Addressing Prevalence of Prostitution in Nigeria through Non-Formal Education Provisions (Published)
The prevalence of prostitution in Nigeria has called for concern of governments, NGOs, scholars and professionals including adult educators. This paper examined the prevalence of prostitution in Nigeria, its causes, as well as its effects on the prostitutes, their patrons and the lager society with a view to exploring how adult and non-formal education provisions can be used to address the menace. The paper concludes that non-formal education provisions such as vocational skill acquisition, moral education, literacy education, public enlightenment, anti-trafficking campaign and rehabilitation education can go a long way in addressing the prevalence of prostitution in Nigeria.
MANAGING QUALITY IN THE NON-FORMAL SECONDARY EDUCATION SECTOR: A CASE STUDY OF INDEPENDENT COLLEGES, MIDLANDS PROVINCE, ZIMBABWE (Published)
The study is an evaluation of the quality of education offered by small independent colleges in Zimbabwe. Focus was on (1) the level of compliance of independent colleges to the government requirements on quality education (2) perceptions held by students on the quality of education they experience in the independent colleges and (3) challenges faced by independent colleges in providing quality education. Data was collected from the 320 respondents being students, staff of the independent colleges and representatives from the ministry of education and culture and the Zimbabwe Council for Education (ZIMSEC). The main instruments of the study are questionnaires and interviews. The study found out that Independent colleges are failing to meet governments requirements on quality education and their students have negative perceptions towards the quality of education they are receiving. Lack of funding emerged as the main challenge affecting independent colleges in providing quality education. The study recommends the government to strengthen its monitoring and supervisory efforts in the non-formal education sector. Independent colleges are also urged to seek strategic partnerships with other players locally or internationally to reduce their financial burden.
ROLE OF NON-FORMAL EDUCATION IN ENHANCING NOMADIC PASTORALISTS’ CHILDREN’S ACCESS TO EDUCATION IN KIRISIA DIVISION, SAMBURU COUNTY, KENYA (Review Completed - Accepted)
Education is a fundamental right of every person, a key to other human rights. Article 28 (1) of the United Nations Convention on the Rights of the Child (UNCRC), 1989, declares that all children have a right to education. The right to education requires that young people be given the opportunity necessary for the acquisition of knowledge, skills, attitudes and values that will enable them lead happy and productive lives as individuals and discharge their social duties for the betterment of life in the society. The shortcomings in the provision of education via formal education, calls for non-formal education as a complementary approach to enable the adult and out-of-school youth who are unable to access education in the formal way to access education. This study set out to investigate the role of non-formal education (NFE) in enhancing nomadic pastoralists’ children’s access to education in Kirisia division, Samburu County. Two research questions were formulated to guide the study. Research Question One aimed at establishing the trend of enrollment of pupils in the NFE programmes while research question two sought to determine the extent to which NFE programmes have enabled pastoralists’ children join the formal education. The study applied a descriptive survey design. Data were collected by use of questionnaires and interview schedules. The findings revealed that, NFE had increased nomadic pastoralists’ children’s participation in education. The NFE programmes had also enabled the pupils join the formal education sector. The study recommended that the government, the NGOs and other support groups should step up their support for the NFE programmes by for example supporting the teachers who are key facilitators of the programmes