DEPARTMENT OF ADULT EDUCATION

Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/468

Browse

Now showing 1 - 20 of 241

70 Years of Adult Education Researches @ Ibadan
(Department of Adult Education University of Ibadan Ibadan, 2019) Kester, K.O.; Odiaka, S. I.; Akinyooye, F. E.
70 years of adult education researches at Ibadan
(2019) Kester, K. O.,; Odiaka, S. I.; Akinyooye, F. E.
A qualitative study of teachers’ perception on the need for reviewing the senior secondary school economics curriculum in Kosofe Local Government, Lagos State
(2020-12) Gbadamosi, T. V.; Omosunlade, O. S.
Nigeria is faced everyday with economic crisis and challenges, despites the teaching and learning of economics as a subject in secondary schools and tertiary institutions. There was a need to investigate the state of the curriculum used, especially at the secondary level. Thus, this paper examined the perception on the need for reviewing the senior secondary school economics curriculum. The study was guided by two research questions. The phenomenology qualitative research approach was adopted. Five public secondary schools in Kosofe Local Government Area, Lagos State were selected using the simple random sampling technique. Ten Economics teachers were purposively selected from the schools for the study. Interview sessions were conducted using 'Interview Guide on the Perception of Teachers about the Economics Curriculum (IGPTEC)'. Thematic approach was used to analyse the data collected. Findings revealed that, current Economics curriculum content has not been updated since year 2008, teachers 'privy to the curriculum opined that there is a need for the integration of recent economic issues such as SDGs 2030, SMEs drive, enlighten about agriculture's impact on Nigerian economy. Hence, it was recommended that Economics curriculum needs to accommodate recent economic realities in order to achieve positive changes peculiar to economic concepts
A survey of strategies of implementing national orientation agency’s value programme in secondary schools in Osun State, Nigeria
(WAEF & GTRG, Abidjan Cote’D’Ivoire &, Nigeria, 2023-03) Ajogbeje, O. O.; Gbadamosi, T. V.
This study examines the various strategies of implementing National Orientation Agency (NOA)'s moral value programme in secondary schools in Osun State. The study also examines the variation in the use of these strategies to determine their effectiveness on the implementation of the programme. Descriptive survey research design was adopted for the study which was guided by two research questions. The population for the study comprises of all NOA staff and secondary schools teachers in Osun State; while purposive sampling technique was used to select one hundred and twenty participants for the study. The instrument for the data collection was a constructed ten items structured questionnaire related to the strategies and the frequency use of these strategies were designed for the study. The instrument was subjected to face and content validity by Social Studies experts for scrutiny and review and validated two weeks before administration and its reliability was determined through Cronbach Alpha which yielded a co-efficient of 0.89. The data collected were analysed using descriptive statistics of frequency counts, percentage scores, mean and ranking order. The study revealed among others that most of the frequently used strategies were not appropriate for implementing the programme while appropriate strategies were seldomly used or not used at all. The study therefore recommended that NOA's staff should frequently use the appropriate strategies for implementing their programme so as to inculcate moral values into secondary schools students in Osun State.
Access to literacy skills training as a pathway to better jobs for poor urban youths
(Department of Adult Education University of Ibadan, Ibadan, 2019) Edeh, J. O.; Omokhabi, A. A.
Literacy skill are all the skills needed for reading and writing. Literacy is not merely the ability to read and write, but is a major vehicle for holistic social change and community development. Youths are very important stakeholders in any society. They are not only the future hope of Nigeria, but also major stakeholders and very useful resources in nation building. There is a great need for youths, especially the urban youths to engage in a form of education that seeks to equip them with capacities, skills, knowledge and understanding in specific skills to enable them become productive citizens of their nations and also to enable the them live productive and meaningful lives. This study therefore aims at examining access to literacy skills training as a pathway to better jobs for poor urban youths. Literacy skill training emerged as a proactive response to the practical needs of and challenges facing poor households. It promotes literacy among learners through developmental activities that address their basic and practical needs, thus helping them to break out of the cycle of poverty. The study concludes and recommends that access to literacy skill and training will make urban youths to be self-reliant, therefore government and private sectors should seek the promotion of skills acquisition.
Access, Acquisition and Utilisation of Basic Literacy Education as Determinants of Life-Improvement Skills of Rural Adult Learners in Oyo and Ondo States, Nigeria
(2012) Olojede, A. A.
The need to expand adult learning programmes for individual in order to function has made the issues of access, acquisition and utilisation of basic literacy education germane in developing countries. Nigeria has been involved in various basic educational activities aimed at increasing access to literacy education for the enhancement of learners‘ daily living by establishing State Agencies for Adult and Non-Formal Education. However, there is a dearth of empirical studies that show the extent to which the expanded access to basic literacy education has influenced life improvement skills of the beneficiaries. This study, therefore, examined the influence of access, acquisition, and utilisation of basic literacy education on life-improvement skills of rural adult learners in Oyo and Ondo states, Nigeria. Survey research design of ex-post facto type was adopted. A total of 1,310 adult learners (Oyo: 579, Ondo: 731) were selected through stratified and simple random sampling techniques. Literacy Access Questionnaire (r = 0.81), Literacy Acquisition Questionnaire (r = 0.79), Literacy Utilisation Questionnaire (r = 0.75) and Life-improvement Skills Scale (r = 0.84) were used for data collection. These were complimented with six sessions of Focus Group Discussion (FGDs) with adult learners. Five research questions were answered and three hypotheses tested at 0.05 level of significance. Data were analysed using percentage, t-test, Multiple regression and context analysis. Access was expanded by annual average of 15.04% and 35.07% in Oyo and Ondo states respectively. The existing curriculum met the life-improvement skills need of more than 80.0% of the beneficiaries. Significant relationship existed among acquisition and utilisation of basic literacy skills and life-improvement skills of beneficiaries (R=0.24, p < 0.01). The linear combination of access, acquisition and utilisation of basic literacy skills was significant (F (3, 1306 =351.525, p < 0.05) and contributed 42.17% to the variance of dependent measures. Access, acquisition and utilisation of basic literacy skills influenced life-improvement skills as follows: family and home management skills (β = 0.41; p < 0.05), health/hygiene management skills (β = 0.34; p < 0.05), income generation skills (β = 0.30; p < 0.05), social relation skills (β = 0.29; p < 0.05), numeracy skills (β = 0.27; p < 0.05), reading skills (β = 0.25; p < 0.05), writing skills (β = 0.23; p < 0.05), speaking skills (β = 0.21; p < 0.05), conflict resolution and negotiation skills (β = 0.18; p < 0.05). Significant differences existed in the access, acquisition and utilisation of the literacy skills in the two states (t = 2.82, df = 1308, p < 0.05). The FGD also shows that the beneficiaries used skills acquired for their life-improvement activities and they want further improvement opportunities. Access, acquisition and utilisation of basic literacy skills influenced life-improvement skills of rural adult learners. There is the need for improved funding of basic adult literacy and organisers of adult literacy programmes needs to work collaboratively with learners in developing curriculum that meets their basic life-improvement needs as well as increase post literacy activities that will help in sustaining the skills acquired.
Achieving unity in a multicultural nation through multicultural literacy and meta-language approach
(International Development in Africa Committee, a standing committee of International Reading Association, 2008) Odiaka, S. I.
ACTIVE-DIRECTIVE STRATEGY IN THE IMPROVEMENT OF NIGERIAN ADULT-LEARNERS’ TEACHING PERCEPTION AND EFFECTIVENESS
(1991-08) ADESINA, O. E
This study investigated the relative effectiveness of active-directive learning strategy over lecture method in enhancing the satisfaction, self-concept and cognitive performance of adult learners. One hundred adults; holders of Teachers’ Grade Two Certificate with a minimum of five years experience were selected by cluster sampling. The age-range was between twenty-eight and fifty years. Using a 2x 2 factorial design, fifty adult learners were exposed to the experimental Programme while fifty others served as the control. Three psychological instruments namely - Akinboye Self-Concept Scale with a coefficient alpha of =0.75, Adult Learner Perception of Programme Scale (&=0.98) and Teaching Effectiveness Scale (&=0.89) were validated and used as criterion measures. They were administered before and after treatment. Nine hypotheses were tested at 0.001 level of significance. The following results were obtained: (i) Treated subjects showed no main significant increase in self-concept compared with untreated subjects. (F = 0.71; df = 1/98, NS). (ii) Results from t-test analysis indicated that the experimental subjects improved significantly on self-concept. There was a significant increase in the self- concept of high self-concept active-directive group compared with the high self-concept control group. (t = 9.62, p < . 001, df = 47) The high self-concept active-directive strategy was superior to the low self- concept control (t = 14.53, p. < 001, df = 49). Treated subjects showed significant increase in satisfaction as measured by the perception of programme scale. (F = 9.48, df = 1/96, p < 001), (t = 87.92, df = 47, p < . 001), (t = 86.19, df=49, p< .001), (t = 77.99, df= 49, p < .001). There was a significant increase in the cognitive performance of treated subjects (F = 17.64, df = 1/96, p < 001). Active-directive was significantly superior to the control. (t = 19.63; df= 47, p< .001), (t = 12.02, df = 49, p < .001), (t = 11.04, df=49, p< .001). Active-directive Learning Strategy proved to be effective in enhancing the cognitive attainment and satisfaction of learners. The relevant implications in the instruction and training of adult learners were discussed. Recommendations were also made for adult educators who are concerned with skill-building effectiveness and for extension workers.
Adapting virtual resource materials in community development delivery in the new normal world
(John Archers, 2021) Osu, U. C.
Adoption of the principle of autonomy in the promotion of community development practices in Nigeria
(Association for Sustainable Development and Community Integration of Nigeria, 2023-06) Omoregie, C. O.; Nnamani, P. S.
This paper presents autonomy as a principle rooted in ethics - a normative branch of philosophy which applies to most human development activities. Since community development activities continue to grow both in developing and developed countries with its attendant agitations for autonomy, it is proposed that autonomy should be adopted for grassroots development. Autonomy remains an ingredient that can unleash massive human potentials within people and harness local resources in communities in order to promote broad based human sustainable growth and development. The members of various localities ought to be involved in the articulation of their own felt needs and running of their own affairs without inhibiting external assistance. So, external assistance should submit to the overriding interests and aspirations of the people so as to address the difficulties of sustainability in development programmes. This paper proposes autonomy as an ethical value in community engagement.
Adult education department and literacy efforts in Ibadan
(Department of Adult Education, 2019) Aderinoye, R. A.; Osu, U. C.; Ukpabi, A.I.
African cultures and the challenges of quality education for sustainable development
(2018) Amponsah, S.; Omoregie, C. O.; Ansah, B. O.
In 2015, the world, through UNESCO adopted the 2030 agenda for sustainable development floated on 17 Sustainable Development Goals (SDGs) to “transform our world.” SDG4 titled Quality Education seeks to “ensure inclusive and equitable quality education for all and promote lifelong learning.” An ordinary look at SDG4 would make it appear as an extension of Education for All. However, there are differences. One difference that stands out is the undercurrent of the need to connect education to the key indicators of existence in its context especially through learning and equity. SDG4, as indeed many policies and agenda at the global level, tends to face challenges peculiar to the uniqueness of the African continent. Most governments struggle to include such goals in their national plans in ways that connect the real context of their people. One major area of concern for us is the area of culture where most programmes introduced into Africa, including into schools, are dressed in cultures foreign to the receiving communities. The authors of this paper argue that for SDG4 and similar programmes to fulfill their objective; they must find ways of embracing and adapting authentic African culture. The authors theorise in literature and use African cultures to drive its analysis. We conclude that African culture is the most viable framework for ensuring quality education that causes and sustains development along the lines envisaged by SDG4.
Alternative approaches to mental health delivery in Nigeria in the new normal world
(John Archers, 2021) Omokhabi, A. A
Analysis of “baby talk” and its implications for language teaching and learning
(2007) Odiaka, S. I.
“Baby talk" is an integral part of a child’s language acquisition process. From what appears to be a child's empty babbling, the acquisition process takes the child through other overt stages of pronunciation of syllables, morphemes, words, phrases and sentences all of which are relevant to language pedagogy. With the child totally immersed in a rich literacy environment, coupled with reinforcement by parents and relations, the capabilities exhibited at each learning stage are strengthened to prepare the child for further language learning. This paper is an attempt to explore the richness of the stages of the child's language acquisition stages with a view to linking it up with language learning thereby equipping the child for readiness in the different language skills. The study aligns the natural acquisition processes of the child with existing learning theories and suggests the whole language approach for home and classroom applications.
Application of job satisfaction theories to the roles and responsibilities of community development officers
(Stirling-Horden Publishers, 2021) Sarumi, A. A.; Osu, U. C.
Applying principles of andragogv to training programmes in organisation
(Starling-Horden Publishers Ltd, 2022) Akinyooye, F. E.; Fajimi, B. A.
Appraisal of impact of NYSC’s skills acquisition and entrepreneurial development programme (SAED) on entrepreneurial development of ex-corps members
(Faculty of Education, University of Ibadan, Ibadan, Nigeria, 2022-01) Gbadamosi, T. V.
The study assessed NYSC's Skills Acquisition and Entrepreneurship Development programme (SAED) on the entrepreneurial development of ex-corp members that served between 2015 and 2020. In this study, three research questions were posed and addressed. This study adopted a survey research design. 250 masters' students that have undergone NYSC were randomly selected at the University of Ibadan. Three validated instruments were used to collect data for the study: NYSC's Skills Acquisition and Entrepreneurship Development Programme Scale (ANYSCSAEDPS) (r = 0.76), Benefits and Challenges of NYSC's Skills Acquisition and Entrepreneurship Development Questionnaire (BNYSCSAEQ) (r = 0.84). Data were analyzed using descriptive statistics of frequency counts, percentages, mean and standard deviation. The findings revealed that majority of the ex-corp members during NYSC's (SAED) Programme were exposed to educational skills, tourism and cosmetology, while few were exposed to horticulture and landscaping 15 (5.6 percent), power and energy 14 (9.6%), and automobile 8 (3.2 percent). The study also revealed that SAED was beneficial and very good for youth empowerment. It can therefore, be concluded that the SAED programme is beneficial to graduates' empowerment and the reduction of unemployment among youths, although its contribution to the development of entrepreneurial skills was not adequate enough due to some challenges facing its implementation. Consequently, the government should devote more attention to the programme by making resources available for its smooth implementation. Corps members should be re-oriented on the benefits of participating in SAED through their commitments when enlisting for entrepreneurship training during service, among other things.
Assessing teachers’ understanding of green economy for effective teaching of climate change education
(Department of Teacher Education, Faculty of Education, University of Ibadan, 2016) Gbadamosi, T. V.
Assessment of citizens participation in community development in self-help initiated projects in akinyele local government area of Oyo state
(2018) Moronkola, O.A.; Abu, P.B.; Moronkoia, O.A; Omokhabi, A.A.
Assessment of implementation of rural development projects through community development association (CDA) in Apete community, Ibadan, Nigeria
(2021-03) Osu, U. C.; Yakubu, S.
This study focused on the implementation of community development projects through Community Development Association (CDA) in Apete, Ibadan. Three specific objectives, each with corresponding research questions and hypothesis, guided the study. The study adopted descriptive survey research design. Tlie population for the study comprised 1025 landlords in Apete community, Ibadan. A sample size of 197 was purposively drawn for the study. The instrument for data collection was a 14 item structured questionnaire tagged "community development projects and Community Development Association Questionnaire (CDPCDAQ)" modeled on a four-point rating of; strongly agree (SA)_4, Agree (A)_3, Disagree (D)_2 and Strongly Disagree (SD)_1. The instrument was validated by experts in community development and evaluators at the Institute of Education. The instrument was subjected to reliability test and the reliability coefficient of 0.86 was obtained. The research questions 1 and 2 were answered using mean and Standard deviation while the hypothesis was tested using Pearson Product Moment Correlation (PPMC) analysis at 0.05 level of significance. The data analyzed revealed that the level of community development by the Community Development Associations in Apete, Ibadan was low (Mean=2.26). Challenges facing the Association included inadequate funding (Mean=3.44), misappropriation of funds (Mean=3.20), poor involvement of community members in development projects (Mean=3.23), poor leadership (Mean=3.60), lack of governmental support (Mean=3.50) and lack of trust by community members (Mean=3.56). The concludes that Community Development Association is a critical variable for community development. Based on the findings, it was recommended that Community Development Associations should be operated through good governance and they should be transparent in their dealings with all developmental projects. Also, government should release adequate funds for community projects from time to time