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PROJECT TOPIC: THE ROLE OF ADULT LITERACY EDUCATION PROGRAMME (A CASE STUDY OF ETSAKO EAST L.G.A EDO STATE)

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CHAPTER ONE

INTRODUCTION

  1. Background Of The Study

Adult education is a term that has been used to describe any voluntary or intentional endeavor aimed towards the development of adults. Daskum is a term used to describe a person (1989). Adult schools, extension centers, settlements, churches, clubs, and other similar institutions, as well as governmental and private organizations, may do it. As a result, adult education encompasses a variety of activities with educational values aimed only at "adults who have never benefited from any formal schooling and young people who have either prematurely fallen out of the formal system." 'Abdullahi,' you say (1988). Adult education, according to Anyanwu (1987), includes "all educational activities carried out by individuals engaged in the regular business of life." It is addressed to individuals, with a strong emphasis on the local community. Adult education is described by Eyibe (1999) as "any type of education provided outside of the traditional school environment for the illiterate population, formal school dropouts, skilled and semi-skilled employees." Adult education, according to this definition, includes literacy remediation, skill training, and retraining programs aimed at adults. Any individual above the age of 18 is considered an adult in Nigerian culture. Adult education, according to Osinem, is a process in which men and women work alone or in groups to enhance their skills, knowledge, insights, appreciation, or attitude. eyibe eyibe eyibe (1999). Intellectual or catch-up schooling requirements, vocational and professional skills, family life, social and civic obligations, and self-fulfillment needs are all part of it. Community needs are growing, but the government is paying them little attention. Members of every community must be strategic in order for development to reach them quickly. Many community development programs have been started, but none of them have ever seen the light of day. Education has also been the sole means of community growth, although many people choose to work outside their towns after receiving their credentials, and others never return. Education is the most frequent method of assisting a community's growth by using the adult members of the community. Adult Education has long been in existence to reach out to community people, but there is a pressing need to re-engineer this type of education for better community use. Re-engineering education, according to Blaisdell (1996), is a demonstration of the value that an educational promotion program may bring to a group of people or a region. Education is a tool for people's growth in a society. It aids in the promotion of current and future understanding and collaboration among a group of individuals. It contributes to the establishment of peace by promoting understanding and respect for individual diversity. Adult education is the most essential education in the community since it enables communities organize to contribute to their own growth for the sake of survival and future generations. Formal and non-formal education are the two types of education available (Ogwo and Oranu, 2013). Formal education, according to Smith (2016), is a hierarchically structured chronologically graded educational system that runs from primary school to university and includes, in addition to general academic studies, a variety of specialized programs and institutions for full-time technical and professional training. Similarly, the National Policy on Education (FGN, 2016) defines non-formal education as all kinds of functional education provided to adolescents and adults outside of the official school system, including functional literacy, remedial, and vocational education. Non-formal education, according to Smith (2016), is any organized educational activity outside of the established formal system – whether functioning alone or as a component of a larger activity – that is designed to serve identified learning clients and learning goals. This article will focus on the concept of non-formal education, which includes adult education, as defined by the National Policy on Education. Non-formal education, according to the same concept, includes literacy, post-literacy, continuing education, civic education, correspondence education, and self-improvement courses for those who do not have access to formal education. Adult education is education provided to people who are unable to attend a formal school system in order to assist them gain information and occupational skills that would enable them to be more productive members of society (Ogwo, 2009). Adult education cannot be appreciated without mentioning its beneficial effect on the community or participation in community development in which a person lives. Community development, according to Uwaka (2014), is a process in which the people's efforts are combined with the government's to improve the people's economic, social, and cultural conditions in order to fully integrate them into the nation's life and enable them to contribute fully to national progress.


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