This research work was undertaken in Ovia
North East Local Government Area of Edo State in order to identify the problem
affecting the evaluation of adult education programme in the area. In the
course of the study, the findings where made;
1.That adequate fund should be pumped into the
programme by the local government council.
2.The local government council should try to
recruit more qualified adult education.
3.The functions of both the instructors/organizer,
supervisors and the coordinator should be well defined so that one does not
perform the function of each other.
4.In-service training mostly for the teaching
staff concerned with the programme should be given to them in order to improve
the quality of their teaching work.
5.More teaching equipment and gadget should be
supplied by the local government council to enhance teaching and learning in
the literacy centre.
6.Adult instructors monthly salary should be
increased from the little salary to the federal government accepted minimum
wages of one hundred and twenty-five naira with all its huge allowances
following it so that the adult education will be motivated towards the jobs.
CHAPTER ONE INTRODUTION
Statement of problem
Purpose of study
Significance of study
ScopeDelimitation of the study
Operational Definition of Terms
CHAPTER TWO LITERATURE
Importance of Adult Education
Lack of qualified teacher
Lack of relevant text book and primers
The non-use of usual aids
Non- availability of sufficient teaching aids
Non- full government and society involvement
Geographical location as a problem
Problem of guidance and counselling
Lack of library facilities
CHAPTER THREE METHODOLOGY AND
Description of population
Administration of questionnaire
Method for date analysis
Analysis of Data
Summary, Conclusion and Recommendation
Suggestion for further research
education is not new in the history of man in Nigeria. Traditional adult
education is the oldest from of adult education which started with the earliest
history of any human community, this adult education may be said to be as old
as creation. Adult education in Nigeria like other forms of education was never
neglected in the traditional society though it hardly appeared as a topic for
discussion. In the early 1920’s adult education was organized in the evening
for working class adult. Even then, the progress made was quite slow, the
result was, at the time of Nigeria’s independence in 1960 it was discovered
that huge percentages of Nigeria adults were still illiterates. Adult education
which was defined by UNESCO as;
whereby persons who no longer attend school on a regular and full-time basis
(unless full time programme are specially designed for adult) undertake
sequential and organized activities with the conscious intention of bringing
about change in information, knowledge understanding or skills appreciation and
attitude or for the purpose of identifying and solving personal and community
problems, went down in the history of Nigeria education as one of the most
dynamic eras in Nigerians education innovation. Between 1950 and 1960, Nigerian
leader made bold attempts not only to primary education to most children but
also to most adults. After the Second World War, the need for mass education
was felt by the government and the people of Nigeria. In 1949, the department of
education in Lagos circulated a memorandum on fundamental education for adults
employed in commerce and industry. The document was a sort of guidance for the
organization, administration and curriculum of adult education mass education
projects and community development schemes were organized in Ilano, Egbado,
Ibadan, Ekiti and Ijebu divisions of the then western region and Udi and Afikpo
divisions in the eastern region and Lagos.
case of enlightened citizens, chief Obafemi Awolowo states: To educate the
children and enlighten the illiterate adults is to lay a solid foundation not
for future social and economic progress but also for political stability. A
truly educated citizenry is in my view one of the most powerful deterrents to
dictatorship, oligarchy and feudal autocracy. In November 1951, the central
board on education endorsed a national policy on adult education whose
provision were that:
1.The essential aim of adult education is to
organize facilities for remedial primary education for adults, particularly in
2.The first objective of all adult education
activities is to help illiterate to read and write, in their language and thus
enrich their own minds and take an intelligent part in social economic and
3.The programme on adult education should include
such activities as home craft for women talks discussions and practical
community improvement projects.
4.Women should be given special consideration in
the adult education programmes.
5.Concerted efforts should be made by the regional
government to coordinate the activities of the genesis concerned with adult
There was a considerable enthusiasm among the people and the
government of the then three region (north, East and West) and adults education
sprung up in many parts of Nigeria, particularly between 1950 and 1956. in the
then western region production of Yoruba and Benin language readers and were
started, film and strips were introduce via mobile film units and special
classes were help for women. In the then Northern Region, adult literacy
programme operated in fifty-three (53) areas with one thousand, four hundred
and seventy seven (1,477) centres and an enrolment of over fifty three thousand
(53,000) adults. In 1952, alone according to Baba Fafunwa (1974) six thousand
five hundred and ninety one (6,591) literacy certificate were issued to
successful adult students.
One of the early pioneers of adult literacy and community development
in Nigeria was R. E. Chadwick, the then district officer in Udi division of the
then Eastern Region, who organized literacy classes on market days with the
assistance of local teachers. He also involved villages heads and leader in
community activities. His efforts were recorded in early 1950’s in a popular.
Film called “Day Break’ in Udi. This Eastern scheme was widely acclaimed in
Nigeria and the East became a model for organized community development and
self help for the whole in Nigeria. The free primary education scheme in the
then western region and the half fees paying scheme in the East diminished
enthusiasm for adult education scheme. This was due to the enormous cost of
free primary education which left little money for adult education. The
Northern Region had no free universal primary education scheme and consequently
was in a position to spend more money on adult literacy. Thus while adult
education scheme in the then East and West were at its lowest ebb in the 1960’s
in the North, it was intensified. This situation posed a problem confronting
Nigerian Government as they sought to modernize their society Ashiedu (1979)
Prevalence of masses of illiterates citizens within the various
countries of Africa Nigeria inclusive constitute a bottle neck in any country
effort to develop and impedes political, social and economic progress. In full
realization of this, Nigeria has over the years developed strategies for the
eradication of mass illiteracy, campaign that will finally drive the nail
through the head of the illiteracy problem in the country. In Nigeria, studies
in the planning and implementation of literacy programmes have until recently
not been considered a prestigious part of University work unit since 1970’s
however, research on literacy has been encouraging, especially when UNESCO
started to pioneer functional literacy project and as the provision of free
adult literacy as contained in the 1979 Nigerian constitution following the
government seriousness on the eradication of mass illiteracy was the release by
the federal government, the national, policy o education which contained the
a.To provide functional literacy education for
adults who have never had the advantages of any formal education.
b.To provide functional and remedial education for
thjose young people who prematurely dropped out of the formal school system.
c. To provide further education for different
categories of completers of the formal education system in order to improve
their basic knowledge and skills.
d.To provide in-service training on the job
vocational and professional training for different categories of workers and
professionals in order to improve their skills.
e.To give an adult citizens of the country
necessary aesthetic cultural and civic education for public enlightenment.
f.To ensure the execution and implementation of
the objectives of adult education as contained in the national policy on
The federal government launched a mass literacy campaign in the
country in 1982 which was geared towards making the majority of Nigerians
literate and towards promoting the causes of adult education in the country
generally. Since the research study is an attempt to identify the problem
affecting adult education programmes in Ovia North East Local Government Area
of Edo State, a background knowledge of the geography of the area is important
Ovia North East Local Government Area is one of (18) eighteen local government
area of Edo State a background knowledge of the geography of the area is
important. It is almost situated at the beginning of Edo State, bounded by side
to side with other local government area Ovia South West Local Government and
Egor Local Government Area. It main tribe is Edo Language. Farming and trading
are the main occupation of the people with staple food crop like yam, cassava,
maize and vegetables etc.
Educationally, Ovia North East Local Government Area in Edo State
has about 100 (hundred) primary school and about 52 secondary schools and one
private university, one polytechnic and one College of Education, with these
and other development her population become dense. To bring education the area
in the early 1950 which on till now is facing a lot for its grass room
implementation which the study intends to identify.
STATEMENT OF PROBLEM
East Local Government Area had made tremendously progress in one field of
Western Education. Within the first three decades of this century, few primary
schools were established by both government and the missionaries and today the
local government has many primary and post primary school with tertiary
institution inclusive. Despite these remarkable progress and improvement made
in the local government area of Western Education the whole local population
did not avail themselves of the opportunity offered to them with the result
that about 60% of the adult both males and females are illiteracy, the local
government limited adult education programmes which today is faced with many
a.Lack of professional qualified and experienced
b.Inadequate primers and relevant text books.
c.Irregularities in attendance of adult and the
peer government (federal state and local) participation in the programmes.
The researcher will also like to recommend measures which will
minimize, if not eliminate the problems hindering the improvement and progress
of the adult education programme in the Ovia North East Local Government Area.
PURPOSE OF STUDY
of this study is to examine the problem affecting the evaluation of adult
education programme in Ovia North East Local Government Area with special
a.Instructors/. Supervisors – The qualifications
and experience of adult education instructors and supervisors.
b.Primers/Text books – to find out how relevant
are the primers and test books to the adult education programme.
c.Library facilities – to find how equipped the
d.Teaching Aids- to find out how relevant the
teaching aids are to the entry behaviour of the adult learners.
e.Irregularity in attendance to find out the
causes of adult participants, irregularity in attendance to classes.
f.To assess the extent of government participation
in the adult education programme.
assumption which underlines this study is that, There exists problems in the
organization and teaching of adult literacy classes and in the attendance of
classes by adult participants in Ovia North East Local Government Area. The
study therefore is designed to test the following hypothesis.
1.There are not enough qualified personnel for
adult literacy programmes in Ovia North East Local Government Area.
2.There are no relevant premier and textbooks for
participants in adult literacy classes.
3.There is no enough publicity or mobilization for
participants in adult education programmes in Ovia North East Local Government
4.There are no enough teaching materials and aids
provided for literacy classes.
5.Occupational engagements lead to irregular
attendance by adult participants in literacy classes.
SIGNIFICANCE OF STUDY
The study will go to a long extent to expose the problems affecting adult
education programmes in Ovia North East Local Government Area of Edo State. The
result and suggestions will contribute ways of solving immensely to the
realization of the left effectives of adult education programmes, in Ovia North
East Local Government Area in particular and Edo State I general. Thus, it is
hoped or anticipated that, with the implementation of the suggested ways of
solving the problem by the authorities concerned with the conduct and
organization of the programmes, the adult participants will get the right
quality of adult education programmes.
SCOPE OF THE STUDY
Nation wide various government and organization established various forms of
adult education like the institution of continuing education, extra-moral
classes functional literacy classes, community development and literacy
classes. But since it is not easy to extend this research to all aspects of
adult education and to all local government area in Edo State, this study is
restricted to adult literacy classes in Ovia North East Local Government Area
OPERATIONAL DEFINITION OF TERMS
a.Adult Education: IN this context, adult
education mean – education given to these above the age of twenty one (21)
years-male or female, who have not been previously exposed to any type of
formal education or to those who could not complete their primary education.
b.Adult participants – Those adult who attends
literacy classes to receive lessons.
c.Instructor – One who teaches adults?
d.Organizer – A person whose sees to the smooth
running of adult literacy or programmes.
e.Functional literacy – The use of adult education
to acquire knowledge and skills of different types to meet individual needs and
fosters national development.
f.Primers – These are reading books (readers)
meant for adults and children showing every action on pictorial illustration.
TERMS AND CONDITIONS APPLY
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