CONFINTEA, EFA, MDGs AND SDGs: Reviewing Goals, Targets and Nigerians Policy Framework for Adult and Lifelong Learning (Published)
This article examines the various international commitments to adult education and lifelong learning such as the CONFINTEA, EFA, MDGs and SDGs. The paper reviews the goals of these global declarations comparing the 4th goals of SDGs with EFA goals and constrains to attaining the CONFINTEA, EFA and MDGs in Nigeria while reviewing the efforts of the Nigerian government in attaining these goal. The paper argued that adult education is a Cinderella of all global policy framework for development, but it has received lest attention and less budgetary allocation in Nigeria and that the policy deficiency in lifelong learning and adult education over the years could undermine the attainment of goal 4 of SDG in Nigeria
The Sustainable Development Goals Program was adopted by the United Nations in September 2015 and is an evolution of the Millennium Development Goals Program (2000-2015). Its main axes are economy, society and the environment, with an emphasis on education and training for professionals, which are considered to be fundamental foundations of economic and social development. UNESCO is called upon to play an important role in implementing the Agenda, as it has both the right experience and extensive diplomatic networks. To this end, it has drafted official texts on the achievement of the Agenda 2030 objectives. Its recent text, “Third World Report on Adult Learning and Adult Education” (GRALE III), presents the results of an international research involving 139 UNESCO member countries on the impact of Learning and Adult Education on Health, Prosperity, Employment and the Labour Market, Social, Political and Community Life. Adults need to redefine their work profile and strengthen it with the right skills that will let them respond to the mental, physical and emotional demands of the new labour market. Which are though the right skills? Since specialized skills seem not to be adequate, emphasis has been lately put on emotional competence, which may contribute to the creation of a healthy working environment (Goleman, 1998). This study, through the qualitative analysis of the above-mentioned text, tries to capture and investigate whether there are references to skills related to the field of emotional intelligence in its content. The analysis of the text shows that references are made to the categories of interpersonal relations management, self-management, self –awareness and self-confidence. In particular, there is a strong need for policy makers of adult education to help learners develop communication, cooperation and tolerance, face difficulties, improve this lives, connect emotionally with others, join in community, sustain social connections.
Adult Learners’ Preferences in Institutions of Higher Learning: A Case of Africa International University (AIU), Kenya (Published)
The adult learner emerges in the education system as a new breed of learner that the traditional education system had not anticipated. This poses challenges to the traditional education system as student preferences of various learning styles may shift depending on the learning situation. This paper is a call for lecturers in institutions of higher learning to develop teaching strategies that match the learning preferences of post-graduate students for enhanced learning. Descriptive survey design which used the cross-sectional approach to data collection was adopted. The population constituted all the 397 post-graduate students at Africa International University out of which a sample of 199 participants from the post-graduate Diploma, Masters’ level and Doctoral programmes was obtained. Data collection was done using a questionnaire guide and analysed by Statistical Package for Social Sciences (SPSS). A modified version of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) was used to measure the learning preferences. The findings revealed that majority of the students preferred participant, both independent and dependent and collaborative learning. Learning preferences vary according to the learning situation and the teachers’ style. The paper recommends exposure to various learning strategies by lecturers.