Adult Education as an Agent for Social Change in Nigeria
ABSTRACT
This study examined adult education as an agent for social change In Nigeria. A case study of Oron Local Government Area. The population for the study consisted of four hundred (400) adult 1eàrners from twenty (20) adult education centers which involved the formal adult education and the non-formal adult education (Vocational). The samples size consisted of two hundred (200) adult learners. Three research questions were formulated to guide the study. A researcher- made instrument called Adult Education as Agent for Social Change Questionnaire (AEASCQ) was adopted for data collection.
Simple percentage as a data analyses was used to analyze the’ data collected. The- findings revealed that adult education contributes positively to individuals and community development and it Is also faced with challenges despite the challenges, adult education is seen as the remedy to existing social problem in Oron Local Government Area.
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However, it is recommended that Government, non Governmental Organization sole traders, adult instructors should adequately fund the programs as well as bringing adult programs such as in-services training, seminars etc to the adult citizens so as to achieve the goals of adult education in the 2004 National Policy on Education. In conclusion, adult education will not achieve its goals and objectives which are primarily targeted to bring social change in the status of individuals and for societal advancement, until it is properly managed and executed.
TABLE OF CONTENTS
Title Pages
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
Adult Education as an Agent for Social Change in Nigeria
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
Adult Education as an Agent for Social Change in Nigeria
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. However, adult education according to Igbo (2008) is often used interchangeably with order nations like lifelong learning and non-formal education among others.
Today, the word emphasizes the concept of education for all (ETA). In giving a suitable definition of adult education, Ugwoegbu (2003) as quoted by Udo (2012) asserted that adult education is any educational programs 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 programmed 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 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.
In Addition, the United Kingdom, the Inquiry into the Future of Lifelong Learning (IFLL), 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 better enhances of acquiring the tools needed to run their own lives
1.2 Statement of the Problem
The central problem that attracts the attention of this study is to identify if adult education practices has any effects after all as a change agent whose contributions, to individuals and society is seen to be of great value. Nzeneri (2008) in his definition of adult education stated the reasons to embrace it, thus; adult education is any education given to 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.
To supports the claims of adult education practices which is aimed at achieving the desired change, the Organization for Economic cooperation and Development in Nnazor concisely elaborated the facts (2005:530), thus adult education encompasses all education and training activities under-taken. by adults for professional or personal reasons.
According to them, it includes general, vocational and enterprise-based training within a lifelong perspective. Social situations such as high rate of-unemployment which could result in criminal act (robbery, trafficking etc.), poverty, under developed agriculture, among others tends to be a menace to a developed society and individual. This situation however signals the relevance of adult education as an instrument of social reconstruction to forestall this phenomenon as well as develop a literate informed, skilled and healthy adult population.
Therefore, it is a necessity to examine the effect of the acquired skills in tailoring, hairdressing, entrepreneurial practices, agriculture, mechanics, etc which are the vocational or technical aspect of adult education programmed on the individuals and the society as well as those adults graduates from programs such as open distance learning, workers education etc. which are the literacy aspect of adult education.
Adult Education as an Agent for Social Change in Nigeria
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 educations provide 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 deficiency of adult education and also considers suggestions for its.
- It shall yield rate on investments and enhances labour productivity by equipping several of recipients with essential literacy and numerate skills alongside healthcare. V It will promote relevant skills and professionalization to improve productivity among youths.
- It shall enable individuals to be active participate in the formulation of government policies and help individuals to solve problems or challenges of everyday life.
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 faced 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 administrating of questionnaires, and gathering of information.
1.8 Operational Definition of Terms
Adult: It is an individual who is said to be 18 years old and above and considered matured in the society.
Adult Education: It is a type of education provided for adults who could not go to school or drop-out, outside the formal school system with the target of making them a functional member in the society.
Social change: this is the alternation in the social order of a society.
Lifelong Education: This concept refers to the acquisition of knowledge, skills, attitudes and general human development process which starts from birth and last until death.
Formal Education: This refers to a process of learning where modes of operation is rigid which is characterized by full-time attendance, fixed curriculum and fixed organizational patterns.
Vocational or Technical Adults Education: This is education for adults geared towards the acquisition of special skills in a given trade or occupations.
Adults Literacy: It refers to ability for adults to encode and decode symbols, and calculate with numbers.
Adult Education as an Agent for Social Change in Nigeria
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1. Summary
This study was conducted to investigate adult education as an agent for social change in Nigeria, a case study of Oron Local Government Area. In order to achieve the purpose of the study, the researcher formulated three research questions which serve as a guide. The survey research design was adopted for the study. The population for the study was four hundred (400) adult learners and 200 sample sizes of respondents were selected using simple random sampling technique.
The Adult Education as an Agent for Social Change Questionnaire (AEASCQ) containing 12 item statement on a four Likert Scale of Strongly Agree (SA), Agree (A), Disagree (D). Strongly Disagree,(SD) was used as an instrument for data collection. The data collected was analyzed using simple percentage. Findings revealed that adult as an a agent for social change in Oron Local also adult education encounters series of poor funding, misconception, illiteracy, lack of education program serve Government Area and challenges ranging from political will, inter alia.
Adult Education as an Agent for Social Change in Nigeria
5.2 Conclusion
The finding of the study revealed that adult education program contributes to individuals and community development in Oron Local Government Area. Also, despite its necessity, adult education encounters several challenges which could defect its existence in Oron Local Government. In addition, the challenges among others include inadequate funding, lack of trained personnel etc.
Moreso, the findings also revealed that adult education can help in eradiating or minimize the rate of social problems in the society. Finally, the findings revealed that adult education has great positive effects on Adults in improving their standard of living and contributes in developing the society, therefore revealing the change.
5.3 Recommendations
The following recommendations are made for the study;
(1) Adult education centers should be established in all the villages in Oron Local Government Area.
(2) Government should employ trained personnel, provide adequate infrastructure to adult education centers in Oron Local Government to enhance effective learning process.
(3) Government should create awareness concerning adult education program which includes in-service program symposium, conferences, and seminars among others and also empower adults in entrepreneurial skills.
(4) Adult should participate in any suitable adult education program to eradicate the problem of illiteracy and poverty in Oron Local Government Area.
