CHAPTER ONE

INTRODUCTION

Background to the Study

Adult education refers to the provision of instructed learning events for adults after earlier terminated or interrupted education within the regular education system. It is characteristic that adult education is arranged and organized specifically with adults in mind (Fulah, 2003). The differences to education within the regular education system can be such as the time and modes of instruction. Adult education is defined on the basis of the organization providing education and training to adults (Jenny, 2001).

Adult education is instructional and related support services for adults who are not enrolled in the school. It is for adults who lack the educational foundation expected of a high school graduate. It is a form of education for adults whose inability to speak, read, and write the English Language, compute and solve problems constitutes a substantial impairment in their ability to obtain, retain and/or function on the job, in their family and in society commensurate with their real ability, to achieve their goals, and develop their knowledge and potential. This category of people is in need of a programme that helps them eliminate such inability and raise their level of education and self-sufficiency (Aback, 2000). Adults are taught in adult education classes by professionals known as adult educators.  An adult educator is one who practices the profession of facilitating the learning of adults by applying the principles of androgogy. An adult education student is a student who studies adult education as a course in any institution in a bid to become a qualified adult educator after graduation. An adult education student is supposed to pass through some training to enable him/her qualify for the career.

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