The Role of the Agency for Mass Education in Promoting Adult Education in Zuru Local Government Area, Kebbi State
CHAPTER ONE
OBJECTIVES OF THE STUDY
Research objectives are just as useful as they are in most other aspects of life. “Research objectives provide the researcher a wonderful feeling of aim and direction,” according to Torty (2021). The study’s overall purpose is to investigate the role of the agency for mass education in promoting adult education in Zuru Local Government Area, Kebbi State.
The study, on the other hand, was focused on achieving these precise goals:
- Examine the role of the Agency for mass education in the promotion of Adult education programmes in Zuru Local Government.
- Examine the problems affecting the agency for mass Education in an effort to undertaking their programmes.
CHAPTER TWO
REVIEW OF LITERATURE
INTRODUCTION
Our focus in this chapter is to critically examine relevant literatures that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
CONCEPTUAL FRAMEWORK
Concept of Adult Education
The problem of meaning is one of the most crucial issues in promotion and development of adult education in Africa and indeed throughout the world. There is the tendency to define adult education by what one feels it should be rather than by what it actually is. Anowor, Ezema and Umezulike (2001) write that “adult education is by no means uniformly or consistently defined throughout the world, because of its relationship with the social, political and cultural conditions of different countries. The definition of “adult” given at the Chatham Conference of 1965 that an adult is a person who has assumed (whether by his own choice or not) some kind of responsibility for self, and perhaps for others, and some degree of independence of parental authority not characteristic to the same degree of adolescents. Anyanwu (1997) stipulates that adult education is an activity with educational purposes that is carried out by people engaged in the ordinary business or life. The implication of this definition is that adult education is carried out as part time or leisure time activity. It may also be done at all the levels of education: Literacy, elementary, secondary, university or other levels depending on the needs of the students, the type of the community and the demand of the age. For instance, with the current wind of globalization and the rapid spread of electronic communication under the tutelage of information Technology (ICT), adult education of the present age should aspire to meet the challenges of the JET age. To this effect computer training and the acquisitions of other vocational skills should characterize the activities or curriculum of adult education. Adult education is a type of continuing education aimed at promoting mass literacy by availing all and sundry the opportunities to be educated. It is properly organized and goal oriented. The most suitable, comprehensive and generally accepted definition of adult education is that of UNESCO as cited by Imhabekhai (2009). The entire body of organized educational processes, whatever the content, level and method, whether formal or otherwise, whether they prolong or replace initial education in schools, colleges and universities as well as in apprenticeship, whereby persons regarded as adults by the society in which they belong, develop their abilities, enrich their knowledge, improve their technical or professional qualifications and bring about changes in their attitude or behaviour in the two fold perspectives of full personal development and participation in balanced and independent social, economic and cultural development.
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.
AREA OF STUDY
Zuru is a Local Government Area in Kebbi State, Nigeria. Its headquarters is in the town of Zuru. It is also the Headquarters of Zuru Emirate. The Emirate comprises four local government areas, namely: Wasagu/Danko, Fakai, Sakaba and Zuru. It has an area of 653 km2 (252 sq mi) and a population of 165,547 at the 2006 census.
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 two hundred and sixty-six (266) questionnaires were administered to respondents of which only two hundred and fifty-nine (259) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 259 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY
In this study, our focus was to examine the role of the agency for mass education in promoting adult education in Zuru Local Government Area, Kebbi State using Instructors and students of adult literacy centre in Zuru, Kebbi State as a case study. The study specifically was aimed at examining the role of the Agency for mass education in the promotion of Adult education programmes in Zuru Local Government, examine the problems affecting the agency for mass Education in an effort to undertaking their programmes, and investigate how the problems affecting the agency can be over come.
The study adopted the survey research design and conveniently enrolled participants in the study. A total of 259 responses were received and validated from the enrolled participants where all respondent are drawn from instructors and students of adult literacy centre in Zuru, Kebbi State.
CONCLUSION
Based on the finding, this study concludes that agency for mass education does play significant role in the promotion of Adult education programmes in Zuru Local Government.
RECOMMENDATIONS
In the light of the findings and conclusions, the following recommendations are hereby proposed:
- Government should ensure judicious resource allocation and utilization for the smooth running of the programme
- Government should always carryout training and retraining of literacy managers and instructors in order to ensure quality teaching.
- Government should endeavor effective organization and management of curriculum and instructionso as to achieve the main aim of the programme
- Government should ensure proper management of staff personnel
- Government should make sufficient provision of fund to run the programme
- Indigenes of Zuru Local Government should show more interest in the programme
REFERENCES
- Abiose-Cole, C.R. (1979). The adult learner. In L. Bown, & S.H. Tomori, (eds.): A handbook of adult education for West Africa (pp 30-42). London: Hutchinson and Co.
- Abu, P.B. & Fabunmi, .M. (2005). The relationship among teacher variables and adult learners academic performance, International Journal of African and African American Studies, IV(1), 10-36.
- Achebe V.N. (2004). Evaluation of the basic literacy programme of the national mass literacy in the South-East Zone of Nigeria. Unpublished Ph.D dissertation; University of Nigeria, Nsukka.
- Achebe, V.N., (2000). Evaluation of mass literacy campaign instructors effectiveness in Anambra State. Unpublished M.Ed. dissertation, University of Nigeria, Nsukka.
- Adamu, M.M. (1998). Promoting literacy in Nigeria: The role of libraries. GUSAU Journal of Education. 2(1), 8-14.
- Aderinoye, R.A. (1997). Literacy education in Nigeria. Ibadan: University Press.
- Adesina, S. (1977). Planning and educational development in Nigeria. Lagos: Academy Press Ltd.
- Adesina, S. (1981). Introduction to educational planning, Ile Ife: University of Ife Press.
- Afrik J. (1998). International input in adult education research in Africa. In M. Omolewa, E.E. Osuji & A.B. Oduaran (Eds.), Retrospect and renewal: The state of adult education research in Africa (pp. 12-22). Dakar Senegal: UNESCO.
- Agi, U.K. (2008). Partnership approach to the management of universal basic education programme. Adult education in Nigeria. The Journal of the Nigerian National Council for Adult Education Ibadan: NNCAE.