ASSESSING THE FUNCTION OF ADULT LITERACY EDUCATION PROGRAMME (A CASE STUDY OF AKUNGBA AKOKO ONDO STATE)
CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
Adult education refers to any voluntary or purposeful effort directed towards the development of adults. A person's daskum is a word used to define them (1989). It may be done by adult education centers, extension centers, community, churches, clubs, and other similar groups, as well as governmental and non- governmental organizations. As a result , adult education includes a wide range of activities with educational values directed only at "adults who have never benefitted from any formal schooling" and "young people who have either prematurely left the formal system" (1988). Anyanwu (1987) elucidate on adult education as "the academic pursuit taken out by persons involved in the daily business of life," and it is aimed at persons with a determined focus on the local community. according to Eyibe (1999) who describe adult education as "any type of education on condition that it is outside of the conventional school environment for the non educated population, formal school dropouts, skilled and semi-skilled persons ." Adult education includes literacy remediation, skill training, and retraining programs for adults. In Nigerian, anyone above the age of 18 is seen as an adult. Adult education is a process in which men and women work alone or in groups to improve their skills, knowledge, insights, appreciation, or attitude, according to Osinem (1999) it includes essentials for rational, career and professional abilities, family life, social and civic commitments, and self-fulfillment demands. The request of the community are increasing, but the government seem to ignore them. Every resident of a community must be strategic if development is to reach them rapidly. Many community development plans have been proposed, but none have ever been implemented. Education has also served as the only method of community development, despite the fact that many individuals opt to work outside of their communities after getting their degrees, and others never return. The most known method of helping a community's progress is by enrolling the adult members of the community in adult education. Adult education has long been used to reach out to members of the community, but there is a compelling need to re-engineer this form of education for more effective community usage. According to Blaisdell (1996), re-engineering education is a demonstration of the value that an educational promotion program may offer to a group of people or an area. Education is a tool for people's social development. It helps to foster present and future understanding and cooperation among a group of people. By developing understanding and tolerance for individual differences, it helps to the creation of peace. Adult education is the most important education in the community since it allows communities to cooperate in order to contribute to their own progress for the benefit of future generations' survival. The two forms of education offered are formal and non-formal (Ogwo and Oranu, 2013). According to Smith (2016), formal education is a hierarchically structured chronologically graded educational system that runs from primary school to university and includes a variety of specialized programs and institutions for full-time technical and professional training, in addition to general academic studies. Similarly, the National Policy on Education (FGN, 2016) defines non-formal education as any kind of functional education delivered to adolescents and adults outside of the conventional school system, such as functional literacy, remedial, and vocational education. According to Smith (2016), non-formal education is any organized educational activity outside of the existing formal system – whether it operates alone or as part of a larger activity – that is structured to fulfill designated learning clients and objectives. As stated by the National Policy on Education, this article will concentrate on the idea of non-formal education, which includes adult education. Literacy, post-literacy, continuing education, civic education, correspondence education, and self-improvement courses are all examples of non-formal education for persons who do not have access to formal education. Adult education is education delivered to persons who are unable to attend a traditional school system in order to help them develop knowledge and skills that would allow them to be more productive members of society (Ogwo, 2009). Adult education cannot be valued without addressing its positive impact on the community in which a person lives or involvement in community development. According to Uwaka (2014), community development is a process in which people's efforts are coupled with the government's to enhance people's economic, social, and cultural situations so that they may completely integrate into the nation's life and contribute fully to national growth.
1.2 Statement Of The Problem
Nigeria's economy has been affected by poor infrastructure development and maintenance, reliance on imported goods and services,non diversification of the economy, limited manufacturing strength, insufficient public utilities, and reduced literacy levels. These concerns are a cog in Nigeria's economic development machine, impeding human growth and development as well as improved human well-being. Adult education is vital in addressing these difficulties because it provides individuals with the necessary skills, attitudes, knowledge, values, and beliefs to aid any society's social and economic development. Education, which is the mainstay of an industrialized country, is needed for the development of countries like Nigeria to prosper. The level of adult education has been a major concern of both the government and private persons since the federal government initiated a mass literacy program in 1982. Adult level in the educational system is been seen with indifference by both individuals and government authority. Politicians see it as an essential development tool, but their patriotic excitement for the program wanes once they go to work. Lack of financial capability, a lack of interest for education on the part of learners and instructors, inadequate equipment, low funding by government, and prospective students ignorance are among the challenges posed to enrolling for adult education.
In light of the above, the research examines the function of adult literacy education programme in Akungba Akoko, Ondo state.
1.3 Aims Of The Study
The primary objective of the study is as follows:
1. To examine the level of illiteracy in Akungba Akoko Ondo state.
2. To examine the benefit of the adult education on the participants in Akungba Akoko Ondo state.
3. To examine the functions of adult literacy Education Programme in the development of Akungba Akoko Ondo state.
4. To examine the contributions of adult education in achieving sustainable development in Akungba Akoko Ondo state.
5. To recommend how to improve the literacy level of the people of Akungba Akoko Ondo state.
1.4 Research Questions
1) What is the level of illiteracy in Akungba Akoko Ondo state?
2) What are the benefit of the adult education on the participants in Akungba Akoko Ondo state?
3) What are the functions of adult literacy Education Programme in the development of Akungba Akoko Ondo state?
4) What are the contributions of adult education in achieving sustainable development in Akungba Akoko Ondo state?
5) What are the ways to improve the literacy level of the people of Akungba Akoko Ondo state ?
1.5 Significance Of The Study
The significance of this study cannot be underestimated as:
This study will examine the role of adult literacy education programme (a case study of Akungba Akoko Ondo state)
The findings of this research work will undoubtedly provide the much needed information to government organizations, ministry of education and academia
1.6 Scope Of The Study
The study is will examine the level of illiteracy in Akungba Akoko Ondo state. The study will also examine the benefit of the adult education on the participants in Akungba Akoko Ondo state. The study will further examine the functions of adult literacy Education Programme in the development of Akungba Akoko Ondo state. More so the study will examine the contributions of adult education in achieving sustainable development in Akungba Akoko Ondo state. Lastly, the study will recommend how to improve the literacy level of the people of Akungba Akoko Ondo state. Hence the study will be delimited to participant of adult education in Akungba Akoko Ondo state.
1.7 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.
1.8 Definition Of Terms
Adult Education:
Can be defined as any education given to adult person’s men and women. Adult education is sometimes defined as the education provided for all men and women who are aged 21 and above. This is a biological definition based in the assumption that adult is one who is aged 21 and above.
Literacy:
Can be defined as the ability to read, write and speak a language as well as the ability to compute in broad terms, literacy is the ability to make and communicate meaning from and by the use of a variety of socially contextual symbols. According to (Cunningham, 2010) and Harste, 1994) literacy has for instance, expanded to include literacy information and communication technologies and critical literacy.
Non-Formal Adult Education:
Can be defined as the training and instruction which takes place outside the formal education system or within the four walls of institutions adult and non formal education may be aimed also at young people who legally have not attained adult status, but for whom there is no further provision within the school system.
Adult Literacy Education:
Adult education is thus sometime using the programmes as the basis for an operational definition. For example, adult education been defined as adult literacy education. The weakness of this definition is that it excludes the body of knowledge accumulated in per literate and non literate societies. Yet it is known that such societies provided some knowledge and skills averting most facts of human endeavour religion, politics, work, and play. Language health and morals.
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