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Keywords:AN ASSESSMENT OF AVAILABILITY OF RESOURCES FOR IMPLEMENTATION OF ADULT EDUCATION PROGRAMMES
1.1 Background of study
The right to education is recognized by most state constitutions and national laws and is inherent in the right to education and is reflected in the various international declarations and treaties, these include the 1948 Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights (UNESCO, 2008 cited in Umar, Eshak, Bichi, &Aujara, 2010). The United Nations conventions on the rights of children, women, minorities, indigenous people, and people with disabilities also have proclaimed the right to education of the target group of these international laws.
Adult education is one of the fields of academic endevour that is saddled with the responsibility of solving socio-economic, cultural, political and environmental problems. There is positive association between adult education programmes and increased levels of self-esteem and high levels of knowledge and skills which thereby encourage positive and active engagement of people in their own development (Umar, Eshak, Bichi, &Aujara, 2010). Adult education is narrowly interpreted as literacy only.
From 1960-1980 movements and campaigns on adult education were largely confined to literacy the results were very discouraging because the programmes were too prescriptive in their content, structure and duration and insufficient resources and efforts were put into their design and implementation. Hence with some exceptions, large proportion of those who participated in the literacy campaigns dropped out and up to half of the participants who passed the test relapsed into illiteracy (Aderinoye, 2004).
Prevalence of masses of illiterates citizens within the various countries of Africa Nigeria inclusive constitute a bottle neck in any country effort to develop and impedes political, social and economic progress. In full realization of this, Nigeria has over the years developed strategies for the eradication of mass illiteracy, campaign that will finally drive the nail through the head of the illiteracy problem in the country. In Nigeria, studies in the planning and implementation of literacy programmes have until recently not been considered a prestigious part of University work unit since 1970’s however, research on literacy has been encouraging, especially when UNESCO started to pioneer functional literacy project and as the provision of free adult literacy as contained in the 1979 Nigerian constitution following the government seriousness on the eradication of mass illiteracy was the release by the federal government, the national, policy of education which contained the following objectives;
- To provide functional literacy education for adults who have never had the advantages of any formal education.
- To provide functional and remedial education for those young people who prematurely dropped out of the formal school system.
- To provide further education for different categories of completers of the formal education system in order to improve their basic knowledge and skills.
- To provide in-service training on the job vocational and professional training for different categories of workers and professionals in order to improve their skills.
- To give an adult citizens of the country necessary aesthetic cultural and civic education for public enlightenment.
- To ensure the execution and implementation of the objectives of adult education as contained in the national policy on education.
The federal government launched a mass literacy campaign in the country in 1982 which was geared towards making the majority of Nigerians literate and towards promoting the causes of adult education in the country generally. It is against this backdrop that this study is aimed at an assessment of availability of resources for implementation of adult education programmes in Enugu State.
1.2 Statement of problems
Enugu State as one of the south eastern states in Nigeria has made tremendously progress in the area of Western Education. In the past, primary schools were established by both government and the missionaries and today the state has many primary and post primary school with tertiary institution inclusive. Despite these remarkable progress and improvement made in Enugu State as regards Western Education, majority of the population did not avail themselves of the opportunity offered to them with the result that about 60% of the adult both males and females are illiterate, which has limited the implementation of the adult education programmes, thereby facing series of problems such;
- Human resources personnel
- Teaching facilities resources
- Financial resources
- Library resources and so on.
1.3 Purpose of study
The purpose of this study is to assess the availability of resources for implementation of adult education programmes in Enugu State with special reference to:
- The availability of human resources personnel in Enugu State
- The availability teaching facilities resources in Enugu State
- The availability of financial resources in Enugu State
- The availability of library resources in Enugu State.
1.4 Significance of study
This study will go a long way in exposing the availability of resources for implementation of adult education programmes in Enugu State. The result and suggestions will contribute ways of implementation of the less effective adult education programmes in Enugu State. Thus, it is hoped that, with the implementation of the suggested ways of solving the problem by the authorities concerned with the conduct and organization of the programmes, the adult participants will get the right quality of adult education programmes.
1.5 Scope of study
At various level of government and organization nationwide, various forms of adult education were established, some of which are the institution of continuing education, extra-moral classes functional literacy classes, community development and literacy classes. However, since it is a herculean task to extend this research to all aspects of adult education and to all local government area in Enugu State, this study will be restricted to adult literacy classes in 5 local government areas, namely Enugu South, Enugu North, Enugu East, Nkanu West and Nkanu East Local Government Areas.
1.6 Research questions
The following research questions will guide this study
- What is the extent of availability of human resources personnel for adult education programme in Enugu State
- What is the extent of availability of teaching facilities resources for adult education programme in Enugu State
- What is the extent of availability of financial resources for adult education programme in Enugu State
- What is the extent of availability of library resources for adult education programme in Enugu State
1.7 Operational definition of terms
Adult Education: In this context, adult education mean – education given to these above the age of twenty one (21) years-male or female, who have not been previously exposed to any type of formal education or to those who could not complete their primary education.
Adult participants – Those adult who attends literacy classes to receive lessons.
Instructor – One who teaches adults?
Organizer – A person whose sees to the smooth running of adult literacy or programmes.
Functional literacy – The use of adult education to acquire knowledge and skills of different types to meet individual needs and fosters national development.
Primers – These are reading books (readers) meant for adults and children showing every action on pictorial illustration.
Keywords: AN ASSESSMENT OF AVAILABILITY OF RESOURCES FOR IMPLEMENTATION OF ADULT EDUCATION PROGRAMMES
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