1.1 Introduction
Adult literacy education refers to organized learning activities designed for individuals who did not acquire basic reading, writing, and numeracy skills during their childhood or formal schooling years (UNESCO, 2016). It encompasses both functional literacy, which enables adults to manage daily tasks effectively, and broader educational programmes aimed at personal, social, and economic development (Awe, 2015). Adult literacy education programmes are crucial tools for empowering individuals, reducing poverty, and promoting active participation in societal and democratic processes.
In many developing countries, including Nigeria, a significant proportion of adults remain illiterate, particularly in rural and marginalized communities. The lack of literacy skills limits their ability to access information, participate in decision-making processes, and improve their livelihoods (Oduaran, 2017). On the other hand, challenges such as inadequate funding, and poorly trained facilitators affect the quality and reach of adult literacy programmes. Cultural perceptions and societal attitudes toward adult learning also influence participation rates and learners' motivation (Okeke, 2018).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
Adult literacy education has a long and varied history, evolving from basic informal instruction to structured programmes aimed at empowering individuals and communities. Historically, adult education emerged as a response to the need for functional literacy among adults who missed formal schooling during childhood (UNESCO, 2016). According to Awe (2015), adult literacy programmes initially focused on reading, writing, and arithmetic skills, often delivered in community-based settings and churches, emphasizing moral and civic instruction alongside basic literacy.
In Nigeria, the history of adult literacy education is closely tied to colonial and post-colonial developments. It is reported that during the colonial period, literacy initiatives were primarily limited to mission schools and informal community efforts, targeting only a small segment of the population (Oduaran, 2017).
Adult literacy education programmes are designed to equip adults who did not acquire basic literacy skills during formal schooling with the ability to read, write, and perform essential numeracy tasks (UNESCO, 2016). According to Awe (2015), adult literacy is a pivotal tool for social transformation, enabling individuals to engage meaningfully in community development and economic activities. Adult learners often face challenges that differ from younger learners, requiring educational programmes that are flexible, practical, and responsive to their daily realities.
It is reported that the absence of literacy skills among adults significantly limits their capacity to participate in social, political, and economic processes, contributing to cycles of poverty and social exclusion (Oduaran, 2017). Okeke (2018) asserted that adult literacy education programmes not only improve personal empowerment but also strengthen community development by fostering informed and active citizens. Similarly, Bamgbose (2016) stated that literacy enables adults to acquire critical knowledge for better decision-making, enhancing their quality of life and promoting sustainable development (Bamgbose, 2016).
On the other hand, research contends that many adult literacy programmes face structural and operational challenges, including inadequate funding, insufficient instructional resources, and poorly trained facilitators (Awe, 2015). It is affirmed that societal attitudes, cultural barriers, and lack of governmental support also impede adult participation in literacy initiatives, limiting the overall effectiveness of such programmes (Okeke, 2018). According to Oduaran (2017), integrating literacy with vocational skills and practical life applications enhances learning outcomes and motivates adult learners. Similarly, Bamgbose (2016) reported that adult literacy initiatives that are community-driven and culturally relevant achieve higher participation and sustainability. These findings underscore the need to critically assess the role, challenges, and effectiveness of adult literacy education programmes in diverse contexts. This study is set against the backdrop of the increasing recognition of adult literacy education as a strategic instrument for personal empowerment, socio-economic development, and national progress, particularly in regions where illiteracy remains prevalent.
1.3 Statement of Problems
Investigation revealed that the role of adult literacy education programmes is increasingly recognized as a vital instrument for empowering individuals and promoting socio-economic development. Literacy enables adults to acquire the necessary skills for personal growth, employment, and civic engagement. However, despite the existence of numerous adult literacy initiatives, a significant proportion of adults in many communities remain illiterate, limiting their opportunities for meaningful participation in society (UNESCO, 2020).
The situation is further compounded by the rapid socio-economic changes in contemporary society, including technological advancements and shifting labor market demands, which require adults to continually update their literacy and numeracy skills. Adults who remain illiterate are at risk of social exclusion, unemployment, and poverty, while literate adults are better positioned to participate in democratic processes, access healthcare information, and improve their overall quality of life (Bamgbose, 2016).
Additionally, insufficient funding, poorly trained instructors, and lack of community support are significant obstacles that limit the reach and impact of adult literacy initiatives (Okeke, 2018). It is against this backdrop that this study seeks to examine the role of adult literacy education programmes in enhancing personal development, social inclusion, and economic empowerment, with a view to identifying strategies that can strengthen their effectiveness and sustainability.
1.4 Aim and Objectives of Study
The aim of the study is to assess the role and effectiveness of adult literacy education programmes in promoting personal, social, and economic development among adult learners. The specific objectives of the study are as follows:
- To examine the impact of adult literacy education programmes on literacy and numeracy skills among adult learners.
- To evaluate how adult literacy education programmes improve socio-economic opportunities for participants.
- To identify the challenges affecting the implementation of adult literacy education programmes.
- To assess the level of community participation and support in adult literacy education initiatives.
- To provide recommendations for enhancing the effectiveness and sustainability of adult literacy programmes.
1.5 Research Questions
Based on the objectives of the study, the following research questions have been formulated:
- How do adult literacy education programmes impact literacy and numeracy skills among adult learners?
- To what extent do adult literacy education programmes improve socio-economic opportunities for participants?
- What are the main challenges affecting the implementation of adult literacy education programmes?
- How does community participation and support influence the effectiveness of adult literacy education initiatives?
- What strategies can be employed to enhance the effectiveness and sustainability of adult literacy programmes?
1.6 Significance of Study
It is believed that at the completion of the study, the findings will benefit adult learners directly by identifying strategies that improve participation, motivation, and learning outcomes. It will also create awareness about the importance of literacy in empowering individuals to engage in civic duties, and improve their quality of life.
Furthermore, this research will guide educators and programme facilitators in adopting best practices, ensuring that literacy programmes are learner-centered, culturally relevant, and aligned with socio-economic needs.
Lastly, the research study will serve as a resource for researchers and scholars interested in adult education, providing a foundation for further studies on literacy, lifelong learning, and social development.
1.7 Scope of Study
The scope of this research study focuses on adult literacy education programmes implemented in Lagos State, Nigeria. It examines the effectiveness, challenges, and outcomes of these programmes in selected communities and literacy centres, with attention to both urban and semi-urban adult learners.
1.8 Limitations of the Study
Several limitations were encountered during the course of this study, which may have influenced the results and conclusions.
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.9 Definition of Terms
Adult Literacy Education Programme:
Organized learning activities aimed at teaching adults basic reading, writing, and numeracy skills to promote personal and social development (UNESCO, 2016).
Adult Learner:
An individual beyond the traditional school age who participates in literacy or educational programmes to acquire or improve literacy and life skills (Awe, 2015).
Functional Literacy:
The ability to apply reading, writing, and numeracy skills effectively in daily life tasks (Bamgbose, 2016).
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