DEPARTMENT OF ADULT EDUCATION
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Item Employment generation programmes and women empowerment in Nigeria(2019) Erikitola, J. O.; Omoregie, C. O.Women employment and empowerment is the critical goal of employment programme in Nigeria in driving productive and sustainable economy. Thus, this study objectively investigates the impacts of employment generation programme on women empowerment in Ogun State, Nigeria. The researcher adopts descriptive survey research method and use a self-constructed questionnaire to elicit information from the randomly selected respondents. One Hundred and Twenty (120) respondents of the total population (comprising of women beneficiaries of the employment generation programme of the skill acquisition outfits at Ijebu-Ode, and Ijebu-Ibefun as well as that of the Ogun State Ministry of Women Affairs) were sampled. The data collated was analysed using descriptive statistics of frequency count, simple percentage and mean (using a cut-off mean score of 0.5 rating scale) to answer the research questions while the null hypotheses 1 and 2 were tested with Chi-square at P<0.05. The result shows that demographic characteristics (i.e. marital status, educational qualification and employment status) do have significant influence on the women empowerment programmes as it is positively embarked on by young, married and highly educated women. It was also realized that although, training centres, catering tools, tie and dye materials and cloth sewing machine were moderately available facilities for women empowerment programme; their availability and diverse activities during the programme is not significantly determined the women sustainable empowerment. The result also revealed major persistent challenge of the programme is highly unemployed women community. Thus, the study justifiably recommends that incorporation of more entrepreneurs, accommodation of more young school leavers, provision of more training tools and motivating interest of learning with attractive compensation can go a long way in assuring the quality of employment programmes to ensure stable and productive empowerment of women community.Item 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.Item Utilisation of media technologies for distance and lifelong education in Africa(2014) Omoregie, C. O.Media technologies of television, radio, computer and internet offer flexible and formidable facilities for open distance education and lifelong education for Africa. Yet benefits of these media in attaining goals of distance and lifelong education face challenges of policy issues and organisation.Item Moulding self esteem in Nigerian university undergraduates(Common Ground Research Networks, US, 2009) Duyilemi, A.; Omoregie, C. O.Researches on Higher Education in Nigeria have been focusing mostly on the problems of finance, efficiency equity, quality and governance. Besides these issues of financing and equity, moral quality of university graduate is an issue that should bother parents and lecturers who are involved indirectly and directly in University system. This study investigates the effect of self esteem on undergraduates anti suggests way s of moulding their self esteem for learning outcomes that University . duration should produce in developing countries.Item The theory and practice of andragogy in adult education(Indian Adult Education Association, 2019-03) Omoregie, C. O.Item Literacy: The missing link in boko haram insurgency(Department of Adult Education, University of Ibadan, 2019-07) Akanji, T. A.; Omoregie, C. O.In spite of the efforts of governments and international organisations infighting insurgents and insurgencies as exemplified by the Boko Haram war in Nigeria, there are some missing links. Efforts like recruiting armed officers and expending money to buy arms and ammunitions are but mere acts; to fight insurgency there is the need to institute a proper and workable process. This process which has been practiced in many instances with sustainable results is called a literacy process. Without this process, insurgents will continue to be with Nigeria as a country, Africa as a continent and the whole world as an entity. This paper therefore identifies a literacy process for fighting insurgency and suggests ways of achieving a peaceful multi-ethnic society like NigeriaItem Life skills for social media usage and safety behaviour among young adults(Faculty of Education, University of Ibadan, 2017) Omoregie, C. O.Item A critique of adult education programmes in multiethnic Nigerian(Ibadan, John Archers, 2018-09) Omoregie, C. O.; Oyelami, O.Item Reconsidering a philosophy for Nigerian education(Philosophy of education association of Nigeria, 2014-10) Omoregie, C. O.; Osuji, E. E.This paper examined the Nigerian philosophy of education as stated in the 2004 National Policy on Education. It argues from the position that philosophy of education ought to consist of the nature of human beings and of the society, what the society considers the best type of knowledge worth having and the value system considered most valuable. The paper speculates that communalistic living and effective citizenship are essential elements that should be reconsidered in the Nigerian Philosophy of EducationItem Practicing non-professionals as models for career choices for adult education undergraduates in Nigeria(2016-08) Omoregie, C. O.Most students studying Adult Education as a discipline in Nigeria’s higher institutions of learning usually ask for the utilitarian value of the course after graduation. This could be because, they initially wanted more popular courses Iike Law, Medicine and Economics and could not gain admission into these disciplines and then found themselves ' studying Adult Education which they probably did not know about before they came to the University. This is why this study teased out knowledge and skill areas of Adult Education and found out from those who have never attended adult education programme either at certificate, diploma or degree levels but has excelled in the identified capacities, skills, training, attitudes and behaviour that the discipline of Adult Education instills in its students. It also identified the unique educational capacities, training skills, functional attitudes, and desirable behaviours that B.Ed. Adult Education programme in University of Ibadan target at producing in its graduates. The study is anchored on value arguments and utilitarianism to prove to doubting categories of students or graduates who found themselves by chance in the department that if those who never had training in Adult Education could make a success of what they are doing, it should be expected that they, who would be professionals of Adult Education should have better opportunities after leaving the University
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