STATEMENT OF THE PROBLEM

Facilitating adult learning requires instructors who possess and ragogical competencies. Regrettably, most adult education instructors in Anambra state are inadequately trained in principles and methods of teaching adults as majority of them had no exposure to any form of basic training in adult education. Consequently, adult education programmes in the state suffers from learners’ low enrolment, high incidence of dropouts and generally, poor teaching/learning outcomes. The findings of the National Commission for Mass Literacy Adult and Non-formal Education (NMEC, 2008) showed that some adult education instructors in Nigeria possessed only post literacy certificate. About 54 percent possessed WAEC/NECO while a significant number were Teachers Grade II certificate holders. Consequently, adult education programmes in Anambra state were not an exception to the use of inadequately trained instructors and as such, have not been able to serve its clientele effectively due to the fact that the instructors are inadequately trained in the theory and practice of adult education. The instructors lack adequate training on the effective use of instructional materials, instructional development and on methods of evaluation which seems to hinder their educational outcome. The problem of this study therefore, is to determine the strategies for improving adult education program in Oyi local government area of Anambra state.

1.3 OBJECTIVE OF THE STUDY

The study has two objectives, the main objective and the specific objective:

The main objectives is to examine strategies for improving adult education program in Oyi local government.

The specific objectives are:

i) To examine the extent to which adult education instructors qualification can improve the quality of education.
ii) Find out the extent to which lack of adequate training on effective use of instructional materials hinder the instructors’ educational outcome in adult learning centres in Anambra state.

iii) To examine impact of instructional materials and teaching aid in improving the quality of teaching in adult education programs centers in Anambra state

iv) To proffer suggested solutions to the identified problem

1.4 RESEARCH QUESTIONS

The following research questions were formulated by the researcher to aid the completion of the study

i) Does adult education instructors qualification improve the quality of education?
ii) Does adequate training and effective use of instructional materials enhanced the instructors’ educational outcome in adult learning centres in Anambra state?

iii) Does instructional materials and teaching aid in improving the quality of teaching in adult education programs centers in Anambra state?

1.5 RESEARCH HYPOTHESES

The following research hypotheses is formulated by the researcher to aid the completion of the study;

H₀: Adult education instructor’s qualification does not improve the quality of education

H₁: Adult education instructor’s qualification does improve the quality of education

1.6 SIGNIFICANCE OF THE STUDY

The findings of this study will be of great importance to adult education planners, administrators, stakeholders, instructors, government, non-governmental organizations (NGOs), future researchers, adult learners and the society at large. It will equip adult education planners, administrators and stakeholders in the adult education sector with relevant information on the extent to which inadequate training of adult education instructors on the effective use of instructional materials, development of instructional objectives and methods of evaluation hinder their educational outcome. It will equally provide them with information on the strategies for enhancing the instructors’ competencies in their teaching/learning endeavours, which will result to effective planning and implementation of adult education programmes. It will also provide them with useful database for further research on how to achieve the goal of effective adult education teaching/learning processes.

1.7 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers strategies for improving adult education program in Oyi local government area of Anambra state. But in the course of the study, there were some factors that hionders the scope of the study

a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher have to combine other academic activities and examinations with the study.
c) FINANCE: The finance available for the research work does not allow for wider coverage as resources are very limited as the researcher has other academic bills to cover.

1.8 OPERATIONAL DEFINITION OF TERMS

Strategies

Strategy is a high level plan to achieve one or more goals under conditions of uncertainty. In the sense of the “art of the general,” which included several subsets of skills including tactics, siege craft.

Adult

Biologically, an adult is a human or other organism that has reached sexual maturity. In human context, the term adult additionally has meanings associated with social and legal concepts

Adult education

Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values.

1.9 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), statement of problem, objectives of the study, research question, significance or the study, research methodology, definition of terms and historical background of the study. Chapter two highlight the theoretical framework on which the study its based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study.

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