DEPARTMENT OF ADULT EDUCATION
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Item Literacy and virtual learning in the new normal: implications for quality educational access in Nigeria(Department of Adult Education, University of Ibadan, 2023) Omoregie, C. O.This paper aims at explaining the concepts that have been added to literacy literature given the change that was brought about by the use of virtual learning. Even when the borders and management of the classroom setting have been expanded by the virtual reality, learners and instructors at all levels still have to be conscious of the guides to learning on the basis of human centredness. Literacy can be conceptualised as skills, attitude and competencies in individuals and groups of people as they relate with others in the community. The issues that are discussed are the reality of new normal and its implications for virtual learning. This discussion was done with the hindsight of what literacy was before the emergence of the new normal and virtual learning. Since curriculum development and policy formulation for implementation in learning situations may not meet up with the high demands of the virtual learning in the new normal, the paper suggests that there is need to strengthen the non - formal strategies for supporting learning in educational system. That is, in between the rigid formal system and overtly loose virtual learning there should be some sort of regulation.Item A Nigerian perspective of continuing education and knowledge economy(Science Publishing Group, 2024) Omoregie, C. O.Adult education programmes in both developed and developing nations usually include continuing education. The relationship between the two notions is that someone requires additional information, either inside or outside of school systems, in order to remain relevant wherever one is at any given time. The information, communication, and technology era brought in a knowledge economy that should normally support continuing education, nevertheless there are still obstructions that prevent people from learning. Although these hurdles are both personal and structural, there seems be no justification for anyone to remain without information for the purpose of individual and group survival. Continuing education and knowledge economy are two concepts that have become popular in educational theory and practice but they are not combined as related concepts in literature. This is an attempt to clarify the concepts for both professional and practicing adult educators generally in African countries and particularly in Nigeria where policy documents for the practice of adult education sometimes deviate from the extant principles and theories. This paper used a conceptual analysis of terms and a systematic review of the available literature. It concludes that continuing education and the knowledge economy necessitate more access to learning that takes into account individual needs and requirements from organisations. This is as a result of the increased availability and application of knowledge in positively changing human conditions.Item Emerging philosophies for educational programmes and adult learning in Nigeria(Department of Early Childhood and Educational Foundations, University of Ibadan, 2024-03) Omoregie, C. O.; Ojo, C. R.There are principles from pragmatism, existentialism, humanism, and radicalism that have relevance for educational practices in Nigeria, notwithstanding the ongoing debate in educational discussions over whether Nigerian education is based on any philosophy. Traces of these philosophies can be read in educational thoughts, trends and practices in Nigeria. The fact that Nigeria had for years engaged in varied educational activities presupposes that if there is not a single philosophy, then there are many philosophies guiding the country's educational practices. From the colonial era to the contemporary society, educational practices have changed because of the educational objectives that Were set in responding to the changing society. From these changes, one can show that there are orientations behind the educational practices in Nigeria. Earlier explanations discussed these ideas as separated and unrelated but this paper uses narrative review to respond to the question: what are the emerging philosophies for educational programmes in Nigeria. This was done by providing a general overview and interpretations of educational thoughts and activities. It considers those elements of many philosophies of education that have guided activities especially in educational activities generally, and adult education particularly while it teased out the common elements in the system. The four philosophies place emphasis on individuality awareness creation and functionality of learners in organisations and community they find themselves.Item Critical interventions of old students’ associations for secondary school welfare in Oyo state, Nigeria(Department of Social Work, University of Ibadan, Nigeria, 2023-06) Omoregie, C. O.; Oyelowo, A. O.Stakeholders in educational institutions like business organisations, parent teachers’ association and old students’ association have been encouraged by governments to participate in the development of schools in Nigeria. The old students’ associations’ interventions, especially, in the south western Nigeria are widespread but the interventions are not well documented and guided by government policies. This paper identified few organised old students’ associations in Oyo state, Nigeria and it examined the contributions they have made to the welfare of secondary schools. Findings showed that building of classrooms, supply of school equipment, donation of laboratory facilities, scholarship and awards are areas of intervention that old students' associations have made most impacts in Oyo State, Nigeria.Item 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.Item Boundaries of empirical approaches in educational research(2023-12) Omoregie, C. O.This paper critically reviews the research done in education faculties in Nigerian universities. This research, though categorized in postgraduate schools or colleges as mainly in the liberal arts/humanities and the social sciences, depends on the theories and methodologies from other disciplines. The arts and social sciences are disciplines where undergraduates in education take courses in teaching to earn bachelor’s degrees, the postgraduate level offers varied opportunities for educational research to maximize the uniqueness of mixed method research for education.Item The defence of African humanistic communalism for African pedagogy(2023-06) Omoregie, C. O.Against the background of merely condemning Western paradigms for the African educational system, this paper integrates humanism and communalism as two concepts that can be combined to serve as a new orientation for an African pedagogy. African humanistic communalism would not be a celebration of a shattered past in the quest for an African meaning. Rather, it would be an attempt at going back to the root of all human efforts evidenced in the practice of togetherness and oneness where ‘we ness’ is greater than an exaggerated ‘I’. Past Pan-African authors like Nkrumah (1970) and Nyerere (1974) had earlier expressed African unity in their respective consciencism and self-reliance doctrines but they did not anchor their ideas on an appropriate pedagogy that could sustain the ideas more tangibly in educational systems. This paper used a systematic and critical analysis to call for a change in thinking that can strengthen the African educational systems through deliberate expressions of care for one another representative of a belief system.Item Coping experiences of graduate students on full-time employment and full-time academic programmes(Taylor & Francis, 2020) Amponsah, S.; Kumi-Yeboah, A.; Adjapong, S. O.; Omoregie, C. O.There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explored the coping experiences of full-time workers who are pursuing full-time graduate studies in a Ghana higher institution. Purposeful sampling was deployed to recruit ten graduate students from whom information was gathered using one-on-one semi-structured interviews. Findings from the study revealed that the participants' inability to secure financial support for their studies and the need to consolidate their jobs were the key factors influencing their decision to combine full-time study and work. Results also showed that flexitime arrangements served as the best strategy for coping with the two full-time endeavours. Additional results indicated that focusing on one role at the expense of the other and some form of subtle support from superiors were motivators for the study subjects to cope with the dual roles. Moreover, it was apparent that these full-time working-students often experience compelling challenges as a result of their engagement which are potential reasons for employment dishonesty among such employees. The findings of this study are important for consideration among higher educational institutions, employers, policymakers, graduate students, and others.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.