RY RAB L I N AD A IB OF Y SI T ER NI V U VOLUME 11 - NUMBER 1 - 2023 ISSN: 0795-1389 Contents Page 1. Paulo Freire, Ariaria, Oja-Oba, and Sabon Gari Market (AROGOS) Pedagogy of Adult Learning and Education in Nigeria. Avoseh. M. B. M. 1 Y 2. Emergence of Education 4.0 in the Fourth Industrial Revolution: Implications for Teaching-Learning Activities in Tertiary R Institutions in Nigeria. A Ojokheta, K. O. and Adegbite Olajumoke, O. R11 3. Understanding the Relationship between Lifelong Learning and Sustainable Development as a System for Better Attainment of thBe Goals. I Fajonyomi, A.A.; Agarry, R. O., Fajonyomi, O. J., Alkali, L M. & Ebohon, R. E. N 32 4. Training Programmes of the Lagos State Drivers Institute and Behavioural Modification of Commercial DArivers in Lagos State, Nigeria. Afonja, A. F., Bakare, T. V. aDnd Banjoko, I. O. 48 5. Effect of Puzzle and Scramble Games on Secondary School Students' Mathematics AcademiIc BPerfo Armance in Cross River State,Nigeria. Okff, John. A.., A.d\e E. B., OVA, 3.1. and Opoh David. A. 63 6. Coping Strategies AdopteFd by Small and Medium Enterprises During Covid-19 P aOndemic in Ibadan Metropolis, Oyo State, Nigeria. Adeoti, A. B. aYnd Okeowo, Adewura E. 78 7. Advocating Citizens' Engagement and Community Participation in the TSourIism T and Hospitality Industry in Bayelsa State, Nigeria. Nnarndi, S. C., Abia E. S., Arikawei, A.R. and Baraburu, G. Y. 90 8E. RPromoting Girl-Child Education and Mental Health in Nigeria: The Relevance of Social Work Theories and Practice.V Afolabi, Abimbola 104 NI 9. Advocating Workers' Skills Development for Job Efficiency and Organisational Growth in the Fourth Industrial Revolution Era in U Nigeria. Akintola, A. L. 11810. Contextualising Strategies for Implementing CONFINTEA Vll Marrakech Framework for Action Recommendations on Literacy in Nigeria. Edeh-Onimisi, J. 135 xi Contents Page 11. Mapping Strategy Action-Plan for Effective Promotion of Adult Education in Practice and Programme Implementation in Nigeria. Fadiya, Abiodun A. 150 Y 12. Skills Acquisition for Youth Empowerment and Reduction of Unemployment in Borno State, Nigeria. R Hadiza Buhari, M. Usman and B. Istifanus 168A 13. Rising Cost of Living in Nigeria: Implications on the Welfare of R Aged Women. Fatoye, Helen A. IB 184 14. Effect of Community Education for Mitigating the Spread Lof COVID-19 Virus in Nigerian Tertiary Institutions Nwogu, G. A. N 201 15. Correlates of Adolescents' Involvement in GambAling-related Behaviour in Ondo City, Nigeria: Advocating Educative Programmes to Curb the Act Omoniyi,A T. OD. and Matthew, A. M. 217 16. Women Education and Promotion of Healthy Adult Living in Nigeria: Implications for Policy MBaking and Programme Implementation AniemekaF G. N w Ianneka and Obiozor O. Roseline 233 17. Pregnant Women Awareness Level of Preventive Maternal Mortality in Ilorin SoOuth Local Government Area, Kwara State, Nigeria. Adeiakun, AT. A.Y, Rahmat, M. O., Mohammed and Alakoso, I. M. 24718. AcademicI Self-Efficacy and Social Support as Determinants of LearnSing Adjustment of Women Studying through DistanceLRearning Mode Sijuade, Adenike, F. 26219.E Income Generation Potential of the Informal Sector in Promoting V Sustainable Livelihoods of Rural Dwellers in Katsina State,I Nigeria Muhammad, M. B. and Abubakar, M. A. 275N 20. Promoting Social Infrastructural Development throughU Community Participation in Nigeria: Challenges and Prospects Orimogunje, O. P. and Aromolaran, O. F. 286 21. English Language Use in the Electoral Process in Nigeria: Implications for Designing and Implementing Political Adult Education Programmes Olubodun, O. A. 297 xii Contents Page 22. Developing Workers' Capacity and Competence through Continuing Education Programmes: A Case Study of Be-The -Help-Foundation, Abuja, Nigeria. Momoh, Agbomehre M. and Olajide, Fatahat O. 310 Y 23. Analysis of Yoruba Indigenous Education and its Usefulness to Modem-Day Society of Nigeria. R Fagunwa, D. R3A2624. Women CommunityParticipation and Forest Resource Management in Yala Local Government Area of Cross River State, Nigeria. IB Usang, N. O., Unimtiang, U. S., Odum, F. A. and Ene, I. E . L 344 25. Adoption and Sustainability of Livelihood Improvement Practices among Beneficiaries of FADAMAII ProjeNct in Katsina State, Nigeria Ladan, Babangida and ShAitu, M. B. 361 26. Women Perception of Vocational Skills AcqDuisition for Socio -Economic Empowerment in Niger and Kwara States' Literacy Programmes, Nigeria Eziafa R. IzamahA, Olajide, M. F. and D. Abdullahi IB 375 27. Rural Women Participation-Le vel in Water Sanitation Component of Primary Health Care in South-East, Nigeria. Osita A. A. and Ume zOulike F N. E. 389 28. Effects of RetireYment on Psycho-Social Well-being of Retirees in Lagos StateT, Nigeria.Chinatu D. Eteyiand Ememe, Perpetua I. 404 29. The RSole Iof Work-Life Balance on Job Performance of Female URniversity Academics in South-Western, Nigeria.Adeosun, Motunrayo A., Ojo, Ronke C. and Anyikwa, Blessing E. 421 30.E Benefits and Drawbacks of WhatsApp Utilisation as a Learning IV Support Tool in Adult Literacy Programmes in Nigeria.Ojedeji, S. O. 435N 31. Assessment of Skills Required for Virtual Teaching in Colleges U of Education in Southwest, Nigeria.Popoola, A. B. and Olatunji, S. O. 449 xiii Contents Page 32. Analysis of the Barriers to Women Socio-Economy Inclusivity in Nigeria and Recommended Strategies for Inclusion. Sanimi, A. A., Adaja, O. V. and Olugbeko, O. S. 456 Y 33. Evaluation of Community Resources for Implementation of Community Development Programmes in Ogbia LG A of Bayelsa R State, Nigeria Kosioma, Owede, E. A471 34. Improving Welfare of Internally Displaced Persons in Benue State, R Nigeria through the Provision of Psycho-Social Support Programmes Harmony Idegwu IB 487 35. Literacy and Virtual Learning in the New Normal: Impli caLtions for Quality Educational Access in Nigeria Omoregie, C. O. N 501 36. A Critical Discourse of the Challenges ConfronAting Women Education in the 21st Century, Nigeria Ojo, Ronke C. AD 511 37. Re-Engineering Nigerian LanguIaBges for Instructional Dissemination in the Educati onal System in Nigeria.Olatunji, S. O. and Eyisi JFoy 522 O TY RS I IV E UN xiv Literacy and Virtual Learning in the New Normal: Implications for Quality Educational Access in Nigeria Omoregie, C. O., Department of Adult Education, University of Eswatini. Email:comoregie@uniswa.sz Y Abstract This paper aims at explaining the concepts that have been added to literacy R literature given the change that was brought about by the use of virtual learningA. Even when the borders and management of the classroom setting have been expanded by the virtual reality, learners and instructors at all levels still haRve to be conscious of the guides to learning on the basis o f human cenBtredness. Literacy can be conceptualised as skills, attitude and compeItencies in individuals and groups of people as they relate with others in thLe community. The issues that are discussed are the reality of new normalN and its implications for virtual learning. This discussion was done withA 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 demandDs of the virtual learning in the new normal, the paper suggests that there is nAeed to strengthen the non - formal strategies for supporting learning in educBational system. That is, in between the rigid formal system and overtly loose virtual learning there should be some sort of regulation. I Keywords: Literacy, virtuaOl leaFrning, new normal, quality access, and educational access Introduction Y This paper invSestigIa Ttes the benefits o f literacy in the context of virtual learning and identifies associated issues. It addresses the issues raised by virtual learning, eRnsuring that while virtual learning increases access to literacy, it does not coEmpromise quality. The paper explores the benefits of literacy in the context of virtual learning and identifies associated issues. It addresses the IisVsues raised by virtual learning, ensuring that while virtual learning increases access to literacy, it does not compromise quality. The objectives of this paper Nare to describe the relationship between literacy and virtual learning in the new U normal and discuss both the advantages and disadvantages of the emerging learning technology. Beyond a pervasive assumption that there is no longer need for literacy, this paper reconsidered the concept, practice, issue and problem that are associated with literacy especially in the new normal and justifies the argument for adult education practices in the new normal. Literacy 501 Literacy and Virtual Learning in the New Normal: Implications for Quality Educational Access in Nigeria demands much more attention because it is about life. Keefe and Copeland (2011) believe that a definition o f literacy will open up the frontiers of opportunities to those with extensi ve needs for support. More so while pursing literacy where virtual learning has improved in the new normal, there is the need to balance access with qual ity. Y New normal and its emergence AR Norm denotatively means happening that is considered usual or acceptable as a pattern. In some societies, somethings are believed to be the norms. NRickerson (2024) differentiates norms from values by definitions and examBples. Norms are shared rules and expectations guiding behaviour in a societIy while values are beliefs that humans have about what is important. The eLxamples of norms are taboos and laws while the examples of values arNe honesty and respects. From these definitions and examples one can asserAt that norms are practices and values are ideals which may not yet be realised by the society. So what then is new normal if in the nihilist view o f Palmquist (2023) suggested that 'nothing really matters'? New normal has been referrDed to as a concept that emerged during the COVID - 19 pandemics to describe the changes that occurred to human lives and conditions. BeforIe Bthe Apandemic, Martin Levey, & Cowley (2012) believed that the economic recession o f 2008 created a new normal for local government administratiFons in the United States of America. This means that new normal can generally refer to changes that have been brought about by global events which wou lOd require persons to adjust their ways o f life.Another example of new normal was given by Camevale et al (2015) when they wrote about the neYw trend in learning. They said instead of the frill time financially deIpTendent students of earlier years who enrolled for higher education there are growing working college students who have to combine work withS ongoing learning. Ampousah et al (2020) also recorded this growing phenoRmenon and opined that there was a lack of policy that supports the phEenomenon. In these instances o f the pandemic, economic recession and Vchanges in the learning, there are new normal.I The introduction and widespread use o f communication devices created a new N normal for virtual learning, allowing learners and instructors to interact beyond U their physical presence. When the COVID-19 pandemic struck, it simply increased the visibility and value o f online learning by eliminating obstacles such as location, religion, and gender, among others. 502 Omoregie, C. 0., In reality, the prevalence of virtual learning has generated what is now known as the new normal, allowing learners and instructors to connect at their own speed in the comfort of their homes, playgrounds, and offices. There is no doubt that studying online increases access, but it also presents certain obstacles, particularly for individuals who have become addicted users and want to Y replace virtual learning with face-to-face learning. R Reconceptualisation of literacy RA Literacy could mean ability to read, write, count figures and become functional in the environment someone has found himself or herself. That generaIl Bmeaning has changed with the emergence o f virtual learning which has created a new normal. Virtual learning can be explained alongside as a surviva l Ltechnique as it was in the event of COVfD-19. Virtual learning requires ethics for its practice while the issues that surround quality have to be put in placNe to check the access to information. A Literacy has usually been defined within the conteDxt of Adult education but for some people the two terms are synonymous. Fordham & Fox (1989) say to see adult education as literacy is the simplest andA most widely accepted concept in the developing world and, historically, iBn industrialised countries as well. To most African countries, the mission aIries in the twentieth century brought literacy and it has produced a transFforming experience, a change in the direction of equality for individuals inO the society. Literacy can encompass more than only the ability to read and write alphabets, words, and simple phrases. The days of the illiterate society Yare largely over. Both communities and families have literate resources to draw from. The consequences of such changes in the 'literacy environmenTt' warrant additional investigation, according to Wagner (1990). RS I Literacy remains a foundation and an aspect of adult education. As a foundEation, it enhances other levels of literacy. Other aspects o f adult education arVe community engagement, welfare, and workers' education. Flow is literacy Irelated to these? Every skill and attitude deliberately learned for better Ncommunity participation have in them some forms of literacy. Since wellbeing is never final for any person or persons, new information that improves the U health and income of people are always welcome. Pract (2004) quoted Dewalt, Berkman, & Sheridan (2004) that "there is consistent evidence linking low literacy to lower health outcomes. People with lower reading levels are approximately 1.5 to 3 times more likely to have poorer health outcomes than 503 Literacy and Virtual Learning in the New Norma!: Implications for Quality Educational Access in Nigeria people with greater literacy levels. In the era o f multi literacy - linguistic, digital, technological, visual, audio and spatial literacy, literacy can be described as the ability to detect, comprehend, and evaluate many types of information in an increasingly digital, information-rich, and constantly changi ng environment". RY One of the means of enhancing virtual learning is social media platforms. ASocial media platforms have availed people of speedy information for health and wellness. Despite the benefits of its speed, it also has allowed foRr fake and unauthenticated information. Some people use the social media platforms to confuse or manipulate others. Every user o f social platformIsB needs a lot of caution on the usage. In workers' education, training and retraining, learning is always promoted in the workplace to enhance productivit y Lof the labour force. Overview of literacy and delivery pattern before Nthe emergence of virtual learning A Teaching and learning during the coloAnial Dand post-independence periods in most African countries was done wBith constraints of insufficient human and infrastructural facilities. WorkerIs who needed to study in order to earn promotion and improve their w ork had to do that outside the workplace and countries. That situation caused a lot of difficulty in human resource development (Okia, 2O012)F. According to Woldegiorgis & Doevenspeck (2013:35) 'More and more people began to aspire to European education, notably higher edYucation, as it became the most important channel for upward mobility in the socioeconomic and political ladder, as well as a tool for self- determinatioIn.T There are ways to obtain learning in today's evolving society that do not have a detrimental impact on the workplace. Part time and weekend programSmes were established to meet the need of various workers who wanted to haRve access to higher education. That new development with virtual learning allowed human society to attend to such problem as crisis and pandemics. VEven without such crises access to educational technologies has imposed the I need for higher education administrators to be more flexible in the organization N of teaching process. The problem of distance education which affected enrolment has been minimized. Earlier studies like that of Omoregie (2014) U focused on the use of on line learning among workers of different educational levels, with not much attention given to the implications there are of what virtual learning for academic growth at all levels of learning has produced. 504 ___________ Omoregie, C. 0„ Internet enabled devices and facilities have become a necessity for every member of the society - all persons involved in any form of business and self- employment, paid workers in different work places, school children, and students in tertiary institutions of learning, and lifelong learners. Beneficiaries of virtual learning are people living with disabilities, parents who have responsibility to their children, workers on full time job who need to learn new Y skills for change ofj ob and the unemployed who wish to be employed. R Some studies like Kamrajn et al (2024) on virtual learning have reported abusAes among students that they hardly own the academic exercises allowing foRr poor quality of graduates. However, the argument of some cynics that social media are majorly for social interactions and not for educational purpose cIaBn no longer stand because education remains a social enterprise b eLtween learners, instructors and knowledge community on one hand and among learners on the other hand. Even, outside the school system, there is thNe vast majority of the learning community. To shut social media out of educational system could be tantamount to being too conservative while the woArld moved on and human behaviours have changed due to its response to the necessity of media. The social media component o f literacy and virtuAal leDarning can no longer be denied though virtual leaning have been identified with cheap education and so doubts exist if it could survive the qualityI mBechanism of the operators of formal educational system on which virtual learning largely depends. Conceptual clarification of virtuFal learning in the New Normal Authors like Edwards (200O7:70) noted that the term 'learning', which is now increasingly used inY m any texts instead of 'education,' affirms learners' significant place Tin comparison to the institutional form, and thus positions educational actiIvity in an open and multi-vocal framing of lifelong learning rather than a bounded and unambiguous field of education. Virtual learning can be descRribedS as a type of knowledge dissemination where those who desire to know have access to information or the instiuctor in an electronic form either throEugh audio or video interaction devices. When the resources for instruction Vare completely free for use without recourse of feedback from instructors, it is I called asynchronous while the instructor can de directly engaged in real time N synchronously. There is no free access to information without one form of cost or the other from either the seeker o f the information or the provider of the U information or the organisers o f the interaction. 505 Literacy and Virtual Learning in the New Normal: Implications for Quality Educational Access in Nigeria Virtual learning is made possible by different kinds of devices also used for open distance learning as Omoregie (2014) posited that some of the media technologies that can be utilized for distance and lifelong education include online forums, web content management systems, computer simulations, weblogs, web quests, e-groupware learning management systems, and virtual Y libraries. If virtual library is isolated from the other resources the enormity of the problem that virtual learning faces can be appreciated. For example,R Koganuramath (2007) argued that virtual libraries are facing big challengAes in their efforts to build a foundation for sustainable, ongoing effort. R To create a successful virtual library system, numerous comBponents are required, including library-based open and cooperati vely generaIted content and software, as well as centralized focused, cooperative organiLzational activities. Virtual learning can be described as greater that institutio nal virtual libraries because the connectivity by internet make users haveN unlimited access to the resources that are online without being restrictAed to what institutions can provide. Despite the facility which may be avDailable for use, it is still important to discuss the cost of virtual learning. Cost of virtual learning BA There were so many issues that ca usIed worries during the COVID 19 pandemic especially in Nigeria. One of Fthe questions was who should be responsible for the appropriate device a nOd pay for the internet connectivity for both instructors and learners. There are demands for online learning without provision by some governments. In casYes where provision was made by organisations, the supports were grossly inTadequate for the required usage. The cost of the devices and internet conneIctivity made virtual learning beyond the reach of the generality of the people who needed the learning opportunity to keep in touch with their informatioSn needs and skills development. The greatest revolution to the cost of virtuaRl learning is Massive Open Online Courses (MOOCs) which are free web- baEsed distance learning programs that are available to everyone regardless of Vtheir physical location. NI Anyone who intends to take a MOOC simply logs on to the website and sign up. The courses on MOOCs could be structured on a college or university U programmes. They are unlike the distance learning programmes run by educational institutions which are mainly set up as fund raising platforms for internal generated revenue for their respective institutions. The idea of MOOCs has become a great challenge for open distance learning programmes that the 506 Omoregie, C. 0. cost should not be too exorbitant to the extent that it would seem as if the degrees are for sale. Achieving quality access to virtual learning in the new normal Educational institutions have had to struggle on how to achieve a balance Y between access to learning created by virtual learning and the quality of R learning. The major problem could be impersonation. If learning is done online the assurance of identity could be uncertain. In this case the use of video aAnd setting time duration remain very important during the conduct of tesRting. A complete online educational programme demands a more holistic method of ascertaining the identity of the learning. The following precauItiBons can be taken: the need to appoint a course advisor, identification o f a physical m entor by the agency, the use of audio and video as means of idNenti fi Lcation should be encouraged; and registration of users' device for recognition. Course advisor for each learner would enhance coAnstant discussion with the learner. The organising agency should appoint an adviser to each learner. The advisor serves as a link between the learner andD the agency. The learner should be given opportunity to choose the advisor or at least they should be allowed to warm up to each other. It is expected thaBt theAI advisor will not exploit the learner. With the rising numbers of regular in person universities all over the world, the online universities should leverag e on the existing structures by allowing faculties to participate in onlineF learning and supervision of learners on online mode. All media should be Oavailable for smooth interaction between the learner and the agency. The alte rnatives modes of audio and video should be used maximally for recognYition and quality assurance. The computer programming aspect of device Tregistration is also very important. The advisor should be contacted when devices are to be changed and the reasons for such decision should passS throIugh the agency.VirtualR learning as a Survival techniqueSinEce the COVID-19 experience, when people were locked up in their homes and teachers had to teach via distance education system because they were IVforced into what Butac et. al. (2022) called ’survival battles' that required students to learn remotely, write assignments, and perform in the virtual world. N Virtual learning kept learning activities going in the world during the dreaded U pandemics. It served as an alternative to the usual classroom engagement in the formal school system. It allowed a number of learners to obtain certificates, diplomas and degrees in various universities across the world. 507 Literacy and Virtual Learning in the New Normal: Implications for Quality Educational Access in Nigeria Despite its role as an alternative for regular learning, Helenius (2021) referred to the period of the pandemic as a 'virtual nightmare’ because it was a period when parents spent 24 hours daily in their role not only as parent but teacher, counsellor, tutor, nurse and coach. How one wishes the consequences of the virtual learning on children could be measured and cited quantitatively? From Y observation some students never survived the negative effect of the period on their learning. AR Conclusion R The discussion of this paper is that in the era called the new normaIlB, literacy and learning have changed their conventional meanings. At the virtual environment there are implications for non -formal strategies which shouLld promote self - directedness for learners and human centredness of the instr uctors. In the virtual environment there should be a well thought out policNy formulation, planning and implementation by all those who are involved in the activities of learning if it would resolve the problems of rigidity alreAady created in educational institutions most of which are still stuck to oldD ways of knowledge creation and management. There is also the need to tie the loose ends of virtual learning which seems so uncoordinated by both inAstructors and learners. The learning space ought to be protected from eveIryB form of abuse. Recommendations F Teaching and learning hOave taken different dimension from the traditional methods. The InformYation Communication Technology (ICT) explosion during computer age provided many devices for education. Social media developed alongside the IICTT explosion. So many abuses occurred with the ICT like invasion into privacy, posting of unacceptable information and impersonation of personalities that could not be detected. 1. ThRere Sshould be policies that guide virtual learning and the infrastructure of Ethe institutions need to be developed to accommodate the needs of both instructors and learners in the virtual classroom. There is the need for IV virtual nerve centres in universities and the neighbouring university environment as prerequisite for virtual learning.N 2. Instructors should encourage learners' introductions by sharing their U backgrounds, interests and aspirations in order to create a sense of community among learners. Instructors should provide opportunities for collaboration by assigning projects that require that learners work together. Personalised feedback should be provided on assignments and assessments. Learners should be addressed by their names. Virtual office 508 Omoregie, C. 0., hours should be created by setting dedicated space where learners can schedule one - on - one or small group meetings with the instructors. 3. Learners should take responsibility for their posts with instructors and colleagues in group chats. Cross posting and sending messages to everyone on learning platforms except it is for announcement to the group should be Y discouraged in order to maximize genuine interactions with all learners. R References A Ampousah, S., Kumi-Yeboah, A., Adjapong, S. & Omoregie, C. (2020). CRoping Experiences of graduate students on full-time employment anBd full-time programme. International Journal o f Lifelong EducationL, 39I(5-6), 605 - 618. 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