Repositioning Adult Education to Boost Socio-Economic Transformation in Nigeria through Inclusion of Environmental Literacy (Published)
Briefly put, Socio-Economic Transformation (SET) as a concept, refers to a process of sustainable improvement in individual (per-capita) and national (Gross Domestic Product) incomes resulting in improved standard of living and poverty reduction through intra- and inter-sectorial mobility of labour, following quality education and skills development. Using this definition and available statistics to assess the current state of SET in Nigeria, this paper has shown the country’s failure to achieve her related dreams, plans and visions over time. The contributions of Adult Education (AE) to SET in Nigeria have also been established in this paper to be limited by the virtual absence of environmental content in most AE programmes. Environmental Literacy (EL), on the other hand, has been shown to be imbued with significant environmental content related to SET, and which could remediate the said limitations of AE. Accordingly, the paper recommends repositioning of AE through inclusion of EL to boost Nigeria’s SET. The country’s National Commission for Mass Literacy, Adult and Non-Formal Education is recommended to pilot the repositioning process. Furthermore, the author of this paper has included here, a practicable diagrammatic model for possible adoption to facilitate the process of including EL in AE.
This paper examined how adult education can be repositioned to address youth restiveness in Rivers State. The study was anchored on John Burton Human Needs Theory. The key instrument for data collection was Focus Group Discussion (FGD) in three Local Government Areas in Rivers State. The views of experts in the field of adult education through interviews were also used to complement the experience and personal observation of the writer. The findings of the study revealed that the causes of youth restiveness include illiteracy, poverty, unemployment and insincerity of the community leaders and the activities of the politicians. The author concluded that adult education if repositioned can address youth restiveness and other emerging issues in the society. Based on the findings, the writer recommended among others that adult education objectives, scope and curriculum should be revisited to address the developmental needs of the youths and that adult education agencies as a matter of urgency should form a synergy
REPOSITIONING NIGERIA YOUTHS THROUGH THE TEACHING OF MORAL INSTRUCTION IN THE 21ST CENTURY (Published)
The study focused on the repositioning of Nigerian youths through the teaching of moral instruction, the study specifically aimed at finding out if the objectives of moral instruction could help in the youths. Two research questions guided the study and a hypothetical statement was raised. The population of the study include all the moral instructors in the 176 secondary schools in Ebonyi state out of which 100 instructors where selected using simple random sampling technique. Questionnaire was the instrument for data collection. Data was analyzed using mean while hypothesis was tested with test at 0.05 level of significance. Results of finding showed that the objectives of moral instruction ore rich enough to inculcate good habit in growing child. Secondly the content of moral education if implemented is capable of repositioning the youth for effective social development. Based on findings recommendations were made.