ABSTRACT
In Nigeria, a lot of efforts have been made by national and international bodies, voluntary organisations and individuals towards the effective promotion of mass literacy programmes. Indeed, many research studies have focused not only on its importance but as well on its sustainability which revolves around management. It is against this background that this study sought to evaluate the management of mass literacy prorgammes in Kogi State. The study evaluated the extent to which the management of mass literacy programmes carried out her functions in Kogi State. Subjects for the study were 61 administrative staff of state headquarter office, 116 staff from zonal offices of the programme, 292 facilitators, 1500 learners from 402 study centres in the State, and 21 Adult Education officers from the twenty one (21) local government areas. The sample for the study consisted the entire population of staff of headquarter, zonal offices, facilitators, Adult Education Officers and a random sample of learners. Seven research questions were posed and five hypotheses postulated to guide the study. Three instruments used for data collection were structured questionnaire (Mass Literacy Management Questionnaire (MLMQ)), observation checklist and Interview schedule. The three instruments were face validated by experts from department of Educational Foundations, Administration and Planning and Measurement and Evaluation units of University of Nigeria Nsukka. The reliability of the instruments was tested using Cronbach alpha method, which showed that the instrument was highly reliable. The data collected was analyzed using mean and t-test statistics. The result obtained revealed that planning and recruitment of grassroot personnel for the programmes were done by the management to a great extent. Available resources for the programmes were utilized to a great extent. Infrastructural and instructional materials available included classrooms, seats, reading materials, chalkboard and chalk. Major recommendation based on the findings of this study was that the Management should provide instructional materials and infrastructural facilities for greater performance of the functions of the Management. Implication of the study was that national and international bodies, philanthropist and individuals would become aware of the inadequacy of instructional materials and infrastructural facilities in Kogi State and come to the aid of the management and state.
CHAPTER ONE
INTRODUCTION
Background of the Study
Education, which is officially perceived as an instrument “par excellence” for effecting National development is also an instrument for stability and change in any progressive society (Federal Republic of Nigeria 2004). According to the National Policy on Education and in line with the philosophy and goals of education in Nigeria, education fosters the worth and development of individuals and society in general. It is geared towards self-realization, better human relationship, individual and national efficiency, effective citizenship, national consciousness, national unity, social, cultural, economic, political, scientific and technological progress. Ameh (2005) described education as a corner stone for development, that is, the basis for acquiring literacy, vocational skills, technological advancement and the ability to harness the natural resources of the environment. Ogbonnaya (2004) viewed education as an essential factor for political development and emancipation of the citizenry, an instrument for socializing people and preparing them for political positions. From the forgoing, it is clear that education broadens individuals’ horizon, develop their physical, intellectual, affective and social abilities thereby equipping them to improve the welfare of the society and adequately utilize the natural and human resources available to them.
Realizing the importance of education to civilization and world economy, as well as the observed direct and mutual relationship between education and development, investments in qualitative and sustainable educational system became the priority of all nations (Damar 2003). Educational reforms were sought world-wide to ensure widened access so that every individual in the society is enabled to have basic education whatever the age, sex, religion and the status of the individual. In fact the concept of life-long education and Education for All (EFA) were programmes which emphasized wide access to education (Aderinoye 2005).
In Nigeria, a lot of efforts worthy of note were made by national and international bodies to improve access to education for all, among which were opening of primary schools and seminary colleges by the missionaries as early as between 1942 and 1946, introduction of Universal Primary Education (UPE) in 1976, launching of National Literacy Day on September 8, 1992 to generate fund for the management of free primary education all of which culminated in the introduction of Mass Literacy Programmes. Mass Literacy Programmes deals with the provision of fundamental education including acquisition of reading, writing and numeracy skills which are to be applied for the development of the individual and the community (National Mass Education Commission (NMEC) 2008). For the purpose of Mass Literacy, three educational programmes were adopted. These include basic literacy, functional literacy and remedial education. Basic literacy is designed to equip recipients with the skill of reading, writing and numeracy. Functional literacy aims at equipping participants with skills which they may exploit for livelihood. Remedial education as the name implies helps the individual to remedy past education deficiencies.
The target group for Mass Literacy programmes included:
- Adults and adolescents (15years and above) who have never been to school and have not achieved the competences of reading, writing and numeracy skill.
- Early school leavers who could not stay to achieve permanent literacy for effective work.
- Adults/youths requiring rehabilitative education (including prision inmates) known as yandaba in the north, Area boys in the south-west and out of school boys in the South-East and South-South of Nigeria.
- School age children and youths (6-14years) not enrolled in the formal school system. (National Mass Education Commission (NMEC 2008p3)). To manage the programmes, the Federal Government established a management body known as National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC), by degree No 17 of June, 1990.....
================================================================
Item Type: Project Material | Size: 142 pages | Chapters: 1-5
Format: MS Word | Delivery: Within 30Mins.
================================================================
No comments:
Post a Comment
Note: Only a member of this blog may post a comment.