UNIT ONE: AN EXAMINATION OF THE GENERAL CONCEPT AND
STRUCTURE OF ADULT AND NON-FORMAL EDUCATION
1.
Introduction
Summary
Education drives national
development. Nigeria, like other developing countries, needs not just formal
education but also adult and non-formal education. These forms of
education target those who missed school or need continuous learning. Adult
education is as old as man, but in modern times, it has become a recognized
discipline with concepts, methods, and strategies.
Explanation
- Adult & non-formal education complements formal
education.
- It is recognized in Nigeria’s National Policy on
Education (2006).
- Historically, adults learned through traditional
skills, crafts, and rites.
- Industrial Revolution & printing press expanded
adult education.
- Today, it is seen as a discipline with
structured approaches.
Questions
& Answers
Q1: Why is adult and non-formal education important for
Nigeria?
A1: It helps in national development by educating those who missed
school, updating adult skills, and solving community problems.
Q2: How was adult education practiced in pre-colonial Nigeria?
A2: Through traditional skills training, apprenticeship with master
craftsmen, initiation rites, and cultural learning.
2.
Adulthood and Adult Education
Summary
Adulthood has different definitions:
by legal age, maturity, cultural rites, or ability to take responsibility.
Adults are expected to be morally mature, responsible, and contributors to
society. Adult education, therefore, focuses on voluntary learning that
respects their experience, maturity, and responsibilities.
Explanation
- Definitions of adulthood:
1.
Legal Age
(18/21) – recognized by law.
2.
Physical/Mental
Maturity – ability to perform adult tasks.
3.
Cultural
Rites/Memory – initiation rites or ability to
recall history.
4.
Responsibility – ability to fend for oneself/dependents.
- Adult education:
- Voluntary and flexible.
- Focused on self-education, second chances, updating
knowledge.
- Uses methods like discussion, workshop, symposium
rather than strict classroom teaching.
Questions
& Answers
Q1: Give two definitions of adulthood.
A1: (i) Reaching legal age (18/21). (ii) Ability to fend for oneself and
dependents.
Q2: How is adult education different from children’s education?
A2: Adults learn voluntarily, bring life experience, need flexible
methods, and often balance learning with responsibilities.
3.
Meaning and Definition of Adult and Non-Formal Education
Summary
Adult and non-formal education has
many definitions depending on culture and scholars. It covers mass literacy,
vocational training, continuing education, lifelong learning, and community
development. UNESCO defines it as all organized educational processes for
adults to improve knowledge, skills, attitudes, and contribute to society.
Explanation
- Confusion of terms:
Mass education, continuing education, lifelong learning, workers’
education, etc.
- Key definitions:
- Makulu:
Broad, covering adult needs as individuals & community members.
- American view:
Voluntary learning to solve individual/community problems.
- UNESCO:
All organized processes that improve adult abilities for personal and
social development.
- Non-formal education (Coombs, 1974): Any organized activity outside formal schools for
specific groups.
- Modes (Duke, 1982):
1.
Qualification training (second
chance).
2.
Mass literacy programmes.
3.
Continuing/lifelong education.
Questions
& Answers
Q1: What is the difference between adult education and
non-formal education?
A1: Adult education focuses on adults, while non-formal education refers
to organized learning outside the formal school system for both children and
adults.
Q2: State two purposes of adult and non-formal education.
A2: (i) To update adults’ skills and knowledge. (ii) To solve community
and national development problems.
Q3: According to UNESCO, what is adult education?
A3: The entire body of organized educational processes, formal or
informal, that improve adults’ knowledge, skills, attitudes, and prepare them
for personal and social development.
2. Formal, Non-Formal and Informal Education
a.
Formal Education
Summary
Formal education is the structured,
organized system of schooling with fixed curriculum, pedagogy, and recognized
institutions like primary schools, secondary schools, polytechnics, and
universities.
Explanation
- Features:
- Fixed curriculum.
- Full-time attendance.
- Defined organizational structure.
- Regulated by the Ministry of Education.
- Examples:
Primary schools, secondary schools, colleges of education, polytechnics,
universities (public or private).
- Ownership does not matter, what matters is adherence to
structure and standards.
Q
& A
Q1: Give two characteristics of formal education.
A1: Fixed curriculum and full-time structured learning.
Q2: Mention two examples of formal education institutions.
A2: Secondary schools and universities.
b.
Non-Formal Education
Summary
Non-formal education is organized
but more flexible than formal education. It allows part-time participation,
does not follow rigid structures, and often meets community or vocational
needs.
Explanation
- Less rigid, adaptable curriculum.
- Organized learning, but outside formal school system.
- Encourages part-time, voluntary participation.
- Examples: adult literacy classes, apprenticeship
training, recreational education, cooperative education, evening lessons.
- Not the same as adult education because it also applies
to adolescents and children (e.g., Sunday school, farmers’ clubs).
Q
& A
Q1: State one similarity between formal and non-formal
education.
A1: Both are organized educational processes.
Q2: Mention two examples of non-formal education.
A2: Adult literacy programmes and apprenticeship training.
c.
Informal Education
Summary
Informal education is unplanned,
unstructured learning that occurs naturally in daily life, at home, work, play,
or through media.
Explanation
- No curriculum, planning, or teaching methods.
- Occurs through experiences, observation, interactions.
- Examples:
- Children learning morals from bedtime stories.
- Learning from newspapers, radio, TV, or friends.
- Picking up habits or skills from daily life.
- Accounts for the largest bulk of lifetime learning.
Q
& A
Q1: What makes informal education different from formal
education?
A1: It is unplanned, unstructured, and not curriculum-based.
Q2: Mention two examples of informal education.
A2: Learning from newspapers and learning through radio programmes.
d.
Relationship of Formal, Non-Formal and Informal Education to Adult Education
Summary
All three types of education apply
to adults, but non-formal and informal education play a bigger role because
adults have less time for full-time schooling. Adult education can also be
formal if methods and goals are tailored to adult needs.
Explanation
- Adults (18–70 years) have longer learning span than
children.
- Adults mostly learn through non-formal &
informal methods because of work and family responsibilities.
- Adult education is not the same as non-formal
education, though they overlap.
- Adult education can be formal if:
- It uses methods suited to adults.
- It may be part-time or full-time (e.g., adult SSCE,
degree programmes).
Q
& A
Q1: Why do adults depend more on non-formal and informal
education?
A1: Because their time is spent on work and family, leaving little room
for full-time formal schooling.
Q2: Can adult education be formal? Explain.
A2: Yes. If adults study full-time or part-time using methods suited to
adult learning (e.g., SSCE classes for adults), it qualifies as formal adult
education.
UNIT TWO: HISTORICAL DEVELOPMENT OF ADULT AND
NON-FORMAL EDUCATION
Introduction
Summary
Adult education in Nigeria developed
in three stages: traditional, colonial, and post-independence.
Each stage had different aims, content, and methods.
Explanation
- Traditional period: Adult learning was tied to culture,
work, and community life.
- Colonial period: Arab/Islamic influences and later
European missionaries/traders introduced religious, literacy, and
vocational training.
- Post-independence period: Government and universities
expanded adult and non-formal education through policies, campaigns, and
institutions.
Q
& A
Q1: What are the three stages of adult education development in
Nigeria?
A1: Traditional, colonial, and post-independence.
Q2: Why did adult education evolve differently at each stage?
A2: Because each period had different aims, influences, and methods of
education.
Historical
Perspective of Adult and Non-Formal Education
Summary
Adult education grew from philosophy
and administration, influenced by the industrial revolution and nationalism
in Europe. It became essential for social, political, and economic development.
In Africa, adult education existed before colonialism, focusing on vocational skills,
cultural awareness, and community cooperation.
Explanation
- Origin: Philosophy → administration → adult education.
- Industrial revolution created the need for skilled
adults.
- Adult education became a tool for human resource
development.
- In Africa, it was mainly non-formal, tied to
skills, culture, and survival.
Q
& A
Q1: What two global events influenced the rise of modern adult
education?
A1: The industrial revolution and nationalism.
Q2: Mention two elements of traditional African adult
education.
A2: Vocational training and cultural/community cooperation.
Traditional
Adult Education
Summary
Before colonial influence, adult
education in Nigeria aimed at cultural preservation, physical agility, skills
acquisition, and character development. It was taught through stories, crafts,
festivals, apprenticeship, age-grade activities, and initiation.
Explanation
- Aims:
- Preserve culture and history.
- Prepare individuals for roles in family, community,
and work.
- Develop character, leisure, and occupational skills.
- Content:
Stories, folklore, proverbs, hunting, farming, crafts, festivals,
masquerades, age-grade work.
- Methods:
Apprenticeship, short-term attachment, imitation, initiation, age-grade
participation, festivals.
Q
& A
Q1: State two aims of traditional adult education.
A1: To preserve cultural heritage and to prepare individuals for
family/community roles.
Q2: Mention two methods of traditional adult education.
A2: Apprenticeship system and initiation.
Adult
Education in the Colonial Era
Summary
During colonial rule, adult
education came from Arab/Islamic scholars, European missionaries,
colonial governments, and private individuals. It aimed to spread
religion (Islam/Christianity), foster trade, and prepare manpower for
administration.
Explanation
- Islamic education:
Spread by Arab traders, mallams, and Shehu Uthman Dan Fodio. Focused on
Qur’an, Hadith, Arabic, theology, law. Methods: rote learning, recitation.
Special contribution: female education.
- European education:
Portuguese and later missionaries introduced literacy to support
Christianity and trade. Curriculum included reading, writing, arithmetic,
Bible studies, hymns. Methods: rote learning, catechism.
- Other landmarks:
- Industrial schools (SIM).
- CMS schools for mallams.
- British government memoranda (1925, 1948).
- Udi literacy experiment (1944).
- Evening remedial classes.
- Correspondence education (e.g., Rapid Results College,
City Correspondence College 1945).
- Bible translation into local languages.
- Early university adult education (Oxford & Ibadan
extramural studies, 1947–1949).
Q
& A
Q1: What was Shehu Uthman Dan Fodio’s major contribution to
adult education?
A1: He promoted female education by including women in his teachings.
Q2: Name two early European contributions to adult education in
Nigeria.
A2: The establishment of schools in Benin (1515) and literacy teaching
through missions.
Q3: Which year did the Udi literacy campaign begin?
A3: 1944.
Q4: Mention two methods commonly used in colonial adult
education.
A4: Rote learning and recitation.
Important
Developments Since 1960
Summary
Since independence, Nigeria expanded
adult education through campaigns, institutions, and policies. Key milestones
include the formation of NNCAE (1971), university adult education programmes,
National Policy on Education (1977), Mass Literacy Campaigns (1982, 1990),
National Open University (1979), and the use of ICT in adult learning.
Explanation
- 1960s–70s:
More remedial classes, correspondence colleges.
- 1971:
Nigerian National Council for Adult Education (NNCAE).
- 1977:
National Policy on Education included adult and non-formal education.
- 1979:
National Open University founded (suspended in 1984, later revived).
- 1982 & 1990:
Mass literacy campaigns.
- Establishments:
National Commission on Adult and Non-Formal Education, State Agencies, and
Kano Centre for Mass Literacy.
- 2000s:
Universal Basic Education (UBE) and use of computers in adult education.
Q
& A
Q1: When was the Nigerian National Council for Adult Education
(NNCAE) founded?
A1: 1971.
Q2: When was the National Open University established and when
was it suspended?
A2: Established in 1979, suspended in 1984.
Q3: What did the 1977 National Policy on Education provide for?
A3: Adult and non-formal education.
Q4: Mention two mass literacy campaigns in Nigeria.
A4: The 1982 and 1990 Mass Literacy Campaigns.
UNIT THREE: PRINCIPLES AND PRACTICE OF ADULT EDUCATION
Introduction
Summary
Adult Education is an important part
of nation-building. It is connected to human development and national growth.
This unit focuses on how the principles of Adult Education can be put into
practice for community and national development.
Explanation
Adult education doesn’t just provide
knowledge — it develops people so they can contribute to society. Its
principles guide teachers, methods, and institutions. When put into practice,
these principles help adults solve problems, improve skills, and support
national goals.
Q
& A
Q1: Why is adult education important in national development?
A1: Because it develops human resources and helps communities grow
socially, politically, and economically.
Q2: What is the main focus of this unit?
A2: How the principles of adult education are translated into practice
for national development.
Principles
of Adult Education
Summary
Adult education is a professional
discipline with its own audience, goals, and methods. Its principles come from
theories that recognize adults as different from children. These guide
knowledge, information, teaching methods, materials, and institutions for
effective practice.
Explanation
- Principles include:
- Adults learn differently from children.
- Learning must be tied to adult needs and life
problems.
- Teaching must be purposeful and learner-centred.
- Psychological basis:
Perceptual theory — adults learn what they perceive as useful.
- Example: If an adult perceives the need to drive, read
newspapers, or join politics, that need motivates them to learn.
Q
& A
Q1: What makes adult education different from children’s
education?
A1: Adults learn based on their perceived needs and life problems, while
children follow a fixed school curriculum.
Q2: Which psychology theory explains adult learning in this
unit?
A2: The perceptual theory of psychology.
Teaching
Skills for Effective Adult Education
Summary
For adult education to succeed,
instructors need special skills like creating interest, pacing lessons, asking
questions, encouraging participation, evaluation, flexibility, interpersonal
relations, and creativity.
Explanation
Some important teaching skills
include:
1.
Establishing a learning set (prepare
learners mentally).
2.
Organising content clearly.
3.
Pacing lessons properly.
4.
Using voice, gestures, and
expressions.
5.
Asking and answering questions
effectively.
6.
Encouraging participation and
discussions.
7.
Giving closure and feedback.
8.
Using varied methods, materials, and
creativity.
9.
Managing classes well and respecting
learner differences.
10.
Creating a conducive learning
environment with enthusiasm.
Q
& A
Q1: Mention three important teaching skills in adult education.
A1: Pacing, asking questions, encouraging participation.
Q2: Why is flexibility important for adult instructors?
A2: Because adults have different interests, abilities, and experiences.
Knowledge,
Information, and Theory
Summary
Adult education practice is based on
three things: knowledge, information, and theory. These shape the content,
methods, and roles of practitioners.
Explanation
- Knowledge:
Understanding who adults are and how they differ from youths. Adults may
pursue programmes that match their interests, even if their needs are
different.
- Information:
Programmes should raise awareness for social, political, cultural, and
economic participation.
- Theory:
Teaching is client-centred. Adults participate in setting goals, making
plans, and evaluating their own learning.
Q
& A
Q1: Why is it important to know how adults differ from youths
in learning?
A1: Because adults have unique needs, goals, and learning styles that
affect how programmes should be designed.
Q2: List two principles of adult learning theory.
A2: Adults can develop their own learning plan, and adults learn from
solving real-life problems.
The
Practice of Adult Education
Summary
Practice means how programmes are
identified, planned, executed, and evaluated. Examples include literacy, civic
education, workers’ education, distance education, and on-the-job training. The
main players are practitioners, institutions, methods, and materials.
Explanation
- Programmes:
Mass literacy, social welfare, community development, etc.
- Practitioners:
Educators, facilitators, organisers, supervisors.
- Institutions:
Universities, government agencies, NGOs.
- Methodology & Materials: Tailored for adults, not children.
Q
& A
Q1: Give two examples of adult education programmes.
A1: Mass literacy and workers’ education.
Q2: Who are the main practitioners of adult education?
A2: Specialists, change agents, instructors, and organisers.
Designing
Adult Education Programmes
Summary
Designing programmes involves
turning needs into plans of action. It includes needs assessment, setting
goals, selecting methods, scheduling, assigning responsibilities, and evaluation.
Explanation
- For community programmes: Assess needs → set goals → choose methods/resources →
develop schedule → assign roles → evaluation → proposal.
- For events (e.g., conferences): Similar steps but shorter.
- For sessions (e.g., a class): Pre-test needs, set objectives, plan activities,
assign tasks, evaluate, rehearse.
Q
& A
Q1: What is the first step in designing a community adult
education programme?
A1: Assessing the needs of the community.
Q2: Why is evaluation important in programme design?
A2: To check if objectives are achieved and improve future programmes.
The
Adult Education Practitioner (Facilitator)
Summary
Practitioners may be part-time
teachers, volunteers, specialists, or trainers. To be effective, they need
knowledge of adult psychology, theory, needs analysis, teaching materials,
audio-visual aids, evaluation, and self-awareness.
Explanation
- Roles:
Facilitator, organiser, change agent, trainer.
- Requirements:
- Know adult psychology.
- Understand theory and evaluation.
- Use teaching aids effectively.
- Be self-aware and accept responsibilities.
Q
& A
Q1: Mention two types of adult education practitioners.
A1: Specialists and volunteers.
Q2: List two requirements for executing adult education
programmes.
A2: Knowledge of adult psychology and ability to use audio-visual aids.
UNIT FOUR: METHODS AND MATERIALS IN ADULT EDUCATION
INTRODUCTION
Summary
Education always involves the teacher and the learner. In adult education, the
learner is an adult, and the teacher is the adult educator. To teach
effectively, the adult educator must use proper methods and materials
that help adults learn skills and knowledge.
Explanation
Unlike children, adults bring experiences, independence, and specific learning
needs into the classroom. The adult educator must choose suitable strategies
and resources to make learning meaningful.
Question & Answer
Q: Who is the learner in adult education?
A: The learner in adult education is an adult.
OBJECTIVES
Summary
By the end of this unit, learners should be able to:
1.
Compare child and adult learners.
2.
Explain implications of these
differences.
3.
Identify methods of adult education.
4.
Identify materials used in adult
education.
Explanation
The objectives guide learners on what they should achieve after the
lesson—understanding differences between learners, and knowing methods and
teaching aids in adult education.
Q & A
Q: List two objectives of this unit.
A: (i) To identify methods used by adult educators.
(ii) To identify materials used by adult educators.
THE
CHILD LEARNER AND THE ADULT LEARNER
Summary
Children depend on teachers for what, when, and how to learn. Adults, however,
are more self-directed, bring valuable experiences, and prefer learning that is
practical and relevant to real life.
Explanation
- Children: Dependent, less life experience, learn what
school dictates, see education as future use.
- Adults: Independent, rich in experience, learn to solve
real-life problems, want immediate application of knowledge.
Q & A
Q: Mention two differences between a child learner and an adult learner.
A:
1.
A child learner is dependent, while
an adult learner is self-directed.
2.
A child sees education for future
use, while an adult wants to apply it immediately.
IMPLICATIONS
FOR PRACTICE BY THE ADULT EDUCATOR
Summary
The adult educator must create a friendly environment, involve learners in
planning, and act as a guide and co-inquirer rather than a dictator.
Explanation
- Adults need comfort (physically and psychologically).
- They should be involved in planning lessons.
- Teacher acts as a facilitator, guide, and catalyst,
not just an instructor.
Q & A
Q: What is the re-defined role of the adult educator?
A: The adult educator acts as a resource person, co-inquirer, and guide.
METHODS
IN ADULT EDUCATION
Summary
Methods are ways teachers organize learning. Adults prefer participatory and
practical methods such as lecture, group discussion, role-play, demonstration,
field trip, and case study.
1.
Lecture
Explanation: One-way communication where teacher imparts knowledge.
Useful for introducing topics, but learners don’t participate actively.
Q & A
Q: What is a limitation of the lecture method?
A: It does not allow full learner participation.
2.
Group Discussion
Explanation: Dialogue among learners guided by a teacher on a topic.
Encourages sharing of ideas, confidence, and problem-solving.
Q & A
Q: State one benefit of group discussion.
A: It encourages active participation and builds self-confidence.
3.
Role-Play
Explanation: Learners act out roles in a situation to understand human
behaviour and problem-solving.
Q & A
Q: What is the main purpose of role-play?
A: To help learners understand human behaviour and problem situations.
4.
Demonstration
Explanation: Teacher explains and shows a skill step-by-step, then
learners practice.
Q & A
Q: Why is demonstration effective?
A: Because learners see and practice the skill themselves.
5.
Field Trip
Explanation: Learners visit real places to observe and analyze
activities.
Q & A
Q: Give one purpose of a field trip.
A: To provide learners with first-hand experience of real-life
situations.
6.
Case Study
Explanation: Learners analyze real-life problems to develop
problem-solving skills.
Q & A
Q: What is the purpose of case study?
A: To help learners develop problem-solving skills through real-life
examples.
MATERIALS
IN ADULT EDUCATION
Summary
Materials are teaching aids that support methods. They make lessons clearer and
more effective. Examples: books, chalkboard, charts, scripts, models,
photographs, films, specimens, etc.
Explanation
- Materials depend on method used.
- Example: Lecture → charts, books, chalkboard.
- Demonstration → models, raw materials.
- Dramatization → scripts, puppetry.
Q & A
Q: Mention two materials used in adult education.
A: Books and charts.
ASSIGNMENT
1.
Describe one purpose each for
lecture, group discussion, and case study.
2.
Give three materials used for
dramatization, lecture, and demonstration, with reasons.
UNIT FIVE: ANALYSIS OF PATTERN OF ADULT PARTICIPATION
IN ADULT AND NON-FORMAL EDUCATION
INTRODUCTION
Summary:
Participation means allowing adults to take an active role in planning,
running, and evaluating educational programmes meant for them. Without
participation, adult education will not meet the needs of learners.
Explanation:
In adult and non-formal education, participation is about involving learners in
every stage — planning, execution, use of facilities, and evaluation. Different
names like mass participation, citizen participation, community
participation all point to the same thing: engaging the people in
programmes that concern their development.
Question & Answer
Q1: What does participation mean in adult and non-formal education?
A1: It means allowing learners to be actively involved in planning, carrying
out, and evaluating educational programmes.
TYPES
OF PARTICIPATION
Summary:
There are different types of participation, and each shows how committed adults
are. Some forms show strong commitment (e.g. material contributions), while
others are weaker (e.g. passive participation).
Explanation:
1.
Labour and
time: Most common — learners contribute
their energy and time.
2.
Material
contributions: Providing money or resources —
strongest sign of commitment.
3.
Organizational
participation: Helping with new ideas or
techniques.
4.
Passive
participation: Just being present without active
involvement.
Bagnall also identified 3
categories:
- Presence
(being there),
- Involvement
(active participation),
- Control
(having power over the programme).
Question & Answer
Q2: Mention and explain four basic types of participation identified by
Abasiekong.
A2:
- Labour and time → giving effort and time.
- Material contributions → giving money/resources.
- Organizational participation → helping with new
ideas/techniques.
- Passive participation → showing up without being
active.
Q3: What are Bagnall’s three types
of participation?
A3: Presence, Involvement, and Control.
FIVE
PRINCIPLES OF PARTICIPATION
Summary:
Adults join programmes when there is good organisation, visible benefits,
threats to lifestyle, a sense of commitment, or better understanding.
Explanation:
1.
Appropriate
organisation: Adults join when there is a credible
structure to express their interests.
2.
Benefit to
be gained: If they see clear benefits, they
will participate.
3.
Way-of-life
threatened: If something threatens their
lifestyle, they are motivated to join (e.g. civil servants forced to get
literacy).
4.
Obligation/Commitment: Some join because they feel it is their duty.
5.
Better
knowledge: When adults understand the issue
clearly, they are more likely to participate.
Question & Answer
Q4: List and explain the five principles of participation.
A4:
- Appropriate organisation → credible structure
encourages participation.
- Benefit to be gained → clear advantage motivates
adults.
- Way-of-life threatened → threats push adults to join.
- Obligation/Commitment → feeling responsible.
- Better knowledge → understanding the issue before
acting.
PRACTICAL
CONSIDERATIONS
Summary:
When planning programmes, educators must identify the right type of
participation. Many programmes only measure attendance (presence), but real
success comes from involvement and control.
Explanation:
- High participation should aim at involvement and
control, not just presence.
- Programmes should be designed with learners’ roles
clearly defined in planning, management, and evaluation.
Question & Answer
Q5: Why is it important to identify the right type of participation in adult
education programmes?
A5: Because it ensures the programme meets real needs, promotes involvement and
control, and avoids focusing only on numbers (presence).
UNIT SIX: THE NATIONAL POLICY ON ADULT EDUCATION
INTRODUCTION
Summary
The National Policy on Education (NPE) provides the principles and guidelines
for all educational issues in Nigeria. It was first issued in 1977, revised in
1981 and 2006, and includes provisions for adult education as part of national
development.
Explanation
The policy emerged from national curriculum conferences and seminars of
educational experts. It recognizes adult and continuing education as essential
for literacy, vocational training, civic awareness, and lifelong learning.
Q & A
Q: When was the National Policy on Education first issued?
A: 1977
Q:
Why was the NPE revised in 2006?
A: To accommodate the 9-Year Universal Basic Education program.
OBJECTIVES
OF ADULT AND CONTINUING EDUCATION
Summary
Section 7 of the NPE lists five main objectives for adult education:
1.
Provide functional literacy for
adults who never had formal education.
2.
Offer remedial education for school
dropouts.
3.
Provide further education to improve
knowledge and skills for education completers.
4.
Deliver in-service, vocational, and
professional training for workers.
5.
Provide aesthetic, cultural, and
civic education for public enlightenment.
Q & A
Q: List two objectives of adult education according to the NPE.
A:
1.
Provide functional literacy for
adults who never had formal education.
2.
Deliver in-service, vocational, and
professional training for workers.
ADULT
LITERACY EDUCATION
Summary
The NPE distinguishes basic literacy (reading, writing, numeracy) and functional
literacy (literacy for specific jobs or daily tasks).
Explanation
- A ten-year nationwide literacy campaign is proposed.
- Literacy programs should consider local culture and
include civics.
- Educated Nigerians are expected to teach at least one
adult per year.
Q & A
Q: What are the two types of adult literacy recognized by the NPE?
A: Basic literacy and functional literacy.
Q:
How long is the proposed nationwide literacy campaign?
A: Ten years.
WORKERS’
EDUCATION
Summary
The NPE promotes continuous in-service training for all workers, including
teachers, technical staff, and industrial workers.
Explanation
- Teachers receive training through the National
Teachers’ Institute.
- Industrial Training Fund (ITF) coordinates worker
training.
- International cooperation is encouraged for technical
education.
Q & A
Q: Which institute provides in-service training for teachers in Nigeria?
A: The National Teachers’ Institute, Kaduna.
Q:
Name one body involved in workers’ vocational training.
A: Industrial Training Fund (ITF).
DISTANCE
EDUCATION
Summary
Distance education includes correspondence courses and open universities to
reach learners unable to attend formal education.
Explanation
- Provides secondary education, teacher training, and
general upgrading.
- Encourages private sector participation but requires
quality standards.
Q & A
Q: Give two purposes of distance education.
A:
1.
To provide education for those
unable to attend formal schools.
2.
To upgrade teachers through
on-the-job training.
FINANCING
AND EQUIPPING NON-FORMAL EDUCATION
Summary
- Evening classes and adult programs should be subsidized
or tuition-free.
- Public-private partnerships are encouraged for adult
education programs.
- Non-formal education can lead to certification and
re-entry into formal education.
Q & A
Q: How does the policy suggest supporting adult learners financially?
A: By subsidizing tuition or sharing costs between public and private
sectors.
ROLE
OF GOVERNMENTAL DEPARTMENTS AND AGENCIES
Summary
- Ministries of Education oversee adult and non-formal
education.
- National and State Commissions manage literacy
programs.
- Local Adult Education Committees handle day-to-day
administration, teacher recruitment, and curriculum feedback.
Q & A
Q: What is the role of the National Commission for Adult Education?
A: To coordinate adult education, set standards, and support curriculum
and material development.
SHORTCOMINGS
IN THE NATIONAL POLICY ON ADULT EDUCATION
Summary
1.
Limited involvement of NGOs despite
their significant contributions.
2.
Lack of incentives for adult
literacy learners (especially economically active adults).
3.
Minimal engagement of business
enterprises in adult literacy and further education.
4.
Need for language experts to develop
orthography for literacy programs in indigenous languages.
Q & A
Q: Name one shortcoming of the NPE in adult education.
A: It does not sufficiently involve NGOs in literacy and adult education
programs.
ASSIGNMENT
1.
Discuss briefly one shortcoming of
adult education provisions in the National Policy on Education.
2.
Identify two problem areas
associated with the implementation of the adult education policy.
If you want, I can create a
condensed study guide for UNIT SIX with all key points, objectives,
Q&A, and assignment answers so it’s easier for quick revision before
exams. This can also include a shortflow diagram showing literacy, workers’
education, and distance education links.
Do you want me to do that?
Here’s a clear summary and breakdown
of UNIT SIX: THE NATIONAL POLICY ON ADULT EDUCATION, including
explanations, Q&A, and assignment guidance.
UNIT SIX: THE NATIONAL POLICY ON ADULT EDUCATION
INTRODUCTION
Summary
The National Policy on Education (NPE) provides the principles and guidelines
for all educational issues in Nigeria. It was first issued in 1977, revised in
1981 and 2006, and includes provisions for adult education as part of national
development.
Explanation
The policy emerged from national curriculum conferences and seminars of
educational experts. It recognizes adult and continuing education as essential
for literacy, vocational training, civic awareness, and lifelong learning.
Q & A
Q: When was the National Policy on Education first issued?
A: 1977
Q:
Why was the NPE revised in 2006?
A: To accommodate the 9-Year Universal Basic Education program.
OBJECTIVES
OF ADULT AND CONTINUING EDUCATION
Summary
Section 7 of the NPE lists five main objectives for adult education:
1.
Provide functional literacy for
adults who never had formal education.
2.
Offer remedial education for school
dropouts.
3.
Provide further education to improve
knowledge and skills for education completers.
4.
Deliver in-service, vocational, and
professional training for workers.
5.
Provide aesthetic, cultural, and
civic education for public enlightenment.
Q & A
Q: List two objectives of adult education according to the NPE.
A:
1.
Provide functional literacy for
adults who never had formal education.
2.
Deliver in-service, vocational, and
professional training for workers.
ADULT
LITERACY EDUCATION
Summary
The NPE distinguishes basic literacy (reading, writing, numeracy) and functional
literacy (literacy for specific jobs or daily tasks).
Explanation
- A ten-year nationwide literacy campaign is proposed.
- Literacy programs should consider local culture and
include civics.
- Educated Nigerians are expected to teach at least one
adult per year.
Q & A
Q: What are the two types of adult literacy recognized by the NPE?
A: Basic literacy and functional literacy.
Q:
How long is the proposed nationwide literacy campaign?
A: Ten years.
WORKERS’
EDUCATION
Summary
The NPE promotes continuous in-service training for all workers, including
teachers, technical staff, and industrial workers.
Explanation
- Teachers receive training through the National
Teachers’ Institute.
- Industrial Training Fund (ITF) coordinates worker
training.
- International cooperation is encouraged for technical
education.
Q & A
Q: Which institute provides in-service training for teachers in Nigeria?
A: The National Teachers’ Institute, Kaduna.
Q:
Name one body involved in workers’ vocational training.
A: Industrial Training Fund (ITF).
DISTANCE
EDUCATION
Summary
Distance education includes correspondence courses and open universities to
reach learners unable to attend formal education.
Explanation
- Provides secondary education, teacher training, and
general upgrading.
- Encourages private sector participation but requires
quality standards.
Q & A
Q: Give two purposes of distance education.
A:
1.
To provide education for those
unable to attend formal schools.
2.
To upgrade teachers through
on-the-job training.
FINANCING
AND EQUIPPING NON-FORMAL EDUCATION
Summary
- Evening classes and adult programs should be subsidized
or tuition-free.
- Public-private partnerships are encouraged for adult
education programs.
- Non-formal education can lead to certification and
re-entry into formal education.
Q & A
Q: How does the policy suggest supporting adult learners financially?
A: By subsidizing tuition or sharing costs between public and private
sectors.
ROLE
OF GOVERNMENTAL DEPARTMENTS AND AGENCIES
Summary
- Ministries of Education oversee adult and non-formal
education.
- National and State Commissions manage literacy programs.
- Local Adult Education Committees handle day-to-day
administration, teacher recruitment, and curriculum feedback.
Q & A
Q: What is the role of the National Commission for Adult Education?
A: To coordinate adult education, set standards, and support curriculum
and material development.
SHORTCOMINGS
IN THE NATIONAL POLICY ON ADULT EDUCATION
Summary
1.
Limited involvement of NGOs despite
their significant contributions.
2.
Lack of incentives for adult
literacy learners (especially economically active adults).
3.
Minimal engagement of business
enterprises in adult literacy and further education.
4.
Need for language experts to develop
orthography for literacy programs in indigenous languages.
Q & A
Q: Name one shortcoming of the NPE in adult education.
A: It does not sufficiently involve NGOs in literacy and adult education
programs.
ASSIGNMENT
1.
Discuss briefly one shortcoming of
adult education provisions in the National Policy on Education.
2.
Identify two problem areas
associated with the implementation of the adult education policy.
If you want, I can create a
condensed study guide for UNIT SIX with all key points, objectives,
Q&A, and assignment answers so it’s easier for quick revision before
exams. This can also include a shortflow diagram showing literacy, workers’
education, and distance education links.
Do you want me to do that?
Perfect! I understand — you want the
unit broken down into subtopics, with short notes, simple
explanations, and 3–5 sample questions with answers per subtopic,
exactly like we did before for easy memorization and teaching. Here’s UNIT 8
fully structured that way:
UNIT
8: ASPECTS OF NON-FORMAL ADULT EDUCATION & RURAL DEVELOPMENT
1.
Adult Literacy Education
Short Notes / Key Points:
- National Mass Literacy Campaign (1990) – aimed to
eliminate adult illiteracy.
- Agencies involved: MAMSER, NDE, Women Commission, NGOs,
Ministries.
- Suggestions for improvement:
- Better coordination of agencies.
- Mobilize literate Nigerians (students, unemployed
school leavers).
- Provide incentives (books, certificates).
- Post-literacy support (libraries, mobile cinemas).
- Link adult literacy with youth education.
- Selective-intensive functional approach – focus on
specific groups when resources are limited.
Simple Explanation: Teaching adults to read and write to improve personal and
national development.
Sample Questions & Answers:
1.
Q: What is the aim of the National
Mass Literacy Campaign?
A: To eliminate adult illiteracy in Nigeria.
2.
Q: Name two agencies involved in
adult literacy education.
A: MAMSER and National Directorate of Employment (NDE).
3.
Q: Give two ways to improve the
literacy campaign.
A: Mobilize literate Nigerians and provide post-literacy reading materials.
4.
Q: What is the selective-intensive
functional approach?
A: Focusing on specific groups when resources are limited.
2.
Distance Education
Short Notes / Key Points:
- Study at own pace, place, and time.
- Combines print and electronic media; occasional
face-to-face meetings.
- Private institutions: Exam Success Correspondence College,
Walton Solomon & Associates, Bosede Business Training College.
- Public institutions: UNILAG COSIT, NTI Kaduna, ABU
Zaria, UI External Studies, University of Abuja.
- Problems:
- Late or no delivery of materials.
- Limited multimedia use.
- Poorly equipped centres.
- Lack of student counselling.
- Prospects: Adult literacy, vocational training, women,
prisoners, soldiers, isolated persons.
Simple Explanation: Education at a distance using materials and occasional
meetings, giving flexibility for adults.
Sample Questions & Answers:
1.
Q: What is distance education?
A: Learning at a distance using printed/electronic materials, with occasional
face-to-face sessions.
2.
Q: Name one private institution
offering distance education in Nigeria.
A: Exam Success Correspondence College.
3.
Q: Give one major problem in
distance education.
A: Late delivery of course materials.
4.
Q: List one group that can benefit
from distance education.
A: Prisoners or women.
3.
Continuing Education
Short Notes / Key Points:
- Organized in evenings or weekends by
individuals/organizations.
- Types:
1.
Basic & Commercial Education –
typing, shorthand, remedial classes.
2.
Vocational Education – computer,
weaving, hairdressing.
3.
Nomadic Education – mobile literacy
for nomads.
4.
Women Education – empowerment,
income generation.
5.
Leisure Education – music, drama,
arts.
6.
Physical Education & Games –
sports and fitness.
7.
Professional Education – training,
workshops, seminars.
8.
Civic Education – political awareness,
mass mobilization.
9.
Apprenticeship Education – hands-on
trade skills.
Simple Explanation: Extra classes to improve adults’ skills for work, leisure,
or personal growth.
Sample Questions & Answers:
1.
Q: Name two types of continuing
education.
A: Vocational education and leisure education.
2.
Q: What is nomadic education?
A: Mobile schools providing literacy and skills for nomads.
3.
Q: Why is continuing education
important for adults?
A: It improves skills, knowledge, and personal development.
4.
University Adult Education
Short Notes / Key Points:
- Extra-mural classes run in evenings/weekends.
- Geared towards senior secondary certificate or
professional skills.
- Should expand to technical, vocational, leisure, and
retirement education.
Simple Explanation: University programs designed for adults who cannot attend
regular classes.
Sample Questions & Answers:
1.
Q: What is the purpose of university
adult education?
A: To provide adults access to certificates or professional skills.
2.
Q: When are extra-mural classes
usually held?
A: Evenings or weekends.
3.
Q: Give one way university adult
education can expand.
A: Include technical or vocational education.
5.
Adult Education & National Development
Short Notes / Key Points:
- Improves health, nutrition, literacy, numeracy,
vocational skills.
- Develops women’s functional skills, parenthood,
scientific/technological skills.
- Enhances commercial, industrial, and professional
productivity.
- Provides education for armed forces, prisoners,
handicapped, rural communities.
Simple Explanation: Adult education boosts personal abilities and contributes
to national growth.
Sample Questions & Answers:
1.
Q: How does adult education
contribute to national development?
A: By improving literacy, health, skills, and productivity.
2.
Q: Name two groups that benefit from
adult education.
A: Prisoners and rural communities.
3.
Q: Give one area adult education
improves in national development.
A: Scientific and technological skills.
6.
Rural Development
Short Notes / Key Points:
- Most rural dwellers: subsistence farmers, artisans,
teachers, local officials.
- Challenges: unemployment, uneven income, low
productivity, poor amenities.
- Goals: equitable farmland, income, health, housing,
full participation.
- Approaches:
- External aid (tractors, roads, water).
- Belief change and education.
- Extension services – teach technology suited to
skills.
- Integrated approach – coordinate resources.
- Self-help – mobilize locals for development.
Simple Explanation: Improve social and economic conditions in rural areas
through education and development strategies.
Sample Questions & Answers:
1.
Q: Name two challenges of rural
development.
A: Unemployment and lack of basic amenities.
2.
Q: What is the self-help approach?
A: Rural dwellers lead development with outside support responding to their
needs.
3.
Q: Why is education important for
rural development?
A: Helps locals use, adapt, and maintain technology and innovations
effectively.
7.
Extension & Community Development Approaches
Short Notes / Key Points:
- Extension Education:
Adult teaching to raise knowledge, skills, and attitudes; types –
agricultural, health, home economics, sanitation, commercial.
- Functions: promote change, share research innovations,
advise on cooperatives/marketing.
- Principles: based on real needs, adapted to skill
level, democratic, self-help.
- Methods: visits, demonstrations, shows, model farms,
opinion leaders.
- Community Development: Broad educational process; builds self-confidence,
initiative, cooperation, and leadership.
- Scope: health, housing, cooperation, home economics,
public amenities, recreation, rural industries.
- Methods: community worker, vocational training, local
mobilization.
Simple Explanation: Teaching and mobilizing rural communities to improve living
standards using education, participation, and support.
Sample Questions & Answers:
1.
Q: Name one function of extension
education.
A: Promote positive attitude for acceptance of change.
2.
Q: Name two elements of community
development.
A: Self-help and needs assessment.
3.
Q: Give one method of community
development approach.
A: Using a community development worker to link government and locals.
4.
Q: Why is community development
different from extension?
A: Focuses on community initiative and participation, not just outside
intervention.