You have no items in your shopping cart.
ABSTRACT
This study investigates the Role of Adult Education programmes to the national development (a case study of Ovia North East local government area of Edo State. Four (4) research questions were raised to guide the study. A total of One Hundred and Fifty (150) adults learners were selected through purposive sampling techniques from the Six (6) adult education centres in Ovia North East local government area where used for the study. Questionnaire was the major instrument for data collection and the questionnaire was designed and validated by experts in the department of Adult and Non-formal Education, Faculty of Education University of Benin. Data were analyzed using descriptive statistical techniques such as tables, frequencies counts, and simple percentages. Findings of the study revealed that adult Literacy programme contributes immensely to sustainable development through enabling adults to acquire vocational skills that would promote gainful employment, raise trainees‟ general standard of living, make trainees self-reliant for sustainable development, help trainees cope with technological changes for sustainable development, enable trainees to become productive and useful citizens and improve one’s economic well-being. It was further revealed that the factors inhibiting Adult Literacy Programmes include: Lack of understanding in respect of the concept and content of adult education programme, lack of infrastructure for the implementation of adult education policy initiatives, inadequate research facilities for adult education programme, lack of relevant curriculum that are development oriented, poor funding of adult education programme and culture/social barriers.It was recommended government at both the national and state levels should draw policies that will make adult literacy effective and more so make good provisions for adult education in their budget. It was further recommended that adult literacy centres should be built and well equipped with learning facilities to attract participants. This will motivate adults to participate fully in the programme. The use of halls, primary schools, churches as learning centres should be totally abolished.
