CHAPTER
ONE
INTRODUCTION
1.1 Background to the Study
Education in its general sense is a form of learning in which the
knowledge, skills, and habits of a group of people are transferred from one
generation to the next through teaching, training, or research. Education frequently
takes place under the guidance of others, but may also be autodidactic. Any
experience that has a formative effect on the way one thinks, feels, or acts
may be considered educational (Ibeh, 2008).
Nzeneri (2002) defines an adult as one who is physically and
psychologically matured and is socially, economically and politically
responsible. Adult education is an inevitable instrument for the achievement of
growth and development. Adult education is all-embracing as it brings about
changes in information, knowledge, understanding or skill, appreciation and
attitude. It enables individuals to become more useful to their society
socially, economically, morally and politically (Asojo, 2001). Adult education
is the practice of teaching and educating adults. This often happens in the
workplace, through ‘extension’ or ‘continuing education’ courses at secondary
schools, at a college or university. Other learning places include folk high
schools, community colleges, and lifelong learning centers. The practice is
also often referred to as ‘Training and Development (Chijioke, 2010).‖
Adult education, as an integral aspect of education, it is a learning
process whether formal, informal and non-formal which the adult person engages
in for better information, self and national development (Onyenemezu, 2012).
Adult education emphasizes all forms of functional education programmes for
youths and adults outside the formal school system. Such educational programmes
include basic literacy programme, post literacy programme, continuing
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education programme and vocational education programme (F.R.N. 2008). These adult education programmes are geared towards human and national development. Onyenemezu (2012), submitted that adult education exerts enormous influence on the larger society in terms of national development. Fasokun (2006) observed that; adult education is concerned not with preparing people for life, but rather, with helping/assigning people (adults) to live more successfully as useful and acceptable members of their societies and contribute meaningfully to the development of those societies.
EVALUATION OF THE MANAGEMENT OF ADULT EDUCATION PROGRAMME IN NIGER STATE, NIGERIA