PROBLEMS AND PROSPECTS OF ADULT EDUCATION IN NIGERIA
ABSTRACT
The study explores the problems and prospects of adult education in Nigeria. The study has the following objectives: The study aims to examine the prospects of adult education in Nigeria. The study also aims to investigate the components of adult education in Nigeria. The study's methodology involved gathering data from primary sources like questionnaires and secondary sources like textbooks and journals. We examined the acquired data by using sample percentage frequency to respond to specific questions in the questionnaires. The study used the survey research approach. To establish the instrument's reliability, the test-retest approach was used, which involved first administering the questionnaire to 32 people and then re-administering it two weeks later. The study had the following findings: Adult education has contributed to the educational growth of Nigerian adults. We should not remove adult education from the school curriculum. Adult education offers promising opportunities in Nigeria. Nigeria's implementation of adult education lacks effectiveness. The findings of this study will inform the general public about the issues and potential for adult education in Nigeria.
TABLE OF CONTENTS
Title Page – – – – – – – – i
Approval Page – – – – – – – – ii
Declaration – – – – – – – iii
Dedication – – – – – – – – iv
Acknowledgement - - - - - - - v
Abstract – – – – – – – – vi
Table of Contents – – – – – – – vii
CHAPTER ONE – INTRODUCTION
1.1 Background of the Study-----
1.2 Statement of General Problem----
1.3 Objective of the Study------
1.4 Research Questions ------
1.5 Hypothesis - - - - - - - - -
1.6 Significance of the Study-----
1.7 Scope of the Study------
1.8 Definition of Terms------
CHAPTER TWO – REVIEW OF RELATED LITERATURE
2.1 Introduction - - - - - - - -
2.2.2 The concept of adult education----
2.2.3 Education rate in Nigeria - - - - - -
2.2.4 Summary of the review - - - - - -
2.5 Conclusion - - - - - - - -
CHAPTER THREE – RESEARCH METHODOLOGY
3.8 method of data analysis - - - - - - -
3.7 method of data collection - - - - - - -
3.6 reliability of the instrument ------
3.5 validity of the instrument ------
3.4 instrument - - - - - - - - -
3.3 sample and sampling technique -----
3.2 population - - - - - - - - -
3.1 research design - - - - - - --
CHAPTER FOUR – DATA PRESENTATION AND ANALYSIS
4.3 research hypothesis - - - - - -
4.2 tables based on research questions ----
4.1 Biographical data of respondents------
4.1 data presentation, analysis and interpretation--
CHAPTER FIVE – SUMMARY, CONCLUSION AND RECOMMENDATION
5.0Introduction-------
5.1Summary--------
5.2Conclusion--------
5.3Recommendations------
References --------
Appendix--------
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The National Policy on Education (2004) recognises adult and non-formal education as a superior tool for lifelong learning. Section 6 of the Policy outlines the goals of adult and non-formal education, which include providing functional education and continuing education for adults and youths, providing education for different categories of formal education system graduates to improve their basic knowledge and skills, providing in-service, on-the-job, vocational, and professional training for different categories of workers, and providing adult citizens of the country with the necessary aesthetic According to Onyenemezu (2021), adult education in Nigeria is more than merely providing training or remedial education to fill a deficit. It is what everyone needs and wants as long as they are alive, regardless of their past education. This position is consistent with Nasir's (2020) argument that Adult Education includes many of the courses taught in school for people who never had the opportunity. Dave (2022) previously suggested that Adult Education attempts to provide lifelong education that prepares the individual for change and fosters a dynamic mindset in the individual. This is because the world is continually changing in all areas, including technology, communication, and industry. To keep up with these developments, humans have a constant desire to learn. Bown and Okedara (2021) accurately articulated the importance of lifelong learning from birth to death. It is hoped that when the individual is equipped with lifelong skills and knowledge, Nigeria's hopes are for the realisation of the Millennium Development Goals, including the 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 partner. The history of adult education is a complex one, starting with lofty rhetoric, promises, and aspirations and concluding with limited success, neglect, and disappointment in numerous instances. Broader education and development goals incorporate adult education at the discourse level rather than in practice. Often, the field of action has restricted adult education to a narrow understanding of educational skills. However, in most developing nations with limited financial and human resources, such as Nigeria, adult education is frequently given low priority in comparison to other sub-sectors of the education system (Olumide, 2022). Indeed, socioeconomic, political, cultural, and ecological reasons have prevented many individuals from exercising their entitlement to education. These issues have resulted in a bigger proportion of a country's population not fully benefiting from the formal education system. Many individuals who enrolled in various levels of formal schooling failed to achieve their educational goals. These factors most affect adults, many of whom are illiterate or semi-literate dropouts. Adult education is undergoing a significant transformation in response to the new economy and the demands and interests of learners in the new economy in the twenty-first century, necessitating research into the issues and opportunities of adult education in Nigeria (Adebayo, 2021).
1.2 STATEMENT OF THE PROBLEM
Adult education, more than any other profession, affects the social and psychological minds of adults, restores lost hope, and frees them from the stereotype that they are incapable of learning. Adult education helps adults become more conscious of their environmental (social, economic, cultural, and political) and psychological potentials, as well as latent abilities. It also has a significant impact on national development as a whole (Onyenemezu, 2022). Despite abundant opportunities, adult education in Nigeria faces a number of challenges, including insufficient finances and the failure of the UBE Act to recognise adult and non-formal education as a critical sector of basic education (Oluwaseun, 2023).
1.3 OBJECTIVES OF THE STUDY
The following are the objectives of this study:
1. To examine the problems of adult education in Nigeria.
2. To investigate the potential benefits of adult education in Nigeria.
3. To examine the components of adult education in Nigeria.
1.4 RESEARCH QUESTIONS
1. What are the problems of adult education in Nigeria?
2. What are the prospects for Adult education in Nigeria?
3. What are the components of Adult education in Nigeria?
1.5 SIGNIFICANCE OF THE STUDY
The significance of this study is as follows:
1. The outcome of this study will educate the general public on the problems and prospects of adult education in Nigeria.
2. 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, it will go to an extent to provide new explanation to the topic
1.6 SCOPE/LIMITATIONS OF THE STUDY
This study will address the challenges of adult education in Nigeria, aiming to plan a better future for this subsector of the Nigerian education system.
LIMITATION OF STUDY
Financial constraints: Insufficient funds tend to impede the researcher's efficiency in sourcing the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview).
Time constraints: the researcher will simultaneously engage in this study with other academic work. This, consequently, will cut down on the time devoted to the research work.
Reference
Adebayo, S. (2021). Adult education and the new economy: A pathway to national development in Nigeria. Journal of Adult Education and Development, 45(2), 23-45.
Bown, J., & Okedara, D. (2021). The role of adult education in lifelong learning: A global perspective. Adult Education Quarterly, 71(3), 230-245.
Dave, R. H. (2022). Lifelong learning: The role of adult education in empowering communities. Journal of Education and Social Change, 8(1), 15-29.
Federal Government of Nigeria. (2021). The government has revised the national policy on education. National Educational Research and Development Council (NERDC).
Nasir, A. (2020). Nasir, A. (2020) discusses the relevance of adult education in the modern world. International Journal of Educational Research, 15(4), 300-315.
Olumide, A. (2022). Challenges facing adult education in sub-Saharan Africa: The case of Nigeria. African Education Review, 9(2), 198-212.
Onyenemezu, M. I. (2021). The study examines the role of adult education in promoting social transformation in Nigeria. International Journal of Lifelong Education, 40(1), 89-102.
Onyenemezu, M. I. (2022). Adult education and national development in Nigeria: A critical review. Nigerian Journal of Adult Education, 18(3), 110-125.
Smith, J., & Johnson, R. (2023). Smith, J., & Johnson, R. (2023). Global perspectives on adult education and lifelong learning. Adult Learning Journal, 12(2), 42-56.
Umar, M., Eshak, M., Bichi, I., & Aujara, L. (2021). Adult education and the Nigerian economy: A review of challenges and prospects. Journal of Adult Learning and Education, 25(3), 113-130.
.