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IMPLEMENTATION OF ADULT LITERACY PROGRAMME

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education forms a holistic and significant part of any individual’s life. It is the process of gaining or imparting knowledge that aids in building a proficient personality, ultimately improving the quality of life.  Education is designed to guide individuals in learning a culture, molding their behavior towards their functions of adulthood in society.  One key characteristic of education is that it is a life-long process as learning continues to occur at every stage of a person’s life. These learning stages is divided into pre-initial education/pre - school stage(0yr to 5yrs), school age/initial education stage(6yrs to 25yrs) and post initial education/post school stage (26yrs to death). Each of this stage has its type of education, but informal and non- formal education occurs throughout life with adult and non-formal as the pivot of development owing to its core scope for adult who are involved in the world of work. Education transcends making a student literate but involves rationale thinking and self-dependent learning and also playing a remarkable role in the sustainable development of a country. (Hanushek, and Woessmann, 2012):  The Education 2030 Agenda stretches for early childhood learning to youth and adult education and training; Emphasis is on the acquisition of skills for work and aims to ensure quality learning outcomes for all, throughout life. Though education can be gained from schools, life experiences and extra-curricular activities, yet it has no specifications or boundaries but broadly classified into Formal Education, Informal Education and Non-formal Education, with all having a significant role to play towards role identification and functions in society. Though emphasis has been placed on formal over the years with the neglect of adult and non-formal, leading to societal malfunctioning among adults, majority of who are not easily flexible to the dynamics of society.

Adult education is a field of academic Endeavour saddled with the responsibility of solving socio-economic, cultural, political and environmental problems.   Adult education comprises of all forms of education and learning to ensure that all adults participate in their societies and the world of work. It denotes the entire body of learning processes: formal, non-formal and informal, whereby those regarded as adults by the society in which they live, develop and enrich their capabilities for living and working, both in their own interests and those of their communities, organizations and societies (UNESCO and UIL, 2016).  Adult education also includes education and learning opportunities for active citizenship, empowering people to actively engage in social issues such as poverty, gender, intergenerational solidarity, social mobility, justice, equity, exclusion, violence, unemployment, environmental protection and climate change.   Adult education is an intentional, systematic process of teaching and learning by persons who occupy adult roles to acquire new values, attitudes, knowledge, skills, and disciplines. Adult education consists of all form of schooling and learning programmes in which adults participate, aimed at improving self and by extension society

 Adult education offer opportunities that help adult learners to acquire relevant knowledge and skills including information and attitudinal change for immediate application to address prevailing human and environmental problems. .Adult education can be used as a veritable instrument for transmitting knowledge, competences and skills, and then empowerment, i.e. the promotion of self-determined, bottom-up development of communities and individuals through active citizenship and social inclusion. (EAEA,2018). Adult education as an emerging field is faced with fundamental issues of acceptance and implementation, in Nigeria which is the nucleus of this paper.

Although Nigeria began its anti-illiteracy campaign during the colonial era, it was not until independence that literacy programs gained traction. In the 1950s, the regional government launched a free primary education program to provide adult learners with access to primary education, and in 1976, the central government implemented a compulsory, free universal primary education (U.P.E) Scheme. The UPE program heralded a new era of expanded growth for primary schools and education in general.

The National Teacher Institute trained many teachers via distance learning (N.T.I) In 1982, Sheu Shagari's government launched a ten-year adult literacy campaign, which included the establishment of state agencies whose primary goal was to combat illiteracy in Nigeria. The UNDP began assisting literacy programs with equipment, technical, and financial resources in 1996.

This allows the government to incorporate the U.P.E. into the universal basic education program (U.B.E 1999). Unlike the U.P.E, which sought to promote access to primary education, the U.B.E sought to promote access to education for all, including adults, students who had dropped out, youths, children, and people living in unusual circumstances, such as nomads.

Between 1995 and 2004, these programs increased the national literacy rate to 84 percent for youth and 69 percent for adults. Other efforts are currently underway to use the media, particularly radio, to reach the country's 60 million illiterates.

The majority of the adults are farmers, while others are artists and petty traders. A close examination reveals that the federal government's introduction of mass literacy programs in the country in 1982 has not been fully felt by adults in the local government area. With extensive experience, it has been discovered that the implementation of adult literacy programs faces a slew of challenges, which is the focus of this research.

Literacy, according to Ovedeji (1980), is the ability to read, write, and compute. He emphasized several benefits of literacy. Literacy enables people to understand their civil rights and responsibilities, to participate meaningfully in their country's democratic process, and to contribute significantly to productivity at the individual, state, and national levels.

The success of its organization is owed to the organizational strategies employed by the organizers. Adult education is increasingly seen as a response to men's and women's educational needs; it encompasses a wide range of part-time educational opportunities for people whose social and economic responsibilities give them adult status. Adult education, particularly literacy education, is extremely important. It is said that health is wealth; without good health, nothing can be accomplished, and poor health can have a negative impact on the entire community. The well-being and growth of the community can be sustained if the members are literate to a large extent.

It is also worth noting that literacy helps people to be enlightened in the community; as a result, such an individual will be able to make mature and progressive decisions on issues affecting his life and the lives of others. Furthermore, the people in charge of this country's affairs are adults, and they participate in decision making. As a result, their education is critical in order to keep the nation's ship from capsize.

The world is changing all the time, and in order for adults to keep up, literacy programs are essential at all levels, from the local to the national.

Before they can participate meaningfully in the local government's development programs, these people must be literate. As a result, it could be stated or concluded that the people of Karu local government area must become literate in order to develop themselves, the local government, the state, and Nigeria in general.

1.2 STATEMENT OF THE PROBLEM

Education, which is the backbone of developed nations, is critical to the development of developing countries such as Nigeria. Since the federal government launched a mass literacy campaign in 1982, the level of adult education has been a major concern of both the government and private individuals.

The status of adults in the educational system is now viewed with apathy by adults as well as government agents. Politicians see it as an important development tool, but patriotic support for this program wanes the moment they take office.

These issues range from insufficient funding to a lack of enthusiasm on the part of the learners and instructors, insufficient infrastructure and materials, and client ignorance. This study is therefore being conducted with these issues in mind.

In light of the foregoing, the study examines the issues involved in the organization of an adult literacy program in the karu local government area of Nasarawa state, which has contributed to its current state.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine implementation of adult literacy programme.

 Specific objectives include;

1. To assess the effectiveness of the adult literacy program in improving participants' reading and writing skills.

2. To examine the socio-economic factors influencing participation and retention rates in the adult literacy program.

3. To explore the long-term impact of the adult literacy program on participants' socio-economic status and community engagement.

1.4 RESEARCH QUESTIONS

1. How does participation in the adult literacy program correlate with improvements in participants' reading and writing skills?

2. What are the demographic and socio-economic factors that affect individuals' decision to enroll and continue in the adult literacy program?

3. In what ways does engagement in the adult literacy program contribute to participants' economic opportunities and community involvement?

1.5 RESEARCH HYPOTHESES

H1. Participants who regularly attend the adult literacy program will demonstrate significant improvements in their reading and writing abilities compared to non-participants.

H2. Socio-economic factors such as income level and employment status will be positively correlated with enrollment and retention rates in the adult literacy program.

H3. Engagement in the adult literacy program will lead to increased employment opportunities and active participation in community initiatives among participants, thus contributing to their socio-economic advancement.

1.6 SIGNIFICANCE OF THE STUDY

The implementation of an Adult Literacy Programme in Karu Local Government Area of Nasarawa State holds immense importance in addressing the literacy gap among adults in the region. This initiative would empower individuals with essential reading, writing, and numeracy skills, enabling them to actively participate in societal and economic activities. By improving adult literacy, the programme can enhance employment opportunities, promote community development, and contribute to overall societal advancement, ultimately fostering a more inclusive and equitable society.

1.7 SCOPE OF THE STUDY

The scope of this study encompasses various dimensions, including the assessment of current literacy levels among adults in Karu Local Government Area, identification of specific literacy needs and challenges faced by the target population, development of tailored curriculum and teaching methodologies, establishment of learning centers, recruitment and training of instructors, implementation of monitoring and evaluation mechanisms, and the overall impact assessment of the Adult Literacy Programme on individuals, families, communities, and the broader society within the specified geographical area of Nasarawa State.

1.8 LIMITATIONS OF THE STUDY

The study may be limited to the following

1. Limited Resources: One significant limitation of implementing an adult literacy program in Karu Local Government Area of Nasarawa State is the constraint of resources, including funding, materials, and qualified personnel. Insufficient financial allocations from the government or other stakeholders can hinder the program's effectiveness, limiting the availability of educational materials, trained instructors, and infrastructure like classrooms or community centers.

2. Socio-cultural Barriers: Another challenge lies in overcoming socio-cultural barriers within the community. Cultural norms, beliefs, and practices may discourage adults, especially women, from participating in literacy programs due to societal expectations, gender roles, or perceptions of education. Addressing these barriers requires culturally sensitive approaches and community engagement strategies to promote acceptance and encourage participation.

3. Accessibility and Reach: The geographical landscape of Karu Local Government Area poses a logistical challenge for reaching all potential beneficiaries of the adult literacy program. Remote or rural areas may lack adequate transportation networks, making it difficult for residents to access literacy centers. Additionally, marginalized populations such as people with disabilities or ethnic minorities may face additional barriers to participation, requiring tailored outreach efforts to ensure inclusivity and accessibility.

1.9 DEFINITION OF TERMS

1. Adult Literacy Programme: A structured educational initiative aimed at teaching reading, writing, and numeracy skills to adults who lack basic literacy skills.

2. Implementation: The process of putting a plan or program into action, involving the execution of various activities and strategies to achieve specified goals or objectives.

3. Karu Local Government Area: A local administrative division within Nasarawa State, Nigeria, typically comprising several communities or neighborhoods, each with its own governance structure.

4. Nasarawa State: A state located in the north-central geopolitical zone of Nigeria, characterized by diverse ethnic groups and languages.

5. Literacy: The ability to read, write, and comprehend written information in a language, enabling individuals to effectively participate in various aspects of society.

6. Adult Education: Educational activities or programs specifically designed to meet the learning needs of adults, typically beyond the age of traditional schooling, focusing on subjects such as literacy, numeracy, vocational skills, and civic engagement.

7. Stakeholders: Individuals, groups, or organizations with an interest or concern in the success of a particular program or initiative, including government agencies, non-governmental organizations, community leaders, educators, and beneficiaries.

8. Capacity Building: The process of developing the knowledge, skills, and abilities of individuals or organizations to enhance their effectiveness, sustainability, and impact in achieving desired outcomes. In the context of adult literacy programs, capacity building may involve training instructors, developing teaching materials, and establishing support systems.

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