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EVALUATION
OF THE MANAGEMENT OF MASS LITERACY PROGRAMMES
ABSTRACT
In Nigeria,
a lot of efforts have been made by national and international bodies,
voluntary
organisations and individuals towards the effective promotion of
mass
literacy programmes. Indeed, many research studies have focused not only
on its
importance but as well on its sustainability which revolves around
management.
It is against this background that this study sought to evaluate the
management
of mass literacy prorgammes in Kogi State. The study evaluated
the extent
to which the management of mass literacy programmes carried out
her
functions in Kogi State. Subjects for the study were 61 administrative staff
of state
headquarter office, 116 staff from zonal offices of the programme, 292
facilitators,
1500 learners from 402 study centres in the State, and 21 Adult
Education
officers from the twenty one (21) local government areas. The
sample for
the study consisted the entire population of staff of headquarter,
zonal
offices, facilitators, Adult Education Officers and a random sample of
learners.
Seven research questions were posed and five hypotheses postulated to
guide the
study. Three instruments used for data collection were structured
questionnaire
(Mass Literacy Management Questionnaire (MLMQ)),
observation
checklist and Interview schedule. The three instruments were face
validated by
experts from department of Educational Foundations,
Administration
and Planning and Measurement and Evaluation units of
University
of Nigeria Nsukka. The reliability of the instruments was tested
using
Cronbach alpha method, which showed that the instrument was highly
reliable.
The data collected was analyzed using mean and t-test statistics. The
result
obtained revealed that planning and recruitment of grassroot personnel
for the
programmes were done by the management to a great extent. Available
resources
for the programmes were utilized to a great extent. Infrastructural and
instructional
materials available included classrooms, seats, reading materials,
chalkboard
and chalk. Major recommendation based on the findings of this
study was
that the Management should provide instructional materials and
infrastructural
facilities for greater performance of the functions of the
Management.
Implication of the study was that national and international
bodies,
philanthropist and individuals would become aware of the inadequacy
of
instructional materials and infrastructural facilities in Kogi State and come
to
the aid of
the management and state.
13
CHAPTER ONE
INTRODUCTION
Background
of the Study
Education,
which is officially perceived as an instrument “par
excellence”
for effecting National development is also an instrument for
stability
and change in any progressive society (Federal Republic of Nigeria
2004). According
to the National Policy on Education and in line with the
philosophy
and goals of education in Nigeria, education fosters the worth and
development
of individuals and society in general. It is geared towards selfrealization,
better human
relationship, individual and national efficiency,
effective
citizenship, national consciousness, national unity, social, cultural,
economic,
political, scientific and technological progress. Ameh (2005)
described
education as a corner stone for development, that is, the basis for
acquiring
literacy, vocational skills, technological advancement and the ability
to harness
the natural resources of the environment. Ogbonnaya (2004) viewed
education as
an essential factor for political development and emancipation of
the citizenry,
an instrument for socializing people and preparing them for
political
positions. From the forgoing, it is clear that education broadens
individuals’
horizon, develop their physical, intellectual, affective and social
abilities
thereby equipping them to improve the welfare of the society and
adequately
utilize the natural and human resources available to them.
1
14
Realizing
the importance of education to civilization and world economy,
as well as
the observed direct and mutual relationship between education and
development,
investments in qualitative and sustainable educational system
became the
priority of all nations (Damar 2003). Educational reforms were
sought
world-wide to ensure widened access so that every individual in the
society is
enabled to have basic education whatever the age, sex, religion and
the status
of the individual. In fact the concept of life-long education and
Education
for All (EFA) were programmes which emphasized wide access to
education
(Aderinoye 2005).
In Nigeria,
a lot of efforts worthy of note were made by national and
international
bodies to improve access to education for all, among which were
opening of
primary schools and seminary colleges by the missionaries as early
as between
1942 and 1946, introduction of Universal Primary Education (UPE)
in 1976,
launching of National Literacy Day on September 8, 1992 to generate
fund for the
management of free primary education all of which culminated in
the
introduction of Mass Literacy Programmes. Mass Literacy Programmes
deals with
the provision of fundamental education including acquisition of
reading,
writing and numeracy skills which are to be applied for the
development
of the individual and the community (National Mass Education
Commission
(NMEC) 2008). For the purpose of Mass Literacy, three
educational
programmes were adopted.
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