#Non formal education in nigeria professional

Many people who entered various levels of the formal education failed to realize their educational ambitions. These factors have resulted in a greater number of a nation’s population not really benefitting from the formal education system. In fact many people have been inhibited by some socio economic, political, cultural and natural factors from benefitting from the right to education (the Universal Declaration of Human rights to Education). However for most governments in developing countries where financial and human resources are very scarce like Nigeria, adult education is very low when it comes to given priority to other sub-sectors of education system. In the arena of action it has been too often confined to a narrow interpretation of literacy skills (Umar,Eshak, Bichi, &Aujara, 2010). Adult education has been conflated into broader agenda of education and development more at level of discourse than in action. The history of adult education is a hit-and miss story – starting off with strong rhetoric, promises and expectation and concluding in limited success, and even neglect and disappointment in too many cases. It is hoped that when the individual is equipped through lifelong skills and knowledge, Nigeria’s hope for the realization of the millennium development goals that include eradication of extreme poverty and hunger, achieving universal primary education, promoting gender equality and empowering women, reducing child mortality, improving maternal health, combating HIV / Aids, malaria and other diseases, ensuring environmental sustainability and developing a global partnership for development would be enhanced (Federal Government of Nigeria, 2004). Human’s craving for learning is thus continuous to keep pace with the changes.īown and Okedara (1981) rightly described this urge for continuous learning as ‘cradle to grave’. This is because the world is constantly changing in all spheres including technology, communication and industry. Dave (1973) had earlier argued that Adult Education aims at providing lifelong Education that prepares the individual for change and creates dynamic frame of mind in the individual.

This position is in line with what Nasir (1979) said when he said that Adult Education included many of the subjects learned at school for those who never had the opportunity.

That it is what is needed and wanted by all as long as they are alive and regardless of previous education. Onyenemezu (2003) opined that Adult Education in Nigeria is not just about literacy or remedial education to fill a gap.

#Non formal education in nigeria professional

Section 6 of the Policy outlines the goals of adult and non-formal education to include providing functional literacy and continuing education for adults and the youths, provide education for different categories of completers of the formal education system to improve their basic knowledge and skills, provide in-service, on-the-job, vocational and professional training for different categories of workers and give adult citizens of the country necessary aesthetics, cultural and civic education for public enlightenment. The National Policy on Education (2004) provides for Adult and non-formal education as an instrument par excellence for lifelong education. PROBLEMS AND PROSPECTS OF ADULT EDUCATION IN NIGERIAĬlick here to Get this Complete Project Chapter 1-5