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PROJECT TOPIC: FACTORS MILITATING AGAINST ADULT EDUCATION IN EZZA-NORTH LOCAL GOVERNMENT AREA OF EBONYI STATE

PROJECT TOPIC: FACTORS MILITATING AGAINST ADULT EDUCATION IN EZZA-NORTH LOCAL GOVERNMENT AREA OF EBONYI STATE

 

CHAPTER ONE
INTRODUCTION

BACKGROUND OF THE STUDY

Adult education programme are activities geared towards educating adults in every country. There are associations and organizations that promote adult education in the world.
These are groups or organizations can be distinguished into two: governmental and non-governmental bodies. The last two centuries to be precise in the middle of the 19th century ago in the adult education programme in the world. Roman Catholic Church made a bold stride with the formation of the Young Men’s Christian Association (YMCA)A IN Paris in 1855).
According to Eya et al (2001), this became indisputably one of the early pioneers of adult education in the international circle

. The aim of (YMCA) was the development of the whole man-mind, body ad spirit. The church believed that an educated person should be able to take care of his body in order to be healthy so as to read and understand the scriptures for his spirited growth. This philosophy become the underlining force for the activities of these missionaries.
The need to get every individual prompted the formation of the women counterparts in 1892, the Young Women’s Christian Association (YWCA).

Both associations remained the architect of international adult education for a very long time and they fit into non-governmental organization.
The first every worldwide step was made in 1918 with the formation of the World Association for Education founded in Britain.

It is otherwise known as t he Adult Education which held its first international conference in adult education in Cambridge in 1929. Apart from the global sphere, there are those international organization of adult education which are regional, for example, the African Association for Literacy Adult education with its seat in Nairobi and those that are national, the National Association of Adult Education and even Some Charitable institutions and Clubs like the People’s Club in Nigeria, yet there are continental interest in the North, South East and West.

PROJECT TOPIC: FACTORS MILITATING AGAINST ADULT EDUCATION IN EZZA-NORTH LOCAL GOVERNMENT AREA OF EBONYI STATE

The Economic Community of West African States (ECOWAS) is an example which strives to promote the education of the adults through its agencies. There are also inter-governmental organizations which have interest in adult education. For example, Nigeria and Cameroon may come together to promote adult education. On the global scale, the organization of adult education came in the form of those that have adult education as their exclusive concern, those in which adult education form an important part of their work and those in which there are some educational content in their work

. Other global associations relevant in this study are the International Council for Correspondence Education (IICE) founded in 1938. international Federation of Education workers Association (1947), International Congress of University Adult Education (1960), International Council for Adult Education (1972) among others.
Regionally, we have some inter-governmental organization such as the African Adult Education Association such as the African Association for Literacy and Adult Education, Association and South Pacific, Bureau of Adult Education, European Bureau of Adult Education, Federation Canadian Association for Adult Education.

 All these organizations through journals, newsletters, seminars, conferences and worship train practioners and educators of Adult education.
They in turn contribute to the development of human resources through building and strengthening self-reliant organizations in the field of literacy and adult education. They also aim at achieving participatory programme of activities, identification and involvement of various development oriented groups, mobilization of resources, taking initiative and leadership positions addressing new topical issues of concern as they affect adult education programmes.

In 1985, the Director General of United Nations Educational Scientific and Cultural Organisation, Mr. Amadou Mahter M boin announced during the World Conference of Ministers of Education on eradication of illiteracy in Terran, that 18th September every year being declared international/national literacy day celebration.
According to Dr Alumode B.E. (2002: P. 113) UNESCO campaign for mass literacy arouse of the Nigeria’s interest in Adult and non-formal education.
According to Mereni and Osuala (1989: 99), Adult education as a process by which men and women seek to improve themselves or their society by increasing their skill and their sensitivities or any process by which individuals, groups or institutions try to help men and women to improve their ways.
Though, the Federal Government enthusiastically accepted the Ashby report, there was a major criticism of the report: even tough Echer and Leidholm (1970) declared that the report issued at the time of independence won wide acclaim and acceptance throughout the nation.

Ayila and Onitiri (ed) (1971) pointed out that both Ashby report and the white paper has nothing to say on adult literacy an adult education for masses.
The decision to offer and propagate the programme for mass literacy was accepted by the federal government and officially launched in Nigeria on 8th September, 1982. it was also translated to and launched in the former Anambra state on 29th October 1984, all geared towards the implementation of the National Policy on Education. According to Alumode (2002), National Policy on Education does not separate mass literacy and adult education from non-formal education. According to Eya et al (2001) in 1977 the National Policy on Education (NPE) was established and has been revised twice in 1981 and 1998. the special significance to the study in the NPE is the formulation objective for adult, non-formal education.
According to the policy (1998: 36), mass literacy, Adult and non-formal education encompass all of functional education given to youths and adults outside the formal school system such as functional literacy, remedial and vocational education. Others include continuing education aesthetic, cultural and civic education.
In view of the laudable programme that the nation embarked on in order to eradicate illiteracy in the country. Adult education being part of the literacy programme was introduced in Ezza-North Local Government Area of Ebonyi State in the year 1996 with Mathias O. as the organizer. But it has been observed that the effect of the great programme for the nation has no yet received the expected attention from the rural populace of Ezza-North Local Government Area of Ebonyi State.
In addition, there are political problems and also problem of low level of education among rural adults. Its effects often parochial outlook life conservation and recreationary tendencies among people of Ezza-North Local Government area.
According to President Obasanjo (1990: 18), no matter how well a nation might be endowed by nature, the attitude of the people is a major thing in their progress or retrogress. It is because of the observation an also the importance of adult-education that the research deemed it necessary to research on the factors militating against the programme in Ezza-North Local Government Area.

 PROJECT TOPIC: FACTORS MILITATING AGAINST ADULT EDUCATION IN EZZA-NORTH LOCAL GOVERNMENT AREA OF EBONYI STATE

 
STATEMENT OF THE PROBLEM

The factors militating against adult education n Ezza-North Local Government Area has posed serious problems on the part of both participants, instructors and the organizers, since the introduction of adult education in Ezza-North Local Government Area. It has not received the much expected much attention from the populace of Ezza-North Local Government. Some of the existing adult education centers in Ezza-North local government area such as UPE Ebije center, CPS Okposi center, CPC Umuome center to mention but few are not functioning properly due to the factors militating against adult education programme.
The ineffectiveness or poor response to adult education centers in Ezza-North local government area is what the research wants to investigate and possibly suggest solutions, to the problem in order to forge ahead to make the great programmed initiated by the federal government a huge success.

PURPOSE OF THE STUDY

The purpose of this study is to investigate the factors militating against adult education in ezza-north local government area of ebonyi state, in terms of inadequate response and lack of its national outlook in Ezza-North local government area in particular. It is also geared towards ascertaining the effectiveness of the organization in Ezza-North.
Finally, the study is to make useful suggestions and recommendation towards the improvement of the existing standard and thereby helping to eliminate the factors militating against adult education in Ezza-North local government area of Ebonyi State.

SIGNIFICANCE OF THE STUDY

Following the need for mass literacy campaign which the federal government launched in this country and that education is a life-long process programme that started in the cradle and end in the grave. The researcher has embarked on this study because of its importance. In Ezza-North local government area, modern ways of dressing, building houses, agriculture and forms of learning are in use today which is of improvement on the socio-economic and political life of the people of Ezza-North local government area has made the cost of living standard and its importance to human existence.

Various other importance are abolition of primitive practices like case of slavery, killing of twins, ostracism and plundering of the property of minorities got stop or was no more in practice because of the knowledge they have acquired. It will serve as reference point for other researchers that would like to write on the same topic in future. It will add to the existing knowledge and it will also contribute to the advancement of knowledge and social activities in Nigeria.

RESEARCH QUESTIONS

For the purpose of this stud, the following questions will be addressed:
i. Are there enough people attending Adult Education classes?
ii. Is there enough government support for Adult Education?
iii. What is the level of performance in Adult Education?
iv. What is the population of those attending Adult Education classes?
v. Are there enough teaches for Adult Education programme?

 PROJECT TOPIC: FACTORS MILITATING AGAINST ADULT EDUCATION IN EZZA-NORTH LOCAL GOVERNMENT AREA OF EBONYI STATE  

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