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.
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