ABSTRACT
This work was meant to
study the problems of implementation of adult literacy programmes in Egor Local
Government Area of Edo State. Five adult literacy centres were used for the
study. The population used for the study is the programme coordinator,
teachers, participants, non-participants of the programme and the sample is one
hundred respondents. The ages range between 20 and 70. Questionnaires were the
instrument used for data collection. The data collected were and used with the
use of frequency and percentage tables, and descriptive methods. The findings
of the study revealed that participants were between the ages of 20 and 70
years and their occupations included farming, trading and artisans. The
literacy centres were grossly inadequate. The attitude of some adults towards
the programme is not encouraging. The materials supplied by the government were
inadequate and untimely. Based on the findings, recommendations were made that
the local government to solve the problems of mobility and distance to the
participants. The organizers should embark on effective method of publicity of
the programme through the use of media and public lectures on the usefulness of
literacy. The government should supply adequate fund and materials regularly
for the participants.
TABLE OF CONTENTS
CHAPTER
ONE
Introduction
Background of the study
Statement of the problem
Purpose of the study
Research
hypothesis
Significance of the
study
Limitation of the study
Definition of terms
CHAPTER
TWO
Literature review
CHAPTER
THREE
Methodology
CHAPTER FOUR
Presentation and
analysis of data
CHAPTER
FIVE
Summary, findings,
conclusion and Recommendation
REFERENCES
QUESTIONNAIRE
CHAPTER ONE
BACKGROUND OF THE
STUDY
Although Nigeria began
its campaign against illiteracy during the colonial era, It was not until
independence that literacy programmes gained increased momentum. In the 1950s,
regional government launched a free primary education, programme to enable adult
have access to primary education, and in 1976 the central government introduced
a compulsory, free universal primary education (U.P.E) Scheme. The UPE
programme ushered in an era of expanded growth for primary school and education
as a whole. Many teachers were trained through distance learning by the
national teacher Institute (N.T.I) In 1982 the government of Sheu Shagari
launched a ten year adult literacy campaign which included the establishment of
state agencies whose main objective was to combat illiteracy in Nigeria. In
1996, the UNDP began to assist the literacy programmes with equipment,
technical and financial resources. This enables the government to transfer the
U.P.E into the universal basic education scheme (U.B.E 1999). Unlike the U.P.E,
which endeavored to promote access to primary education, the U.B.E sought to
promote access to education for all, including adults, out of school, youths,
children and people living in special circumstances, such as nomads. During the
period 1995-2004, these programmes raised the national literacy rate to 84% 69%
for youth and adult respectively. Other efforts are currently underway to use
the media, especially the radio to reach the countries 60 million and the more
illiterates.
The majority of the adults are farmers some are artism while others are petty
traders. A close observation has show that since the introduction of mass
literacy programmes in the country in 1982 by the federal government, the
programme has not been fully felt by the adults in the local government area.
With far reaching experiences, it has been discovered that the implementation
of adult literacy programmes is faced with a great number of problems and this
is focus of this study.
Ovedeji (1980) describes literacy as the skill of reading and writing and
computing. He pointed out several advantages of literacy. Literacy helps
individuals to understand their civil rights and responsibilities, it helps
individuals to take part meaningfully in the democratic process of their nation
and contribute immensely to productiveness at individual state and national
levels.
On the background of its organization owes its success to the organizational
strategies engaged by the organizers.
Adult education is increasingly being seen as a response to the educational
needs of men and women it covers a whole range of part time educational
provision for persons whose social and economic responsibilities give them
adult status. Adult education with in which literacy education is centered is
of immense importance.
It is said that health is wealth, without good health nothing can be done
successfully and ill health can affect the general community. The well being
and growth of the community can be maintained if the members are to a large
extent literate.
It is also note worthy that literacy helps people to be enlightened in the
community with this such individual will be able to think mature and
progressive decisions on issues concerning his life and those of others apart
from this, the people who are handling affairs of this country are the adults
and they take part in decision making process. Thus their education is a
paramount importance as as not to allow the ship of the nation to capsize.
The world is dynamic; changing every day for adults to be able to change with
it, there is need for literacy programmes which are very important at community
level up to national level.
As a young and newly created local government, the Egor needs all the resources
it can harness to develop among which are human resources.
This people need to be
literate before they can partake meaningfully in the development programmes of
the local government. It could therefore be said or concluded that the people
of Egor local government area need to become literate so as to be able to
develop themselves, the local government, the state and Nigeria in general
STATEMENT OF THE PROBLEM
Education, which is the backbone of developed
nation in instrumental in the development of the developing nations like
Nigeria. The level of adult education has been the major concern of the
government as well as private individual since the launching of mass literacy
campaign in 1982 by the federal government.
The status of adult as at now in the educational system is very much more
viewed with apathy by adults as by government agents.
Politicians see it as an important instrument for development but the patriotic
support for this programme dwindles the moment they get to the office.
These problems range from inadequate finance, lack of enthusiasm on the part of
the learners and instructors, inadequate infrastructure and materials and
ignorance on the part of the clientele. It therefore with these problems in
mind that this study is carried out.
In the view of the above, the study looks at the problems involved in the
organization of adult’s literacy programme in Egor local government area of Edo
state was has contributed to its present status.
PURPOSE OF THE STUDY
This study is purposely meant to identify the
problems militating against the implementation of adult literacy programmes in
Egor local government area of Edo state in Nigeria.
RESEARCH HYPOTHESIS
Several literacy programmes are known to have
failed due to faulty organization strategies, similarly many factors contribute
to the success of adult literacy programmes these include organizational frame
work, positive attitude of adults, provision of adequate resources which
include qualified personnel and materials.
The following have been raised for this study;
1. That inadequate supply and low quality of
literacy teacher must have affected the organization of adult literacy
programmes in the local government.
2. The difference attitude of adults towards
organization of adult literacy programmes must have affected it Implementation.
3. That inadequate provision of materials hindered
the development of literacy education in the local government.
SIGNIFICANCE OF THE
STUDY
It is generally hoped and believed that the
solution put forward in the study will make great contributions to the society.
It will be useful to adults who are yearning to acquire more knowledge. It will
be of special benefit to the ministry of education administrators that have
relevance to adult’s learners. The study may also be useful to further
researches in the area of the development of informal education and continuing
education systems.
RESEARCH QUESTIONS
Research questions are necessary in order to
have the maximum result in standing the problems involved in the organization
of adult literacy programmes in Egor local government area of Edo state.
These research questions were asked
1. Was adult literacy programme organized
regularly?
2. Were there adequate and sufficient materials for
the programme?
3. Was there any specific curriculum for the
programmes?
4. Were the instructors paid by the government or
the participants are not even paid at all?
5. What were the qualities of the instructors?
6. Did the instructors face any problem in teaching
the adults?
7. Did the participants turn out in large numbers?
8. How successful is the programme in the local
government?
9. Is the programme financed by the government or
the participants?
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, polities, work, and play. Language
health and morals
Department | Education |
Project ID Code | EDU0277 |
Chapters | 5 Chapters |
No of Pages | 74 pages |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
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Contact Us On | +2347043069458 |