Wednesday, 15 July 2015

PROBLEMS AND PROSPECTS OF ADULT EDUCATION IN NIGERIA


The National Policy on Education (2004) provides for Adult and non-formal education as an instrument par excellence for lifelong education. Section 6 of the Policy outlines the goals of adult and non-formal education to include providing functional literacy and continuing education for adults and the youths, provide education for different categories of completers of the formal education system to improve their basic knowledge and skills, provide in-service, on-the-job, vocational and professional training for different categories of workers and give adult citizens of the country necessary aesthetics, cultural and civic education for public enlightenment.
Ugwuegbu (2003) opined that Adult Education in Nigeria is not just about literacy or remedial education to fill a gap. That it is what is needed and wanted by all as long as they are alive and regardless of previous education. This position is in line with what Nasir (1979) said when he said that Adult Education included many of the subjects learned at school for those who never had the opportunity. Dave (1973) had earlier argued that Adult Education aims at providing lifelong Education that prepares the individual for change and creates dynamic frame of mind in the individual. This is because the world is constantly changing in all spheres including technology, communication and industry. Human’s craving for learning is thus continuous to keep pace with the changes.
Bown and Okedara (1981: 11) rightly described this urge for continuous learning as ‘cradle to grave’. It is hoped that when the individual is equipped through lifelong skills and knowledge, Nigeria’s hope for the realization of the millennium development goals that include eradication of extreme poverty and hunger, achieving universal primary education, promoting gender equality and empowering women, reducing child mortality, improving maternal health, combating HIV / Aids, malaria and other diseases, ensuring environmental sustainability and developing a global partnership for development would be enhanced (Federal Government of Nigeria, 2004).
INNOVATIONS IN ADULT EDUCATION PROGRAMS IN NIGERIA
To meet the challenges presented by the above dimensions in adult education in the country, innovative programmes have been put in place such as:
1. BASIC LITERACY PROGRAMME: This is a one-month programme organized and financed by some Local Government Councils in some states of the Federation. It is held under the co-ordination and supervision of the States´ Ministries of Education.
2. POST LITERACY PROGRAMME: This is organized by the Ministry of Education in some States of the Federation for completers of Basic Literacy Programmes and drop outs from formal primary schools to upgrade their knowledge to the level of first school leaving certificates.
3. WOMEN ADULT EDUCATION PROGRAMME: This programme is organised by Christian Missionaries and Local Government Councils. The Ministry of Education grants aid to the voluntary organizations to reduce costs. The course is solely designed to improve the services of literate and illiterate women in the society.
4. DISTANCE EDUCATION PROGRAMME: This program-me is organised by the States´ Ministries of Education and some institution of higher education in the country. It is designed for all those who because of the nature of their age are unable to enroll in the regular or formal educational system. The medium of instruction is by correspondence, radio or television.
5. SANDWICH PROGRAMME: This is organised by various institutions of higher education in the country for adults who stay in other commitments for most of the year and come into residence in their various schools when they can afford it.
6. NOMADIC EDUCATION PROGRAMME: Nigerian nomads are mostly cattle rearers who do not settle in a place because they have to follow their herds of cattle around in search of grazable pasture. They do not receive formal education. Mobile Education Programme has been established to take care of this unfortunate situation.
RECOMMENDATIONS
1. Adequate funding: Since Adult Education is central to the individual’s survival and contribution to the progress of the State and nation; it should be adequately funded by the government. It is worthy of note that the 26% budgetary allocation to education recommended by UNESCO has never been met.
2. Available and reliable data is needed for proper planning and implementation. Data on the needs of learners, the number of those out of school, the required classrooms and needed instructors.
3. Change in societal attitude: Society must ascribe value and prestige to this system of
learning and appreciate it as needed for lifelong Education.
4. Counseling Programmes: Just as in the formal system of education, counselors should be posted to the learning centers to assist the learners.
5. Policy documents like the NPE and Nigerian Constitution should be clear as to what specific roles the different levels of Governments, Federal, State and Local Governments should play in the implementation of specific programmes.
6. Males should be enlightened more on the importance of these centers in the delivery of lifelong education.
CONCLUSION
Nigeria like most developing countries have placed undue emphasis on formal education while apparently neglecting adult and non-formal education. The present economic development in the African Region compares very unfavorably with levels already attained by developed countries as well as by a number of developing countries in other regions. This is because 65% of the African populations are illiterates. Adult Education, though taken by the Nigerian society to be a low-cost area of educational system, but from the point of view of return on investment, it is the most immediately productive and profitable for the national economy. What seems to be needed more in Nigeria today is a development-oriented non-formal education to ensure the principle of self-reliance both in national and individual terms.
Adult literacy although strictly not within the formal system has a great influence on the quantity and quality of education in the formal system. It should be pursued vigorously. Adult literacy and adult education are necessary to ensure an enlightened government and citizenry, whose insights, activities and decisions are very vital to the cause of education and the achievement of national goals. Thus change in Adult Education in Nigeria is welcome.
 -PETER ATSEN AWARE
KUW/U14/SLG/2033

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