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IMPLEMENTATION
OF ADULT LITERACY PROGRAMME IN EGOR LOCAL GOVERNMENT AREA OF EDO STATE
ABSTRACT
This work was meant to study the
problems of implementation of adult literacy programmes in Egor Local
Government Area of Edo State. Five adult literacy centres were used for the
study. The population used for the study is the programme coordinator,
teachers, participants, non-participants of the programme and the sample is one
hundred respondents. The ages range between 20 and 70. Questionnaires were the
instrument used for data collection. The data collected were and used with the
use of frequency and percentage tables, and descriptive methods. The findings
of the study revealed that participants were between the ages of 20 and 70
years and their occupations included farming, trading and artisans. The
literacy centres were grossly inadequate. The attitude of some adults towards
the programme is not encouraging. The materials supplied by the government were
inadequate and untimely. Based on the findings, recommendations were made that
the local government to solve the problems of mobility and distance to the
participants. The organizers should embark on effective method of publicity of
the programme through the use of media and public lectures on the usefulness of
literacy. The government should supply adequate fund and materials regularly
for the participants.
TABLE
OF CONTENTS
CHAPTER ONE
Introduction
Background of the study
Statement of the problem
Purpose of the study
Research
hypothesis
Significance of the study
Limitation of the study
Definition of terms
CHAPTER TWO
Literature review
CHAPTER
THREE
Methodology
CHAPTER FOUR
Presentation and analysis of data
CHAPTER FIVE
Summary, findings, conclusion and Recommendation
REFERENCES
QUESTIONNAIRE
CHAPTER ONE
BACKGROUND OF THE
STUDY
Although Nigeria began its
campaign against illiteracy during the colonial era, It was not until
independence that literacy programmes gained increased momentum. In the 1950s,
regional government launched a free primary education, programme to enable
adult have access to primary education, and in 1976 the central government
introduced a compulsory, free universal primary education (U.P.E) Scheme. The
UPE programme ushered in an era of expanded growth for primary school and
education as a whole. Many teachers were trained through distance learning by
the national teacher Institute (N.T.I) In 1982 the government of Sheu Shagari
launched a ten year adult literacy campaign which included the establishment of
state agencies whose main objective was to combat illiteracy in Nigeria. In
1996, the UNDP began to assist the literacy programmes with equipment,
technical and financial resources. This enables the government to transfer the
U.P.E into the universal basic education scheme (U.B.E 1999). Unlike the U.P.E,
which endeavored to promote access to primary education, the U.B.E sought to
promote access to education for all, including adults, out of school, youths,
children and people living in special circumstances, such as nomads. During the
period 1995-2004, these programmes raised the national literacy rate to 84% 69%
for youth and adult respectively. Other efforts are currently underway to use the
media, especially the radio to reach the countries 60 million and the more
illiterates.
The majority of the adults are farmers some are artism while others are petty
traders. A close observation has show that since the introduction of mass literacy
programmes in the country in 1982 by the federal government, the programme has
not been fully felt by the adults in the local government area.
With far reaching experiences, it has been discovered that the implementation
of adult literacy programmes is faced with a great number of problems and this
is focus of this study.
Ovedeji (1980) describes literacy as the skill of reading and writing and
computing. He pointed out several advantages of literacy. Literacy helps
individuals to understand their civil rights and responsibilities, it helps
individuals to take part meaningfully in the democratic process of their nation
and contribute immensely to productiveness at individual state and national
levels.
On the background of its organization owes its success to the organizational
strategies engaged by the organizers.
Adult education is increasingly being seen as a response to the educational
needs of men and women it covers a whole range of part time educational
provision for persons whose social and economic responsibilities give them
adult status. Adult education with in which literacy education is centered is
of immense importance.
It is said that health is wealth, without good health nothing can be done
successfully and ill health can affect the general community. The well being
and growth of the community can be maintained if the members are to a large
extent literate.
It is also note worthy that literacy helps people to be enlightened in the
community with this such individual will be able to think mature and
progressive decisions on issues concerning his life and those of others apart
from this, the people who are handling affairs of this country are the adults
and they take part in decision making process. Thus their education is a
paramount importance as as not to allow the ship of the nation to capsize.
The world is dynamic; changing every day for adults to be able to change with
it, there is need for literacy programmes which are very important at community
level up to national level.
As a young and newly created local government, the Egor needs all the resources
it can harness to develop among which are human resources.
This people need to be literate
before they can partake meaningfully in the development programmes of the local
government. It could therefore be said or concluded that the people of Egor
local government area need to become literate so as to be able to develop
themselves, the local government, the state and Nigeria in general
STATEMENT OF THE PROBLEM
Education,
which is the backbone of developed nation in instrumental in the development of
the developing nations like Nigeria. The level of adult education has been the
major concern of the government as well as private individual since the
launching of mass literacy campaign in 1982 by the federal government.
The status of adult as at now in the educational system is very much more
viewed with apathy by adults as by government agents.
Politicians see it as an important instrument for development but the patriotic
support for this programme dwindles the moment they get to the office.
These problems range from inadequate finance, lack of enthusiasm on the part of
the learners and instructors, inadequate infrastructure and materials and
ignorance on the part of the clientele. It therefore with these problems in
mind that this study is carried out.
In the view of the above, the study looks at the problems involved in the
organization of adult’s literacy programme in Egor local government area of Edo
state was has contributed to its present status.
PURPOSE OF THE STUDY
This
study is purposely meant to identify the problems militating against the
implementation of adult literacy programmes in Egor local government area of
Edo state in Nigeria.
RESEARCH HYPOTHESIS
Several
literacy programmes are known to have failed due to faulty organization
strategies, similarly many factors contribute to the success of adult literacy
programmes these include organizational frame work, positive attitude of
adults, provision of adequate resources which include qualified personnel and
materials.
The following have been raised for this study;
a.
That inadequate supply and low quality of literacy
teacher must have affected the organization of adult literacy programmes in the
local government.
b. The
difference attitude of adults towards organization of adult literacy programmes
must have affected it Implementation.
c.
That inadequate provision of materials hindered the
development of literacy education in the local government.
SIGNIFICANCE OF THE STUDY
It is
generally hoped and believed that the solution put forward in the study will
make great contributions to the society. It will be useful to adults who are
yearning to acquire more knowledge. It will be of special benefit to the
ministry of education administrators that have relevance to adult’s learners.
The study may also be useful to further researches in the area of the
development of informal education and continuing education systems.
RESEARCH QUESTIONS
Research
questions are necessary in order to have the maximum result in standing the
problems involved in the organization of adult literacy programmes in Egor
local government area of Edo state.
These research questions were asked
1. Was adult
literacy programme organized regularly?
2. Were
there adequate and sufficient materials for the programme?
3. Was there
any specific curriculum for the programmes?
4. Were the
instructors paid by the government or the participants are not even paid at
all?
5. What were
the qualities of the instructors?
6. Did the
instructors face any problem in teaching the adults?
7. Did the
participants turn out in large numbers?
8. How
successful is the programme in the local government?
9. Is the
programme financed by the government or the participants?
DEFINITION
OF TERMS
Adult education: can be defined as any education
given to adult person’s men and women. Adult education is sometimes defined as
the education provided for all men and women who are aged 21 and above. This is
a biological definition based in the assumption that adult is one who is aged
21 and above.
Literacy: can be defined as the ability to read,
write and speak a language as well as the ability to compute in broad terms,
literacy is the ability to make and communicate meaning from and by the use of
a variety of socially contextual symbols. According to (Cunningham, 2010) and
Harste, 1994). Literacy has for instance, expanded to include literacy
information and communication technologies and critical literacy.
Non formal adult education: can be defined as the
training and instruction which takes place outside the formal education system
or within the four walls of institutions adult and non formal education may be
aimed also at young people who legally have not attained adult status, but for
whom there is no further provision within the school system.
Adult literacy education: adult education is thus
sometime using the programmes as the basis for an operational definition. For
example, adult education been defined as adult literacy education. The weakness
of this definition is that it excludes the body of knowledge accumulated in per
literate and non literate societies. Yet it is known that such societies
provided some knowledge and skills averting most facts of human endeavour
religion, polities, work, and play. Language health and morals
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