Journal articles: '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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Ephraim Wordu. "Re-positioning adult education for development to thrive in Nigeria." International Journal on Integrated Education 3, no. 12 (December 3, 2020): 1–6. http://dx.doi.org/10.31149/ijie.v3i12.902.

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The paper examines adult education practice in agriculture-led development strategy from pedagogical perspective. The paper believes that adult education has the potentialities for development but argues that there are missing elements in the adult education practice that are critical if sustained agricultural growth will be achieved. Instead of andragogy, transformative learning and liberatory method should be embraced. Also, instead of focusing on scientific knowledge systems alone, indigenous practices should be encouraged.

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Hassan, Moshood Ayinde. "Staffing and Managing Human Resources of Higher Degree Programme of Adult Education for Inclusiveness in Universities in Nigeria." American International Journal of Education and Linguistics Research 3, no. 1 (March 17, 2020): 18–33. http://dx.doi.org/10.46545/aijelr.v3i1.139.

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The status accorded to adult education among universities-based educators and researchers appears to be very low. This may be due to scanty knowledge about the discipline and wrong perception held by the bureaucrats, policy makers and administrators within and outside the university system. The Hamburg Declaration in 1997 underscores the importance of adult education when it describes it as a key to the twenty-first century. Realising the fact that adult education is needed in this 21st century, it follows that provision of higher degree programme should be well staffed and properly managed in order to produce learners that will contribute meaningfully to the development of the society. Therefore, this study entitled: “staffing and managing human resources of higher degree programme of adult education in universities in Nigeria” is embarked upon. The aim of the study is to improve human and institutional capacity for required manpower in adult education for national development. The objectives of the study include: to identify and discuss framework for staffing higher degree programme in adult education in Nigerian universities; to find out how human resources for production of higher degrees students are sourced and managed; to assess framework for ensuring inclusiveness in managing higher degree adult education programme in universities; to explore strategies that can be employed to make adult education popular and acceptable among educators and researchers in universities; to explore motivational factors for students' enrollment in adult education higher degree programme; and to examine learning delivery techniques of lecturers/faculty in higher degree programme of adult education. The work employed research design of the survey type. Seven federal and state universities offering adult education at higher degree level were sampled. Statistical instruments were employed to analyse the data collected. All the results were decided at point 05 level of confidence with appropriate degree of freedom. The study revealed that 86.3% of the respondents opined that lack of understanding of the concept of adult education prevented people from enrolling into the course in the university, while 13.7% felt otherwise. Majority of the respondents (89.8%) held that Universities in Nigeria do not discriminate against any sex (male or female) when admitting students for any education programme including adult education, while 10.2% did not. There is significant difference in the perception of staff and students on the framework that can be used for staffing higher degree programme in adult education in Nigerian universities (X2=2.882, df=3, p > .05). There was no significant difference in the perception of staff and students on how human resources are sourced and managed for production of higher degree students in adult education programme (X2=3.741, df=3, p > .05). There was a significant difference in the perception of staff and students on learning delivery techniques of lecturers/faculty in higher degree programme of adult education (X2=9.336, df=3, p < .05). It is recommended that efforts should be made by the stakeholders to popularise the discipline of adult education with a view to making people to understand its meaning and usefulness to the growth of the society. Adequate budgetary allocation should be made by the owner universities to adult education so as to attract qualified staff, regular payment of salaries and comprehensive welfare programme.

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Ojeme, E. O. "Expanding the scope of adult education curriculum in Nigeria: A call for emphasis on adult physical education." International Journal of Lifelong Education 7, no. 2 (April 1988): 135–45. http://dx.doi.org/10.1080/0260137880070205.

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Wordu, Ephraim. "Re-thinking adult basic education for rural development in Nigeria." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 757–62. http://dx.doi.org/10.5958/2249-7137.2020.01583.9.

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Oyigbo, Dorida Nneka, K. Chukwuemeka Obetta, Chinasa M. Ugwunnadi, J. O. Acha, Onyinyechi E. Okoye, and B. N. Onah. "Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods: Study of Adult Basic Literacy Education Program in Enugu State, Nigeria." Global Journal of Health Science 12, no. 12 (October 23, 2020): 70. http://dx.doi.org/10.5539/gjhs.v12n12p70.

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Adult basic literacy education program requires the integration of creativity into learning activities to increase the rate of adult learning in adult basic literacy education program. The study assessed the extent of integrating creativity in facilitating adult learners in adult basic literacy education program. The study adopted a descriptive survey design. The instrument titled, Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods Questionnaire was administered to 880 adult education administrators, adult literacy facilitators and adult learners. Data were presented through the use of mean, standard deviation and ANOVA. The results of the study revealed that integrating analytic and synthetic methods to a moderate extent facilitated the learning of adults in an adult basic literacy education program. The study recommended that state agency for mass literacy, adult and non-formal education should encourage adult literacy facilitators to create personalized programs of instruction and lesson plans that are based on the adult learners’ skill level and learning styles.

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Agem, ORIM BRIAN. "Exploring the Use of Information and Communication Technology in Advancing the Goals of Education for all among Adults in Nigeria." European Journal of Social Sciences Education and Research 2, no. 1 (December 30, 2014): 148. http://dx.doi.org/10.26417/ejser.v2i1.p148-153.

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Education is a right. Like the right to have proper food or a roof over your head. It is not only a right but a passport to human development. The ideas of Education for all is to expand early childhood care and education, provide free and compulsory primary education for all, promote learning and life skills for young people and adults, increase adult literacy, achieve gender parity and improve the quality of education. The paper sets to explore the use of information and communication technology in advancing the goals of education for all (stated above) among adults in Nigeria. Areas such as information and communication technology and distance learning, education for all; the place of adult education and information and communication technology and the attainment of education for all initiative will be examined.

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Nwakasi, Candidus, Kate de Medeiros, and Darlingtina Esiaka. "Stigmatization and the Experience of Informal Dementia Caregivers in Nigeria." Innovation in Aging 4, Supplement_1 (December 1, 2020): 277. http://dx.doi.org/10.1093/geroni/igaa057.887.

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Abstract There is no formal word for dementia in Nigeria. Instead, some Nigerians, in their effort to make sense of dementia symptoms, use descriptions that may result in stigmatization of people living with dementia and their families. With Nigeria’s rapid aging, increased risk of dementia, and lack of formal long-term care, this study focused on the impact of stigma on the caregiving experiences of Nigerian women. This exploration is significant as adult females in Nigeria are the pillar of informal caregiving in the country. The study employed a qualitative descriptive method. Semi-structured interviews were conducted with a purposive sample of 12 adult informal female caregivers in Anambra, Nigeria. Data were then transcribed, coded and analyzed for themes. Afterwards, focus groups of 21 adult Nigerians residing in Ohio, US, were conducted to offer more contextual insight on the findings. The three major themes identified were: 1) negative views of dementia symptoms (e.g., witchcraft, madness), 2) caregiving protects against stigmatization (e.g., by keeping family members out of sight), and 3) stigma and caregiving support such as adult children abandoning parents with dementia because of the stigma associated with dementia. Given the overwhelming presence of stigma in all aspects of dementia to include dementia caregiving, results point to the critical need for better strategies to help strengthen informal caregiving in Nigeria. This includes culturally appropriate dementia education for families and caregivers, and formal long-term care policies that include care support in a rapidly aging Nigeria.

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Hussain, Muhammad Shehu. "ADULT EDUCATION AS A PANACEA FOR HIV/AIDS STIGMATIZATION IN NIGERIA." Sokoto Educational Review 14, no. 1 (June 30, 2013): 7. http://dx.doi.org/10.35386/ser.v14i1.82.

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The main purpose of adult education is basically to help improve the status of people especially the disadvantaged to enable them to participate actively in the development of their respective communities and society in general. Stigma is a sign of social unacceptability or shame or disgrace attached to something, the essence is for people living with HIV/AIDS to live free from discrimination and inclined to declare and acknowledge their health status. It is against this background that the paper suggested that adult education programmes like literacy education, health education amongst others are capable for providing a solution in order to ameliorate the scourge of stigma from people living with HIV/AIDS.

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Osuji, Sydney Nwanakponna. "Education for Fullness: The Role of Adult Education in Nigeria in the 21st Century." Journal of Social Sciences 12, no. 1 (January 2006): 49–54. http://dx.doi.org/10.1080/09718923.2006.11978339.

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Ajayi, Elizabeth Aanuoluwapo. "The role of traditional folklore in facilitating adult learning in Nigeria." International Review of Education 65, no. 6 (October 19, 2019): 859–77. http://dx.doi.org/10.1007/s11159-019-09807-z.

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Okeem, E. Odinakachuku. "An assessment by adult education personnel of the problems of adult education programmes in selected States of Nigeria, 1976‐1982∗." International Journal of Lifelong Education 4, no. 3 (July 1985): 239–57. http://dx.doi.org/10.1080/0260137850040305.

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Kazeem, Kolawole, and Akpovire Oduaran. "Universal Basic Education in Nigeria: Adult Literacy Practice and Policy Reform Needs." Journal of Adult and Continuing Education 12, no. 1 (May 2006): 34–44. http://dx.doi.org/10.7227/jace.12.1.4.

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Osuji, Sydney Nwanakponna. "Relevance of Adult Education to the Yar’adua’s Seven Point Agenda in Nigeria." International Journal of Interdisciplinary Social Sciences: Annual Review 4, no. 11 (2010): 101–12. http://dx.doi.org/10.18848/1833-1882/cgp/v04i11/53029.

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Sharma, Avinash, Olusegun Isaac Alatise, Kelli O'Connell, Samson Gbenga Ogunleye, Adewale Abdulwasiu Aderounmu, Marquerite L. Samson, Funmilola Wuraola, Olalekan Olasehinde, T. Peter Kingham, and Mengmeng Du. "Healthcare utilisation, cancer screening and potential barriers to accessing cancer care in rural South West Nigeria: a cross-sectional study." BMJ Open 11, no. 7 (July 2021): e040352. http://dx.doi.org/10.1136/bmjopen-2020-040352.

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Background/aimsCancer burden is predicted to double by 2030 in sub-Saharan Africa; access to healthcare services for cancer management is a priority in the region. In Nigeria, National Cancer Control Plan aims to ensure >50% cancer screening of eligible populations by 2022 for all Nigerians. We describe healthcare utilisation, cancer screening activities and potential barriers to accessing cancer care within an understudied rural community-based adult population in South West Nigeria.MethodsIn April 2018, we conducted a cross-sectional study of community-based adults (>18 years) ~130 km east of Ibadan, 250 km from Lagos in Osun State, South West Nigeria. Participants completed a face-to-face survey in local dialect. We used a questionnaire to assess demographics, health status, income, medical expenditures, doctor visits and cancer screening history.ResultsWe enrolled 346 individuals: with median age of 52 years and 75% women. Of the entire cohort, 4% had medical insurance. 46% reported a major medical cost in the last year. Cancer screening activities were infrequent in eligible participants: 1.5% reported having had cervical cancer screening, 3.3% mammogram and 5% colonoscopy screening. Cancer screening assessment was less frequent in those with less income and lower education levels. Using a multivariable logistic regression model including personal income, insurance status and education, higher personal income was associated with more cancer screening activity (OR 2.7, 95% CI 1.3 to 5.7, p<0.01). Despite this, most individuals had contact with a primary healthcare doctor (52% in the last year), and over 70% access to radio and TV suggesting the opportunity to expand community-based screening interventions and awareness exists.ConclusionsDespite national increases in cancer cases, we highlight a deficiency in cancer screening and universal healthcare coverage within a community-based adult Nigerian population. Subject to availability of governmental resources, increasing financial risk protection, awareness and targeted resource allocation may help expand access in Nigeria.

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Kleinschmidt, Jessica, Jörg Schwarz, Kadine Lucas, Reinis Upenieks, and Adeniyi Adaramola. "Professionalisation through further education: An international comparison of non-formal education programmes for adult educators." Andragoske studije, no. 2 (2020): 63–85. http://dx.doi.org/10.5937/andstud2002063k.

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Professionalism is a core topic in international discourse on adult education. Its importance is due not least to the need for professional self-assurance given the heterogeneity of the field of adult education, which is characterised not only by a wide range of working conditions, employment forms and responsibilities but also by the different qualifications and professional backgrounds of adult educators. Therefore, further education programmes for adult educators could be one important pillar in the professionalisation of adult education. At the same time, however, heterogeneous personnel structures make the seemingly simple question of further education for adult educators increasingly complex. While at the international level there is particular emphasis on professionalisation by means of academic degree programmes, the focus of the present paper is on non-formal further education for adult educators. It compares similarities and differences using country-specific examples of non-formal further education programmes for adult educators and seeks to explain them. The results are obtained using an international comparative research methodology. The cases (non-formal programmes) from Latvia, Brazil, Germany and Nigeria are examined by focusing on their target groups, structures, content and aims. The degree to which they are embedded in specific organisational and institutional structures and (national) policies also plays a role. The starting point for a critical reflection is the question: How can non-formal further education programmes contribute to the individual professionalisation of adult educators?

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Aroge, Stephen Talabi. "Socio-Economic Effects of Women's Participation in Adult and NonFormal Education: Case of Akoko North West Local Government Area of Ondo State, Nigeria." JOURNAL OF ADVANCES IN HUMANITIES 4, no. 3 (December 27, 2016): 520–24. http://dx.doi.org/10.24297/jah.v4i2.4618.

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This paper examined the socioeconomic effects of women's participation in adult and non-formal education in Nigeria with special attention on Akoko North West Local Government Area of Ondo State. From the pre-colonial era up to the time of independence, little attention was given to the education of girl child and women in Nigeria - be it formal and non-formal. The reason is not unconnected with the belief by many that the best place for women to function is home and kitchen. However, the clamour for girl-child education and women empowerment in the global scene brought about the paradigm shift in the area of education in Nigeria as much emphasis is now being placed on women education as catalyst for socioeconomic change and development. This paper identified the socio-economic benefits derivable from women's participation in non-formal education. The descriptive survey method was used, interviews conducted were codified and analysed using SPSS T-test stastical instrument. Suggestions and recommendations were made based on the outcome of the analysis, to suggest better ways for improving the education and empowerment of women in Nigeria.

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Anyikwa, Blessing, and Oyekunle Oyekunle Yinusa. "Equipping Adult Learners with Basic Literacy Skills for Cognitive Sustainability in Lagos State, Nigeria." Jurnal Pendidikan Nonformal 16, no. 1 (March 31, 2021): 64. http://dx.doi.org/10.17977/um041v16i1p64-76.

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Abstract The non-literate adult citizens in Nigeria are often faced with the inability to apply mental intelligence in their lifestyles which is reducing their worth and relevance in the 21st century literate society. The study therefore, seeks to equip adult learners with basic literacy skills for cognitive sustainability in Lagos state, Nigeria. Four research questions were raised and answered; and four hypotheses were tested to guide the study. The study adopted descriptive survey research design. The instruments adopted for the study were Key Informant Interview (KII) and a Questionnaire. A 20-item questionnaire titled “Adult Learners’ Basic Literacy Skills Questionnaire”, (ALBLSQ) was developed by the researchers. The instrument was validated using content and face validity according to the standard approved by the National Mass Education Commission in Nigeria, and the State Agency for Mass Education in Lagos State, Nigeria (NMEC/NOGALSS). A total of one hundred and eighty (180) questionnaires were administered purposively to adult learners across the six NMEC/NOGALSS literacy centers in Lagos state, and one hundred and forty-five (145) were retrieved. The reliability of the instrument was confirmed using a test-retest procedure, which gave a correlation coefficient of 0.87. The data was presented using frequency distribution tables, percentages, and Bar Charts. The data was analyzed using Spearman Rank Order Correlation Coefficient and T-test statistical tools to test the hypotheses at 0.05 significance level. The study revealed that a significant difference exists between the performance of adult learners before intervention and the performance of adult learners after intervention of the adult basic literacy programme amongst others. The study concluded and recommended that the curriculum of the adult basic literacy should be designed to have a combination of English and mother tongue language as a medium of instruction in order to aid cognitive development among adult learners, inter alia.

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Olatumile, Adekunle, and Elizabeth Aanuoluwapo Ajayi. "Assessment of Menstrual Waste Disposal and the Environment: The Role of Adult Education in Nigeria." American International Journal of Social Science Research 4, no. 2 (July 10, 2019): 78–87. http://dx.doi.org/10.46281/aijssr.v4i2.350.

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The phenomenon of menstruation portends great impact on the environment and its calls for concern. Environmental effect of menstrual hygiene and related issues has been downplayed Nigeria. This study was conducted to assess menstrual waste disposal practices and it’s implication on the environment. A self-constructed questionnaire was used to elicit information for the survey design research. While multistage sampling technique was used to select 194 participants of females within the age range of 20 and 59 in Akungba-Akoko, Ondo State. The four research questions raised for the study were answered descriptively while the two hypotheses were tested using inferential statistics at 0.05 level of significance. Finding revealed among others that though the female adults were aware of the environmental implication of indiscriminate menstrual waste disposal, they practices does not correlate with their awareness because menstrual waste disposal knowledge is not in public domain, while the knowledge gained is informal from older women who themselves lack adequate knowledge. It was therefore recommended among others, that adults deserves to be empowerment by Adult Education through Menstrual Waste Education (MWE) to improve hygiene as well as the environment during menstrual cycle due to the precarious situation it places on women.

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Akinsolu, Abiodun Olatoun. "AN OPINION SURVEY ON ISSUES OF PROVISION AND MANAGEMENT OF ADULT LITERACY PROGRAMME IN NIGERIA: IMPLICATIONS FOR PLANNING." Sokoto Educational Review 14, no. 1 (June 30, 2013): 20. http://dx.doi.org/10.35386/ser.v14i1.83.

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There are almost 800 millions illiterate adults worldwide (UNESCO, 2005) Based on the above, there is an urgent need to expand the vision of both the MDGs to capture education for adult, so as to achieve the widespread agreement that through adult basic education and literacy intervention, human and social development can be enhanced (UNDP, 1997).This paper therefore examines issues in the provision and management o f adult literacy programme in Nigeria through a descriptive survey analysis o f ex- post facto. Guided by 4 Research questions and 1 hypothesis, findings revealed the perceptions o f beneficiaries in respect o f this programme. The paper concludes that the successful implementation o f adult literacy programme is the only way o f ensuring sustainable development in the country because it is only a man that can distinguish between truth and falsehood. He is really free to choose and participate actively in promoting socio. economic and political development o f his/her country while the planning implications were likewise highlighted.

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Usman, Lantana M. "Adult Education and Sustainable Learning Outcome of Rural Widows of Central Northern Nigeria." International Journal of Adult Vocational Education and Technology 2, no. 2 (April 2011): 25–41. http://dx.doi.org/10.4018/javet.2011040103.

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In northern Nigeria, widows’ identities and status are defined within the mores, norms, traditional religions, and legal institutions of the cultures of the community. The ethnic cultural laws are oppressive and retrogressive. The nexus of these cultural pressures trigger discriminatory practices that deny school attending widows’ access, and completion of primary and secondary levels of education, leaving them literacy bankrupt and unskilled to fend for themselves and their children. These experiences motivated an all women Community Based Organization (CBO) to establish a Widows Training School to educate widows in vocational skills and basic literacy and numeracy. This paper examines research that was conducted with a sample of former graduates and attendees of the Widows Training School (WTS). The study is based on a qualitative educational research orientation, and the case study design. Multi-modal data were derived from Focused Group Interviews (FGIs) and Non Participant Observation (NPO) with a sample population of the widows. Data analysis engaged the qualitative process of transcription, categorization, and generation of codes that were merged into major themes, and presented in the as socio cultural status of the widows in the community; historical foundation, nature and curriculum implementation of the school; and the facets of sustainable learning outcome of the widows.

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Usman, Lantana M. "Rural adult education and the health transformation of pastoral women of Northern Nigeria." International Journal of Lifelong Education 28, no. 5 (September 2009): 631–47. http://dx.doi.org/10.1080/02601370903190060.

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Dokun-Mowete, Christine A., Manoj Sharma, and Frazier Beatty. "Using Multitheory Model to Predict Low-Salt Intake Among Nigerian Adults Living With Hypertension." International Quarterly of Community Health Education 39, no. 4 (January 2, 2019): 245–55. http://dx.doi.org/10.1177/0272684x18821308.

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One of the public health recommendations for the management of hypertension is the reduction of sodium/salt intake. The purpose of this study was to use the novel multitheory model of health behavior change to predict the initiation and maintenance of low-salt intake among adult Nigerian hypertensives. A quantitative cross-sectional design utilizing a convenience sample of 149 consenting Nigerian adults living with hypertension were self-administered a valid and reliable 39-item instrument. 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 multitheory model and adequacy of its utility to build evidence-based health education interventions for hypertension in Nigeria.

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Nwabuko, Linus O., Ngozi J. Igwe, Mary C. Okengwu, Michelle A. Nwabuko, and Onyinye Ekere. "Benchmark for Partnership in Human and Material Resources Provision for Adult Education Programmes in the South-East Zone of Nigeria." Global Journal of Health Science 12, no. 5 (March 22, 2020): 46. http://dx.doi.org/10.5539/gjhs.v12n5p46.

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Partnership is an approach used for effective human and material resources provision among agencies and partners based on democratic principles of understanding in pursuit of a common goal. Adult education programmes are provided by the government, Non-governmental Organisations (NGOs) and donor agencies. Yet adult education seems to suffer from a dearth of human and material resources due to a loose partnership framework among government NGOs and donor agencies. Hence the need to provide a benchmark for partnership among government, NGOs and donor agencies in the provision of human and material resources. Adopting a descriptive survey research design, the instrument was administered to 3202 subjects consisting of sixty-two proprietors of NGOs adult education centres, five directors of state agencies of mass literacy adult and Non-formal education, fifteen coordinators of donor agencies and 3120 adult education instructors. The data was presented using frequencies, percentages, means, standard derivations and analysis of variance (ANOVA). The study revealed that NGOs have to submit quarterly the record of their staff strength to state agencies for mass literacy adult and non-formal education for resource planning and that development of materials in multi-language can be achieved through collaborated efforts of stakeholders. Thus, the study recommended, among others, that state agencies for mass literacy, adult and non-formal education, NGOs and donor agencies should cooperate to organize conferences for capacity development and instructors and development material in multi-language for adult learners.

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EZEALA, J. I., and MBALISI ONYEKA FESTUS. "INTEGRATING INDIGENOUS SOCIO-CULTURAL FORMS IN ENVIRONMENTAL ADULT EDUCATION FOR CONFLICT RESOLUTION BETWEEN PASTORAL NOMADS AND HOST COMMUNITIES IN NIGERIA." International Journal of Research -GRANTHAALAYAH 9, no. 2 (March 15, 2021): 345–53. http://dx.doi.org/10.29121/granthaalayah.v9.i2.2021.3381.

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Conflict between pastoral nomads and host communities in Nigeria today have resulted in the degradation of the environment, and the impoverishment of the host communities. This has occasioned banditry, criminality and even armed insurgency by nomads and host communities. Strategies identified by government and researchers geared towards resolving the conflict and ensuring peaceful co-existence between farmers and herders have not helped to a large extent. Such strategies include among others, establishment of cattle colony in the federating states, establishment of the Commissions of Enquiry, and deployment of securities, environmental dialogue, environmental communication, environmental mediation, regular environmental sensitization meetings. In spite of the above-mentioned strategies, the conflict still persisted. This paper explored some of the indigenous socio-cultural forms which can be integrated in environmental adult education for forestalling conflict between pastoral nomads and their host communities in Nigeria. The paper concludes that since environmental adult education thrives on the experience of the participants derivable from their value systems which brings to bear in learning, efforts should be made to utilize these sociocultural forms which embody peoples’ values systems in mobilizing and educating herders and farmers on the need for peaceful co-existence.

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Akinwale, Samson O. "Capital Flight and Economic Development: Evidence from Nigeria." Management and Economics Research Journal 6 (2020): 1. http://dx.doi.org/10.18639/merj.2020.964791.

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This study examined the nexus between capital flight and economic development in Nigeria. The null hypothesis was that capital flight has no significant relationship with economic development in Nigeria. The study used the auto regressive distributed lag (ARDL) method on data obtained from the Central Bank of Nigeria and the World Bank, for the period 1986–2018, to examine the relationship between capital flight and economic development in Nigeria. The study examined the unit root problem and cointegrating properties of the data. The unit root problem was tested for by using the augmented Dickey–Fuller (ADF) and Phillips–Perron (PP) tests. Findings from ARDL showed an inverse relationship exists between capital flight, real exchange rate, and economic development. This implies that the variables contributed significantly to reduce economic development within the study period. However, a positive relationship existed between economic development and adult literacy rate in Nigeria. By implication, improvements made in providing quality and affordable education tend to have a positive impact on economic development in Nigeria. The study concluded that economic development is strongly influenced by capital flight, real exchange, and adult literacy rates in Nigeria. The study, therefore, recommends that government policies to curb capital flight should be introduced and monitored so as to lead to economic development in Nigeria.

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Madu, Dr Catherine Omeriyang, Johnson Nnadi Ewelum, and Kennedy Ogochukwu Okunna. "Repositioning the Funding of Adult and Non-formal Education (ANFE) in Anambra State, Nigeria." International Journal for Innovation Education and Research 8, no. 8 (August 6, 2020): 01–09. http://dx.doi.org/10.31686/ijier.vol8.iss8.2215.

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The need for repositioning the funding of adult and non-formal education (ANFE) in Anambra State cannot be overlooked as manpower and material resources needed for such programs can be acquired when there is adequate funding. The study focused on the repositioning the funding of ANFE in Anambra State. Descriptive survey research design was adopted in this study, guided by three research questions. The population of the study comprised 331 instructors in all the government-owned adult education centres in Anambra State. There was no sampling because the population was manageable. Questionnaire was the instrument for data collection which was validated by two experts in the Department of Adult and Continuing Education, Nnamdi Azikiwe University, Awka. Cronbach Alpha was used to determine the internal consistency of the instrument and the overall reliability coefficient of 0.79 was obtained. Mean statistics was used to answer the research questions. The findings indicated that ANFE is funded to a low extent in Anambra State. The study also revealed that some of the challenges confronting ANFE in Anambra State include: difficulties in identifying budget meant for ANFE, lack of information on funding by individuals, inadequate funding by the government, among others. The study further showed that the strategies to be adopted in repositioning the funding of ANFE in Anambra State are: distinct budget allocation by federal and state government for ANFE, effective utilization of fund accruing to ANFE, assisting of ANFE through regular funding by international bodies and NGOs, among others. Conclusion was drawn and the study recommended that governments both federal and state should provide adequate support to ANFE, especially through proper funding and adequate monitoring of such funds.

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Agbawodikeizu, Uju Patricia, Uju Patricia Agbawodikeizu, Prince Chiemeka Agwu, Uzoma Okoye, Uzoma Okoye, Ijeoma Igwe, and Ijeoma Igwe. "Controversies in preparing for end-of-life in Nsukka town of Nigeria and suggestions for Nigerian based social work practice." Social Work and Social Sciences Review 20, no. 2 (November 3, 2019): 95–112. http://dx.doi.org/10.1921/swssr.v20i2.1140.

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Death is regarded as a natural phenomenon of life, but its consequences for the bereaved are often times very bitter. One way to circumvent this bitter experience is through making plans before dying. However, not everyone seems to appreciate this, which has generated lots of controversies. Thus, end-of-life planning attitude among adult residents in one of Nigeria’s Igbo area was examined using cross-sectional survey. Data was collected from 587 adults and also analyzed using a combination of quantitative and qualitative tools. Age, level of education, marital status and sex were shown to have statistically significant relationships with attitude toward end-of-life planning, while cultural beliefs were discovered to also exercise overbearing influence. The study further discovered some cultural practices that deter people from planning for end-of-life and therefore advocates for social protection and reorientation which should principally involve social workers. Suggestions were made for introduction of end-of-life planning education in the curriculum of institutions of secondary and tertiary learning in Nigeria, as a measure to help reform attitudes of persons toward preparing for end-of-life in future.

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Popoola, Bayode I., Funmi Togonu-Bickersteth, Joshua O. Aransiola, Akinjide Akintomide, and Opeyemi Ekundayo. "EDUCATIONAL CHALLENGES OF CHILDREN IN SKIPPED GENERATION HOUSEHOLDS IN NIGERIA." Innovation in Aging 3, Supplement_1 (November 2019): S664. http://dx.doi.org/10.1093/geroni/igz038.2458.

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Abstract The paper examined the challenges of accessing education by Nigerian children raised in an unusual family context, the skipped generation households. Specifically, it determined the proportion of Nigerian school-age children in skipped generation households enrolled in the formal school system and investigated the children’s perception of the effect of living in skipped generation household on their education. The paper also ascertained regional differences in education challenges experienced by children in skipped generation households. The study adopted the descriptive survey design. The research procedure involved the collection of primary data through the administration of a survey questionnaire on 2144 indexed children from three purposively selected states representing the three major ethnic groups in Nigeria. The results showed that 88.2% of Nigerian children in skipped generation households were enrolled in the formal school system, and that significant regional variations existed in school attendance by children in skipped generation households. Also, a substantial majority (74.1%) of grandchildren reported that living in SGHs had no negative effect on their academic performance. The specific education challenges of school-going children in skipped generation households included having to do assignment alone, not getting enough time to study, and difficulty in paying school fee. The results further indicated that the education challenges experienced by children in skipped generation households were significantly different across the selected states which constitute the study area. The paper highlighted the need for government to improve the welfare of older adults in Nigeria, especially those who serve as custodial grandparents for their grandchildren.

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Nebechukwu, Diamond Preye, and Uche C. Isiugo-Abanihe. "actors Affecting Girl-Child Education among the Kambari of Niger State, Nigeria: A Sociological Perspective." Nigerian Journal of Sociology and Anthropology 18, no. 2 (November 30, 2020): 19–47. http://dx.doi.org/10.36108/njsa/0202/81(0220).

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This study examined factors that adversely affect girl-child education among the Kambari. Marx Weber’s social action theory, patriarchy and sex role theories provided the theoretical framework. Empirical data were drawn from a household survey among 1,598 respondents, comprising a pair of adult males (385) and their sons (385) and adult females (414) and their daughters (414). A multi-staged sampling technic was employed to select sample units. Two structured questionnaires were employed for the household survey. Twelve case-studies of girl-children, fourteen in-depth interviews and fifteen FGDs were also conducted among different groups. The data were subjected to descriptive, logistic regression and content analyses. The burden of domestic work, unintended teenage pregnancy, poor academic performance, parental ignorance, child-betrothal and early marriage, son preference adversely affected the girl-child’s access to education. The logistic regression shows that the odds of exhibiting discriminatory practice towards girl-child education are about 6 times higher among adult males compared to the females, 4.2 times higher among participants with no formal education, 4 times higher among adherents of traditional religion and 3 times among Muslims. Further, respondents with rigid conception of gender role are more likely to exhibit discriminatory gender practices as well as those with negative childhood experience, those from homes where men dominate in decision-making and those from homes with non-valuation of women’s participation in decision-making. A holistic approach should be adopted at all levels of government, religious and traditional institutions to address the marginalization of Kambari girl-children in accessing formal education.

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Onoh, Ikenna, Oluwatomi Owopetu, Abdulhakeem Abayomi Olorukooba, Chukwuma David Umeokonkwo, Tukur Dahiru, and Muhammad Shakir Balogun. "Prevalence, patterns and correlates of smokeless tobacco use in Nigerian adults: An analysis of the Global Adult Tobacco Survey." PLOS ONE 16, no. 1 (January 6, 2021): e0245114. http://dx.doi.org/10.1371/journal.pone.0245114.

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Introduction The global tobacco epidemic contributes to more than 8 million deaths annually. However, most tobacco control interventions have been driven by an emphasis on smoked tobacco. Globally and more so in Nigeria, less attention has been paid to the similarly harmful smokeless tobacco (SLT) whose use appeals to a different demography. We examined the prevalence, patterns of use and correlates of SLT in Nigerian adults to guide targeted control efforts. Methods We conducted a secondary analysis of the 2012 Global Adult Tobacco Survey (GATS) data. We obtained data on 9,765 non-institutionalised adults aged 15 years and older. Variables included current SLT use, sociodemographic characteristics and perceived harm of SLT use. We used Chi-square test to examine associations and binary logistic regression to assess predictors of current SLT use. All analyses were conducted with sample-weighted data. Results The prevalence of current SLT use was 1.9% of all adults. About 1.4% were daily users. The main types were snuff by nose (1.6%) and snuff by mouth (0.8%). There were higher odds of current SLT use for those in the South-East region (aOR = 13.99; 95% CI: 4.45–43.95), rural area residents (aOR = 1.56; 95% CI: 1.04–2.35), males (aOR = 4.43; 95% CI: 2.75–7.11), the 45–64 years age-group (aOR = 10.00; 95% CI: 4.12–24.29), those with no formal education (aOR = 2.67; 95% CI: 1.01–7.05), and those with no perception of harm from SLT use (aOR = 3.81, 95% CI: 2.61–5.56). Conclusion The prevalence of SLT use among Nigerian adults was low with clearly identified predictors. While a majority were aware of harm from SLT use, an unacceptably high proportion remain unaware. We recommended targeted interventions to increase awareness of the harmful effects of SLT use especially among residents of the South-East, those in rural areas, males, and individuals with no formal education. We also recommended a follow-up survey.

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Agboeze, Matthias U., Ruphina U. Nwachukwu, Michael O. Ugwueze, and Maryrose N. Agboeze. "Occupational Health and Safety of Commercial Motorcyclists in Obollo-Afor: An Adult Education Approach." Global Journal of Health Science 12, no. 9 (June 26, 2020): 24. http://dx.doi.org/10.5539/gjhs.v12n9p24.

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This study investigated Federal Road Safety Commission (FRSC) public education programme as an adult education approach for improving the health and safety conditions of commercial motorcyclists in Obollo-afor, Nigeria. A descriptive survey research design was used for the study. The population of the study comprised of the four hundred and sixty four (464) commercial motorcyclists and FRSC staff, out of which 108 commercial motorcyclists and the 10 Federal Road Safety Corps staff were sampled using purposive sampling technique. The findings of the study include that FRSC public education programme to a high extent can help in the reduction of accidents and injuries involving commercial motorcyclists. The study recommended that FRSC officials should organize regular road safety awareness campaign on the streets, schools, churches and market square.

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Adetuyi, Chris Ajibade. "RELEVANCE OF BILINGUALISM IN ADULT LEARNERS’ ENGLISH LANGUAGE DEVELOPMENT IN SOUTH-WEST NIGERIA." Journal of English Education 4, no. 1 (June 20, 2019): 16–23. http://dx.doi.org/10.31327/jee.v4i1.888.

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The general English studies was introduced as a compulsory course for sandwich learners of colleges of education with a view to allowing them attain proficiency in English. Despite the measure, it seems attainment of proficiency is a mirage. Unattainment of English proficiency in sandwich program has been ascribed to less satisfactory teaching skill embracing language competence and pedagogy. However, there has been a dearth of studies on the teaching method of facilitators of the course. This paper therefore, has a focus on the relevance of bilingualism, in English Language development in the sandwich centers. Pretest and posttest control group as quasi-experimental design with 3X2X2 factorial matrix was adopted for the study. Data were analyzed using analysis of covariance and multiple classification analysis. Bilingual method of teaching was ascertained as having an upper hand over Direct and conventional method with a mean score of 67.54. Bilingualism therefore proved relevant to the teaching of General English Studies to the Adult learners. The paper concludes that facilitators should recognize the learners' mother tongue in the learning of English. This would stimulate learners' interest, accelerate their understanding, and ensure effective class-contact needed in adult education teaching-learning process.

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Sanusi, Bernice O., Felix Olajide Talabi, Omowale T. Adelabu, and Moyosore Alade. "Educational Radio Broadcasting and its Effectiveness on Adult Literacy in Lagos." SAGE Open 11, no. 2 (April 2021): 215824402110163. http://dx.doi.org/10.1177/21582440211016374.

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Education has been identified as one of the most important ways to achieve national development. With 3 million non-literate adults in Lagos State, the commercial nerve center of the nation, radio becomes a veritable medium to teach such adults who, for several reasons including economic, do not have the opportunity of formal schooling. The study assessed the effectiveness of educational radio broadcasting for adult literacy in Lagos State, Nigeria. Five hundred and five (505) adult learners participating in Lagos is Learning Project were purposively selected. Findings showed that a majority (62.4%) of the study participants used the instructional radio program, Mooko Mooka, to prepare for classroom instruction, while 53.5% of the study participants used the program for revision. Findings also revealed that 40.6% of them listened to the program three times per week and this implied that frequency of exposure could influence literacy skill. The study concluded that radio instructional techniques were effective in promoting adult literacy and therefore recommended that the radio listening sessions should be increased as part of efforts to reduce adult illiteracy in the country. Also, community media centers should be created in different communities to encourage group listening where learners can be supervised.

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Olaniyi, Francis O., and Hassan Moshood Ayinde. "Framework for Codification of Informal and Non-Formal Knowledge and Skills in the Formal Education System in Nigeria." American International Journal of Education and Linguistics Research 2, no. 2 (June 8, 2019): 35–45. http://dx.doi.org/10.46545/aijelr.v2i2.88.

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Formal education is provided for a segment (children and adolescents) of the society. While workers in the formal sector enjoy professional and continuing education; those in the informal and non-formal sectors of the economy do not have any opportunity of taking part in any form of adult education. Many artisans, professionals and artists display dexterity in their various callings. This act of display may sometimes refer to as tacit knowledge, that is, knowledge that may be difficult to codify except through training of adult learners. If this group of people is not catered for in terms of adult learning, it may be difficult for them to make contributions to economic growth in the society. Therefore, the study entitled “Framework for Codification of Informal and Non-Formal Knowledge and Skills in the Formal Education System in Nigeria” is embarked upon. The purpose of the study is to identify and discuss framework for codification of knowledge and skills in the informal and non-formal sector; and to establish the probable benefit that may be derived from codification of knowledge and skills of informal and non-formal learners. The study was carried out using qualitative and quantitative approaches. Some artisans, professionals and artists were interviewed, using focus group discussion. Respondents were enthusiastic on codification of their knowledge and skills and award of appropriate certificates. Some of the framework identified in the study include: organising literacy competence to complement the tacit knowledge of the recipients; sensitisation of members of the public by the NNCAE; and collaborative efforts between NUC and departments of adult education in universities.

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Osuchukwu, Ngozi Perpetua, and Ndidiamaka Lucy Nebolise. "Women in Adult Education Program for Sustainable Development: Challenges and Implications for Library and Information Services." Evidence Based Library and Information Practice 14, no. 1 (February 8, 2019): 22–32. http://dx.doi.org/10.18438/eblip29366.

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Abstract Objective – Education offers advances in human and social development. It provides knowledge and resources that hold the potential for economic empowerment, resulting in a better livelihood. Hence, women need access to education with library services, if they are to have a voice, participate in sustainable development, and take care of their own health, as well as that of their children and members of their households. This paper examines the challenges women encounter in Onitsha metropolis, Anambra State, Nigeria. This study seeks to gain insight into the resources used to enhance learning, as well as the students’ perceptions and satisfaction with their learning experience. Methods – A descriptive survey research design was used. The study was carried out in five adult education centres in the city with a sample size of 120 women, randomly selected for collection of data. Questionnaire, interview, and observation methods were employed. The physical assessment of the centres was done for an evidence based report and to assess the real situations of the centres. Results – The findings show the challenges faced by Nigerian women in their pursuit of ongoing adult education included: time for the classes which are usually held in the evening, poor financial status, lack of encouragement from spouses and relations, poor learning environments, and stress. The data were analyzed using percentages and frequency counts. They are presented in tables and figures. Conclusions – It is recommended that education and library management should assess these centres for program improvements like providing more enabling environments and learning facilities. The implication of the study is that library and information services should be extended to these women to stimulate and support learning with the right attitude for active involvement in the educational activities and for enhancement of social inclusion.

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Indabawa, Sabo A. "An Appraisal of the Adult and Non-Formal Vocational Education Programmes in Kano: Implications for Northern Nigeria." Journal of Adult and Continuing Education 10, no. 1 (May 2004): 46–56. http://dx.doi.org/10.7227/jace.10.1.5.

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Ismaila, Suleiman. "Availability of Reformative Education Programmes for Prisoners in North West Nigeria." UMT Education Review 3, no. 1 (2020): 01–24. http://dx.doi.org/10.32350/uer.31.01.

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The study investigated the availability of reformative education programs for prisoners in northwest Nigeria. A descriptive survey was the adopted research design. The target population comprised the stakeholders (prison inmates, prison officials, lawyers, and human rights activists) from four states (Kaduna, Katsina, Jigawa, and Kano) northwest Nigeria. A total of 13 prisons, 1338 respondents (1068 inmates; 200 prison officials; 50 lawyers; and 20 human rights activists) were selected using multi-stage sampling. Four questionnaires designed by the researcher were used for data collection dedicating one questionnaire to each of the stakeholders. The validity of the instruments was ascertained using content and construct validity. The calculated value of Cronbach Alpha was 0.87. The data collected from the study were analyzed using descriptive statistics. The hypotheses were tested using chi-square. The findings of the study revealed that out of the five indicators of prisoners' reformative education, only one was available, that is, religious education. However, the other four, facilities, personnel, and reading materials; educational continuity and motivation; remedial and adult education, and vocational education were unavailable. The study recommended that prisons should be equipped with modern facilities for valuable reformative education. There should be training and retraining of prison personnel, and a well-stocked library with current and updated materials containing textbooks, periodicals and computers be provided in all prisons for the use of both inmates and prison officials, among others.

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Nwabuko, Linus Okechukwu, Ann Ebere Okechukwu, Eberechukwu Charity Eneh, Georgina Chinagorom Eze, and Favour Okon Eseabasi. "Effect of a cognitive behavioural intervention on depression reduction among community-dwelling adult learners in Nigeria: Implications for adult education administration." Journal of International Medical Research 48, no. 1 (January 2020): 030006051988555. http://dx.doi.org/10.1177/0300060519885558.

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Schmidt-Lauff, Sabine, Jörg Schwarz, Adedolapo Femi-Aderinto, and Taiwo Olatunji. "Flexibilisation of Adult Learning and Education in the context of shifting temporalities in Nigeria and Germany." Andragoška spoznanja 25, no. 1 (February 18, 2019): 51–67. http://dx.doi.org/10.4312/as.25.1.51-67.

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In his theory of acceleration, Rosa (2013) describes how modern societies have recently been going through a severe change in temporalities. This new dynamic confronts providers in Adult Learning and Education (ALE) with the challenge to not only adapt to shifting temporalities regarding their own processes and structures but also to support learners in adapting to a new ‘pace of life’. One way of reacting to social acceleration can be considered flexibilisation. In our contribution, we compare ALE in Nigeria and Germany to investigate how social acceleration takes effect in both societies, what challenges result for ALE and how ALE providers react in terms of flexibilisation. By examining policy papers, recent empirical studies and data reports, we can show how shifts in temporalities cause similar challenges in both countries and that they appear as a driver for the flexibilisation of ALE.

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Udeze, Cynthia Nwanneka, Michael Onyeka Ezenwa, and Nnaemeka Chukwudum Abamara. "Effect of cancer education on the practice of breast self-examination among adult women in Nigeria." Cogent Psychology 7, no. 1 (January 1, 2020): 1823616. http://dx.doi.org/10.1080/23311908.2020.1823616.

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Journal articles on the topic 'Adult education in Nigeria'

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