AN ASSESSMENT OF GOVERNMENT INVOLVEMENT IN ADULT LITERACY PROGRAMMES
This project investigated the involvement of government in adult literacy programme sin Ikpoba-Okha Local Government Area. The introductory aspect of this project deals with background of the study, statement of problem, purpose of the study, research questions, significance of the study, delimitation, limitations and definition of terms. The researcher reviewed some related literature and project work related to adult education, concept of adult literacy, literacy rate in Nigeria, organization of adult literacy education in Ikpoba-Okha Local Government Area and problems and constraints of adult literacy in Nigeria, in order to provide views of what other scholars have written in this report. Fourty (40) questionnaires were administered to collect relevant information to the study. All questionnaires were collected back and analysed with the use of percentages.
The following research questions were used.
What effort has the government put into adult literacy programme in Ikpoba-Okha Local Government Area?
Is Edo State Government actually involved in adult literacy education?
What is the response of the Ikpoba-Okha populace toward adult literacy programme?
What innovation has the government initiated since the inception o adult literacy programme in Edo state?
What are the resultant effects of the implementation of adult literacy programmes on the indigenes of Ikpoba-Okha Local Government Area?
The following result were obtained as a result of the data analysis:
The government puts in low effort into adult literacy programme in Ikpoba-Okha Local Government Area.
The government is not involved in adult literacy programmes.
There is poor response by the Ikpoba-Okha populace towards adult literacy programmes.
The government has not initiated developmental innovations that would help to improve the programme, since its inception. Adult literacy programmes has had tremendous developmental impact on the few adults who participate in Ikpoba-Okha Local Government Area.
TABLE OF CONTENT
Page – – – – – – – – – –
Title page – – – – – – – – –
Approval page – – – – – – – –
Certification – – – – – – – –
Dedication – – – – – – – — –
Acknowledgement – – – – – – –
Table of content – – – – – – – –
Abstract – – – – – – – – –
CHAPTER ONE: INTRODUCTION
Background of the Study – – – – – –
Statement of Problem – – – – – – –
Purpose of the Study – – – – – – –
Research Questions – – – – – – –
Significance of the Study – – – – – –
Delimitation of the Study – – – – – –
Limitation of the study – – – – – – –
Delimitation of terms – – – – – — –
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Concept of Literacy – – – – – — –
Concept of Adult Literacy – – – – – –
Literacy Rate in Nigeria – – – – – –
The Organization of Adult Literacy Education in Ikpoba –
Okha Local Government Area. – – – – –
Adult Literacy as a Tool for National Development in the
Nigerian Society. – – – – – – – –
The importance of adult literacy – – – – –
Problem and Constraints of Adult Literacy in Nigeria. –
Summary of the Review. – – – – – –
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design – – – – – – – –
Population for The Study – – – – – –
Sample and Sampling Technique – – – – –
Instrumentation – – – – – – – –
Validity of the Instrument – – – – – –
Reliability of the Instrument – – – – – –
Method of Data Collection – – – – – –
Method of Data Analysis – – – – – –
CHAPTER FOUR: DATA ANALYSIS, INTERPRETATION AND DISSCUSION OF FINDINGS
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
Summary – – – – – – – – –
Findings – – – – — – – – –
Conclusion – – – – – – – – –
Recommendation – – – – – – –
References – – – – – – – – –
Appendix – – – – – – – – –
BACKGROUND OF THE STUDY
Nigeria as a developing country has evolved from stage to stage since the period of Colonialism. A major tool for the attainment of certain height in education by our heroes past who after being enlightened in the share of Europe, could demand for a free state from the colonialist, who bluntly gave up power to a set of educated few, with the exception that the mass of the populace would follow suit.
Having established this, we should be able to deduce that for the under development plagues like poverty, unemployment, bad health conduction etc, therefore in a bid to establish the essence and usefulness of this research work. It would be of paramount importance to get acquainted with the history and development of adult education in the country.
Adult education in Nigeria has a long history. As far back as the fourteen (14) century, itinerant Islamic scholars and traders in the Muslim North of the country taught Arabic literacy through the study of Koran. Later, Christian Missionaries brought Western education to part of Southern and Central Nigeria. This education however was essentially selective and designed with the specific goal of becoming literate in order to study the scriptures. In the 20th century, deliberate efforts were made by the British Colonial Government to provide some adult education in Nigeria. In its 1925 memorandum on Education policy in British Tropical Africa, the British Colonial Office recommended the implantation of an adult education programme in African Countries. Actual implementation of adult education in Nigeria started in 1944 (Omelewa 1981) and by 1941 a national literacy programme was well under way, although due to poor implementation it had limited success. In his book titled Literacy Education in Nigeria, Aderinaye wrote on page 7 that Holy Trinity Anglican School started evening classes in Kano in 1940. Continuing, he informed us that experiments in Community development and literacy began in Udi in 1942 with Chadwick E. R. as the organizer, he also wrote that as far back as 1958 before our Independence in 1960, an association known as Adult education Student Association had been formed. The Association constituted what was called an interior committee. In their conference at the University of Nigeria Nsukaa, the committee was charged with the preparation for launching of a national body and a constitution to be examined.
Nigeria attained Independence in 1960 and literacy efforts in Nigeria received a boost when unesco supported the establishment of an Adult Literacy Institute in Ibadan in 1965. In 1971, the Nigerian National Council for Adult Education (UNCAE) was set up becoming a “Voice” for adult education practice in Nigeria. It recorded dramatic achievements within a shorts span of time, becoming a Force to reckon within terms of the planning, implementation and evaluation of adult and non-formal education programmes in particular, the UNCAE played a leading role in driving aggressive campaigns and advocacy at government and University levels in order to ensure that Adult Education programmes were included at all levels of the education system.
Since its inception the UNCAE has worked in collaboration with government and non-government agencies in Nigeria to:-
- Establish Adult and Non-formal Education Agencies in all the States of the Federation from 1950.
- Establish Adult and Non-formal Education Agencies in all the States of the Federation from 1950.
- Establish the Adult and Non-formal Education unit in the Federal Ministry of Education in 1974.
- Establish the National mass Education Commission (NME)in 1990.
- Establish departments of Adult Education in Federal Universities.
- Develop a human resource base of experts in adult and non-formal education
A great wind of change came in 1990, when the Federal Military Government
established the National Commission for mass Education (NMEC), responsible for the organization, monitoring and assessment of adult literacy practices in the country. The commissions activities are decentralized, with offices in the six geo-political zones of the country. The 36 States and all 774 local government areas. Co-ordination and supervision of literacy classes are the sole responsibility of the local adult education officers, supervisors and literacy instructions. The minimum number of literacy classes expected in any local government is ten, with additional classes managed and funded by NGO’s Examinations are conducted on the basic competencies, reading, writing and numecracy. Life skills, which are central to all the literacy programmes, are also tested.
Having laid this foundation, this research work would therefore seek to find out the involvement of government in the development of adult education in Edo State, with Ikpoba-Okha Local Government Areas as a case study, it would try to assess government’s involvement and developmental assistance to the organization in accordance with the National Commission for mass Education (NMEC).
STATEMENT OF THE PROBLEM
Following the background given above, there is a great concern over the illiteracy rate in the world population, although 3rd world countries have experienced increase in literacy rate over the past few decades.
Illiteracy is a great hindrance to the promotion of national development. It is not only an obstacle to the social-economical and political transformation of the country, but its eradication will also quicken the tempo of development. Due to illiteracy many adult Nigerians, especially the populace at the grass root level, like Ikpoba-Okha Local Government Area are unable to participate meaningfully in the development process of the country.
It has been proven over time that Adult Education is a major tool for eradicating illiteracy and its adverse consequences, this might have led to the consideration given to it by the National Policy on Education, but apart from this consideration, its major loophole has been the non-chalant attitude shown to its government.
It is therefore, of paramount importance to address the possible consequences that will occur if the government continues to show minimal attention to adult literacy programmes in the State.
Firstly, its major consequence which would eventually birth others is the problem of illiteracy. (Osunde and Omoruyi, 1977) said “Illiteracy is undoubtedly a threat to progress and wellbeing of humanity”
The rise of illiteracy in the society would undoubtedly lead to poverty, sickness, backwardness, economical instability, corruption and related vices etc. Thus, it has been empirically established that literacy can increase the people’s participation in governance, development oriented activities and creates greater desire for accelerated national local development, the health and nutrition of the people is greatly enhance.
Therefore seeing that Adult Education is a means of adapting to changing circumstances and meeting the challenges of the day and thus ensuring that the society survives and thrives. Through the knowledge of these consequences, government should therefore increase their involvement in Adult Literacy programmes in Ikpoba-Okha local government area.
PURPOSE OF THE STUDY
The main rationale for the study of this project is to assess the involvement of government in adult literacy programmes in Ikpoba-Okha local government area.
It is also to quantify the response of Ikpoba-Okha local government area, adult literacy programme and the effects of the programmes.
Furthermore, it studies the following:-
- To ascertain, the effort that government has put into adult literacy programmes in Ikpoba-Okha local government area.
- To measure the level of involvement of Edo State government in adult literacy education.
- To identify the response rate of the Ikpoba-Okha local government areas populace towards adult literacy programme.
- To find out the strategies and innovations that government has put in place since the inception of adult literacy programme in Edo State.
- The impart of adult literacy education in the indigenes of Ikpob-Okha local government area.