Relevant bibliographies by topics / Adult education in Nigeria

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adult education in Nigeria'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Adult education in Nigeria"

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Muhammad, Musa Usman. "ADULT EDUCATION AND NATIONAL TRANSFORMATION IN NIGERIA." Sokoto Educational Review 16, no. 1 (June 28, 2015): 10. http://dx.doi.org/10.35386/ser.v16i1.61.

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This is a discussion on Adult Education programmes and National Transformation in Nigeria. The study was necessitated by observing the various efforts made by the Nigerian government, local and international interventions from 1980s to date and the present literacy rate and the present level of development in Nigeria. Adult education connotes a desirable change that can improve the role of adult population in their community and national development. It is not the children, but the adults who hold in their hands the destiny of a society. The paper reviewed the various transformational plans implemented in Nigeria from 1980s to date. It also reviewed how the Chinese and American governments implemented and used adult education programmes to bring developmental changes in their countries. It concluded that, being a means of acquiring general knowledge, skills, values, social and political changes by adults, the Nigerian government did not give adult education due priority and that was why most of the government programmes and plans failed in the past.. Some of the recommendations include: to adequately finance adult education programmes and give sustainable and effective priority to achieve the desired objectives.
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Bakare, Tewo V. "Access To Higher Education For National Development In Nigeria: Distance Education To The Rescue." Journal of International Education Research (JIER) 8, no. 3 (July 9, 2012): 283–94. http://dx.doi.org/10.19030/jier.v8i3.7110.

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The paper examined the place of Distance Education (DE) as a method of Adult Education in Nigeria and its contribution to national development. The paper discussed DE practice and challenges in some African countries and related this to the Nigerian situation. The paper further noted the challenge of the national admission body for regular tertiary institutions with reconciling the ratio of applicants to those admitted. Incidentally, DE, which is originally a form of Adult Education, is fast becoming a replacement for regular higher education. The implication of this on Adult Education practice in Nigeria is that the changes in the demographics of participants in DE, along with other challenges, affect the essence of Adult Education provision, access and its conduct. The paper analyzed the concept of DE and noted that distance education is currently used to replace, instead of support mainstream education in Nigeria by eroding the more desirable non-formal approach. The paper agrees that DE can be used as a tool, per excellence, for human and national development, if practiced in its proper context, and attracts the desired target candidates. Several suggestions were proffered for better conduct of DE, including the use of awareness campaigns to attract the right candidates into DE programs as well as better provision of access to regular education for the youth to stem their influx into DE. The discourse has great implications for lifelong learning, access, national development and adult education practice in Nigeria and globally.
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Usman, Ya'u Haruna. "ADULT EDUCATION FOR CONSCIOUSNESS RAISING, GOOD NEIGHBORLINESS AND SUSTAINABLE DEMOCRACY AND LIVELIHOOD IN NIGERIA." Sokoto Educational Review 16, no. 2 (December 31, 2015): 8. http://dx.doi.org/10.35386/ser.v16i2.145.

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Friendly neighborliness is an instrument for peaceful co-existence and harmonious relationship. It is also very vital to the sustenance of democracy and livelihood in every society. Unfriendly neighborliness is mostly caused by conflicts, especially when they escalate to violence. The Nigerian nation has witnessed several conflicts stemming from religious, ethnic, political and economic reasons. The effects of such conflicts are enormous; apart the loss of lives and property, resulting into many people deserting their homes, jobs and other sources of livelihood. The major repercussion of those conflicts is the intendments of hatred, fear, suspicion and unfriendly neighborliness among people living in such communities. Adult Education has numerous programmes that raise consciousness as well as solve the problems of ignorance, poverty, frustration among adults and youths in Nigeria. Peace education which is also an integral part of adult education can be used to raise the consciousness of the Nigerian adults and youths against violence. This type of education inculcates the virtues of tolerance and forgiveness; it also highlights the dangers of conflicts and the need for peaceful co-existence needed for the sustenance of democracy and livelihood in Nigeria.
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Festus, Mbalisi Onyeka, and Oyebamiji Morufu Adekola. "Adult Education for Meaningful Socio-Economic Development in Nigeria." Journal of Social Science Studies 2, no. 2 (June 11, 2015): 199. http://dx.doi.org/10.5296/jsss.v2i2.7799.

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<p>This paper establishes adult education as an indispensable tool for the achievement of meaningful socio-economic development of any nation. The paper identified different dimensions of development as well as various phenomena and their resultant effects which constitute a bane to successful socio-economic development in Nigeria. It proposes adult education programmes relevant for the development of a literate, informed, skilled and healthy adult population that drives successful socio-economic development activities. It concludes that adult education programmes are veritable tools designed to equip adults who are the economically productive and active citizens with required knowledge, attitudes, skills and commitment needed for meaningful socio-economic development.</p>
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Akpomuje, Paul Young. "Learning in Museums and Art Galleries in Nigeria: Exploring Arts-Based Adult Learning through Collections." Collections: A Journal for Museum and Archives Professionals 15, no. 1 (March 2019): 42–61. http://dx.doi.org/10.1177/1550190619832379.

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The importance of arts-based adult education in today’s culturally diverse world cannot be overemphasized. Arts-based adult learning provides some of the important cultural contexts for informal learning. Other forms of adult learning—formal and nonformal—have also been immensely enriched by this form of adult education. Museums and art galleries are at the heart of arts-based learning. Whereas learning in the museum has gained attention in western climes, adult education researchers in Nigeria are yet to focus attention on this area of research. The aim of this study was to explore how collections in art galleries and museums provide important opportunities for adult learning in Nigeria. The specific objectives were to explore what adults learn when they interact with collections while visiting museums and art galleries and to highlight how they learn from these collections. Qualitative data were collected from five participants comprising visitors and curators in Natural History Museum, Obafemi Awolowo University, Ile-Ife, Nigeria, and the National Gallery of Arts, Osogbo, Nigeria, through interviews. The data were analyzed using content analysis.
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Okafor, Ikechukwu M., and Apuega R. Arikawei. "Repositioning Conceptual Understanding of Adult Education for Social Transformation in Nigeria." African Research Review 14, no. 1 (April 28, 2020): 40–51. http://dx.doi.org/10.4314/afrrev.v14i1.4.

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The conceptual understanding of Adult Education and its mission has continued to suffer much neglect in various quarters in the education sector. The debate on the status of the discipline has been accorded low esteem and relegated to the background in government circles, in the intellectual community and public perception despite the huge potentials it offers in the developmental process. This paper is an attempt at repositioning the understanding of Adult Education to restore the image of poor perception from policy makers and implementers of adult education programmes in Nigeria. The paper examined the utilitarian value of adult education needed for the transformation of the plethora of problems in the economic, social and political landscape of society. It recommended that there is need to redesign adult education curriculum to sustain its nomenclature for lifelong learning to bring about the needed recognition as a career discipline in the education system for maximum benefit in Nigeria. Key Words: Repositioning, Conceptual, Understanding, Social, Transformation, Adult Education
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Olufunke, Adedokun Mary, and Adeyemo, Comfort Wuraola. "Finding Solutions to Challenges Facing Adult Education in Nigeria." International Journal of Learning and Development 3, no. 4 (September 6, 2013): 23. http://dx.doi.org/10.5296/ijld.v3i4.4241.

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Bakare, Tewo V. "Factors Affecting the Use of Andragogical Principles in Adult Education Programs in Lagos State, Nigeria." International Journal of Technology and Management Research 4, no. 1 (March 12, 2020): 23–34. http://dx.doi.org/10.47127/ijtmr.v4i1.73.

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The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators, spearheaded by Malcolm Knowles’ notion of andragogy. Knowles asserted that adults require certain conditions to learn. Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. There are several adult education programs in the Lagos State of Nigeria. This study examined the level of awareness of, and factors that affect the use of andragogical principles in these programs; facilitators and learners’ perception of their roles in teaching/learning, as well as method used. Some 361 participants from six different Adult Education programs and 132 facilitators were used for the study. Interviews and Sit-in-observations, together with the questionnaire, were used to gather data. Chi-squared statistical analysis revealed that facilitators were mostly aware of, but did not make use of andragogical principles in helping adults to learn due to several factors. Suggestions made for improvement include that appropriate training for adult educators be encouraged, as well as expanded use of technology to facilitate adult learning towards national development.
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Olojede, Adeshina Abideen. "Achieving the International Benchmarks for Adult Literacy in Nigeria : Post 2015 Challenges and Prospects." European Scientific Journal, ESJ 13, no. 34 (December 31, 2017): 392. http://dx.doi.org/10.19044/esj.2017.v13n34p392.

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The story of Adult education in Nigeria is not complete without the activities of itinerant Islamic scholars and traders dating as far back as the 14th century. The Methodist mission, the Church Missionary Society (C.M.S) and other Christian churches pioneered what can be termed as “modern literacy” in Nigeria. The major difference between the activities of Islamic missionaries and Christian missionaries is the acceptance of western education in the south and its rejection in the north. Despite this early involvement in literacy activities, illiteracy still persists in Nigeria. Literacy developments efforts in Nigeria include collaboration with UNESCO in the establishment of an Adult Literacy Institute in Ibadan. In 1965, the University of Ibadan started the training of professional adult educators. Other initiatives include pre-primary education, primary education, the first three years of secondary education (JSS), and literacy for adolescents, adults and women’s education. To help improve literacy development situation, the International Community on Education has put forward a 12 points benchmark on literacy delivery. With the current rate of illiteracy and the fact that the deadline of 2015 which was earlier scheduled for halving the illiterates population could not be met, the credibility of the government activities, most especially in the area of funding, commitment, programmes, strategies and the institutions established on the success or otherwise on the benchmarks as far as Nigeria is concerned has been called into question. Using relevant literature on the topic and personal experience of the researcher, this paper is written, to access Nigeria’s performance in the realization of these benchmarks. However, it established the problems and offers possible recommendations that if applied, would put the country on track again as post 2015 literacy development strategy.
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Sa'idu, Gali. "FUNCTIONS OF GUIDANCE COUNSELLORS AT ADULT EDUCATION CENTRES IN NIGERIA." Sokoto Educational Review 15, no. 2 (December 31, 2014): 55–62. http://dx.doi.org/10.35386/ser.v15i2.169.

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This paper examines the functions of guidance counsellors at adult education centres in Nigeria. Equally, the paper reviews the different definition of adult education, objectives of guidance and counselling units in adult education, the scope of guidance and counselling centre and problems affecting guidance and counselling centre which prompted for the specific functions of counsellors at the adult education centre. Some of the specific functions of counsellors identified are the provision of guidance on how to take decisions on important issues such as a class to enrol into, how to adjust to the class schedule, guide adult learners on how to search and manage jobs. In addition, the paper offers some recommendations among which include organizing orientation for new students, the establishment of functional and fully equipped counselling centres, organizing career day activities arrangement for referral of the clients ’ among others.
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Dissertations / Theses on the topic "Adult education in Nigeria"

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Adeniji, Olufemi O. (Olufemi Ogunruku). "The Development and Contributions of the Department of Adult Education, University of Ibadan, Nigeria, to Adult Education in Nigeria: 1945- 1980." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331800/.

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This study examined the historical development of the University of Ibadan in Nigeria and its contributions to adult education both in Nigeria and in other African nations. This was aimed at providing up-to-date insight into the department's contributions to the development of adult education in Nigeria and in other African nations. Specifically, this study examined the department's founders and their goals, the department's management structure, its relationship with other adult education agencies in Nigeria and in Africa, its programs and services, and the participants in these. This study reveals that the department's founders were both British and Nigerian politicians, educators, and humanitarians. They were concerned with eradicating illiteracy, preparing adults for democratic roles, and improving the economic well-being of these adults. The department does not have a consistent pattern of management. The selection of its leadership is usually based on seniority and academic merits. The department initially relied on donations and on the revenues from the local, state, and federal governments of Nigeria to operate. It now relies on those from the profit from its services to the public and on those from Nigeria's state and federal governments. The department interacts with other departments of the university and with other adult education agencies in Nigeria to formulate, develop, direct, and provide adult education programs and services to all segments of the Nigerian population. Its contributions to other African nations are limited to the conferences and seminars it hosts, and in many cases, directs on their behalf.
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Lakpah, Michael Uririn. "Administration and practice of adult education in the Lagos State of Nigeria." Thesis, University of Hull, 1987. http://hydra.hull.ac.uk/resources/hull:8028.

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The purpose of the study was to highlight the adequacies as well as the inadequacies of the Lagos State Government's provisions for adult education with special reference to functional literacy, continuing and remedial education and vocational training. It was aimed at acquainting the planners and executors of adult education in the State with the magnitude of the assignment apportioned to them at State level in the execution of adult education as contained in the 'national policy on education' section 7, paragraph 52 (a-e) and as suggested by the 'implementation committee for the national policy on education' which are included in the introduction to the study. A brief historical, geo-political, socio-economic and educational background of the area referred to as Lagos State is given in two parts in chapter one. Part one deals with the location, size, population, occupation and administration. Part two deals with the State's education system at the various levels of nursery, primary, secondary, post-secondary and higher education together with the general administration of education in the State. Also in this chapter, the problems facing the 'Administration and Practice of Adult Education’ in the State as observed by the researcher, which prompted this study are also stated. All the problems were individually stated with research questions for the researcher to find answers to, with the use of interview questions with which all those connected with adult education in the State were interviewed. Their responses were analysed for the purpose of identifying the basic causes of the problems. so as to suggest workable solutions to them. Chapter two deals with a review of the literature on adult education: books, journals, magazines, newspapers, committees and conference reports, unpublished theses and dissertations. This chapter amplifies the purpose of the study as the review brings to a clearer light, the aims and objectives of adult education both at national and international levels. Emphasis is laid on mass adult literacy education and its advantages and the evil effects of illiteracy on the individual and national development. Also in the review, the modus operanda of adult education in different countries are highlighted for adult education planners to study and modify to suit their needs. The language factor in adult education is also dealt with. As English language is currently the official language of all businesses and for political administration in Nigeria, it is suggested that in addition to the Yoruba language which is the mother tongue of Lagos State, English language should also be used for adult literacy in Lagos State. Other areas covered in the review include the financing of adult education, methodology of adult education with emphasis on adult learning. The questions, who is the adult and what is adult education are also answered in the review. Extracts quoted from American books which contain Americanisms in the spelling of certain words such as program, favor, behavior etc, are written in their pure original English forms as programme, favour, behaviour etc. This is done for the purpose of uniformity. Chapter three explains the methodology of the study. It deals with the strategy of the interviews, the selection of subjects, selection and training of interviewers, interviewing and recording of interviewees responses. The problems encountered during the process of the interviews are also related in this chapter. The major problems include making contact with interviewees, language, coordinating the activities of interviewers, recording of responses and finance. Chapters four, five, six, seven, eight and nine deal with the analysis and discussions of the findings from the responses of the interviewees in the six categories of respondents. Each of the six chapters deals with one category in detail. Chapter ten is the summary, discussions and recommendations. It deals with a brief summary of the problems, methodology and conclusions from the findings. The limitations of the study and implications of the conclusions from the findings are also stated. Also included in this chapter are recommendations for further research into the problems of adult education provision in the State as this study was only a search-light focussing on the problems and prospects in the ‘Administration and Practice of Adult Education in the Lagos State of Nigeria'.
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Malu, Ifeanyi N. "Factors Associated with Prostate Cancer Screening Intentions Among Adult Men in Nigeria." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7404.

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Timely detection of prostate cancer (PCA) with prostate-specific antigens (PSA) and digital rectal examinations (DRE) are essential in optimizing incidence, minimizing prevalence, and reducing mortality rates. Given the low levels of participation in cancer screening, this study was conducted to examine the factors men consider when deciding whether to screen for PCA in Nigeria. A cross-sectional, online-based survey of 180 consenting Nigerian men 50 years old and older was carried out. Logistic regression analysis and descriptive statistics were used to analyze the data. Based on the data, there was a moderate positive association between the health belief model constructs and DRE/PSA screening intentions, which were statistically significant (p < 0.05). The results also demonstrated that there were no statistically significant associations between previous screening and age, previous screening and ethnicity, and previous screening and education among men in the sample (all p > 0.05). Of the 180 men surveyed, 29% (n = 53) had been screened for PCA before, while 76% (n = 137) reported no health insurance. Factors significantly associated with screening included income, insurance, and family history of PCA (all p < 0.05). Cancer fatalism, pain, and embarrassment were the most common barriers to screening reported. Focused interventions that help healthcare providers identify barriers quickly could improve screening outcomes. The implications for positive social change from this study include an increase in PCA screening, positive screening intentions, and a decrease in PCA mortality rate among men in Nigeria.
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Nottidge, Timothy Eyo. "Self-directed learning : status of final year students and perceptions of faculty leadership in a Nigerian medical school : a mixed analysis study." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95900.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Introduction: Self-directed learning (SDL) is the essential mechanism of lifelong learning which, in turn, is required for medical professionals to maintain competency due to advancing technology and constantly evolving disease care and contexts. Yet, Nigerian medical schools do not actively strive to develop self-directed learning skills in medical students, neither is it implemented in the College of Health Sciences, University of Uyo (COHUU). - Aim of study : The aim of this study was to evaluate the status of self-directed learning behaviour amongst final year students, and the perceptions of faculty leadership towards SDL in a Nigerian medical school. - Methodology: A mixed method research method was used for the study. A survey design, in which students completed a self-rating scale for self-directed learning as a means of quantitatively assessing their self-directed learning behaviour, was employed. A focus group discussion involving selected faculty leaders provided the qualitative data for this study. - Results: The medical students displayed moderate self-directed learning behaviour, based on the score on the Self-rating Scale for Self-Directed Learning (SRSSDL). Thematic analysis of the qualitative data revealed that the faculty leadership perceived SDL as essentially self-motivated learning by students in a task-sharing partnership with and guided by, their teachers. Faculty expressed concerns over a possible misunderstanding of what SDL implies for students. They furthermore considered their students’ SDL behaviour to be low. Faculty was willing to implement a COHUU model for achieving SDL. - Conclusion: This study suggests the baseline SDL behaviour of medical students at University of Uyo to be low to moderate, based on both the perceptions of Faculty leadership and the SRSSDL. Faculty are willing to implement a COHUU model for achieving SDL.
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Ogbonnaya, John A. "Adapting Nigerian church leadership style for the North American context." Thesis, Biola University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261390.

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The transition from a usually autocratic to generally participative style of leadership has been a process full of frustration, anxiety, and concerns for Nigerian immigrant pastors in The Apostolic Church (TAC) North America. These pastors have brought the values, concepts, practices, and behavior which they learned in Nigeria to lead the American church, but their inability to identify differences between the two cultures and make the necessary changes for easy adaptation has often led to conflict and power struggle between church authorities, pastors, and members in TAC North America. Thus, this study examined how Nigerian pastors in TAC North America are adapting the leadership style they learned in Nigeria to the North American context.

The study used the mixed method approach and data was gathered through self-reported questionnaires and semi-structured in-depth interviews. A purposeful sampling method was used in conjunction with snowball sampling. Ten churches with congregations of 100 and above were purposefully selected. The participants included the pastor, an elder, and a member. A total of three participants from each church representing an overall total of thirty participants contributed to the study. The self-report questionnaires provided information on the demographic characteristics of the respondents as well as their cultural dimension and perception of leadership style. Semi-structured in-depth interviews were also used to provide a more thorough understanding of the pastor’s life history, experiences, and leadership styles.

The results obtained showed that most of the participants scored low on power distance, but scored high on uncertainty avoidance, individualism, masculinity, and long-term orientation. On the perceived leadership behavior scale, a greater number of the elders and members perceived their pastor’s behavior as being high on Instrumental Leadership (IL), supportive leadership (SL), and participative leadership (PL). The pastors interviewed expressed some of their frustrations which includes their accents preventing them from reaching out to people who are not Africans, lack of funds to finance church projects, seemingly lack of respect for pastors as well as the congregation’s lack of commitment, and poor attendance to church services. Some doctrinal challenges include men and women sitting together in church, women not covering their hair and wearing pants/trousers to church, allowing unmarried couples to partake in holy communion and even be ordained as church officers, and tithes and offering were concerns for the pastors.

Despite all the hindrances and challenges, the pastors expressed their determination to fulfill their calling and in their efforts to adapt and accept the democratic and participatory style of leadership, as opposed to the generally hierarchical and autocratic approach used in TAC Nigeria. Nigerian pastors in TAC North America and the executives in Nigeria need to examine these challenges and formulate better policies for sending and supporting missionary pastors in TAC North America.

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Umar, Abdurrahman. "The planning of radio for adult education among the Pastoral Fulani : a reconstructionist approach." Thesis, Aberystwyth University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267766.

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Bonson, Anita M. J. "The concept of development in adult education literature : Nigerian and Jamaican perspectives, 1976-1986." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28151.

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Over the last few decades, adult education literature has indicated an increasing interest in the topic of national development. However, in general this literature's conceptualization of "development" is unclear, since it rarely analyses the concept within any explicit frameworks. One purpose of this study was therefore to bring more clarity to the discussion of development as it relates to adult education. An examination of literature on development thought and on the development/education relationship indicated some reflection by the latter of shifts in development perspectives, though the coincidence was by no means exact. Overall, a shift away from the advocation of a linear, Eurocentric development model focussed on economic growth towards more indigenous-based conceptualizations and a greater emphasis on equality was noted. However, this was by no means complete or universal. Because of the suggestion that indigenous approaches to development are likely more relevant, a second purpose was to deepen understanding of the development/adult education relationship through an examination of its conceptualization in the adult education literature of a specific context—that of West African and Caribbean English-speaking nations. A hermeneutic approach was used to interpret selected literature from Nigeria and Jamaica (considered exemplary of the two regions of the context). The four main questions addressed to the literature were concerned with the emphasis on: literacy education; consistency of national and adult educational goals; reducing inequality; and the need for structural change. It was found that literacy education was accorded much importance, as was the necessity of harmonizing adult educational with national objectives. Neither inequality nor structural change was emphasized, and consideration of both was most often indirect. Little autonomy for adult education was indicated. Since the differences between the two sub-contexts seemed as numerous as the similarities, and since none of the existing development or development/education frameworks seemed totally adequate to either, the importance of indigenous approaches seemed to be confirmed. However, the persistent influence of Western development values and goals (particularly modernization) was also very evident in the literature. This suggested a tension between the more recent trend to indigenous approaches and the continuing pervasiveness of Western models. Further exploration of the nature and effects of this tension was therefore suggested.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Amechi, Bridget Okiemute. "Association Between HAART and Metabolic Syndrome Components Among HIV-Positive Adults in Southeastern Nigeria." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2781.

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Highly active antiretroviral therapy (HAART) contributes to metabolic disorders and the growing prevalence of metabolic syndrome (MetS) in human immunodeficiency virus (HIV)-infected patients. Hypertension, obesity, and hyperglycemia (components of MetS) are risk factors for cardiovascular disease. Studies have shown that HIV patients on HAART have a 2-fold risk of dying from MetS. There are no such studies in Umuahia; hence the need for this study to fill this gap. Using a sample size of 192 medical records of HIV-infected patients in Federal Medical Centre, Umuahia, and applying metabolic syndrome theory, this study examined the relationships among types of HAART regimen, duration of HAART and hypertension, obesity, and hyperglycemia among HIV-infected adult patients. The records were stratified into 4 by duration of HAART. Chi-square test was used to determine associations between the nonparametric variables, whereas multiple logistic regressions were used to estimate the odds ratios. Odds of hypertension were more than 18-fold (OR = 18.52, 95% confidence interval [CI] = 5.464, 42.50) at >12 months on HAART, whereas odds of obesity was more than 5-fold (OR = 5.43, 95% CI = 2.227, 13.158) at >12 months. Odds of hyperglycemia were more than 14-fold at >12 months compared with <12 months on HAART. Statistical significance was achieved with duration of HAART for hypertension and hyperglycemia (p < .05) but none with types of HAART (p < .05). Being male, older age, and duration of HAART were associated with odds of metabolic syndrome components. This knowledge provides a base for population-based intervention programs for the HIV-positive population undergoing antiretroviral therapy in the Umuahia metropolis.
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Archibong, Mfon Archibong. "Perceptions about Sexually Transmitted Diseases in Akwa Ibom State of Nigeria: A Qualitative Study of Young Adults Age 18-24." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2517.

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Despite the ongoing investments in programs to increase sexual health awareness among young adults globally, many youths remain vulnerable to sexually transmitted diseases (STDs). Two-thirds of all STDs occur among youths engaging in high-risk sexual behaviors, which put young adults at higher risk of STDs and can result in serious consequences including infertility. Additionally, the social consequences of STD affect families and communities. While a need exists for increased public awareness of STDs among young adults, extant intervention and prevention activities should be informed by a cultural perspective, including the integration of community and government roles. The purpose of this social ecological study was to investigate the perceptions of STDs and the potential factors responsible for the increased frequency of STDs based on the lived experiences of 20 young adults with STDs in Akwa Ibom State, Nigeria. Through a qualitative approach using a phenomenological research design, this study employed semi-structured interviews, and the resultant data were analyzed and coded. The findings indicated that college-aged students increasingly engaged in sexually risky behavior with multiple sexual partners for financial gain and power. Additionally, while institutions promoted abstinence as an effective strategy to reduce STD infections, the findings indicated a strong relationship between the phenomenon and individual interconnectedness with the larger society. Because the sexual behavior of young adults in Akwa Ibom State, Nigeria, is influenced at multiple ecological levels, effective and sustaining culturally appropriate STD interventions must involve the larger society including young adults in all stages of intervention development and implementation.
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Halliru, Samir. "An investigation of lifelong learning : the policy context and the stories, pedagogies and transformational experience of young adults (a case study) in Nigeria." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30961/.

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Nigeria is beset with many educational, economic and social challenges, including poverty, unemployment, gender inequality, lack of skills and poor access to education, especially among young people. Lifelong learning is widely recognised as a means of addressing social injustices and economic instability in the 21st century. Although there has been much public discourse on lifelong learning (LLL) in Nigeria, the subject is under-researched. This study examines LLL policies and the practices that influence young adult engagement in lifelong learning, the pedagogies that influence the development of LLL skills, as well as the impact of lifelong learning on the transformation of young adults, and their communities in Nigeria. This study adopted a quasi-longitudinal case study that involved two methods of data collection: document analysis and semi-structured interviews, underpinned by a social constructivist perspective. The study involved analysis of three national policy documents in Nigeria: The National Policy on Education (2013); Nigeria-UNESCO: Revitalizing Adult and Youth Literacy (RAYL) (2012); and the National Universities Commission (NUC) Benchmark Minimum Academic Standards (BMAS) (2011). Semi-structured interviews were conducted with 40 participants: national level policymakers (n=4); students (n=16), graduates (n=12), instructors (n=5), and management level officials (n=3) drawn from one institute (YCV) in Katsina State, Nigeria. The YCV is an LLL initiative that attempts to address social injustices and develop individuals’ lifelong learning skills for personal and economic growth. The YCV is a successful adult education initiative that empowers distressed young adults in Nigeria. While in Nigeria the predominant goal of LLL are social justice and economic growth this research shows that lifelong learning is difficult to implement in Nigeria. The triggers for participation in LLL are life transitions such as divorce, examination failures and few opportunities to find employment which demoralise young adults, as well as a need to update knowledge and provide community services. The findings suggest that pedagogy of practice informed by critical pedagogy promotes lifelong learning skills, and that the principles of critical pedagogy can transform graduates into becoming economically and socially active individuals within a very challenging economic, political and social context. The study contributes to the existing literature about the potential of LLL based on critical pedagogy to offer transformational experiences to young adults/adults. These include economic and social transformation beyond self-transformation to promotion of peace building, societal cohesion, social security and community wellbeing; a transition from ‘learning to earning; and a way to rebuild lives after divorce, particularly for women. The study concluded that the challenges to implementing lifelong learning in Nigeria are not only cultural or peoples’ attitude to learning but structural and institutional. The study recommends that the implementation of LLL should take into account local knowledge and structures based on critical pedagogy to address internal challenges rather than being guided by internationally agreed development targets.
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Books on the topic "Adult education in Nigeria"

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Anyanwu, C. Nnorom. Developing adult education in Nigeria. Ibadan: University Press, 1987.

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Jayeola-Omoyeni, M. S. Adult education: Its nature and purpose in Nigeria. Ikere-Wkiti: Ekiti State, 2000.

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Azare, Garba. A political economy of adult education in Nigeria. Ibadan: Ibadan UniversityPress, 1991.

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Sarumi, Abidoye. Introduction to the history of adult education in Nigeria. University of Ibadan, Ibadan: The Gift Communications, 2000.

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Nigeria. Federal Ministry of Education. Basic education for all in Nigeria by the year 2000: Master plan. [Lagos, Nigeria]: The Ministry, 1993.

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Imhabekhai, C. I. Programme development and programme management in adult and non-formal education in Nigeria. Apapa-Lagos: Amfitop Books, 1998.

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Murphy, Terry. A sociological critique of the structure content and methodology of education in Nigeria. Zaria: Centre for Adult Education and Extension Services, Ahmadu Bello University, 1986.

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Nigerian National Council for Adult Education. National Conference/Seminar. The right to learn: Role of non-formal education in Nigeria. Ibadan, Oyo State, Nigeria: Afrografika Publishers, 1986.

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Aderinoye, Rashid A. Adult and non-formal education and the global challenges, issues and perspectives: Department of Adult Education 55th anniversary lecture delivered at the University of Ibadan, Ibadan, Nigeria on 20th September, 2004. Ibadan: Gabesther Educational Publishers, 2004.

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West African Sub-regional Management Development Training Workshop (1988 University of Ibadan). West African Sub-regional Management Development Training Workshop, Conference Centre, University of Ibadan, Nigeria, 14-24 February, 1988: [report]. [Nairobi?]: AALAE, 1991.

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Book chapters on the topic "Adult education in Nigeria"

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Omolewa, Michael. "Nigeria." In International Perspectives on Older Adult Education, 309–19. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_27.

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Akande, Josbua Olusola, and Adeola Bosede Ogunrin. "Empowering the Poor in Nigeria through Adult and Community Education: Implications for Education Policy Reform." In Education, Creativity, and Economic Empowerment in Africa, 61–80. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137438508_5.

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Simeon-Fayomi, Bolanle C., Valentina Guerrini, and Denise Tonelli. "Are teachers agents of change? Teacher training and the gender dimension in adult education: Italy and Nigeria in comparison." In International and Comparative Studies in Adult and Continuing Education, 149–64. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.10.

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Adult education can play a fundamental role in changing existing gender hierarchies, break-ing down gender stereotypes, and promoting gender equality. Teachers can be important agents of change, but they not only have to be aware of their behaviours, attitudes, and views, they also have to be able to understand the specific needs and interests of learners, to use gen-der-based methods, and to implement practices free of gender stereotypes. In order to do this, adequate education and training are needed, but both in Italy and Nigeria, gender issues are not part of the education and training curriculum, and much remains to be done for raising awareness of this issue.
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Akinsooto, Tajudeen, Concetta Tino, and Monica Fedeli. "Fostering critical reflection in the frame of transformative learning in adult education: Italian and Nigerian comparative case studies." In International and Comparative Studies in Adult and Continuing Education, 165–80. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.11.

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Critical reflection (CR) is an important process for making decisions on complex issues that influence individuals and societal life. The ability to inform our perceptions and thoughts through the results of critical reflection on our assumptions is fundamentally important in order to face the challenges connected to adult life (Kreber, 2012). Under the perspective of transformative learning (Mezirow & Associates, 2000), the paper discusses the similarities and differences between the ways in which the Italian and Nigerian higher education systems support students’ critical reflection. The results show how the two systems are on the right track to implementing the process at the micro and meso levels.
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Afemikhe, Omaze Anthony, and Sylvanus Yakubu Imobekhai. "Nigeria." In Issues in Upper Secondary Science Education, 161–74. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137275967_10.

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Potter, Jeremy. "Adult Education." In Independent Television in Britain, 244–51. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-09907-8_15.

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Westwood, Peter Stuart. "Adult Numeracy." In SpringerBriefs in Education, 67–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3761-2_6.

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Illeris, Knud. "Adult Learning." In Learning, Development and Education, 74–83. New York, NY : Routledge, 2016. | Series: World library of educationalists series: Routledge, 2018. http://dx.doi.org/10.4324/9781315620565-7.

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Carlson, Marie, and Bengt Jacobsson. "Neoliberalising adult education." In Neoliberalism and Market Forces in Education, 123–37. Abingdon, Oxon ; New York, NY : Routledge, [2019] | Series: Routledge research in education policy and politics: Routledge, 2019. http://dx.doi.org/10.4324/9780429470530-9.

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Lucio-Villegas, Emilio. "Claiming Adult Education." In Adult Education in Communities, 1–24. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-043-7_1.

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Conference papers on the topic "Adult education in Nigeria"

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Pratami, Yustika Rahmawati, and Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selec­tion; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27
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Madlenakova, Lucia, and Margita Majercakova. "BARRIERS IN ADULT EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2054.

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Hegyesi, Franciska, Krisztina Nemethy, Jozsef Gati, and Gyula Kartyas. "New education challenges in adult education." In 2015 IEEE 13th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2015. http://dx.doi.org/10.1109/sisy.2015.7325390.

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Olopade, CO, OG Arinola, OM Ige, AG Falade, AG Falusi, T. Aderemi, D. Huo, and OI Olopade. "Atopy, Helminthic Infection and Serum Immunoglobulins in Adult Asthma in SW Nigeria." In American Thoracic Society 2009 International Conference, May 15-20, 2009 • San Diego, California. American Thoracic Society, 2009. http://dx.doi.org/10.1164/ajrccm-conference.2009.179.1_meetingabstracts.a1293.

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"Adult Mental Health and Education." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium104-107.

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Hegyesi, Franciska, Jozsef Kopjak, and Rita Osz. "Educational strategies in adult education." In 2014 IEEE 9th International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2014. http://dx.doi.org/10.1109/saci.2014.6840064.

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Cladera, Magdalena. "GENDER DIFFERENCES IN ADULT EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1496.

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Kozlova, Elena, and Maxim Novak. "State Strategy for Adult Education." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482764.

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Wang, Hua. "Curriculum Development Strategy of Adult Education under the Theory of Modern Adult Education Development." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.26.

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Onuora, L. I., A. A. Ubachukwu, and M. O. Asogwa. "Basic space science education in Nigeria." In Basic space science. AIP, 1995. http://dx.doi.org/10.1063/1.47002.

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Reports on the topic "Adult education in Nigeria"

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Waddington, Hugh, and Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), August 2014. http://dx.doi.org/10.23846/srs001ffs.

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Waltmann, Ben, Imran Tahir, and Luke Sibieta. Big changes ahead for adult education funding? Definitely maybe. Institute for Fiscal Studies, April 2021. http://dx.doi.org/10.1920/bn.ifs.2021.bn0325.

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Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1349.

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Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. Cambridge, MA: National Bureau of Economic Research, June 2002. http://dx.doi.org/10.3386/w8986.

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Etim, James. A comparison of education systems in Nigeria and the United States of America. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2272.

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Zimmer, Zachary, Linda Martin, Mary Ofstedal, and Yi-Li Chuang. Education of adult children and mortality of their elderly parents in Taiwan. Population Council, 2005. http://dx.doi.org/10.31899/pgy2.1021.

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Clark, Damon, and Heather Royer. The Effect of Education on Adult Health and Mortality: Evidence from Britain. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w16013.

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Salvanes, Kjell G., Richard Blundell, and Patrick Bennett. A second chance? Labor market returns to adult education using school reforms. The IFS, August 2020. http://dx.doi.org/10.1920/wp.ifs.2020.2820.

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McKinley, Matthew R. An Assessment of the Army Officer Education System From an Adult Learning Perspective. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada435942.

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