ADULT EDUCATION IN NIGERIA Volume 27, Issue 1, June 2022 RY Theme: Celebrating the Vision and Resource of Adult Education for A Development in Nigeria R LI B AN D IB A F Y O T RS I VE UN I Published by NNCAE AR Y R IB © Nigerian National Council for Adult Educat ioLn 2022N DA All rights rBeseArvedI OF ISSN: 2536-6696 TY SI VE R I UN EDITORIAL TEAM Editor in Chief Prof Kolawola Kazeem - University of Ibadan, Oyo State Editor Prof C. O. Oladapo - University of Lagos, Akoka, Lagos Assistant Editor Y Dr. Blessing Anyinlcwa - University of Lagos, Akoka, Lagos R Consulting Editor A Prof Dele Fajonyomi - University of Ilorin, Ilorin R ProfS. A. Oyebade - University of Lagos, Akoka, Lagos B Prof A. B Oduaran - North West University, Mmobatho, South Africa I Prof Stella N. Nwizu - University of Nigeria, Nnsuldca L Prof Idowu Biao - University of Botswana, Gabrone, Botswana N Prof Gidado Tahir - University of Abuja, Abuja A Prof Abubakar Abba Haladu - National Mass EducatAion CDommission, AbujaProf Ben Eheazu - University of Portharcourt, PoBrtharcourtProfS. A. Bello - University of Lagos, Akoka, ILagos Prof Keye Abiona - University of Ibadan, Iba dan Prof A. O. Obashoro-John - University ofF Lagos, Akoka, Lagos Prof Kehinde Kester - University o f IObadan, Ibadan Prof Yau Usman - Bayero UnivYersity, Kano Dr Bola Adelore - UniverIsiTty of Ibadan, Ibadan Prof Chris Omoregie S- University of Ibadan, Ibadan Dr. Oye Oyelami R- University of Lagos, Akoka, Lagos Dr. Ronke OjEo- University of Lagos, Akoka, Lagos AssociaVte Editor Dr NIAdeola Afonja - University of Lagos, Akoka, Lagos UDr Perp Ememe - University of Lagos, Akoka, Lagos Dr Sheidu Sule - University of Lagos, Akoka, Lagos Dr Adeniyi - University of Lagos, Akoka, Lagos -J Content 1 Address Delivered By The National President, Nigerian National Council vii . - For Adult Education (Nncae) 2 Contemporary Adult Education - The Challenges, Risks And Chancesl ■ xi ; Keynote Address Delivered By Prof. Dr Katarina Popovic 3 Promoting Knowledge Economy Society Through Lifelong Learning In Nigeria Y Abdullahi Umar Alhasan R: v ■ 4 Celebrating The Vision And Resources Of Adult Education Towards A . r Iffsp15 Attainment Of Sustainable Development In Nigeria: The Institutional Perspective R Echezu, Benjamin.C, Mbadiwe-Woko, Ebinabobo F. andAgi, Patience B 5 Extension Education Strategies For Awareness Creation Of CovidI -19 30 Among Rural Communities Of Bende Local Government Ar eLa Of Abia State lmo Onyeodiri Charity (Ph.D), Ngurukwem, Chinyere ChinAwe aNnd Prof. Ebirim Ugomma Nkeonye !■! ; ' i3 'D ; i . : ■ : ;6 Adult Education And The Changing Global Environment 41i Dr Mbalisi, Onyeka Festus Ebohon Rose EyefuAjinrin and Dr Tommy, Korinaki Anny 7 Distance Learning Strategy And IncreIaBsing Education Access For Drop- Out-From-School Youths In Enugu State, Nigeria. .■ Okechukwu, Ann Ebere, NwauObaniF, Ogochukwu Vivian and Ogbonnaya, Kingsley Asogu Ph.D 8 The Role Of Tertiary Insti tutions In-Service Training And Workers’ 76 Productivity In Cross YRiver State, Nigeria. ■i ' ' .. i Edoho, Glory> EmmIaTnuel, Ph.D, Olabisi, Bella Charles, Ph.D and Ekpeyong ■30'; c m ^ m i iViolet Oyoph. D e 9 ContributRionsS Of Adult Literacy Programmes Towards Achieving The 91 'UR] £?Empowerment Of Adults In Enugu State, Nigeria -irE | :: ; iOzurumba, I. G, Ochiagha C.D, Echem G.C.C and Ugwuoke A.C. !Ki i ; p i10 IInVdigenous Practices Militating Against Biodiversity Conservation In Cross Ri 114 State, NigeriaN . • ,Omang, Theresa Nkim, Ojong, Aganyi Asu (Ph.D), Ulayi, Agnes Inglagar (Ph.D) ■ ■U and Dr. Onnoghen, Usang Nkanu11 Strategies For Promoting Digital Learning Environment In Adult Education 131 riv'lHS Department In Nigerian Universities ;• Mrs. Aniemeka Gloria Nwanneka and Prof. Helen Ebunoluwa Adebola ■ f I I .. ,http://nncae. org. ng ; i sa ■i |{ I , * l \n f»: ..• .•.. mi ; :f i\ \ '■ ■ ij J S 12 A Peep Into Another 50 Years Of Nncae And Nigeria’s Educational Status As A Member OfE-9 Countries Adeshina Abideen Olojede, Mohammed Jiva Lakan and Etsu Abubakar Bello ' jj|r> 13 Maximizing The Benefits Of Adult Education For Sustainable Development 158 | X',2 In Nigeria JW M m C/ IhI i. nonyelIu m C/ - IhI i• oma Osi.l1i.k1 e ii+TS 2 14 Utilization Of Digital Learning In Adult Education For Sustainable Development In Jalingo, Taraba State Final Y Igwe Justina Ngozi (Ph.D), Yusuf Linus, Koledoye, Uzoamakalucynda (Ph.D) and R Ekweulor Nwakuego Ebele (Ph.D) 15 Impact Of Information And Communication Technology On Adult A Education Delivery System. R Bell-Gam Roseline Soprinye and Oyebamiji, Morufu. Adekola B 16 Adult Education For Improving Environmental Knowledge And I Environmental Behavior Of Youths In Enugu State. L Michael O. Ugwueze, Matthias U. Agboeze and Maryrose N. Agboeze • M" 17 The Role Of Information And Communication TechnoloNgy In Human 218 t tP i i f i ! Resource Development In State Agency For Mass LAiteracy Adult And Non- Formal Education Enugu State D Ugwuoke Ngozika Josephine Ph.D, Obiozor, EAlizabeth Ebere, Osagie Alice O. •: ..;i.„ c. ":«•and Peterside, Henry Vincent : ■ - ^• •• ■ • m . •• ■ 18 Adult Education In Nigeria: The PresenBt Scenario And The Future Projection I Mkpa, Iquo Okon Phd. Jane AsonzFe Phd, Ezeala, Joy Ijeoma Phd and Costly M. Erim Phd \ P- : i 19 The Impact Of KnowleYdge A Oquisition And Management On The 246' : Entrepreneurial Skills Development In A Knowledge Economy Society Adeosun, MotunraIvoT Ajoke and Anyikwa, Blessing E.20 Strategy For PSromoting Mass Literacy For Sustainable Development Of 26;•2 i; j\! \ '•1»: *‘i- .3■ , aft \\Rural Communities In Rivers State Ebere, PatRience Uwelegbewe; Dokubo, C. and Bruce, Seagirl Esther Au l i i i:; . ?Sm:R3-s rs’: Jfe21 AdultE Education In Nigeria: Bridging Lost Grounds 279MbVarci, Kingsley Ugochukwu (Phd), Emeakama, Felicitas Obumneke, Ofonagoro, Geoffrey Chulcwuemeka and Ezeugwu, Nkechinyere Gloria ■ 2NI ... : : . \ 2 Functional Literacy Education As A Strategy For Adults Socio-Economic 288 ; hU Sustainable Development In Nigeria (f 5‘ '3-;- iiAdeyemo C. W., Agboola B. G., Iiayode G. M. and Olanipekun A. O. 23 Resource Allocation And Rehabilitation Of Internally Displaced Persons In 301 ,,, , i-.kjjj Cross River State, Nigeria Dr. Virginia E. Ironbar, Uba, James E. and Dr. Obibessong, Vera M. i: a• iii■s . . .http://nncae..-p■fifgc;. n’ii L-] ii g :■ ■. ■ • rt-C-’g ' ■ ;• 'V ; > . . : '7:• •: V i ■ : i , j ■ ». ■!'■ ‘ : h!*• i » f i j i t f i ; . .! i , 4 f l i* L 24 Sustaning Information And Communication Technology Skills Of Household Heads In Ezira Community, Anambra State, Nigeria Alexander Chukwudi Onyeme, Phd and Victoria A. IJ'eanacho, Phd 25 Whatsapp As A Learning Tool Among Sandwich Students Of Alvan Ikoku 329 1 Federal College Of Education, Owerri ! Anurugwo Appolonia Osita Ph.D. and Mbara Kingsley Ugochukwu Ph.D 26 Methodological Approaches In Adult Education Research: A Review Of 111: Quantitative Research In Nigerian National Council For Adult Education Y Journal R Dr. John M. Patrick and Dr. Christiana N. Ijah A 27 Towards An Effective Implementation Of Non-Formal Education Curriculum In Nigeria: An Advocacy For Learning And Innovation SkiRlls- Based Instructional Strategy IB Joseph Bamidele Odunuga 28 The Role Of Information And Communication TechnologNy In H Luman Resource Development In State Agency For Mass Literacy Adult And Non- Formal Education Enugu State Ugwuoke Ngozika Josephine Ph.D, Obiozor, Elizabeth EAbere, Osagie Alice O. and Peterside, Henry Vincent D 29 Adult Education In Nigeria: Bridging Lost GArounds Mbara, Kingsley Ugoclmlcwu (Phd), Emeakama, Felicitas Obnmneke, Ofonagoro, Geoffrey Chulcwuemeka and IEzBeugwu, Nkechinyere Gloria 30 Promoting Digital Technology ForF La bour Leaders Training In Nigeria: Issues And Perspectives Funmilola Elizabeth AkinyooyeO 31 Participation In Adult Liter acy And Skill Acquisition Programmes For Poverty Alleviation AndY Sustainable Development Among Women In Abeokuta MetropoIliTs.Elizabeth AboseSde Adewuyi P.H.D, Victor Akinsanya Idowu and Rebecca Yemisi Akinkunmi 32 The Place ORf Adult Education In Enhancing The Delivery Of Relief Services 426■ ; 5 - :;! h ; S { § 3 To EmEergency Victims In Kano State, NigeriaAIbdVulhamid Bashir AininuN ! ;.U i i- ■ I.: - !;-• ■3-is i m m i ■ • \• k U• :• i : MlNi i l l: ; ‘ 4 ■ 9• ' 3 \ . ii i i : l; is ■ i.;cr ? sisijSsil i ' 8! 1 i KKli .. .http://nncae.org.hg ill? I i i I j.jiji-i 38| I|?® sS |f r".Tirv, ;: :•r;! i:-yr i i , ■ : s, ” : h i3 • U ii t i u v - ib ! T;:?: by : iinPiji M •-J i-' ■ : ■. ' 398 "MU $ 1 1 1 i t Promoting Digital Technology for Labour Leaders Training in Nigeria: Issues and j| j ttf Perspectives U. MM■ : , J ;i! • ; 'i .:-; iiil iw m : h im fU l! : .i’.■■j . t.%m -iJ Mbi; •:: • ;■ ;;3 ‘Hr Funmilola Elizabeth Akinyooye Department of Adult Education University of Ibadan m w Ibadan, Nigeria m-y: ojofunmiloa@gmail.com Y :i I'll 4R n ;:ii if ■ Abstract A Labour union leaders are very important to the success o f any union activities. ThRe labour leaders are expected to drive their members towards the achievement o f the various goals set by the unioni These leaders therefore need the necessary leadership skills to enable them IleBad effectively. Hence; the need for regular training programs to equip them with adequaLte skills such as. empathy, ■ communication, problem solving, creativity, interpersonal and team w ork. However, such regular training programmes aimed at equipping, building and enhancNing union leaders’ capacity may.A * i ! : • M f i ; j ; * ? !• :• >not be possible due to constraints like time and finance. The break out of COVID-19 which ravaged the whole world has also served as a deterrent to physical training or gathering o fp eople in large numbers. In order to overcome these barriers, thereA is aD call to promote digital industrial training programmes fo r the labour leaders through the principles o f Adult Education. This paper examined the rationale and perspectives for promoting digital industrial training programmes among labour union leaders in Nigeria. IB ■ i : t ; Keywords: Training, Digital TeOchnoFlogy, Industrial Training, Labour Union, Leaders, .1 ' : Introduction Y :: UCii: u (Ugbomhe and Osagie, 2019; Enenya, 2013; Nwagbara, 2013). ■. itWititii’Idp: f ! |j Vd:: ' j f i j l f fef Trade Union Leaders are key influencers and decision-makers who lead and manage their different • 4J unions. These leaders play pivotal roles in the preparation of the future of the world of work in an) economy, particularly a developing economy like Nigeria that is highly vulnerable; arid 'haYfeI 4|4f;jrEt negatively impacted the welfare and limited the physical capacity of workers for pro~R~~~. - ■ yfii.f m engagement. The level and relevance of their industrial training and the currencAy ofjtheir; Tf'MsfR ■4; . 44:. :Tf44444:;4j4Jcompetences are important in the determination and direction of skills development, mobility and: ,: y ,:• ' J ; • ; <>' 1kl !.«• jii'i availability in the labour sphere. IB j ,V| ^|jjL ■m : f 4 4 ft 4..444 iff IIt is the duty of the labour union leaders to mobilize, coordinate, direct, control and manage the • :T;.;:4!?i•4?4.«4Ij; perception of their members. This is geared towards industrial haNrmony. A wrong perception of ■ t !4 .V4c weak leadership can create instability among the workforce orA distrust in leadership and accusation ; j of compromise or sell out to management at the expense oDf their welfare. Training and information; : , j reinforce leadership performance and credibility. It inAfuses confidence in the labour union leaders , !j I and builds trust in the membership that thei r IinBterests will be ably protected and represented to : ,!management. pfQdpfkfil 44; 4441F : / •i.ij. remedial education through digital technologies on a medium-term basis (WHO, 20241v 4;; %N | CDC, ■44:4:4! 2020; World Bank Group, 2020; ILO, 2020; Kazeern, 2020; Weber et al, 2020). i4r y 4;4':'i| fife.4o fvetez.e : g-f Jittp://nnctie.i)Pg;ftg 4:n4:.nh:;:i,s dm-i i4 4iU .444 C4?iV,l ■ M. : - < t a 400 = : >. n j> ' ; .............m SI The implication of this initiative is not lost on workers education for labour union movenienfs, i particularly the need for labour union leadership to adopt digital industrial training to bridge the iyij.yf gap in their supervisory and leadership education in today’s new Normal World. There remains a : f! -; c::; - shortfall in leadership training among labour unions. The Michael Imoudu National Institute fo r, Labour Studies (MINILS) have only trained 30,0000 workers in the areas of manpowYer: . : ‘ 31 If' j. J.» ■ • .development, labour policies and industrial relations practices. There has not been digital training:{[j-:|f; 1-T >jj jpiEfej for labour union leaders to sharpen their leadership capabilities and grow their uAnions in a:;iii RT : i • '?i.:!i fvxcompetitive work environment. This paper seeks to critically examine the imperativRes of industrial; ^ ' ■hifiWtiNSSfltraining programmes among labour union leaders and discuss the promotion of digital industria■ l- *m-•&•• -1{ i!i .51Theoretical and Literature Review This part will consider a review of Human Capital theory as it ArelatNes to the paper and also rdview in.f, ■■ *i ii key concepts in the study. D • 51 ’.! i; !•}! Human Capital Theory A TV : : } '• I *' *.1* f" )Human Capital Theory which can be traced to eIcoBnomists Gary Becker and Theodore Schultz whd i tstated that education make employees mFore productive. The theory is a neoclassical1 economic orthodoxy that is premised on th eO assumption that jobs in the work place require certain .■tm Vfl't: :rniP>5 i i\complementary cognitive skillYs which can be acquired only through formal education and'fhe etui? * t• irf marginal product of the eduTcated employee increased relative to the one of employees who are not I it iso educated. i■ l* bS l; ii? lfi Richard FreemanR and Marxian economists like Samuel Bowels and Herbert Gintis in 1976'have ii!| stressed Vthat Ethe theory was built around class conflict and attempts to empower labour. This *• f. ' ' :•? 1 I mcriticism was followed by the rise of behaviour economics in the 1980s and 1990s that human :jj capNital theory failed to explain the phenomenon of human motives, goals and decisions. illU : i-',! J fj t |Contemporary sociologists and anthropologists argued that the theory is too simplistic in ,T'; y . ■ pTtrd ■' | i establishing the nexus between human capital, productivity and income which cannot be objectively measured. Ross (2021) stated that the outcome of research in a 2018 paper egtabiish a opr correlation between income and productivity with the use of circular logic. '• at' ; :e;!,:t ■ j | '%I .. ,http://nncae.org.ng ■J ! Hi ■o. . .a c•.'ve 31 ; i ? ' !t >* : ia ■}.s Iaunasa : 11 The Human Capital Theory and its latter-day criticism identified class conflict in the workjjldce and propositioned a nexus between education and labour market with the assumption that the better educated employees are likely to perform better than others who are not and may subsequently receive an education premium which amounts to higher income and economic benefits (Karasiotou, 2013; Merwe 2010). The Theory implies that the performance outputs of labour'urii'oYii leaders and the productivity of labour unions and path-goal achievements of employees coRuld be adduced to the level of industrial education and subsequent cognitive skills of the labAour union leaders. The argument is that labour union leaders who are trained through digitRal learning are' : .dip;; | likely to acquire contemporary skill sets to direct the affairs of their labour unIioBns and manage thl:L ■ """ 'iH jjli relationship between the employers and employees better for organizat ional competitiveness. Pl •S V* Mosweunyane (2013) was of the opinion that classical bureaucraticN leadership postulated'by Max Weber (1947) and supported by Thompson (1965) wAould engender productivityH;.'and professionalism in the organistion. The missing link is the Dability of the bureaucracy to proactively i ’ respond to the environment through risk managemeAnt and value creation (Ratten 2010, 20Tla, 201 lb cited by Winand, Scheerder, Vos and ZinBtz, 2016). The proposition to consider'new ways• if;-:') jj to upscale their skills may encounter bottlene ckI through the hierarchy of the labour unions i value proposition is not obvious to the Fechelon of their leadership unless there is multi-acfer collaborati. ve .i nteracti. on that med i. aOte i. nnovati. ons .i n bureaucracy through risk managefnept”i institutional design and transforYmational leadership (Torfing, 2018). IT •enssT;' : Digital industrial trainSing of bureaucratic leaders in the labour unions will remove the b. linyd pspjfontys of colonial distortRion of roles and engagements the leaders and their unions in industrial relatidns! : iV > j't and create a Edigitally compliant workplace where innovation lead functional and hierarchical organizIatVions (Wegrich, 2018). Behavioural modifications of leadership can create mnovation reaNdiness that embraces technological. COVID-19 pandemic creates unstable and competitive Uenvironment. Labour unions have to improve their productivity, efficiency and competitivenessand it is the responsibility of their leadership to drive this process with insignificant alteration to their constitutional objectives in the organization. Behavioural modifications of leadership can i ir : i; ,http://nncae. org. tig : j;r-. sy'its v.i. • . : •: ■.■.t ons . ■ansra.a i.: M '1 . zi. ,i create innovation n training (Koziol-Nadolna, 2020). Conceptual Framework In this part of this work, effort shall be made to explain certain concepts that are germane to th e underpinning of the title of this work. Such concepts includejlabour education, digital technologYy; ' labour leaders and training among others. R '! f; t1|§JA Labour Education R Sunmonu (1996) had recommended that Nigeria Labour Congress and its affiliBates should promoti human resource development and capacity building of the Nigerian traLde Iunion movement and ‘ j subsequently set aside 20% of their income for Workers Education and Research. labour education is largely non-formal in nature. Whereas formal Neducation attainment of labour J ;; ' ;ji!§ 1 i. r fjb Sirill! union leaders is becoming a prerequisite for leadership posiAtion, many office holders have not A'. considered higher degree as a condition for contesting foDr the position of leadership. In Britain* ■ . 75% of union officials had formal post-secondarBy edAucational qualifications in 1994 which was a ̂ f, Nsignificant improvement when compared to 75%I in 1990,44% in 1982 and 20% in 19727 . Industrial : : unions in Nigeria are categorized throughF hie rarchical levels into junior staff unions, senior staff T|unions and employers’ associations,O and are organized along craft and professional lines. TInhis :. ■ p l ; 8 I ?cOoDnfSi gHuprtaptrimoni n pan tdh pd emocratizi i q p n f f o r maYtailo np r lonfn atrtai ndnea lu antitoani sn mthprnofu gh n rthe Trade Unp q p r p m i i Q i t p f o ri oInp asr l(pAr smh ienn dn;rm vcent)K’itir^\rr »Ac:ict ' 1.ilhni § Is > | i|rjm - labour unions (Otutum, 2I01T3). /x:,": -:rdS r. I s; ' V■ R ; . V i ■- ! . i fIf ii Digital Technology r. i'lbdur. ;.f: GlobalizationE, technology and advancement in v v.V;N pandemIicV are the forces redefining the roles of labour unions in the organization, duties of their UN • • ' • 1M d' * |The economic landscape across the world is shifting. Innovativeness in trade and techriologyis • i .•‘•t 1> fostering new challenges that seek to redefine labour-employer engagement on union leaders! 1 . t1 •''{ J CJ Trade unions must devise new tactics and strategies to rise up to the challenges of the 21st century' it \ j.......•, jj :;V' ■' Vij f uIoLsi,n:ocnujKH-if 3 - . . . http://nncde. org. hgA - ; H ; III fit) ■ tj.rj } ■ us <: t tiieu Labour Leaders Labour leaders can only perform through the right labour education that give them the Skill sets!tQ T '-C mobilize their unions in the right direction. The path to labour union leadership is more or IesS ~ 4 »* through non-formal education. Leadership often rises through rank-and-file and develop v ; H r&M '< it. ? competencies through what Nesbit (2002) called ‘lay apprenticeship’ where prospective• leaiderSC ; - I »•>.'. -• VCA.| j understudy incumbent office holders and acquire the competencies by learning the language ahY<| modalities for political and administrative engagements. They also acquire the knowledge Rof the • union’s constitutions, rules and administrative procedures through trial and errors learAning. They become versed in the relevant industrial consultative and bargaining machinery ovRer time because they become involved through practice. The rationale for trade unionism is IinBtellectualismpremised on the working knowledge of industrial relations through th eL promotion of employewelfare, safe and decent work, workplace harmony, negotiatioNns and collective bargaining ', . ..techniques to mitigate poor working condition and underpeArformance at work. Leadership is j ;essential to effective functioning of trade unions in NigDeria. Poor leadership could Hamper the :advantages of trade unions. Lack of training, among oAther factors, can account for poor leadership, ' “j I; rtfB :- :• ' .{ 'll ..' . , ' ’ ; M- : y . r?. £*Dunmade, Kadiri and Aliyu (2020) conducted Ia study on trade unionism and employees’ welfare in the Nigerian Medical Association (NMA ) in Kwara State. The study used simple1 fandom % •f >,=. sampling techniques and descriptive staFtistics to test three formulated null hypotheses. 'Th£ ■ : . ;;is;? i findings corroborated Collins (2Y003 ) Othat trade unionism significantly impacted workers’ wor:k i: Ln g • ifj-i j, A5 conditions, remunerations and general wellbeing at work in Jos International BrewL J e. .r. ies' fPiit c[;I ' : mYi j3‘ supported the research caIrrTied out by Odey and Owan (2014) that participation in tr"a d.e.. .u..n.iiiolbn-2s ■ ' :j|l; significantly influenceS the welfare of works in Nigerian Maritime industry, and confirmedlGiehaba * % (2013) that trade Runion function of negotiations has significant impact on workers’ service aVnd joEb security in Kisii University, Kenya. The study hinged the performance of'trade „ j | unionisIm on effective leadership and recommended the possession of requisite leadership . .U quaNlities, acquisition of the knowledge of best practices in industrial relations and adepuatq :S!f fUtraining and education in the areas of collective bargaining and labour rights to enable trade union • ’ members maximize the lull benefits from their subscription and involvement in trade unionism! T ■ J ’111 t i J lB t f l l ■iff.! 3 . . . h ttp ;//n ncae. otg. ftg ; Iv£•: -»f5g- {•’ i) V f •; The role of digital technology training in the effective performance of Labour Leaders in 1 Nigeria : 7 / 7 W'-HM - ■ p 4 : ....f:__I ̂ 7- digital industrial training in order to remain competitive and up-to-date with their k n o w l eYd g e } ) and capabilities to cope with the changing demands of managing their labour union organizRation^ 5 I 1 1 RA organisational culture and support the corporate objectives of their empBloyers. In order! effectively utilise digital technology for the training of labour union LleadIers, there are ceflaitjj i factors and issues which must be given priority attention. ConsideNratio n of these issue's willhjelR :Mp//; If l i f ein the promotion and effectiveness of digital technology for the purpose of equipping the labdiip ; i i s a l ;■ i •: H i t > i'rd.'b- leaders with required skills and the achievement of union objeActives through effective leadership Some of these issues are discussed below: AD 1. Labour Leaders’ Training Need AnalysisIB Workers’ education and capacity develo pment of the leadership of labour unions reman! sacrosanct in the roles and resp oOnsibi Flity of labour union leaders. They organize co;n: fae rretnslcfeesj^: ; . k.il workshops and seminars to build the competences of their executive leadershipi, 1 -fiobr } !{Sj.-7li membership mobilizatiTon, Yrevenue generation, conflicts management, collective bargaining,I 1111 negotiation and change management. They also need contemporary soft skills in information _ mijj i and communicatiSons technology, interpersonal relationships and teambuilding. Ins tfhea pp^st]i i r union leadersR have mobilized their membership to confrontationally engage their■ teinbmep lliaosbydeoirul;rr:1E ieaTbfshtH'and Vthe government without following due process thereby creating social disorder'a brnic'r ' i ; I : hit; . jeconomic impasse for all stakeholders in the country. }’ Ip; .N • i i ■ ,■;U ; 1 : : , ; ; : . . ; ; *;-’5 ;,r. 'With technology and globalization, the rule of engagement is changing, and the business.! • V . .- iidlfii " 7$$ i landscape can tolerate minimal disruption without innovative change in the face’ of lean - . ,,i ., , , j. .?I•’■"'•'i "i'Si* resources and competition driven by the Internet and digital technology as the world' ac: c■e'•l.e'brcahtjej ?rv». ”; iI [Ij|Ir i;l v j illiitilils from the Fourth Industrial Revolution to the Fifth Industrial Revolution of virtual reality an ■ 'WvM::: at mi:; :.yfi; 4 i m . ■ y i n i : : d i : |http://nncae.org, nb 1 H I ■ • Of: : H;; r ; .5 j ? ■ ihiUll! (!:!■ i . i ‘ * ,-S u ! r n > m '*.• i ' i i l l t l digital synergy. As labour unions redirect their orientation towards the leadership, it is imperative that labour union leaders focus on digital industrial give themselves and their members a competitive edge in their organizations. The implicatiori l:; ot determining the training needs analysis of labour union leaders is to elicit digital trai'nihp* 11 | | interests and design appropriate training curriculum which aligns these interests with skill sets that are necessary for contemporary workplace and effectiveness of these leaders.; YIt .;:r ■ therefore becomes important to carry out a thorough need-gap analysis for the labour Runion , •'I leaders before designing suitable digital training which can achieve set objectives. A ■ ;ij{|,.R ; •■'■II iifiBg (|a|i IMllsl l l f l i 2. Digital Resources and Online Training B j>i.:■ f.*'; ]i?t|j|!;|i|!^&l! i h :P'M No meaningful digital industrial training can take place without well thoIught out prdgramm||p|i| 11 la llil tor the digitalization of the processes of membership education a mLong labour unfons.”TjhebTi| l l i i > w availability of digital resources such as e-library and online traNining for labour unij o!’ini f leadIHe!r sl-;iliil'• 5 if i!i: iTA'- mifh where they can access information that they need for dDecisiAon making and engagement of their 1 1 1 I11 IJf d r»1,1 i|f ■ijf p f stakeholders for the improvement of their unions on one hand, and access to online training facilities with minimal disruption to their daily operations on the other will go a long wayTq® increase their new capabilities as leaders. IB A T #w.<'u fpf i l 8 3 l l i f dhi'v- i | | | i ■ ■. i :ts %C:i w.' y.■$ . 'iTs i ?! viL li.V Carneiro and Costa (2020) advocOated Ffor digital unionism as a renewal strategy and the use'ofs• • •■ !i f •';' -fo j Cj' /( Tj‘social media such as Facebook , Twitter and Instagram to coordinate and promote l; aj bIof juj jr p i II relations for labour unioTn lYeaders. Traditional leadership is giving way for digital leadershipI j A iS 'o r g ^and labour unions need to find creative ways to increase their leaders’ digital presence and:i'jvipi'iTi j jhe- • competencies (SchSoemann, 2018). T’V,: ’Hi | jp§3§ $private sectors) and employees (through their labour unions) are shifting more to co llabb ra tiiM |i||||||; |i| to build their institutions for development through the use of technology as key sAtakeholders j g work together to build frameworks to recover from and survive the hostile andR tough operating’' |: , i ! 4: environment posed by the effects of global pandemic of COVID-19. ABs a result, adeqtMtS* , nil-!} '& in funding of leaders ’training should be factored into the intern alL pro Icess of labour union ’ Ills imIfItmiIi imovement. N ■ I, , . ln!ji ill i i i i iA ; ■ : c: u! ;i! . i : ■ Digital Readiness of Labour Union Leaders 1Labour education of union labour leaders cannot bDe possible without training, contemporary training that involves digital learning with robust curriculum. Before IB A , t‘ hQe ,le: jaTdi Je-frl s ̂ ■ f : L-f: <’■ Kjjf can employ digital training, they must ha ve acquired digital skills and be ready to make use aj' i i » i various technology platforms. TheseF digital skills and competencies will help them to access ' I)• [ ik |-!j• f * •i .'iV ’ ’• Tl LSand use these platforms for theirO training and development as labour leaders. They are expec.feq1 -;j < 'jjrj' jMtfto use and interact with facilita tors when they are given the curriculum, learning materials anc g l i a-• • j.j. p'i! , assignments on electronicY/digital discussion boards, blogs and chat trails. Some v ' e's':e1 , J 1 P1 irfisl include Whatsapp, FIaTcebook Chat and Telegram and similar chat groups on the interneit: !»Pm■ " ’ i l l Synchronous leaSrning environment enables the facilitators and labour leaders to engage and interact virtuRally real-time simultaneously using video chat, audio chat and text message. , Google EWorkspace, Google Classroom, Microsoft Teams, Facebook Workplace, Slack andV ;:2:|InsItagram areNenvironment provides for blended digital learning where employees are exposed to btohteh xoun-lIirriiqs I ' i l lmU interaction and face-to-face facilitation. The labour leaders need to have acquired bjisic digital l i tsk, i.l..l s to navi. gate th, ese tech, nol, ogi. cal, platforms if they wi.l.l. successf-u l..l y get trai. nhed': t i b . t M & i ' i fVtAh'.'Cr Wough* F m! * ‘Idigital media. r t h M driftiIi IatlIjd:L'i'l'i- • i tMi ill & f" V3i{>H£ '• i' n' i .. .http://nncae.org.ng m m 1. :\i; .... International Labour Organization (ILO) acknowledged the impact of COVID-19' pandemic on labour, welfare, competences and productivity and asserted that skills development1 a n | pfrt (f | | lifelong learning should form a part of the prerequisite for economic transformation. This fii L.LY means that ILO recognizes the role of Adult Education in upscaling skills and competences in the future of the world of work in a post-COVID-19 ecosystem and places the responsibility' G ,||> on not only governments and companies but also Trade Unions which are key stakeholders id : ilis lll ■j ;* 'j. , i 1 k**t f aY ^ y i ^ * the determination of professional development of workers across cadres, levels, disciplineRs and: ’« industries. Ai !l !l| a :::u Management literature from Weiss (1983) is critical of Max Weber’s bureaucraRtic leadership! :vi! (tHCii.fefji ■ which is based on hierarchy of authority and functions through strict IaBdherence to rules’ regulations, procedures and standards set by governing frameworks ( PLaudel and Gupta) 2|S|$jf ypn,l,ljt ) f i l I I|1 He opined that innovativeness and creativity can fuse functional Nand hierarchical ordamzationg into bureaucracy to create a post-bureaucratic organization tAhat is adaptive to the contemporaD : . : i< ; , r.:ys • • ' ;" $ ©ii il •f; society; an organization that is proactive and responsive to changes in its environme;nti (i Cv-hnen, u! \ ... ALU! ' pgw •) Ug S3 2019; Bretschneider and Parker, 2016; Styhre and ABorjesson, 2006 , Damanpor, 2002). ' i |B : . A A 3-I ;-;v :. ; fS&t-•' Conclusions I iv i..-Ln. '■&:? \v, themselvIesV and innovate new ideas for their membership. This requires what Abbu, Muggej :AA;A; »* |t| •-*•' F •GudNergan and Kwiatkowski (2020) described as digital leadership to build the character and/L-Lp!. v ' ■ ■ ■ j :J . .T j|;Ucompetence of the labour union leaders to respond to the challenges of managing their labou?I ... • ;l '. ..m. ittUma punions in the New Normal World. ■ i • :ii . l i i i .: .i riVfij, ;: ;.v i.il? -SlUliJi ' i p i !Sl sj! I-' . . . http://nncae. org.tij ' i. ii ; i i : ; A i -V ., 'G..r a ., '3P i l I The effectiveness of operations and activities of labour unions in the New Normal World!will - , depend on the level of digital capabilities of their leaders. There is, therefore, a need forre’' § f | ! f [f l i® of the unions’ policies and programmes to ensure that their leaders receive digital education which 1 'll,: • ||1 P m k \ will enable them upgrade their skills and competences to discharge their duties effectiveness!! The labour union leaders need new skills and new competences that require a rededi'^ib|f |] Y unions’ training curriculum. Labour unions can partner with training institutions and R partners to develop multidisciplinary curriculum which incorporates trends in the globalA econohajl, L ; ]■: i; ■ * iii fj i i i ip i i i i i ip * and development in the world of work. Labour union leaders should be given refresRher courses 6id | | j | :|p | | | | automation and digital education as well as provided with necessary diBgital tools communication and work planning to function effectively. Labour unionIs may consider: the s S ! i || |i | |J « provision of digital library resources for their leaders to increase their kn oLwledge base ' f lN s s h ' J \ Funding plays important role in the provision of digital educatioAn for labour union leaders. Laboihf ; V; ; < unions should prioritize digitalization of their activities aDnd devote certain percentage..s.. ..o..f.. t‘hleiiri i l i iItl l:l’il;r:. i j!' U revenue to the digital industrial training of their leadeArs, and members 1-----^ ------- - be a factor of their annual revenue but a benchmaBrk of 15% may be set transformation over the next five years. This hIas implications for their revenue collecfio; their leaders must drive the process toO ensuFre that meo re members benefit from labour unibn i^i$$ i|jencourage active participation as fin ancial members.Y Labour unions leaders neeId Tnew skills and competences to perform their duties in gui’iiCdISi’n fg' jthehi?r '■: ’i! T ;i Mplabour unions to interSact and engage their organizations and society at large in this uiguaiyi, , >.i>l . . -ill 4 1 conscious environRment in Nigeria. Organizations are moving towards rapid digitalization of their ; .<-.L' . 'LksU- Ti’d processes andE the rule of engagement has changed. Labour unions shouldi cohsiderf tfi'e ■. f ; implemenVtations of digitalization of their training and expose their leaders to the riug?ht curriciu lum fir u r nM s - 8 t to enNableI them develop the right competences for the New Normal World. .IK lillll U m1 m IIIl !i • - . . V ' , .. «; utsssttM;■ afwif qljl srq! ’ •: MM h 1-i?! ill I i- - i : 1 ■-•£{ : is? s Hn; ji i s: if:’; hi jsd-jl , .. ■ , ■ t h- . I . .Jittp.V/nriCae.OrglMttg j = | ■'■is j;l II] References Abbu, H., Mugge, P., Gudergan, G. and Kwiatkowski, A. (2020). Digital Leadership - and Competency Differentiates Digitally Mature Organizations. IEEE Internationalv, V : 1 Conference on Engineering, Technology and Innovation (ICE/ITMC) Bretschneider, S. and Parker, M. (2016). Organization Formalization, Sector and Social Media: ff J f | f | Does increased standardization of policy broaden and deepen social media us: e■’ ;•: Y■ :h ; ; •C P iiinrj(liPlPHI . . . organizations? Government Information Quarterly. 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