Dissertations / Theses: '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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Dokun-Mowete, Christine Adekemi. "Using Multi-Theory Model to Predict Low Salt Intake - Nigerian Adults with Hypertension." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4279.

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Hypertension is a chronic non-communicable disease and a major risk factor for cardiovascular diseases, renal malfunction, disability, and premature death. One of the public health recommendations for the management of hypertension is the reduction of sodium/salt intake. There is need to develop and implement new evidence-based theoretical interventions to initiate and sustain behavior change in health education and promotion. Therefore, the quantitative cross-sectional method and design was used to investigate the adequacy of multi-theory model (MTM) constructs for the initiation and the sustenance of low sodium/salt intake behavior in hypertensive Nigerian adults. In addition, the impact of the MTM (initiation) constructs on actual salt/sodium intake was evaluated to validate self-reported behavior. A convenience sample of 149 consenting Nigerian adults with hypertension and of ages 20 to 60 years, self -administered the valid and reliable 39-item MTM instrument. The findings of confirmatory factor analysis showed construct validity of subscales for the initiation and sustenance model. All items loading for the two models were significant, p < 0.001. Multivariate regression analysis revealed 40.6% of the variance in initiating the consumption of low salt diets explained by advantages outweighing disadvantages, behavioral confidence, and changes in physical environment. About 41.8 % of the variance to sustain the intake of low salt diet was explained by emotional transformation, practice for change, and changes in social environment. The results justified the predictive role of MTM and adequacy of its utility to build evidence-based health education programs and interventions to address the health need of people with hypertension and contribute to social change in the country.

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Wyatt, James. "Adult Education." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/475.

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Jaja, Amelia Nwadiogwa Odini. "Labour union education in Nigeria." Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235805.

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Dunn, Anne Maureen. "Music education : an adult education perspective." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019700/.

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Waldrum, Sharon Gatling. "African American Adult Education Professors: Perceptions of Graduate Studies in Adult Education." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001277.

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Onyeocha, Izuchukwu Marcel. "Towards an effective moral education in Nigeria." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019206/.

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Nigeria is faced with the problems and challenges of pluralism in respect of its ethnic, social, political and religious diversity. This thesis argues that in order to reconcile the conflicting interests and tendencies in the country, an integrated approach to moral education is required. The first chapter clarifies the current situation in Nigeria by showing historically the roots of the present diversity. The second chapter is an introduction to some concepts -- of morality, education, moral education and moral development — which are essential to the later discussion. The third chapter describes and analyses approaches to moral education in traditional Nigerian society, including both content and methods. The fourth chapter is premised on the argument that moral education for national cohesion in Nigeria needs to take account of features of Nigerian society which, while being aspects of the problem, also contain the resources through which a solution can be approached. More is said on the current diversity, including its political and religious aspects, and it is pointed out that both Nigeria's political ideals, as enshrined in its constitution, and the predominantly religious orientation of its people, are resources on which moral education can build. The fifth chapter asks how far theoretical approaches developed in the West can be adapted to Nigeria's situation. Consideration is given to major political, especially democratic, theories; to ethical theories, especially where they focus on virtue; to conceptions of the nature of religion; and to psychological developmental theories. In each case it is argued that there are valuable features in such theories but they cannot be transferred wholesale to the Nigerian situation. The sixth chapter, accordingly, seeks to show how a distinctively Nigerian approach might be developed. This will allow for the possibility of a non-Western form of democracy; for a form of moral education which incorporates what is most valuable in traditional Nigerian practices; and for a religious education which takes account of common factors within a situation of diversity. Finally, an attempt is made in the seventh chapter to sketch a model of an effective and integrated moral education for Nigeria, in terms of the role of the school; the qualities required on the part of the teacher; the qualities of the student; the content of what is taught; and the methods to be used.

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Chigbu, Chibuike [Verfasser], and Klaus [Akademischer Betreuer] Parhofer. "Epidemiology of adult obesity in Enugu Southeast Nigeria / Chibuike Chigbu ; Betreuer: Klaus Parhofer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2018. http://d-nb.info/1172634262/34.

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Walter, Woodrow James. "Books in Religious Adult Education Valued by Professional Religious Adult Educators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc935810/.

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This research focused on discovering the most valued books in adult religious education through a survey of professors of adult religious education and in bibliographies of recent dissertations in adult religious education. Three groups of adult religious educators participated in the survey: the religious adult educators who are members of the adult sections of the Association of Professors and Researchers of Religious Education and North American Professors of Christian Education, and professors of adult religious education in Southern Baptist theological seminaries. In addition the author surveyed the adult religious education dissertation bibliographies for the period 1980-1995 to discover the most frequently cited adult religious education books. The author developed a listing of 312 adult religious education books published in English. Then a jury of three experts in the field choose seventy-seven books which they valued. From this list the three groups of professors choose books according to three criteria: textbooks they used in adult religious education courses, books they recommended as additional reading, and books they valued in the field.

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Adegboye, Victoria Titilayo. "Principles of preschool administration with application to Nigeria." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Bayliss, P. J. "Current changes in adult education." Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/10242/.

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The subjects of this thesis are the current changes in adult education and their effects, focusing on the provision of local education authority (LEA) adult education. I have discussed the past century of adult education and related more recent policies to a case study of an adult education centre. LEA management structures of five counties were analysed and linked to their adult education provision. Within these counties I have investigated LEA adult education providers' partnerships, particularly those with secondary schools and further education (FE) colleges. Structured interviews were conducted with students, county administrators and a Department for Education and Employment (DfEE) adult education policy team leader. Lifelong learning is high on the political agenda throughout Europe, both for its alleged ability to improve national competitiveness and for the promotion of social cohesion. Yet at the same time LEA adult education has been marginalised as a direct result of government policy. Legislation weakened local authorities and divided the curriculum which left only the, so called, 'leisure' classes for adults to be organised by LEAs. Moreover, marketplace competition between providers has inhibited collaborative partnership. In the 2000 Learning and Skills Act, LEAs have the opportunity to make a 'key contribution' to the provision of adult education. The results of my research suggest that some LEAs must restructure and then cultivate harmonious partnerships in order to play a major part in developing a learning society.

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Akin-Ogundeji, Oladele. "A perspective on training practices in Nigeria." Thesis, Birkbeck (University of London), 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363600.

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Ioannou, Nicoletta. "Professional development and professionalization of adult education in Cyprus : views and perceptions of adult educators." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51517/.

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Adult educators have been identified in the academic and policy literature as crucial to the success of national and regional strategies to deliver quality teaching to adult learners who require new knowledge and skills to meet changing social and economic needs. However, the majority of adult educators are part time practitioners who frequently lack any formal training or specialized expertise for teaching adults (Andersson, Köpsén, Larson and Milana, 2012; Jarvis, 2004). Across the world, limited attention is given to their professional development, leaving the majority of them to assume this responsibility by themselves. This is the case in Cyprus. The Cypriot adult education sector is characterised by part-time practitioners with low pay, limited professional development opportunities and uncertain career prospects. The professionalization of the sector and the development of adult education as a recognised profession has not been a priority. This study used a mixed-methods approach rooted within the pragmatic paradigm. This allowed a range of opinions to be heard, analysed and interpreted, and for some conclusions to be drawn regarding the ‘essential features’ of professional development and how these can contribute to the professionalization of the adult education sector in Cyprus. Questionnaires and group interviews were used to understand the perceptions of adult educators regarding their professional development and to identify emerging issues relevant to their professional identity and to the professionalization of the adult education field in Cyprus. Policy-makers and academics were also interviewed. The findings demonstrate the high levels of motivation that adult educators have to participate in professional development both to improve their teaching competences and to meet the needs of their learners. They reveal the personal fulfilment that adult educators gain from their work, despite their low professional status and uncertain prospects. The research shows that adult educators seek professional development focused upon classroom-based and didactical skills that can make them better teachers of adults. The establishment of a supportive environment, identification of adult learners’ needs, acknowledgment of adult educators’ prior experience, placing the learner at the centre of the teaching process, reflective practice and experiential learning, are seen as important components of professional development. The research findings have important implications for policy and practice in Cyprus. They inform recommendations for systematizing the adult education sector, defining its philosophical framework and priorities, and establishing a responsible body to monitor the professional development of adult educators and the sector in general. There are implications for practice; that the developmental needs of adult educators can be met through systematic professional development provision and that this should draw upon key stakeholders (adult educators, academic organizations and professional development providers) for its design. Finally, the research contributes to professional practice and academic discipline by providing a better understanding of adult educators working in this sector, the challenges they face, how they define their professional identity and their perceptions on how to improve their professional future. By offering insights into professional development and professionalization from the perspective of adult educators, it is hoped that the research can contribute towards positive change for adult education in Cyprus, to the advantage of educators and learners, and thereby to the advantage of Cypriot society in general.

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Flexner, Paul Arthur. "Facilitating adult jewish learning /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12126640.

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Thesis (Ed.d.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).

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Akinde, Adebisi. "Religious conflict in Nigeria : a role for religious education." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:3575.

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Okoye, M. "Secondary education for girls in Anambra State of Nigeria." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356227.

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Aaron, Maria Johanna. "The feasibility of sustainable Obolo bilingual education in Nigeria." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/82043/.

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Persuaded by research that mother tongue-based bilingual education would offer a more effective and meaningful education for most Nigerian children than is possible with the current mainly English model, and therefore a better basis for human as well as economic development, this case study investigates the feasibility of using Obolo, a minority language of the Niger-Delta area of Nigeria, as a medium of instruction (in addition to English) for education, and seeks for ways to promote it. The theoretical underpinnings for this study are Bourdieu's Linguistic Capital and Ethnolinguistic vitality theory. This study is constructivist and critical in orientation, and uses focus group interviews with Obolo parents, semi-structured interviews with officials in the State Ministries of Education over education in the area, and participant observation, to arrive at an emic point of view about the value of Obolo/mother tongue and English, especially in relation to education. It was found that education is highly important for Obolo people, and perceived as worthy of great effort and expense on the part of the parents. It is seen as the key to progress, both for individuals and their families, but also for the entire Obolo community. My focus group interviews (with 54 participants) demonstrated that the welfare of the community, identified as a feature of "traditional African communalism", is very much in the forefront of their thinking, but also that it becomes less prominent with higher levels of education, evidence that Nigerian curriculum and pedagogies are missing this authentically African orientation to life. Findings of this case study confirm the negative attitudes to African indigenous languages, and the rising hegemony of English, the language of economic and social upward mobility, employment and education. Ambivalently, Obolo is also cherished for identity purposes, and for communication within the family and community, though children in cities are increasingly speaking English (only). Applying Ethnolinguistic Vitality theory to the findings on attitudes, it was found that Obolo has medium ethnolinguistic vitality, the result of micro language planning at the grassroots level, and the support of a community-owned language development organisation. Ethnolinguistic Vitality theory also helped to explain an observed sudden increase in Obolo interest in the use of their language after grand public occasions celebrating achievements in the development of the language. The researcher informed the research participants of alternative models of education in developed countries, for them to be able to form an informed opinion about Obolo bilingual education. In contrast to most other minority language groups in the Niger-Delta, who prefer English only, over two thirds of the participants discussing this point expressed interest in a continued use of Obolo as medium of instruction up to Primary 6, or even beyond. There is also a desire for the teaching of Obolo as a subject in urban areas. Finally, exploring the importance of these findings, recommendations for the introduction and promotion of bilingual education in the region are offered. Several templates for extensive 'marketing' both to Obolo parents and to policy makers are identified, and high profile celebrations of achievements in language development, and tools for the use of the language in IT are recommended. Further, arguments are made for model Obolo bilingual schools, which use and teach Obolo all through Primary and Junior Secondary education education.

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Benna, Indo Isa. "Motivation for higher education of women from northern Nigeria." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1164/.

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White, Richard Geoffrey. "The roles of Federal Inspectors of Education in Nigeria." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019686/.

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The problems of role selection, role balance and assessing role effectiveness are common to school inspectorates in many countries. The purpose of this thesis is to discuss these problems through a study of the Federal Inspectorate Service (FIS) in Nigeria. School inspection by government inspectors in Nigeria has quite a long history dating back to 1882, though the present FIS dates from 1973. This history shows how a variety of personnel and a range of methods have been used over the years to provide support for schools. It demonstrates that many of the problems inspectors face today are not new. The origins and need for a national inspectorate are discussed, in view of the fact that responsibility for much of the operation and management of education is decentralised to the 19 states and Abuja Federal Capital Territory (FCT). The present roles of federal inspectors are described and, to a lesser extent, those of state inspectors alongside whom they work. Their work is set within the context of an educational system which continues to experience a rapid rate of growth, but which faces considerable problems, for example, in the provision of trained teachers, financial and material resources, and in effective management, whether within schools or outside. The selection of roles, including their balance, and the effectiveness of the FIS, are described and assessed, through the responses of teachers, principals, inspectors and administrators, from both the federal and state systems. Questionnaires were distributed and interviews were held, in a representative selection of six states: Benue, Kaduna, Kano, Kwara, Lagos, and Rivers. The study concludes that the FIS is a field organisation, with professionally well-qualified, experienced, and well motivated staff, with well established techniques of working in schools and of reporting on individual institutions, and with generally good relations with teachers, principals, other inspectors and administrators, at both the state and federal levels. Nevertheless, it faces problems. Perhaps the greatest need, is for a clearer understanding at national level of how the FIS might be used as an instrument to monitor and promote standards in education, particularly in line with the National Policy on Education and the 1984 Minimum Standards Decree. The FIS needs to appoint more staff, particularly those with primary school experience, to review its field work methods, including targeting visits more precisely, to monitor the work of federal inspectors in the field more closely, to synthesise the information contained in its numerous institutional reports, to develop its methods of working together with state inspectorates, and to improve its channels of communication, in particular through developing its formal contact networks. This study has considerable relevance to the internationally important problems of educational quality and educational management. It offers a detailed analysis of inspectorate working practices and professional responses to them in a major educational system. Some of the conclusions are necessarily of limited general international applicability, in view of the specific characteristics of Nigerian education and the rare occurrence of two-tier inspectorates, of which the Nigerian system is an example.

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Elachi, Agada John. "Exploring Peace Education for Consensual Peace Building in Nigeria." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4966.

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Violence, insurgency, and terrorism have been a recurring problem in Nigeria. Efforts to address these challenges through the use of force have proved ineffective. The purpose of this study was to explore the application of peace education in the educational curriculum with a view to promoting consensual peace building in Kafanchan Town, Jema'a Local Government Area of Kaduna State, Nigeria. Although peace education has been applied in some countries, this approach has not been applied to these challenges plaguing Nigeria. This study adopts the survey research method and utilizes the tripodal theoretical framework of ethnic conflict theory, enemy system theory, and the integrative theory of peace. Ethnic conflict theory stipulates that the internecine conflict between ethnic groups results from denial of their biological and psychological needs. Enemy system theory postulates that humans have a predisposition to discriminate. Integrative theory of peace projects peace as the interface between all aspects of human life, psychological, spiritual, ethical, or sociopolitical. A purposeful sampling technique was used to select 25 participants who were interviewed, and their responses analyzed first by synthesizing and isolating main themes and then by using the Nvivo statistical software. The emergent themes resulting from the data include: changing the mindset of individuals; lack of peace education; mainstreaming of peace education; holistic curriculum content; and a dynamic, participatory as well as integrated approach to peace education. Positive social change results from rejection and abhorrence of violence on a permanent basis and embracing a more peaceful approach to resolving contentious issues that may arise in the course of daily human interaction. This change will lead to peaceful coexistence at the individual, family, organizational, and societal level.

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Adesiyan, Olufunmilayo C. "The impact of public spending on education in Nigeria." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25097.

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This study investigated the impact of public spending on enrolments in primary and secondary education in Nigeria using a multiple regression model. The model was constructed to identify the relationship between government spending, primary and secondary enrolments rate while also considering the interaction with control variables; per capita income, workers remittances, and population growth. Using the OLS approach to analyse the data for the period 1981 to 2013. Interesting observations were made which are explained for by inconsistency in government allocation or spending on education in Nigeria. It was observed that a significant positive relationship exists between per capita income, government spending, and primary school enrolment rates while a negative relationship exists between population growth, workers' remittances and primary education enrolment. As for secondary education enrolment rate, there is a positive relationship between per capita income, population growth but a negative relationship with government spending and workers' remittances due to the fee-paying secondary schools and interest in informal trade. These findings add nuance to the understanding of the variables affecting education enrolment rates in Nigeria beyond that of government spending, to other variables which are critical to the structure of the economy given its high immigration and out of school children population. This study is part of the growing empirical literature addressing education finance and outcomes gap. Beyond the consistency required in financing, the Nigerian government must build infrastructure that will support improvement in the overall social wellbeing of the growing populace and encourage transition into secondary schools.

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Edoghotu, Felix Uno. "A Historical Review of the Development of Secondary Education in Eastern Nigeria." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330877/.

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The purpose of this study is to describe the historical development of secondary education in Eastern Nigeria, taking into consideration the following periods: (1). before the coming of the British, (2) from 1842 to 1960 when Nigeria received her independence from Britain, and (3) from 1960 to 1986. The period between 1960 and 1986 is further subdivided into (a) 1960 to 1967 when the civil war began, (b) 1967 to 1970 when the civil war ended, and (c) the post-civil war era—1970 to 1986.

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Payne, John Herbert. "Adult education, work, leisure and culture." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338969.

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Kelly, Kathleen F. Franklin David L. "Forecasting adult participation in higher education." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514775.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 8, 2005. Dissertation Committee: David Franklin (chair), John L. Brickell, Edward R. Hines, William E. Piland, Robert A. Wallhaus. Includes bibliographical references (leaves 165-170) and abstract. Also available in print.

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McCallister, Joe Michael. "A Public View of Adult Education." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331571/.

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In this study the public view of adult education in the United States was inferred from articles published in nationally distributed magazines. Two hundred twenty-eight articles from fifty-three non-professional magazines published in the United States from January 1,1970, through December 31, 1987, were reviewed. The articles were selected from those listed under "adult education," or cross referenced as "see also" under "adult education" in the Reader's Guide to Periodical Literature. The research questions were: What concept of adult education appears in the print media? To what extent is this view congruent with professional views of adult education? Leisure learning and literacy programs were prevalent and available from a variety of sources. Adult illiteracy was reported as a national concern. Programs that were commonplace (basic education, general equivalency degree classes, job skills training, and industrial training) were reported less often than new or novel programs. Most articles were positive in tone, promoting adult education activities as useful, rewarding, and enjoyable experiences, but ignored adult education as a professional field. The public view as reflected in the articles was positive with programs available to adults of many levels of educational attainment. The public view was not congruent with professional writings. Group activities were more in evidence than self directed learning. Learners tended to be urban, educated, and Caucasian. Although few programs restricted participation because of age or gender there were discernible groups of aged people and women. Programs were usually sponsored by institutions of higher education and entrepreneurs, and rarely by public school systems, community organizations, or cultural groups. Program content reflected adult interest in self improvement and entertainment rather than professional growth. To refine an understanding of the public view, further research focusing on other information sources such as national and regional newspapers and the electronic media is needed, making it possible to compare the public view across various regions of the country.

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Dawson, Jane Margaret. "Individualism in adult education : an analysis." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28207.

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There is a line of critique within the adult education literature which remarks on the individualistic nature of the field, its theories, values, and practices. In addition to pointing out the abundant manifestations of individualism — andragogy is held up as a typical example — these authors also maintain that individualism is not so much a particular attribute of adult education as a reflection of modern Western culture as a whole. In light of this general cast of the critique, the intent of this thesis was to examine the statements about individualism in adult education from the perspective of two contemporary philosophers, Charles Taylor and Alasdair Maclntyre, in whose works the concept of the individual is seen to be a crucial factor in the development of modern civilization. The question was asked: "How does the adult education critique of individualism measure up against Taylor's and Maclntyre's views about the key cultural and social role of the idea of the individual?" The analysis involved three tasks: first an examination of the statements about individualism in the adult education literature to determine their central and thematic features; second, the construction of an analytic framework derived from pertinent elements of Taylor's and Maclntyre's work; third, an assessment of the adult education statements from the perspective of the views presented in the framework. Conclusions drawn in the analysis were that according to the views of these two philosophers, the adult education critique of individualism provides only a partial picture of the way in the which the concept of the individual influences the workings of modern thought and sensibility (taking adult education as a microcosm of wider societal patterns). In addition to being a shaping factor of the status quo, as the adult education critics claim, the concept of the individual is also seen as a shaping factor of views which are most critical of the status quo; the same core values and beliefs underlie both affirmative and critical stances towards individualism, and towards society. For Taylor and Maclntyre, to understand the tensions of modernity requires viewing both stances together in terms not just of their differences but also their close relationship. Thus from their view, the adult education critique fails to adequately account a central ingredient of modernity related to the topic of individualism. The significance of this evaluation for adult education theory and research is that a deeper understanding is needed of the way in which the notion of the individual is woven into the contemporary social fabric, in order to come to terms with "what is really going on" not only in adult education but in the wider scope of human affairs.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Zysman, Paul. "Community economic development and adult education." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28317.

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This study examines community economic development (CED) and its educational elements. CED is a process of community residents' learning and developing appropriate responses to their collective and individual socio-economic needs. In this process, learning and development are interactive and evolve into further stages. While a guiding CED organization, resources and collaboration with public and private sectors are necessary elements of CED, the heart of CED is the direct participation, ownership and management of the CED organization and businesses by local residents. The educational significance of CED is that it can motivate people, especially low income people who are often alienated from education, to participate in CED and its education programs. What motivates poor people are: their need to satisfy their basic wants, the encouragement from fellow members of CED groups, and the empowerment that arises from a more egalitarian structuring of ownership and management of economic enterprises. Both the accomplishment of these ends and the learning experienced in the process provide satisfaction. This is likely to encourage further learning. Four CED case studies — the American, Canadian, Tanzanian and Sri Lankan — are compared according to two models of CED stage development. Analysis of these case studies indicates that community exploitation, "crises," visionary ideas and popular education spawn CED movements. To develop organizations and implement businesses, these movements then need to develop a managerial and professional expertise. While none of the four CED situations has been able to integrate effectively this expertise with their CED movements, Sri Lanka has been the most successful in this regard, and Tanzania the least. The problem has been that professionals, such as managers, educators and bureaucrats, have tended to impose their view of CED and their own interests rather than work with and support the people's views and interests. Canadian and American CED organizations, in their desire for social and governmental support, have professionalized at the expense of their movements. Thus, the people most in need of socio-economic interventions are often not the recipients. This study therefore recommends that CED movements be nurtured, while being effectively combined with a professional approach that serves the movement. This can be done through popular education (on CED philosophy and practice) and ongoing dialogue by all sectors of society; and by creating and strengthening member groups concerned with a more egalitarian structuring of their organizations and economic enterprises. This would require education practitioners and theoreticians to play a key role in helping to implement CED. Finally, research would need to be undertaken to evaluate whether CED and its education programs do motivate community residents to participate in their own educational and socio-economic development.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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37

Luscinski, Autumn. "Best Practices in Adult Online Learning." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608529.

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Students in the United States are obtaining more college degrees than ever before. In 1975, 21.9% of Americans held bachelor’s degrees, and in 2012, 33.5% of Americans held bachelor’s degrees (Rampell, 2013). A study in 2011 indicated that Americans possessing a bachelor’s degree earn approximately $2.27 million, those with master’s degrees earn $2.67 million and those with doctoral degrees earn $3.65 million over their adult lifetime, dwarfing those with some college, who earn $1.55 million, or no college, who earn $1.30 million (Burnsed, 2011).

Unfortunately, the increase in college degree attainment in the United States does not include all Americans. Among low-income students, degree attainment has been fairly flat for several decades (Mortenson, 2016). Although education can be a great equalizer and opportunity generator, among lower income students it is often times an insurmountable challenge to obtain a bachelor’s or post baccalaureate degree. College students can have challenges in obtaining learning opportunities due to factors beyond their control, such as geography and access to quality instruction.

In order to provide equity and opportunity for nontraditional students who either working, have family responsibilities, or are low income or first generation college attenders, it is important to make every effort to connect these students with meaningful and attainable opportunities to obtain a college degree. One such delivery model of curriculum is online learning. Online learning in higher education—in which students are obtaining bachelors, masters, or doctoral degrees—takes place either partially or fully in a virtual environment accessible from e-learning devices such as laptops, tablets, or smartphones.

The goal of this study was a greater understanding the best practices in adult online education. The participants in the study were asked to help identify both the challenges and successes experienced in their online learning environments. While success in both teaching and learning is subjective, the data revealed a number of common themes, which indicated similar elements that lead to success in an online environment in areas of curriculum design, classroom management, and use of technology.

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Jutras, Peter J. "The benefits of adult piano study as self-reported by selected adult piano students." Thesis, connect to online resource, 2003. http://www.library.unt.edu/theses/open/20031/jutras%5Fpeter/index.htm.

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Thompson, Phyllis E. "Ohio adult basic education teacher perceptions of deterrents to disabled adult participation in adult basic education as related to personal and programmatic variables /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253617.

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Shank, Jacqueline A. "Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.

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Osikoya, Francis O. O. "A curriculum plan for the professional education of occupational therapists in Nigeria." Thesis, University of Stirling, 1987. http://hdl.handle.net/1893/11842.

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This study was concerned with the planning of a curriculum for training occupational therapists in Nigeria. In doing so, both theoretical and practical matters were considered. First, the thesis identifies the need for occupational therapists in Nigeria, and, based on a literature review, theoretical perspectives and issues about curriculum, and about professional education are gathered and discussed. Secondly, the research for the study was conducted through different practical means. The first part of the research was directed at all the occupational therapists in Nigeria seeking facts and opinions on the occupational therapy situation in the country. A mail questionnaire composed of structured and open-ended questions was used. The second study attempted to find out international perspectives on the training of occupational therapists through a mail questionnaire using open-ended questions, directed at the World Federation of Occupational Therapists, Occupational Therapy Associations in several countries, and all occupational therapy training schools in the United Kingdom. This was followed by a third piece of research in which a case study of the policies and practices of two occupational therapy training programmes in Scotland was carried out, using interviews. ii The findings in these investigations and the issues and arguments derived from the literature on curriculum theory and professional education were considered against the background of Nigeria. The discussion was used to develop principles and to suggest a curriculum for the training of occupational therapists in Nigeria. The study offered some suggestions for future monitoring of the programme and areas of future research in Nigeria

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Todd, Mary K. "Adult literacy/adult basic education provision in Northern Ireland - ten years ago." Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292476.

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Odueze, Simon Amanze. "An Historical Review of Higher Education in Nigeria from 1960-1985 with Emphasis on Curriculum Development." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330799/.

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The purpose of this study was to review higher education in Nigeria from 1960-1985 with emphasis on curriculum development, to identify the changes that took place during that period, and to utilize those changes to evaluate the current state of Nigerian higher education. In order to fulfill the purpose of this study, answers were sought for six research questions. Chapter 1 includes a statement of the problem, purpose of this study, research questions, background, and significance of the study. Chapter 2 presents information on the methods of gathering and analyzing data. Chapter 3 is a review of the background literature. Chapter 4 presents information on higher education and curriculum development 1960-1985, and Chapter 5 covers the Nigeria National Curriculum Conference of 1969. The findings, conclusions, and recommendations of the study are presented in Chapter 6.

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Osuman, G. I. A. "A comparative analysis of general education in institutions of higher education in Nigeria." Thesis, Keele University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374686.

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MacKenzie, Lindsay. "An investigation into adult learners and learning : powerful learners and learning in three sites of adult education." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/6201/.

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This qualitative study explores the outcomes of learning by adult learners in three different contexts (sites) of adult education. My particular concern is with adult learners who are often socially excluded in and by formal learning contexts hence the sites of learning for my empirical research are (a) an Adult Basic Education Centre, (b) a Family Learning Centre and (c) a Nacro Centre. I use a range of data collection methods including keeping a journal, undertaking observations and fifteen in-depth interviews. I develop a framework around ideas of agency, power and structure, factors which impact upon adult education learners and learning, through existing research and literature from writers such as Bourdieu, Freire, Jarvis and Brookfield. The framework defines a concept of $powerful$ $learners$ $and$ $learning$ - learning which enables learners to acquire social and cultural capital and to make real choices about their lives. I use this framework to analyse not only my empirical data but also the government policies from the last twenty five years which support adult education. My findings conclude that learning opportunities need to be wide ranging, that few government polices lead to $powerful$ $learning$, and that only one of the learners within my case studies can be described as ‘$liberated$’.

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Jiearatrakul, Tamrongsin. "Knowledge and Skills for the Adult Educator in Thailand." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330785/.

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The purpose of this study was to identify and specify knowledge and skills needed by adult educators in Thailand. This study provided information for establishing a guide to be used in professional training and in graduate programs in adult education. A three round Delphi technique was used to develop the consensus of findings. The first round solicited open-ended responses from twenty panelists. One hundred and twenty-five knowledge and skill statements, the responses from the first round, were developed into a five-point rating scale questionnaire. This questionnaire was utilized in both Round II and III. Median, mode and interquartile ranges were applied to specify the consensus of the panel of experts. The one hundred and twenty-five knowledge and skill statements, seventy-five knowledge statements and fifty skill statements, were classified into four major categories: teaching, administration, research and general experience. The experts for the study consisted of eleven non-formal education officers and nine university professors in adult/continuing education and non-formal education. From seventy-five knowledge statements, sixteen were rated at the highest priority of importance. Forty-nine statements were rated at above average priority of importance and two statements were rated at average. Eight statements did not meet the interquartile range criterion as a consensus of the panelists. From fifty skill statements, fifteen statements were rated at the highest priority of importance; thirty statements were rated at above average; one statement was rated at average; and four statements failed to meet the interquartile range criterion.

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Squire, Patrick J. "Thinking skills required in adult vocational education programs : a study of adult vocational education instructors in central Ohio /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885779053.

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Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

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Okonko, N. E. "Teacher education and educational development in Imo state of Nigeria." Thesis, University of Strathclyde, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381664.

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Agbeniga, Olaide. "Higher education student mobility in Africa : a passage to Nigeria." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58978.

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International student mobility is a growing expression of internationalisation. Research has shown that close to 3.7 million international students travelled across the borders of their own country to study in 2009, representing a 77% increase since 2000 (Organisation for Economic Cooperation and Development [OECD], 2011). Historically, the mobility was one-dimensional from South to North, but of late there is evidence of North-South and South–South mobility. Despite being viewed as victims of a brain drain, there is emerging evidence that there are some African countries that play increasingly vital roles in receiving the world’s top higher education students. It is within the context of this emerging evidence that this study examined the phenomenon of student mobility to Nigeria. This study addressed two main research questions, namely: Why do international students choose to leave their country of origin to study in Nigeria? How did international students in Nigeria choose the institution they are currently attending? This study adopted a qualitative approach using semi-structured interviews and document analysis. The highest ranked public university and the highest ranked private university in Nigeria, according to the Webometrics ranking of 2015, were purposively chosen as the sites for the research. A total of thirty-five international students were involved in face-to-face interviews at both universities. Institutional documents as well as national documents - mainly from the National Universities Commission (NUC) – were consulted in collecting data. This study used the push-and-pull theory of migration to fully understand the phenomenon being studied. The empirical findings reveal that international students are attracted to Nigeria and the two selected universities for reasons ranging from scholarship opportunities and quality of education offered by Nigerian institutions to parental influence in the choice of Nigeria and the institution at which they study. The study also gave an indication of the impact and influence of terrorism that could be seen as push factors in decisions to study in Nigeria. The study further highlighted the challenges students face both at national and institutional levels as well as making known the improvements that they would like to take place. It was also observed that regional hubs are an emerging trend of student mobility in Africa. It is believed that the recommendations made - if adopted - will go a long way towards enhancing internationalisation strategies for Nigeria and much more for the continent of Africa as a whole. The study makes a contribution to the body of knowledge regarding the phenomenon of academic student mobility. Keywords: Internationalisation; student mobility; Africa; Nigeria; push-and pull factors; regional hub; brain drain; international students; university and higher education.
Dissertation (MEd)--University of Pretoria, 2016.
NRF
Education Management and Policy Studies
MEd
Unrestricted

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Dissertations / Theses on the topic 'Adult education in Nigeria'

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