AVAILABILITY AND ADEQUACY OF ADULT EDUCATION PROGRAMME (EDUCATION PROJECT TOPICS AND MATERIALS)
ABSTRACT
Adult Education is an essential aspect of education that provides adult learner the opportunity to acquire basic knowledge that they are unable to acquire where they were young. The research work was carried out in Odeda Local Government Area of Ogun State using fifty adult learners and instrument for data collection was questionnaire. The recommendations made on the available and adequacy of adult education are that government should assist adult learners in all aspects materials and funeral. More instructors should be employed to make adult education more assessable to more adult learners.
CHAPTER ONE
1.1 Introduction
Nigeria was colonized by Brittan. The British government had clearly defined policy on education for Nigeria before 1925. Education activities in the colony were managed by colonial administrations, in consultation with Christian missions and their home offices (Fafunwa, 1974).
In 1922, a commission set up by the Phelps stokes fund to look into education in west and equatorial African, which included Nigeria, produced a report titled. Education in African. The report emphasized the need for a policy on adult and community education (Fafunwa 1974). The commissions recommendation for the development and institution of a policy on adult education represented the first key formed acknowledgment of the need to develop adult education along side youth education or schooling.
The commission further stressed the education of the entire community if education was to result in meaningful development. To educate the children at school while the adult population remained largely illiterate and uneducated amounted to a grossly in adequate utilization of education in development.
Following the Phelps- stokes report, the British colonial government issued its first education policy for Nigeria in 1925. The policy and its implementation strategies did not address, in any significant way, community or adult education. Rather, the colonial government concentrated on school education. Consequently, a significant opportunity to begin to develop adult education in Nigeria was missed.
However, in 1951, the central board of education endorsed a policy on adult education the aim of adult education, as articulated in the policy, was to organize remedial primary education for adults. This included basic adult literacy and craft- making. The policy stressed the importance of women’s participation in adult education. Following the policy, adult literacy classes spraing up in many parts of Nigeria. There was considerable enthusiasm for adult literacy among the people and the governments of the three regions of Nigeria East, West and North.
