THE ISSUE OF MOTIVATION IN THE PROVISION AND DELIVERY OF ADULT AND NON FORMAL EDUCATION IN NIGERIA (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
Introduction
Background to the Study
Adults’ motivation to participate in continued education is of immediate interest, as lifelong learning is now considered as the solution to the pressing problems of increased levels of unemployment, not least among unskilled workers. Many theories concerning motivation and adult education maintain that individuals are innately motivated to learn, and conclude that motivation problems result from various dispositional, situational and structural impediments. Bjorklund (2001). If such barriers are removed, adults will be naturally motivated to educate themselves. The project maintains that motivation should not be regarded as something residing within the individual. It is rather a construct of those who see it lacking in others. A critical reading of the literature shows how motivation theory stigmatizes people held ‘unmotivated’ in that the theories ascribe motivation problems to the individual, while assuming the basis upon which the problem is formulated for granted, and making those who formulate the problem invisible. Instead of a problem solver, motivation becomes a euphemism for direction and control.
Unlike children and teenagers, adults have many responsibilities that they must balance against the demands of learning. Because of these responsibilities, adults have barriers against participating in learning. Some of these barriers include lack of time, money, confidence, or interest, lack of information about opportunities to learn, scheduling problems, “red tape”, and problems with child care and transportation. Crowther, (2004).
Motivation factors can also be a barrier. What motivates adult learners? Typical motivations include a requirement for competence or licensing, an expected (or realized) promotion, job enrichment, a need to maintain old skills or learn new ones, a need to adapt to job changes, or the need to learn in order to comply with company directives. Ahl, (2004).
The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barrier. Instructors must learn why their learners are enrolled (the motivators); they have to discover what is keeping them from learning. Then the instructors must plan their motivating strategies. A successful strategy includes showing adult learners the relationship between training and an expected promotion Bagnall, (2000)”.
With today’s changing student population to include nontraditional adult learners in nearly every higher education institution program, it is necessary administrators of adult learners. To help learners become more motivated, especially when they understand characteristics of adult learners, and key players in adult learning.
