An Assessment of Government Involvement in Adult Literacy Programmes in Abua/odual Local Government Area
CHAPTER ONE
OBJECTIVES OF THE STUDY
The study sought to know the assessment of government involvement in adult literacy programmes. Specifically, the study sought to;
- Ascertain whether the adult literacy programmes can make adult learners to be resourceful.
- Ascertain whether the adult literacy programmes provide the participants with practical skills.
- Ascertain how government assessment or the skills acquired are being utilized or put into practice, by preparing and equipping the participants for wage employment or self-employment.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Adult Literacy in Nigeria
The history of adult literacy in Nigeria is as old as the advent of Western formal education. The European Christian missionaries and their muslim counterparts pioneered its introduction. The early missionaries introduced adult literacy as a means through which the new converts were taught how to read the Bible and sing from the hymn book. The idea was to make their converts literate in their local languages (Nwafor, 2009; 2011). Later, when the colonial government showed interest in the education, adult literacy gradually was relegated to the background. However, in 1945 the colonial administration “embarked on ambitious adult education programmes” (Ezimah, 2004). This was bolstered through mass literacy campaigns under the leadership of E.R. Chardwick and A.J. Carpenter. The goal of this programme was to ensure that participants acquired literacy and numeracy skills. The nation-wide campaigns did not yield much results, especially in the rural areas because there were fewer adult education centres, coupled with inadequate staff and funds. It could be argued that after independence in 1960, greater attention was given to formal education of the youths. Then, came the civil war which also adversely affected the development of adult literacy. The period that followed witnessed a new consciousness in the educational development of Nigeria, especially with the formulation of the National Policy on Education in 1977. Adult literacy is a part of the Adult Education component of the National Policy on Education (2004). The goals of Adult Education are clearly spelt out, one of them is: To provide functional literacy and continuing education for adults and youths who have never had the advantage of formal education or did not complete primary education. These include the nomads, migrant families, the disabled and other categories or groups, especially the disadvantaged gender (p.25). But this lofty and laudable goal is yet to receive the attention it deserves. There are many illiterate adults and youths who dropped out of school, but who need opportunities to improve themselves through adult literacy programmes. Unfortunately, inadequate provisions are made in some cases, where such programmes are available, while in most cases, especially in the rural areas, adult literacy programmes are totally absent. Again, the adult literacy component of the Universal Basic Education has been silent; nothing is being said or done about it by government. It is observed that there is general apathy towards the implementation of adult literacy programmes, because governments in the federation tend to favour formal education, but at the same time they pay lipservice to adult literacy/education. For example, the National Policy on Education (2004) provides that: Basic education… shall also include adult and non-formal education programmes at primary and junior secondary education levels for adults and out-of-school youths (p.13). From the above statement, it is obvious that there is need to sustain the basic literacy education the adults acquire so that they can improve themselves and contribute to the overall development of society, but the site for the inclusion of disadvantaged persons at both the primary and junior secondary school levels is non-existent in the formal school system.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain an assessment of government involvement in adult literacy programme. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of an assessment of government involvement in adult literacy programme
Summary
This study was on an assessment of government involvement in adult literacy programme. Three objectives were raised which included: Ascertain whether the adult literacy programmes can make adult learners to be resourceful, ascertain whether the adult literacy programmes provide the participants with practical skills and ascertain how government assessment or the skills acquired are being utilized or put into practice, by preparing and equipping the participants for wage employment or self-employment. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected adult education centers in Abua/Odual local government Area. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
From the foregoing, it is evident that if no concerted efforts are made to provide “a second chance”, opportunity to many who do not have the opportunity of being literate in the real sense, many people will suffer many disabilities, especially the rural dwellers who wallow in abject poverty. The women folk may also continue in their status as “second class citizens”. Hence, adult literacy programmes of the proposed college should be diversified to accommodate an allinclusive and integrated learning experiences that would make functionality the central focus and objective of all activities of the institution.
Recommendation
The success of the proposed Adult Literacy College will depend so much on government, staff (facilitators), voluntary agencies, and the students. In the first place, government should take the lead in the responsibility of providing trained and qualified teachers/facilitators as well as other supporting staff. It should ensure that this idea does not suffer the fate of “abandoned projects” as a result inadequate funding and lack of foresight. Again, the Adult Literacy College should be properly backed up by government legislation and well formulated policy that would spell out in clear terms the roles and expectations of the institution. In addition, government should, as a matter of necessity, invest in ongoing feedback and evaluation mechanisms, data systematisation and research. Furthermore, teachers/facilitators, on the one hand, should be given substantial initial training and regular retraining courses, and be exposed to opportunities for professional development. On the other hand, learners should be actively motivated through the use of a wide range of participatory methods, and through addressing issues of relevance to their lives. Importantly, to ensure sustainability, government should dedicate 3% of her annual budget for education to adult literacy. This can stimulate the interests of local and international donor agencies that might want to partner with her in this project. Therefore, in order to rekindle interest in adult literacy, vigorous national mass literacy campaigns should be embarked upon using the mass media and other relevant agencies. Finally, the Federal Government should as a matter of priority and policy, float a pilot scheme of one Adult Literacy College in each of the six geo-political zones of Nigeria.
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