AN ASSESSMENT OF GOVERNMENT INVOLVEMENT IN ADULT LITERACY PROGRAMMES


AN ASSESSMENT OF GOVERNMENT INVOLVEMENT IN ADULT LITERACY PROGRAMMES 

ABSTRACT

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---------

CHAPTER ONE

INTRODUCTION

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:-

1. To ascertain, the effort that government has put into adult literacy programmes in Ikpoba-Okha local government area.

2. To measure the level of involvement of Edo State government in adult literacy education.

3. To identify the response rate of the Ikpoba-Okha local government areas populace towards adult literacy programme.

4. To find out the strategies and innovations that government has put in place since the inception of adult literacy programme in Edo State.

5. The impart of adult literacy education in the indigenes of Ikpob-Okha local government area.

SIGNIFICANCE OF THE STUDY

Adult education has put by Edward Hutchinson is a “organized provision to enable men and women to enlarge and interpret their own living experience”  

Also, in view of the research work, the concept of adult literacy as a basic component of adult education includes all the activities with educational purposes carried on by people engaged in the ordinary business of life.  This branch of education thus stems directly from the people and it enables its recipients to grapple successfully with problem of life and contribute meaningful to community betterment. In view of the above, the researcher is of the view that the findings of the study will help, enlighten the government on the need for literacy of the adult in Ikpoba-Okha local government area and if improved efforts are provided, it will greatly contribute in promoting the social economical and political advancement of the State.

RESEARCH QUESTIONS

1. What effort have the government put into adult literacy programme in Ikpoba –Okha local government area?

2. Is Edo State government actually involved in adult literacy education?

3. What is the response of the Ikopba-Okha populace towards adult literacy programme?

4. What innovation has the government initiated since the inception of adult literacy programme in Edo State?

5. What are the resultant effects of the implementation of adult literacy programmes on the indigenes of Ikpoba-Okha local government area.

DELIMITATION OF STUDY 

Bearing in mind the complexity of the issue which is “An assessment of Government involvement I adult literacy efforts in Ikpoba-Okha Local government area, this study focuses only on the efforts of the government towards the development of adult education and he involvement or interest shown by the people. 

Othr areas include, the various innovations introduced by the government to boost the system and it’s resultant effects on the indigenes of the locality. 

LIMITATION OF THE STUDY 

This study is designed to investigate the involvement of government in adult literacy programmes in Ikpoba-Okha local government area. The constraints are specified to Ikpoba-Okha local government area, but since education problems are fairly general, the constraints can be taken as what obtained in other pails of Edo State. 

Other limitation include lack of time, fund and transport problem.

DEFINITION OF TERMS 

⦁ Adult: a grown up person, who has attained full maturity and is fully developed. 

⦁ Illiterate: An uneducated person, who lacks the ability to read or write. 

⦁ Literate: An educated person with competence in reading and writing. 

⦁ Adult education: This refers to the general enlightenment programme that is put together to develop the adults or matured citizens of the society. 

⦁ Assessment: to pry into, for the purpose of judging, deeding the amount, value, quality, or importance of  a thing or placed on a thing. 

⦁ Government: A defined constitutional body that rules with authority and conducts the policy, actions and affairs of a state 

⦁ Effort: A great physical or mental activity needed achiev something. 

.

AN ASSESSMENT OF GOVERNMENT INVOLVEMENT IN ADULT LITERACY PROGRAMMES



TYPE IN YOUR TOPIC AND CLICK SEARCH.






RESEARCHWAP.ORG
Researchwap.org is an online repository for free project topics and research materials, articles and custom writing of research works. We’re an online resource centre that provides a vast database for students to access numerous research project topics and materials. Researchwap.org guides and assist Postgraduate, Undergraduate and Final Year Students with well researched and quality project topics, topic ideas, research guides and project materials. We’re reliable and trustworthy, and we really understand what is called “time factor”, that is why we’ve simplified the process so that students can get their research projects ready on time. Our platform provides more educational services, such as hiring a writer, research analysis, and software for computer science research and we also seriously adhere to a timely delivery.

TESTIMONIES FROM OUR CLIENTS


Please feel free to carefully review some written and captured responses from our satisfied clients.

  • "Exceptionally outstanding. Highly recommend for all who wish to have effective and excellent project defence. Easily Accessable, Affordable, Effective and effective."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "I saw this website on facebook page and I did not even bother since I was in a hurry to complete my project. But I am totally amazed that when I visited the website and saw the topic I was looking for and I decided to give a try and now I have received it within an hour after ordering the material. Am grateful guys!"

    Hilary Yusuf, United States International University Africa, Nairobi, Kenya.
  • "Researchwap.org is a website I recommend to all student and researchers within and outside the country. The web owners are doing great job and I appreciate them for that. Once again, thank you very much "researchwap.org" and God bless you and your business! ."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "Great User Experience, Nice flows and Superb functionalities.The app is indeed a great tech innovation for greasing the wheels of final year, research and other pedagogical related project works. A trial would definitely convince you."

    Lamilare Valentine, Kwame Nkrumah University, Kumasi, Ghana.
  • "I love what you guys are doing, your material guided me well through my research. Thank you for helping me achieve academic success."

    Sampson, University of Nigeria, Nsukka.
  • "researchwap.com is God-sent! I got good grades in my seminar and project with the help of your service, thank you soooooo much."

    Cynthia, Akwa Ibom State University .
  • "Sorry, it was in my spam folder all along, I should have looked it up properly first. Please keep up the good work, your team is quite commited. Am grateful...I will certainly refer my friends too."

    Elizabeth, Obafemi Awolowo University
  • "Am happy the defense went well, thanks to your articles. I may not be able to express how grateful I am for all your assistance, but on my honour, I owe you guys a good number of referrals. Thank you once again."

    Ali Olanrewaju, Lagos State University.
  • "My Dear Researchwap, initially I never believed one can actually do honest business transactions with Nigerians online until i stumbled into your website. You have broken a new legacy of record as far as am concerned. Keep up the good work!"

    Willie Ekereobong, University of Port Harcourt.
  • "WOW, SO IT'S TRUE??!! I can't believe I got this quality work for just 3k...I thought it was scam ooo. I wouldn't mind if it goes for over 5k, its worth it. Thank you!"

    Theressa, Igbinedion University.
  • "I did not see my project topic on your website so I decided to call your customer care number, the attention I got was epic! I got help from the beginning to the end of my project in just 3 days, they even taught me how to defend my project and I got a 'B' at the end. Thank you so much researchwap.com, infact, I owe my graduating well today to you guys...."

    Joseph, Abia state Polytechnic.
  • "My friend told me about ResearchWap website, I doubted her until I saw her receive her full project in less than 15 miniutes, I tried mine too and got it same, right now, am telling everyone in my school about researchwap.com, no one has to suffer any more writing their project. Thank you for making life easy for me and my fellow students... Keep up the good work"

    Christiana, Landmark University .
  • "I wish I knew you guys when I wrote my first degree project, it took so much time and effort then. Now, with just a click of a button, I got my complete project in less than 15 minutes. You guys are too amazing!."

    Musa, Federal University of Technology Minna
  • "I was scared at first when I saw your website but I decided to risk my last 3k and surprisingly I got my complete project in my email box instantly. This is so nice!!!."

    Ali Obafemi, Ibrahim Badamasi Babangida University, Niger State.
  • To contribute to our success story, send us a feedback or please kindly call 2348037664978.
    Then your comment and contact will be published here also with your consent.

    Thank you for choosing researchwap.com.