CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND OF STUDY

Education is still the most important factor in human progress. It is regarded as the driving force behind genuine progress in all human societies. Any educational system's purpose is to create or develop a balanced individual capable of surviving in his surroundings and meaningfully contributing to the survival of the society to which he belongs.

Adult education is one of the primary professions capable of addressing adults' socioeconomic, cultural, political, and environmental concerns. The importance of adult education in accomplishing the goals outlined in the National Policy on Education (2004) cannot be overstated. Adult education, more than any other profession, alters the social and psychological minds of adults, instills hope in them, and liberates them from their bias of considering themselves as not creatures capable of learning.

Adult education arouses adult learners' environmental (social, economic, cultural, and political) and psychological potentials and hidden capacities. It also has a huge impact on the greater society in terms of national growth. Adult education continues where the instructor in the official school system leaves off, instilling in the individual a strong desire for information, understanding, and education.

According to Fasokun (2006), adult education is concerned with helping/assisting individuals (adults) to live more successfully as useful and accepted members of their societies and to contribute meaningfully to the development of such societies. Adult education educates adult learners who are parents/guardians on better ways to manage available resources in order to achieve sociopolitical and economic success in their life endeavors, as well as making referrals that assist other individual personalities and institutions in dealing with human problems and the society in which they find themselves.

Adult education, more than any other profession, bridges the gap between adult learners, communities, and policymakers in human civilizations. The adult educator is aware of the issues that impede successful adult teaching/learning and good management of the adult education business.

Adult education is the only profession that effectively aids adult learners in their endeavors to learn. According to Okafor (1991), adequate knowledge of the basic principles of teaching and learning, as well as the skills to apply those principles in a teaching/learning situation, adequate knowledge of the learner and the factors that determine the quality of the learner's response in the educative process, adequate knowledge of the value constructs that motivate the learner, and the capacity to assist the learner in acquiring essential attitudes and changing negative ones.

The above claim demonstrates that adult education is a distinct profession. Adult education, unlike any other profession, works with "adult human materials" and environmental issues, which provide the individual a sense of delight, excitement, pride, and passion. Working with "adults," as opposed to other professionals, creates long-lasting and contagious impressions that foster in adult learners the practical fulfillment of theoretical formulations inherent in adult education. Unfortunately, adult educators at adult literacy centers are paid a pittance that is insufficient for the services provided, and they labor in a decaying and uninspiring setting lacking the required teaching/learning equipment.

1.2 STATEMENT OF THE PROBLEM

Adult education has a significant impact on societal transformation. It is now universally acknowledged that progress would not alleviate poverty unless impoverished people can actively participate in it. Adult education can help to make such engagement more successful. Most of the issues that adult learning centers may face stem from the government's failure to provide resources (both financial and motivational in the form of frequent meetings) to them, consequently discouraging adults from studying. Finally, various studies on adult education have been conducted, but not a single study on the effect of supporting adult education in Rivers State.

1.3 AIMS AND OBJECTIVES OF STUDY

The main aim of the study is to determine the effect of funding adult education. Other specific objectives of the study include:

1. to determine the factors affecting adult education in Rivers State.

2. to determine the extent to which funding affects adult education.

3. to determine the importance of adult education in Rivers State.

4. to determine the problems of financing adult education in Rivers state.

5. to proffer possible solutions to the problems.

1.4  RESEARCH QUESTIONS

1. What are the factors affecting adult education in Rivers State?

2. What is the extent to which funding affects adult education?

3. What is the importance of adult education in Rivers State?

4. What are the problems of financing adult education in Rivers state?

5. What are possible solutions to the problems?

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