CHAPTER ONE

INTRODUCTION
Background to the Study
The introduction of western education to Nigeria in the
nineteenth century brought a significant innovation to the hitherto
preliterate Nigeria society. After a period of hesitation and reluctant
to accept the new education system established on the Roman script
and the alphabet, Nigeria began to embrace the innovation with
vigour. Soon, formal school system proved inadequate for the
growing school population. A large part of the learners could
therefore not be served. Those who left the school system early had
no opportunity to return and those who did not satisfy the
requirement were not given attention by the limited formal school
facility.
Apart from the formal school systems that were established, a
large number of the people still remained illiterates and were
uneducated. The launching mass literacy campaign in Nigeria in

1944, 1946, 1960 and 1982 were essentially to raise the number of
literacy Nigerians.
It must be stated that literacy education is an important tool
which liberates man as it brings about progress to its fullest
development. In other words, education is an instrument for social
changes being it deliberate or casual. Even individual and community
development are educationally based. A good system of education
does confine any individual to a field of learning a set of discipline in
social/community development for transformation of their societies.
Therefore, when talk of about literacy, we are talking about the
type of education that makes the adult functional and sufficiently
enough in this rapidly developing and sophisticated world we are
now in as the concept of adult education and literacy alone is myopic
because it includes manpower promotion, rural development,
promotion of civic training, development of creativity and knowledge
and to read, writes and calculated at least in local languages.
Apart from the above, adult literacy programme is focusing not
only on basic reading, writing and calculating, but is essentially
2

functional in nature, combining adult literacy training with the

development of functional skills related to the rural target groups
most important needs. It includes training in such fields as sanitation,
hygiene, preventive health care, population matters and the important
of clean water supply. The curricular also includes functional training
activities related to improve basic rural skills and income generation
for the enhancement of sustainable rural community growth. This
programme component is implemented through direct involvement of
rural communities with special important being given to the role of
woman.
Adult literacy is therefore, expected to reinforce some virtues
in the masses in order that they may rediscover themselves and
participates actively in the development of the country as it serves as
the avenue through which people could be liberated from the restraint
of ignorance, poverty, operation and the likes. It gives the adult more
knowledge, wisdom and makes them more skilful for the betterment
of Nigeria.

To achieve the objectives above, the Federal Government

established mass literacy commission that is, National Commission
for mass literacy which is in each state, offices are established with a
corresponding Adult and non-formal education departments are the
Local Government level.
The establishment of Adult education centres at Local
Government level was lauded as if there had come, a solution to
solving the problems of literacy or at least raising literacy level.
However, a lot of problem inhibits the success of such
programme in this Local Government, majority of those problems
border on the implementation of the programme however well
conceived, if poorly implemented will not achieved the objectives. In
this Local Government, the adult instructors employed to teach
learners are not given enough encouragement through prompt
payment of their stipends. It is paid haphazardly and sometimes run
into month without being paid.

Secondly, the instructors who are employed on part-time basis

have no adequate funds to improvise teaching aids and in some
instances teaching materials are not available to them.
Coupled with this is, the poor publicity given to adult
education through print and news media; In fact some of the adult
illiterates who attend this classes, apart from their myopic interest,
are not aware of the advantages derive from there. They come to
classes at will and seasonally. For instant, you hardly see half of the
classes population during the raining season when they have work
on their farms.
With the above mentioned are adequate classroom and
accommodation for the adult leaners, who have no permanent
structures on their own. Their lessons are carried out in churches and
primary schools or corridors.
The inhibiting effect of the above is not as much as the poor
socio-economic status of the learners who struggle for what to eat
from morning till evening, having no time for leisure, relaxation or
undertaking which have no immediate gratification.
5

The rural dwellers are not adequately enlightened on the needs

to acquire education as a way of problem solving in everyday life
encounter in trade, commerce, agriculture, society and so on.
The time of implementation of adult literacy programme
among rural dwellers further compounded by inadequacy of logistic
support, hence adult education classes are not limited to Local
Government headquarters because of this problem of getting to these
rural dwellers.
Supervision, monitoring and evaluation (formative and
summative) which the adult education officers from the adult
education offices are suppose to do on regular basis are not done.
Therefore, were adult education seems to exist; they have no standard
and uniformity to operate. With the catalogue of issues raised above,
It has become necessary at this junction to conduct a study of
problems inhibiting adult literacy programme in Moro Local
Government Area of Kwara state.

Statement of Problems
According to Omolewa Aderinode (2009) it is not an
overstatement that level of illiteracy has reached an alarming rate in
the country over years despite all the efforts being made by
Government (Federal, State, Local) to improve literacy level by
reducing illiteracy among rural communities.
It may amaze readers that despite all the efforts made by
Kwara state Agency for Adult and non-formal education in
establishing twenty Adult Education centres in Moro Local
Government of Kwara State, staffing them with qualified graduates
and Nigeria Certificate in Education (N.C.E) holders with
corresponding supplement of staffs from the Adult Education
component of Local Government Education Department, literacy
programme are still inhibit by many problems in this Local
Government Area. The major problems include lack of adequate
remuneration of instructors who are the implementers of the
programme. The Local Government Authority does not make
adequate provision of funds to execute the programme among rural
7

dwellers. In fact, lack of awareness due to poor enlightment and

publicity is another obstacle of this programme.
Purpose of the Study
The purpose of this study is to look into what constitutes
hindrance to literacy programme in Moro Local Government Area of
Kwara state. It is not the above mentioned alone, we equally want to
identify where such problem come whether from the Federal, State,
and Local Government, Moro communities or the adult learners
themselves. It is only when these problems are reasonable identified
that we shall through our empirical study suggest solutions that we
would ameliorate these inhibiting factors.
General Questions
(1)

What are the problems inhibiting against the successful

implementation of Adult Literacy programme in Moro Local

Government Area of Kwara State?
(2) What can be done to alleviate these problems inhibiting
against the successful implementation of Adult Literacy programme
in the Local Government Area?
8

Research Questions
The following are the research questions
(a)

What are the general problems inhibiting literacy

programme in Moro Local Government?

(b) Does non-payment of instructors stipends as at due
contribute to defective training of adult learners?
(c) Does literacy programme in this Local Government
contribute to rural community development?
(d) What are the reasons for the adult learners poor
attendance in literacy classes?
(e) Why do most adult fails to complete their literacy
training and vocational acquisition scheme before withdrawing?
Research Hypothesis
1.

There is no significant different between the problems

inhibiting Adult literacy programme in Moro Local Government Area

of Kwara State.
2.
There

is

no

significant

different

between

the

contribution of adult literacy in the rural community.

3.
There is no significant different between the nonpayment of instructors stipends which has led to defective training
of adult learners.
9

4.

There is no significant different between adult learners

poor attendance in literacy classes.

5.
There is no significant reason as to why Adult fails to
complete their literacy training and vocational acquisition schemes
before withdrawing.
Significant of the Study
Any research in an area of knowledge however fragmentary is
contribution to knowledge. Therefore, it is expected that this research
outcome if adopted will tremendously ease the implementation of
adult literacy programme in Moro Local Government Area, bearing
the following class of people in mind.
To the Government (Federal, State, and Local) they should
bealive to their responsibilities in areas where they are lacking or less
effective. For instant, it is not only by setting up structure that will
facilitate literacy programme through adequate financial support,
monitoring and evaluation to make it work.

10

To the instructors, areas where they are deficient should be

highlighted and solution

sought

for

the through adequate

remuneration and training.

The rural communities will also be enlightened on the needs to
imbibe the culture of literacy as a vehicle to individuals and
community development.
The learners themselves will be enlightened enough to know
that if they want to live well tomorrow, they should start living well
know, because education and skill acquisition in both affective,
cognitive, psychomotor domains are essentially for individuals and
community transformation. Therefore, this research is aimed at
raising their consciousness.
Finally to the academics, who are interested in a research of
this setting, this research will serves as a reference point to further
their researchers or a critique may be made and news findings
substituted.

Definition of Terms
11

Literacy: - This refers to the ability to read, write and

compute numerals.
Adult: -

A person who is grown up to full size and is more

than twenty years is an adult.

Adult literacy: - Refers to all activities with an educational
purpose that are carried out as part-time or leisure time actively. It
could be seen as the body of organized educational process.
Community: -

This refers to a group of people living

together in a contiguously delineated area. It can also mean a group

of people having the same culture or a religious belief who are
occupying a known area.
Development: -

To develop or being develop a situation

where one moves from simple complex, from poor rural communities
to urban and more sophisticated one.
Education: -

This is a systematic training and instruction

for the development of characters and mental power resulting from

such training. Development of knowledge, abilities and mental power
resulting from training.
12

Skills: -

Ability to do something expertly.

Adult learners: - An illiterate adult who comes to adult

education class to acquire reading, writing, in numeracy, computation
and skills.
Instructors: -

These are the people who are employed on

part or full time basis and are paid to teach the adult learners.
Rural Dwellers: -These are people who live in the remote part
of the Local Government or in an areas where there are sometimes no
roads, light or water.

CHAPTER TWO
Review of Related Literature
13

These chapter relevant literatures on the basic concept of the

study are neutered. These are arranged under sub-headings.
(i)
(ii)
(iii)

Definition of Adult Education.

Role of different forms of adult education.
Adult education programme. Theoretical framework

factors militating against the successful of adult education.

(iv) Appraisals of literature reviewed.
Definition of Adult Education
Adult education is the ability to acquire the basic knowledge of
reading, writing and do simple calculation by person who had grown
both together to full physiological, psychological, social and mental
features.
Adult education is the ability to full grown up mounds and
woman to read, write and compute
Smilt, (2009), sees adult education as a discipline organized in
systematic basis buttressed with research institutions of higher
learning and having its own terms and concepts.
Omolewa, M.A (2011), sees adult education as an organized
body of education processes. Whenever the cement level and
14

methods, whether formal or otherwise, whether they prolong or

replace formal education in colleges university as well as in
apprenticeship whereby person regarded as adult by the society to
which they belong to develop their abilities enrich their knowledge,
improve their technique or professional qualification turn them in
new direction and bring about changes in their attitudes and behavior.
The concern of adult education aims aim at promoting changes
in the adult population and the society. This means that is primate
changes, as well as assist fmen and women to control both the
changes in the environment in which the change occurs.
Roles of Different Forms of Adult Education
The role of educators becomes more pronounced is that we
appreciate that people must first to learn to become, dissatisfied, and
with the ways in which they are making their livings. The great needs
for educational provision in Nigeria are to enables the people to make
their own decisions, either economic, political or education. In other
words, it is to enables Nigeria to loons themselves out of poverty, and
thus be able to place themselves on the right path in the search for
15

lives, and prepares them to participate fully in the life of the society.
The true position is that education combined off with the socioeconomic and vocational training within the framework of
development will satisfy the basic needs of the masses.
The integration of such goals in the Nigeria society will seek to
achieve two major objectives.
(1)

It will seek to enhance economic development and cater

for the culture and socio needs of the Nigeria communities

(2) It will make it possible for learners to participate
actively in the life of the society from within, and towards better
living. Some of these learning influences are not necessarily found in
schools but rather in the experience of people daring the course of
their lives.
(3) The agent involve in the organization of the following
forms of adult education are common. These are:
(a)
Formal education: Adult education is formal
when it involves in pubic examination pattern of the country. In all
modern state, for examples, there is a comprehensive scheme of state
run schools for the education of youth. The administration is
16

normally based on a number of years of compulsory education,

covering the primary and secondary levels and continuing through
the progress is marked by public examination and awards at each
ladders.
(b)

Informal education: -

Much the knowledge is

acquired in life is obtained outside school. Adult education employs

the informal methods when the education envisaged is not planned as
a teacher plans his lessons.
(c)
Non-formal: -Yahaya (2010) says non-formal education
is closely related to informal education. It involves the type of
education which people acquire rather casually. The only difference
between the two is that informal education may be consciously. In
many cases, it comes through interest.
(d)
Vocational or training institutes: - It can be
organized by both government and non-government agents for the
purpose of training. The concern of adult education programme is to
reach out the illiterate adult learners whose interests and motives, do
not only bother around learning and reading but also continue to use

17

the reading skills in practical sense in the day-day activities of those

adult.
The syllabus of adult education therefore, reflects the needs
and desire of adult examples.
(1)

The ability to read and write ones letter without having

to look for assistant, the ability to give the date of birth and dealt of
him and the entire family and so on.
(2) Ability to read, do simple arithmetic, weigh and so on is
an economic advantage.
(3) Ability to show that5 a particular person is not illiterate,
and show once status in the society.
(4) Ability to read ones name, vote, and recite national
anthem and so on, makes for the fulfillment of responsibility.
(5)
Ability to read the scripture that is Quran, Bible is an
evidence of religious motives.
Opportunity for adult to continue their education leading to
more or additional qualification in higher education. It can be used to
develop other programme.
Promote further learning and open the door to the mysteries of
life and living for the whole community.
18

Adult education has also helped in the area of skills

acquisition. Omolewa, (2010) opined that adult education is the
development of man and the society, put succinctly; Omolewa (2010)
has seen adult education with the following attributes.
-

Eradication of illiteracy.
Encouragement of self actualization.
To prevent relapse to functional literacy and create

conditions for successful post literacy education.

Creating better and literate society.
Eradication of ignorance, reducing poverty and disease
among urban and rural dwellers.
Development of vocational skills to enhance adult
meaningful participation in rural development.
Promotion of manpower, developments for sustenance
of achievement.
Theoretical Framework of Adult Education Programmes
Adult education programmes have not only been restricted to
reading, writing and arithmetic skills. It also encourages acquisition
of vocational skills and civic education. The different adult education
programmes are discussed as follows.
19

(a)

Traditional education: Okedara, (2011) stressed that

traditional education is an isolated extracurricular activity, which is

self justifying and an end in most cases it is also transmitted through
tradition from one generation to the other. It gives education of
origin, culture and so on. The language and vocabulary is universal
and common to all persons. It provides learners with skills essential,
for humanistic motives viz ethnics, religious, professional, social,
age, or sex differences. The target of traditional education is all
illiterates.
(b)

Woman education:

This type of education gender

based, it is geared towards the emancipation of the female gender,

and it leads to the empowerment of woman as it emphasized the
duties and right of the woman folks.
(c) Functional education: It combines socio-economic
and vocational training within the framework of development
undertaken. Its aims remains solely to mobilize and acquire
information, new reasoning and critical power at his competence and
wider his intellectual and social reasoning.

20

(d)

Civil literacy:

It is planned to give educational

training for good citizenship. It involves both duties and right of an

individuals to him and second to his society within the context of the
law of the land. It also teaches human behavior with society or
environment.
Muhammed (2012), people drop out of adult education
programme due to insufficient motivation. There is a need to embark
on pre-literacy campaign to intimate the participants with the goals,
objectives and fruits of participation in the programme, which must
be designed to suit their environment.
The method of teaching of teaching adult education
programme must be imaginative and lively. In motivating of the adult
learners, care should be taken to disentangle him or her from some of
his community responsibilities. So that he can concentrate on the
literacy programme.
Adult can also be shown films of adult classes in order to
motivate and amusement the when they see themselves in action.
Excursion visits to important places can also be used to teach the
21

adult viz observation, assignments, written test, practical, exercise,

prescribed examinations, lecture, discussion and demonstration to
mention a few.
Omolewa,(2008) believed in careful development of adult
education programmes.
These programmes must be capable of making learning as
attractive as possible. Community leaders could be pooled together to
form a race communities so as to assist effective teaching force.
Classes should be arranged for limited use. There should be the
avoidance of indefinite class period. This called the demand zeal of
these adult learners.
Problems Affecting Adult Literacy Programmes
Inhibitors are not facilitators such as they are discussed in the
negative. Okedara (2013), listed problems inhibiting successful basic
and post basic education as: (1)
(2)

Inadequacy supply of funds by the Federal Government.

Absence of the right of adult education administrative

structure.
22

(3)

Programme discontinuity arising from political

instability and abrupt frequency change of Governments.

(4) Lack of motivation of the rural masses/ people and
inadequate use of media for mobilization and awareness of related
matters.
(5)
(6)

Ethnic plurality.
Inability of adult education agencies tom develop

necessary and adequate primers.

(7) In exact illiteracy figures which affect data collection
and planning.
(8) Inadequate political will and commitment to adult
education arising from lack of ideology clarity.
Apart from the above mentioned, the learners themselves do
not show enough enthusiasms to embrace literacy programme
because of poverty as the daily go out from morning till evening to
search for their needs.
According to UNESCO (2012), traditional literacy has only
one intrinsic objective namely the teaching of reading and writing
accompanied by elementary arithmetic, unfortunately many adult

23

learners do not wait to acquire these skills functionally before pulling

out the programme.
Ones (2011) stressed that traditional literacy is an isolated
extracurricular activity, which is self satisfying. We are yet to achieve
these qualities in adult teaching and learning. Rather than an end self,
adult literacy has not been able to prepare the learners for the social,
civic and economic roles that go beyond the limit of their
rudimentary training in reading and writing.
Other problems that inhibit adult literacy programme are
according to Betsy (2010) time scheduling, Msimuko (2013)
inadequate use of lightening, obstruction of light for adult learners,
use of small prints instead of large ones, speaking loud enough for
everybody to hear and so on.

APPRAISAL OF THE LITERATURE REVIEWED

An appraisal of the works of the various authors on adult
literacy programmes and problem inhibiting its successful delivery
among rural dwellers revealed these central themes:24

(a)

Adult literacy depends on how respective societies view

it, it is an educational advancement for adult to read, write, compute

and development of skills vocationally.
(b) Secondly, education is imperative to community
developments and rural transformation, therefore, Adult Education
Agencies are using Adult education to achieve community
mobilization and skill acquisition.
(c) However laudable, the intended consequences of adult
education programmes that they are inhibited by various problems
which come from government, Adult Education Agencies and
instructors. This particular study is to focus on problem inhibiting
Adult literacy programmes in Moro local Government Area of
Kwara.

25

CHAPTER THREE
RESEARCH METHOD
In this chapter, we shall discuss research design, population
sample and sampling technique, instrument of the study, validity,
reliability of the study, procedure for data collection and procedure
for data analysis.

RESEARCH DESIGN
26

The research is descriptive and analytical. It involves a

selection of samples, which are considered representative of the
whole population to whom we administered our questionnaire. The
result obtained from it would then be generalized to the population
under study as a whole.

POPULATION OF THE STUDY

The population of this study includes the entire adult learners
in the communities that make up Moro local government area of
Kwara state.

SAMPLE AND SAMPLING TECHNIQUE

There are seventeen (17) wards in this local government area
and in each ward; there is an adult education centre. What this
researcher has done is to collect the list of all the learners, who are
the recipients of Adult Education Programmes in all the seventeen
(17) Adult Education Centres and the names were pooled together
and numbered. Purposive sampling technique was used to choose
27

those whose names started with even numbers. Out of the three
hundred learners on the registers, we were able to select one hundred
and fifty (150), which was half of the whole population under study.

RESEARCH INSTRUMENT
The questionnaire was the instrument used in collecting
information for this study, while oral interview were conducted to
corrobate our findings from the questionnaire responses. Te
questionnaire was divided into two (2) sections. Section A consists
of the personal data of the respondents, which include age, sex,
marital status, occupation and literate or not literate. The section B
consists of items that bother on our research question for the
respondents, who were asked to respond. A sample of this
questionnaire is shown as an appendix at the end of the project
report.

VALIDITY OF THE INSTRUMENT

28

According to Igbanugo (2012), and Adebowale (2010), content

validity indicates the degree to which the test items representing the
content actually measure.
As such, the test item in the drafted questionnaire was given by
supervisor, who perused and edited it to ascertain its content validity.

RELIABILITY OF THE INSTRUMENT

The questionnaire formulated was examined critically by the
researchers supervisor, who afterwards made necessary corrections.
The corrections, suggestions and recommendations made by
the supervisor formed the final questionnaire. The questionnaire
formulation was followed by pre-test and test for weeks before its
actual administration. The result gotten was found consistent and
reliable.

ADMINISTRATION OF THE INSTRUMENT

29

The researcher personally distributed the questionnaire to the

respondents in their evening class after instructing them on the
purpose of the research. Permission was obtained from the class
instructors before administration.

DATA ANALYSIS
The data collected was analyzed using simple frequency
counts and percentages.

30

CHAPTER FOUR
RESULT AND DISCUSSION
In this chapter, the data collected are presented as results in
tables based on the research questions raised in the study. Such tables
are accompanied by comments and a general discussion concludes
the chapter.
However, out of the one hundred and fifty (I50) questionnaires
distributed to the respondents, it is one hundred and forty (140) that
were returned.
31

RESULTS
The data collected are presented as results after the analysis of
the results investigated in this study. They are presented in tabular
form as reported in the order of the study. After each table, a brief
explanation is given on major findings in each table. The percentage
scores used in the study is analyzed by dividing the number of
responses that is, Negative and Positive by the total number of
population used multiplied by 100; that is X/N; that is the number of
the population used.

RESEARCH QUESTION 1:
What are the general problems affecting adult literacy classes
in Moro Local Government Area of Kwara state?
Table 1: Responses on the General Problem Affecting Adult
Literacy Classes in Moro Local Government Area of Kwara state?
S
/N

ITE
MS

RESP
ONSES
32

NO OF
RESPONSES

Adult

SA

11

well

funded by this local

96

government Area

SD

25

programme

literacy
is

7
.9
5
.7
6
8.6
1
7.8

Total

140

1
00

Government has
made
publicity

of

programmes

SA

adequate

literacy

17

among

SD

118

rural dwellers in the

.6
1
2.1

news and print media

8
4.3
Total

140

1
00

The roads in the

SA
33

rural

areas

inaccessible.
why

adult

programme

This

are

is

84

SD

54

literacy
do

not

1
.4
6
0.0

widely acceptable

3
8.6
Total

140

1
00

Adult

SA

56

only

44

concentrated in urban

19

areas as such far away

SD

21

centres

literacy

are

4
0
3
1.4

from rural dwellers

1
3.6
1
5.0
Total

140`

00
A perusal of table 1 above shows that adult literacy programme
is not well funded in this local government Area. This is because only
34

nineteen (19) respondents representing (13.5%) agreed, while one

hundred and twenty one representing (86.4) disagreed with the idea
that the literacy programme are well founded in this local
government.
The respondents also said that Government has not done
enough publicity in the news and print media. Only five (5)
respondents representing 3.5% agreed, while one hundred and thirty
five (135) representing 96.5% disagreed with the statement.
Majority of the respondents out of which one hundred and
thirty eight representing (98.5%) disagreed with lack of roads
network being an inhibiting factors against literacy classes.
Finally, majority of the respondents, that is, one hundred (100)
representing (71.4%) agreed that because literacy centres are located
far away from rural centres and are concentrated in urban towns. This
makes participation by rural dwellers difficult.
A generalization one can drawn from this data that (a) Adult
literacy programmes are not well funded by this local government

35

Authority. (b) Government has not made adequate publicity in print

and news media to create awareness for the members of the public.
Finally adult literacy classes are concentrated in towns and big
cities making it difficult for the rural dwellers to gain access.

RESEARCH QUESTIONS 2:
Does non-payment of instructors stipends as at when due
contributes to defective training of adult learners?
Table 2: Responses on whether non-payment of instructors
stipends as at when due contributes to defective training of adult
learners?
S

ITEMS

ONSES
Instructors of
SA

/N
adult

RESP

NO

OF

REPONSES
-

literacy

programme is well

62

remunerated

SD

78

4.3
5

36

5.7
Total

140

1
00

The

SA

22

instructors of Adult

94

literacy because of

24

their

SD

irregular

1
5.7
6
7.2

payment do not put

in their best to teach

7.1

adult learners
Total

140
00

The

SA

51

instructors are not

42

committed to adult

38

literacy programme.

SD

They

are

interested

3
6
3
0

only
in

the

stipends
Total
37

140

7
1

00
4

The

SA

85

instructors are not

52

adequately

SD

about
allowances

briefed
other

6
0.0
3
7.2

and

training programme

.4

in which they are

involved

.7
Total

140

1
00

The data in table 2 reveals that adult literacy instructors are not
well remunerated. These respondents succumb to this view while
seventy eight (78) representing (55.7%) strongly disagreed; sixty two
(62) representing (42.2%) disagreed with the assumption in this
statement.
One hundred and sixteen (116) representing (82.5%) supported
the assumption that instructors do not put in their best because of
38

irregular payment of stipends. Only twenty four (24) respondent

representing (17%) disagreed with this statement.
The respondents equally expressed the view that the instructors
are more interested in the collection of the stipends than being
actually committed to the work. This is because ninety three (93) of
the respondents representing (66.3%) supported this view while
much lower number of forty seven (47) representing (33.7%)
disagreed.
A majority of one hindered and thirty seven (137) supported
the claim that the instructors are not adequately briefed on finances,
which benefits them, as such, they work with low morale.
A perusal of the average total shows forty seven of the
respondents (47) who agreed, while forty (40) strongly agreed
making a total of eighty seven (87) representing (62%) that agreed
that non-payment of instructors stipends are moral depressants to the
instructors. Only fifty three (53) representing (38%) have contrary
views.

39

RESEACH QUESTIONS 3:
Does literacy programme in the local government contribute to
rural community development?
TABLE 3: Responses on whether literacy programme in this
local government contribute to rural community development?
S

ITEMS

RESP

/N
1

ONSES
SA

Literacy

NO OF
RESPONSES
96

programme encourages

44

participation

SD

in

rural

community

%
6
8.6
3
1.4

developments

Total

140
00

Inadequate
2

enlightenment
rural
adult

dwellers

of

SA

the

140

about

SD

literacy
40

00
-

programme

affects

community
developments
Total

140

1
00

Literacy
programme

have

relevance

to

SA

no

rural

SD

132

community needs and

.7

aspirations

9
4.3
Total

140

1
00

Literacy
programme

teaches

comprehensive,
functional

and

vocational

acquisition

SA

56

74

SD

4
0
5
3
2

skills
Total
41

140

5
1

00
From the table 3 above, it is the whole respondents; one
hundred and forty representing 100%, who agreed that literacy
programme encourages participation in community development
project.
Equally, one hundred and forty (140) representing 100%
agreed that inadequate enlightenments of rural dwellers about literacy
programme is one of the factors affecting community development.
Furthermore, one hundred and forty (140) representing 100%
do not agree that literacy programme have no relevance to
community needs and aspirations. One hundred and eleven (111)
representing 79.2% agreed that literacy programme teaches
comprehensive, functional and vocational acquisition of skills.
A cross tabulation of the respondents agreed that literacy is on
the average, sixty six (66) respondents agreed that literacy
programme contribute to rural development while thirty two (32)
strongly agreed. Only four (4) and thirty eight (38) strongly disagreed

42

making a total of forty two that disagreed out of the one hundred and
forty respondents.

REASEARCH QUESTION 4:
What is /are responsible for learners poor attendance in class?
TABLE 4: Response on what is responsible for adult learners
poor attendance in class
S
/N

ITEM
S

ONSES
SA

Appropriate
curriculum
improve

that

RESP

56

learners

40

SD

are

RESPONSES
51

can

occupational
distribution

NO OF

2
9.3
4
0

not

taught through the use

8.8

of relevance materials

2
.2
Total

140

1
00

43

Teaching

SA

methods are adequately

32

used with appropriate

54

textbooks and teaching

SD

54

aids

2.8
3
8.6
3
8.6

Total

140

1
00

Subject contents
are

relevant

to

the

SA

98

42

vocational needs of the D

7
0

teaching aids

SD

3
0
-

Total

140
00

The low socio-

SA

75

economic position of

28

the learners make them

32

44

5
3.6
2

busy

looking

sustenance

for

SD

than

coming to class

2.8
3
.6
Total

140

1
00

From the table 4, the respondents agreed that they do not have
relevant textbooks and teaching aids. The curriculum is not adaptive
enough to meet the needs of adults who day to day look for what to
eat and drink.
For instance nineteen seven of the respondents representing
(62.2%) agreed that relevant materials are not available while (43)
respondents representing (30%) are against this statement. On the use
of appropriate teaching methods, only thirty four (34) respondents
agreed that the necessary teaching methods that facilitate learning are
used to teach them from talk and chalk method.

45

Majority of the respondents show that majority which are

ninety three (93) out of one hundred and forty (140) agreed with the
items listed. As a summary, lack of adequate curriculum, teaching
materials, poor teaching materials method and low socio economic
position of learners are factors affecting Adult literacy programme in
Moro Local Government Area.

RESEARCH QUESTION 5:
Why do most adult fails to complete their literacy training and
vocational acquisition scheme before withdrawing?

TABLE 5: Responses on the problem hindering the success of

literacy programme in Moro local Government area.
S

ITEMS

/N
1

The

RESP

ONSES
period
SA

NO OF
RESPONSES
1

allocation and learning

of literacy programme

18

46

%
0
.7
2

cause

hindrance

legitimate
economic

to

SD

118

.2

sociopursuit

of

2.8

individuals/learners

8
4.4
Total

140

1
00

Most

SA

86

not

52

complete their training

programme before they

SD

learners

adult
do

6
1.4
3
7.2

travel from point of

contract for one reason

.4-

or the other
Total

140

1
00

There

SA

108

immediate opportunity

16

for

12

SD

those

no

employment
who

for

acquire
47

7
7.1
1
1.4

functional literacy and

vocational training

.6
2
.9
Total

140

1
00

From the table 5, the respondents do not agree with this

submission that the time allocated to literacy programme cause
hindrance to them. One hundred thirty six (136) of the respondents
disagree with the training programme; one hundred and thirty eight
(138) respondents out of a hundred and forty (140) agree that because
the learners are very mobile, they hardly complete their training
programme before they relocate to other places. One hundred and
twenty four (124) representing (88.5%) equally do not give much
support to the acquisition literacy because it does not have immediate
employment benefits.
Finally, one hundred and twenty four (124) representing
(88.5%) agreed that there is no immediate employment opportunity
48

for those who acquire functional literacy and vocational training

sixteen (16) representing (11.5%) disagreed.

DISCUSSION
Our results present interesting findings as to some of the
assumptions underlying this research are proved wrong. In research
question one; we could see that respondents do not praise the
government as regards literacy findings. They believe that they do
not give it proper findings.
Research questions 2, does non-payment of instructors
stipends as at when due contribute to defective training of adult
learners?
While agreeing that instructor stipends are not regular,
majority agreed that a regular payment and upward review of their
stipends will enhance performance.
Furthermore, the learners in their part accepted that their poor
socio-economic condition is a factor contributing to their insufficient
participation in adult literacy programme.
49

However, they agreed that lack of adequate innovation on the

part of government and community are responsible for their lack of
genuine interest.
According to Adeola (2010), genuine interest in adult literacy
programme is nor raised among the rural dwellers to sustainable level
through Government propaganda. Majority of the rural dwellers are
not aware of this programme as they are restricted to big town and
villages.
This research goes to collaborate with the view of Ojo (2011),
that poor enlightenment of the rural populace affects the success of
the programme.
Other factors raised in our literature review include life
defective training methods. Lacks of adequate commitment on the
part of adult instructors are equally elucidated from our data
gathering. Therefore, it takes the joint effort of government, literacy
instructors, communities and learners themselves to remove the
factors affecting the success of adult literacy programme in Moro

50

Local Government Area. It is only then that the government

investment in adult literacy programme will be justified.

51

CHAPTER FIVE
SUMMARY, CONCLUTION AND
RECOMMENDATIONS
SUMMARY
This study is designed to identify problems affecting adult
literacy programme in Moro local government Area of Kwara, which
is our research setting. Therefore the purpose of this research is to
find out these factors and suggest ways of ameliorating them.
To achieve this objective, five research questions were put
forward to give this research a focus and a framework to draw our
conclusions.
52

The instrument used for data collection was self designed

questionnaire based on the research questions. This questionnaire
was personally administered on the samples selected for this study.
Our samples are many and scattered all over the local
government area. Because it was not possible to include all our
samples in this research, a fraction that was representative enough
was selected through simple random sampling technique. There are
seventeen wards and each has an Adult Education Centre.
What this researcher has done was to collect the list of all the
learners who are recipients of Adult Education in the programmme in
the entire Adult Education Centre. The names were pooled together
and numbered. Purposive sampling technique was used to choose
those whose names started with numbers. Out of the three hundred
learners on the register, the researcher was able to select one hundred
and fifty learners and instructors which was half of the whole
population study.
The data collected from the respondents who are called
samples which were then analyzed through simple frequency counts
53

and percentage scores using four point rating of strongly agreed,

agreed, disagreed and strongly disagreed.
The findings of this research questions is equally elaborated on
some authors earlier findings. On the whole, recommendations are
put forwards as it concern the share holders of literacy programme in
Moro Local Government Area.

CONCLUSION
From the result earlier presented in the previous chapter, the
following conclusions are drawn based on the research questions
raised to guide the study.
Adult literacy programme are not well funded by Moro Local
Government Authority. Government has not made adequate publicity
in print and news media to create awareness for the members of the
public. Adult literacy centres are concentrated in towns and big
villages making overall participation in adult literacy programme
difficult for rural dwellers.

54

Adult literacy instructors are not well remunerated and the

instructors do not put in their best because of irregular payment of
stipends therefore a low commitment to work. Also the instructors
are not adequately briefed on finances which benefit them as such,
they work with low morale as non-payment of instructors stipends is
morale depressants to them.
Governments inadequate enlightenments of rural dwellers
about literacy programme are inhibiting factors, are seems to have no
relevance to community needs and aspirations.
Relevant materials are not available and the use of appropriate
teaching methods that facilitate learning are not used to teach the
learners from talk to the chalkboard. In addition to these, lack of
adequate curriculum and teaching materials, poor teaching methods
and low socio-economic position of learners are factors inhibiting
adult literacy programme.
Lastly, the time allocated to literacy programme can cause
hindrances to them as learners do not complete their training
programme. There are also no immediate opportunities for
55

employment for those who acquire functional literacy and vocational

training.

RECOMMENDATIONS
This study revealed that government financial commitment in
term of adequate funding of adult literacy programme is not put in
places. Government should provide conductive environment,
facilities and equipment for teaching/learning and pay the instructors
reasonable and regularly.
Apart from designing adult literacy curriculum, there should be
a good link between policy formulation and implementation of adult
literacy programme. Furthermore government should ensure that
State and Local government Agencies of mass literacy monitor and
supervise Adult literacy centers to enhance effectiveness of the
instructors.
The Adult Education Officers should be given allowances,
while vehicles should be provided for the mobilization of people to
embrace the programme.
56

The adult too should be paid their remunerations promptly so

that they can take every pain to teach the learners.
Government should also provide such equipment for the
learners as cinema, television and video to arouse the interest of the
Adult learners. The community should also be encouraged.
Vocational training should be encourage as a component of
literacy programme so as to encourage learners to learn trades that
will makes them self sustaining.
People of the various communities should always be motivated
for action and participation. There should be open form of discussion
and exchange of views among the learners concerned on the part of
community development process.

LIMITATIONS OF THE STUDY

This study is limited to seventeen secondary schools in Moro
Local Government Area in Kwara State, whose experience specifies
problems affecting adult literacy programme among the rural
dwellers. Poor funding, political/leadership crisis, non-challant
57

attitudes of the government are factors that inhibit Adult Literacy

programme.
According to high rate of population growth which is another
factors which brings standing between the best planning and
coordination, recruitment of staffs and about frustration due to the
attitudes of Nigeria who tends to be loyal to their tribes than the
nation. This is manifested when one starts being obedient to leaders
that come from the same geo-political zone with them. Junior official
would try by all means to sabotage the efforts of the creative
individuals that is put at realm of affairs of adult education
programme.
However because of the scarce financial resources at the
disposal of the researcher this study is limited to twelve secondary
schools in Moro local government area of Kwara state, Nigeria.

IMPLICATIONS OF THE STUDY

The study has the following implications for the area under
study and Nigeria as whole. These are
58

It exposes the commonest challenges confronting adult

education programme in rural communities in Kwara state.

It established that rural dwellers are not benefiting enough
from government efforts as their policy on adult education
programme have no direct bearing on eradicating literacy and
ignorance common to rural areas.
It gives room for comparism/differences between local, state
and federal level on how adult education programme should be
implemented in all the nooks and crannies of Nigeria.
It sensitized stakeholders, policy makers, educationist and
researchers on how to bring an improvement to adult education as a
sub-sector within the education industry.

SUGGESTIONS FOR FURTHER STUDY

As a result of the importance of adult to nation building the
under listed suggestions are put forward to bring about how to
surmount the problems inhibiting Adult Education programme in
rural areas. These are;

59

The study should not be limited to the area of study alone

but should be extended to other Local Government Areas in Kwara

state and Nigeria as a whole.

Policy makers should formulate polices in favour of the

successful implementation of Adult Education programme.
Proper funding of Adult Education should be given priority
realizing benefits inherent in education and the role of Adult
Education towards national development.
Principal officials of the Ministry of Education particularly
those in Adult Education Unit should carry out periodic supervision
and monitoring of teachers employed that teach in various schools.

Act of discipline like truancy, mismanagement of funds

corruption, tribalism and favoritism should be nibbed in the bud to
avert unnecessary crisis within the rank and file of teachers and
government functionaries or representatives.
Preferences should be given to Adult Education experts in
curriculum designed, charting of syllabus and scheme of work for the
course of study as it reflect adult education.

60

Workshop, conferences and seminars should be given

regularly organized to refresh the teachers and intimate them about

recent changes or innovation.
To serve as a motivational device; scholarship and in service
programme should be provided for the Adult Educators and Teachers.
Adult Education instructors recruited should not be allowed
to strive as a result of non-payment of salaries, remunerations or
entitlements.
Promotion and job placement should be based on merit to
curb cases of in subordination or indiscipline within the rank and file
of the personnel employed.

REFERENCE
Akinpeju, J.A.L Brown and S.H.O Tomori (2010). Language
and Adult
Education. Ibadan: University Press, Ltd Ibadan.

61

Bellow Bolade (20012).

Curriculum

Planning

and

Implementation in Adult Education Seminars Paper at Oluyori

Muslim Comprehensive High School Isanlu. The Speech and Price
Giving Day of the School.
Dutolu, A.O. (2010) Education Research: A Manual for
Beginners, Ilorin: Mercy Printing Press.
Horby, A.S. (2011) Advance Learners Dictionary of Current
English. London: Longmans
Knowles, M.A. (2009). Information Education: A Guide for
Administrators,
Leaders and Teachers. New York: University Press Ltd.
Lekan, O. (2013). Coping with Learning in Adult Year. Lagos:
Macmillan Nigeria
Ltd.
Maslow, A (2011) Motivation and Personality, New York:
Harper and Row
Publisher in Cooperated.

62

National Commission for Mass Literacy: Trainers Manual

(2010).
Oyedeji,O. Asiedu (2009). A Hand Book Of Literacy
Education for West Africa,
Lagos Macmillan Nigeria Ltd.
Oyedeji (2011). Coping with Adult Years Lagos:Joja
Education Research and
Publisher Ltd.
Omolewa M.A. (2010).Adult Education Practice in Nigeria.
Ibadan: Evans. Nigeria Publishers.

APPENDIX
QUESTIONNAIRE
DEPARTMENT PRIMARY EDUCATION STUDIES,
KWARA STATE COLLEGE OF EDUCATION, ILORIN.
Questionnaire on the problems facing adult literacy classes
in Moro local government area of kwara state.

63

I am a final year student of the above named department

and institution am carrying out a research study on the problems
facing adult literacy classes in moro local government area of kwara
state and you have been selected as one of the valuable respondents
Please respond to the questions as objectively as possible.
They are to be used for the purpose of the research only.
Thanks.

AKANBI, Morufat Eniola

SECTION A (PERSONAL INFORMATION)

1.
(a)
(b)
(c)
(d)
(e)

2.
(a)
(b)

3.
(a)

Age
20-25 years ( )
26-30 years
31-35 years
36-40 years
41-45 years
Sex:
Male
Female
( )
Marital status :
Married

(
(
(
(

)
)
)
)

( )
( )
64

(b)
(c)
(d)
4.
(a)
(b)
(c)
(d)

Divorced
Single
Widow
Occupation :
Civil servant
Farming
( )
Artisan
( )
Others
( )

(
(
(
(
(

)
)
)
)
)

SECTION B
S

ITEMS

/N

S A D
A

1.

Adult literacy programme is well funded by this

local government area

2.

Government has made adequate publicity of

literacy programme among the residents in the news and
print media

3.

The roads in rural area are inaccessible. This is

why adult literacy programme does not gain wide
acceptability.
65

4.

Adult literacy centres are only concentrated in

urban area as such far away from rural dwellers.

5.

Instructors of adult literacy programme are well

remunerated.

6.

The instructors of adult literacy, because of their

irregular payment, do not put in their best to teach adult
learners.

7.

The instructors are not committed to adult literacy

programme; they are only interested in their stipends.

8.

The instructors are not adequately briefed about

other allowance and training programmes in which they
are involved.

9.

Literacy programmes encourage participation in

rural community development.

66

10.

Inadequate enlightenment of the rural dwellers

about adult literacy programme inhibit rural community

development.
11.
Literacy programme have no relevance to rural
community needs and aspirations.
12.
Literacy programme teach

comprehensive

functional vocational acquisition skills.

13.

Appropriate curriculms that can improve learners

occupational distribution are not taught through the use

of relevant materials.
14.

Teaching methods are adequately used with

appropriate textbooks and teaching aids

15.
Subjects contents are relevant to the vocational
s needs of the adult learners.
16.

The low social economic position of the learners

make them busy looking for sustenance than coming to

class

67

17.

The period allocation and learning of literacy

programme causes hindrance to legitimate socioeconomic pursuit of individuals.

18.

Most adult learners do not complete their training

programmes before they travel from point of contract for

one reason or the others
19.

There

are

no

immediate

opportunity

for

employment for those who acquire functional literacy

and vocational training
20.

There is adequate supervision of instructors by

adult education officers and supervisors.

68