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CAREER OPPORTUNITIES FOR ADULT EDUCATION GRADUATES IN ENUGU STATE NIGERIA

ABSTRACT

This study aims at identifying the career opportunities open to adult education graduates in EnuguState. As a guide to the study, some research question is posed based on the following.  Identifying people’s awareness of these adult education graduates and their job potentials. Whether they are embracing this new programme in the field of learning with enthusiasm.  And if they are aware of job opportunities available for them.  Whether the employers of labour are also aware of these people content in this regard. Questionnaires items are used to obtain data from four groups of people, who are: employers of labour, adult educators, adult education undergraduates and adult education graduates. The data collected are analyzed using chi-square statistical formula to analyze them. The following among other things are: The graduates (adults) are not aware of their job potentials and even where they can find such job other than teaching. People are aware of these people’s potentials including the employers of labour. That people embraces the programme with enthusiasm. Based on the above findings the following recommendations were made: That NUCAE should be involved in creating awareness to people and the employers. There should be oneness in teaching sector to avoid non-indigene syndrome. Companies should send their staff for further training to take jobs that are storage to them. There should be constant review of teaching style in these instructions to match the even increasing change of today’s affairs.  And many others.

CHAPTER ONE

1.1 INTRODUCTION

Education as a hallmark in this writing has to be originally talked about before conceptual purpose with which the researcher wants to write about Education. Education in the broad science means more than intellectual aspect of it. A.B Fafunwa (1991) knowledgeable states that in the beginning of the world, Adam saw the animals first before he named them therefore, no study of history of education particularly in Africa is complete without adequate knowledge of the traditional or indigenous educational system prevalent in Africa before the important religion which have influenced Nigeria education in no small measure are of recent development compared with the indigenous system of education which is as old as man himself in Africa.

Dr P. Eya (1993) on the same note said that, every society, simple or complex has it’s own system for training and educating it’s youth, and education for the good life has been one of the most persistent concerns of men. Based on this acceleration, the period between 1976-1980 witnessed an unprecedented growth at the level of education – primary, secondary and tertiary institutions in Nigeria, which in the same vein witnessed the emergency of adult education in this different learning sector.

Adult education is such a relatively new field of social practices that is still in the process of forming new identity. Adult education describes the process of adult learning in its broadest sense. It encompasses practically all experiences of matured men and women by which they acquire new knowledge, understanding, skills, attitudes, interests of values. It is a process used by adults on their self development, both alone and with others which is also used by institutions of all kinds for the growth and development of their employees, members and clients.

Adult education when compared with other discipline within the field of education has just emerged unlike older disciplines which have enjoyed systematic research and training. This exercise is tackled individually based on orientation, environment, motives, privileges etc. It could even occur as restraining in an organization or even for some other motives irrespectively.

Adult education is also a concept. The acquisition of reading and writing skills which are to be applied for the development of the community. Adult education is concerned with social welfare of agricultural extension and community development. Adult education can be seen to contribute immensely to the growth and development of a society. It is a lucrative profession that extends in many directions and not only in teaching profession, hence listing of job potentialities of adult educators.

Based on the above knowledge of adult education worldwide which is newly spreading up like a wide fire, the state is not left out in this educational exuberance, it is on this that in the year 1973 emerged the ABC university of the air with a view to be co-operating with the Institute of Management and Technology Enugu and University of Nigeria Nsukka Programme respectively. The name is popularly known as School of Staff Development and Distance Education (SDDE) UNIAIR. Then, it has time table and courses for the students.

1.2 BACKGROUND OF THE STUDY

The UNIAIR, in other words, Staff Development and Distance Education (SDDE) of adult education unit of Institution of Management and Technology (IMT) Enugu, and being the unit on an integral point considered among others in Enugu Metropolis for the purpose of the writing. This sector of the discipline started in 1978, (SDDE IMT) in conjunction with University Nigeria Nsukka with a view to have combined programme. Their aim is to achieve the following objectives:

1. To include academic, political, scientific, social religion and economic knowledge in students in particular and the public in general.

2. To create a general desire for knowledge

3. To aid teachers in schools

4. To supplement the work of teachers in the class

5. To create an awareness of acceptable life goals and values

6. To provide extra opportunity for learning

7. To explain National Educational policies to people who might benefit from them.

8. To provide a form of education for educational planners to know what people think about their plans.

However, it was in paramount effort to achieve the sixth objectives above that then Anambra Broadcasting Corporation Institute as (SDDE) department. The school has presently the following ND/OND certificate to offer with lecturers in the diverse course in the department.

1. ND/HND Uru Mr Business Administration and Management (BAM)

2. ND/HND UNIAIR Accountancy

3. ND/HND UNIAIR Secretarial Administration

4. ND Man Power Development

5. ND UNIAIR Mass Communication

They also other the same number of courses with their counterparts in the full time programme in the above listed certificate programme. The school has risen the inception, turns out barges of graduates. All these departments are under the school of continuing education IMT Enugu which adult literacy was the conceptual aim with which it was established.

This acceleration period of 1976-1980 unprecedented growth in education of both junior and adult education, included the school of continuing education SDDE, UNIAIR Programme in IMT etc. This growth is witnessed by other institutions of higher learning who indulge in the same adult education programme exercise OKO Polytechnic, UNN, Esut, etc are all in the game.

1.3 STATEMENT OF THE PROBLEM

In the recent past, the Federal Government of Nigeria launched education for all by the year 2000. To this gesture, Adult education exercise prompted up in many institutions of higher learning in Nigeria but the main aim with which this was launched, is still lingering. These adult education graduation graduates who are opportune to gain from they still find it difficult to make career opportunities in the fields. They, in most cases do not even know on identify the possible employment opportunity options available to them other than teaching career. These graduates also complained that the employers are ignorant of the purpose and content of the adult education programme, thereby refusing to employ them in other jobs they are qualified for.

This overwhelming ignorance which embrace the whole aspect of the sector of education is also due to lack of efficient and effective guiding principle by the adult educators who in their own ignorance do not know even how to start to blend the education of adult and the subsequent awareness to the masses so that the participants in the programme and employers themselves will be well aware of these people’s ability in handling jobs and to avoid reluctance in participation by these adults. In the light of the above facts, this study is designed to investigate career opportunities available to the adult education graduates in Enugu State.

1.4 PURPOSE OF THE STUDY

The aim and objectives of this study is particularly to achieve the following.

1. Identify the various job opportunities open to adult education graduates in the state.

2. To determine the extent to which these graduates have secured jobs in the areas of their training and how well they trained.

3. To determine the extent to which the employers of labour know the purpose and programme content of adult education.

1.5 LIMITATION OF THE STUDY

The study is limited to Enugu State and covers institute of management and technology school of continuing education, SDDE department. This is so because of the relative nearness of the programme in the educational sphere, financial hindrances to go to many places in search of relevant data to agree with the little gotten from the available texts. Again the people’s indifference and strife to react positively when asked certain questions. It was on this note that the researchers made this with the little at my disposal and therefore limit the study to the above mentioned departments.

1.6 RESEARCH QUESTIONS

1. What are the employment opportunities available to these graduates and their awareness?

2. How are these adults embracing this programme in other to make career in these training?

3. What is the rate of awareness of the quality of these people, created to employers of labour by the adult educators?

1.7 RESEARCH HYPOTHESIS

This study will be tested by the following hypothesis.

HO: People are not aware that employment opportunities are bound everywhere for adult education graduates in Enugu State and adults education are embracing the new programme (adult education) massively to make career.

HI: The qualities of training received by these people are made known to the employers of labour by the adult educators.

1.8 SIGNIFICANCE OF THE STUDY

This study is important because it will create awareness and knowledge of employment opportunities which will assist these graduates in search of jobs that will suit them and their desirable careers. It is also hoped that the study will stimulate other researchers to carryout more research on the relatively new topic, hence a starting point. Again to create awareness to career opportunities and thus providing abundant information and knowledge about adult education. More importantly, the government, the employer of labour will be aware of the subject matter, content of adult education programme and therefore place them in their placement services. Finally, it will be a tribute to the adult education students of SDD department of IMT to encourage the new entrails for there is more to gain in it.

1.9 DEFINITION OF TERMS

Adult education as a new course in the field of discipline has been defined differently by many authors. Agusioba defines it as all kinds of activities which promotes the progress of the common man. It has been also defined as an education to educate an adult for world citizenship, social and technological changes, creative diversions, family living and provision of better education for illiterates and handicapped adults.

Based on this careers opportunities for an adult in education can be defined as the effort by a person out of due, studying to read and write on to achieve special stall in a field of work to make certificate in such job as a qualification to enable him continue in such industry for the job. The adult in this sense is just not age but doing things when it is supposed to be done and not out of due time.

REFERENCES

1. Barry P. Bright (1989), Theory and Practice in the Study of Adult Education. The Epistemological Debate in Richa Clay Ltd. Great Britain.

2. Berry Brainley (1991), Adult Literacy Basic Library Association and Publishing Ltd London.

3. Osuala S. (1980), “Ten Years of Adult Education in Nigeria Making Ourselves feet more” Special Bulletin N.N.C.A.C. Pg. 9.

4. Fafuwa A.B. (1991) The History of United States New York: Cambridge, the Adult Education Company.

5. James A.F Stoner (1978) Management, London Prentice Hall International Inc.

6. Knowel M.S. (1980), Modern Practice of Adult Education in United States New York: Cambridge, The Adult Education Company.

7. Murray, R. Spiegel (1992) Theory and Problems of Adult New York: McGraw Hill Book Company.

8. Nwana, D.C. (1981) Introduction to Educational Research Ibadan: Heinemann Educational Books Nigeria Ltd.

9. Okedara J. (1981) Introduction to the Study of Adult Education, Ibadan Inter press Ltd.

10. Olakunori O.K. (1997), Theory and practice of Adult Education Enugu, Computer Edge Publsihers.

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