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THE EFFECT
OF ADULT FUNCTIONAL LITERACY PROGRAMME ON THE ECONOMIC DEVELOPMENT
ABSTRACT
This project
work attempts to look into the various effects of adult functional literacy
programme on economic development. It also examines how effective adult
functional literacy programme has contributed to individual development.
The
methodological study attempts some strategies and practical solutions to some
of the perceived problems that emasculate or hindered effective and efficient
adult functional literacy programme.
It is the
believe of the researcher that if the information in this project work is
carefully utilized, it will produce the result of advancing economic
development through functional literacy programmes.
Finally,
this project work is of immense value for those who need a true understanding
of adult functional literacy programme. Its chapters and subject matters
constitute part of the intellectual equipment on the usefulness of literacy
programmes.
TABLE OF
CONTENTS
Title page
----i
Certification
----ii
Dedication
----iii
Acknowledgment
---iv
Abstract
----v
Table of
contents ----vi
CHAPTER ONE
1.1Background
of study --1
1.2Statement
of problems --7
1.3Purpose
of study ---9
1.4Research
questions ---9
1.5Significance
of the study --10
1.6Scope of
the study --11
1.7Basic
assumptions ---11
1.8Definition
of terms ---11
1.9Limitation
of the study ---13
CHAPTER TWO:
REVIEW OF LITERATURE
2.1Introduction---15
2.2Need for
literacy in attaining the goals of
fundamental
education.-16
2.3Values
inherent in literacy --18
2.4Functional
literacy--21
2.5The
concept of development --25
2.6The
concept of economic development -27
2.7Literacy
and economic development -30
2.8Functional
literacy in relation to economic development 37
CHAPTER
THREE
3.1Methodology
---42
3.2Research
design --43
3.3Population
of study ---43
3.4Sample
and sampling techniques --44
3.5Instrument
for data collection --44
3.6Validation
of instrument of data --44
3.7Reliability
of instrument of data--45
3.8Method of
data collection --45
3.9Method of
data analysis --46
CHAPTER FOUR
4.1Presentation
and data analysis --47
4.2Discussion
of findings --56
CHAPTER FIVE
5.1Summary
of findings ---59
5.2Conclusion
---61
5.3Recommendation
---62
5.4Suggestion
for further findings --64
References----66
Questionnaire----68
CHAPTER ONE
1.1BACKGROUND
OF THE STUDY
Education
and training are basically processes by which skills, knowledge and attitudes
are learnt for performing social and economic responsibilities, social
integration, improving personal competence, acquiring formal qualification for
pursuing further education and seeking better employment opportunities. A major
component of the development planning process is the effort in human capacity
building through education and training. Anyanwu et al (1997) define education
as any process by which an individual gains knowledge or insight or develops
attitudes and skills. It is therefore the human resources of any nation, rather
than it’s physical capital and material resources, which ultimately determine
the character and pace of it’s economic and social development. Thus, Galbraitt
(1964) observed that people are the common denominator of progress, and that
“no improvement is possible with unimproved people”. Education for development
can be obtained from both the formal and non-formal systems.
The
illiteracy level in the country has prompted the need to use non-formal
education and literacy to reach out to more people in the country, particularly
those who did not have the opportunity to attend the formal school. From all
indications, non-formal education is an alternative substitute for formal
education. Adult literacy falls under non-formal education. An adult is a
person who has attained the age of maturity, usually 18 and above and is
therefore regarded as economically, socially and politically independent,
self-sufficient and responsible. The Federal Government has been involved in
adult education for well over 200 years. The nature and extent of Federal
attention to the needs of adult learner has varied over this period but from
it’s earliest days, the government provided funds to establish, encourage and
expand programs to assist adults in overcoming educational deficiencies which
would hinder productive and responsible participation in the life and growth of
the nation.
The United
Nations Educational, scientific and Cultural Organization (UNESCO) defines
literacy as the “ability to identify, understand, interpret, create,
communicate and compute, using pointed and written materials associated with
varying contexts. Literacy involves a continuum of learning in enabling
individuals to achieve their goals, to develop their knowledge and potential,
and to develop their knowledge and potential, and to participate fully in their
community and wider society. The power of literacy lies not just in the ability
to read and write, but rather in a person’s capacity to apply these skills to
effectively connect, interpret and discern the intricacies of the world in
which they live. The observation by Greaney (1996) is that there is a strong
link between illiteracy rates in a society and general development.
Today, many
able-bodied men and women now roam the streets for lack of gainful employment.
This state of affairs where many literates and able-bodied men and women in the
society are not gainfully employed has led to various intervention efforts on
the part of the various state and the federal governments. This state of
unemployment has led researchers to question whether the people are actually
functional literates. This is because it was expected that those who are
functionally literate would not wait endlessly for the government to give them
jobs that are no longer in existence due to largely gross mismanagement and
economic down turn but will fend themselves if they have acquired appropriate
skills that would help them to become self-reliant.
Okedara
(1981), remarks that for literacy to have impact on the recipients, it must be
functional as well as permanent. Olaoge (1991) also remarks that: functional
literacy is the ability to use reading and writing to widen and display ones
intellectual and economic horizon well enough to be able to tackle very
effectively many of the socio-economic problems confronting individuals and the
country as a whole. Functional literacy is important in developing countries
where education has not reached the significant proportion of their adult
population, particularly in rural areas.
Some of the
objectives of adult functional literacy programmes include the following:
-To provide
the people with literacy skills and to be able to use these skills in their day
to day activities.
-To equip
learners with the knowledge, attitude and skills that will enable them raise
the quality of lives in their communities.
-To enable
learners improve upon their occupational skills through functional literacy.
-To broaden
the reading interests of learners and establish an attitude of reading for
pleasure through the provision of follow up literacy materials.
Literacy has
gone beyond the process of encoding and decoding words, it has moved to the
realm of helping people to develop appropriate skills in their environment and
solving their personal and community problems. The national policy on education
specified the need for education to be functional, relevant and practical,
particularly for skill acquisition needed for national development. That is why
the Johannesburg World Summit on sustainable Development (2002) made further
classifications on global commitments relating to skill acquisition and
sustainable development as well as initiated the decade of Education and
sustainable Development (DESD) 2005 – 2014.
Ugwuebu
(2003) opined that Adult education in Nigeria is not just about literacy or
remedial education to fill a gap. The goals of adult and non-formal education
include providing functional literacy for adults and the youths, to improve
their basic knowledge and skills, provide in-service, on-the-job, vocational
and professional training for different categories of workers and give adult
citizens of the country necessary aesthetics, cultural and civic-education for
public enlightenment.
A fast
changing and unpredictable environment, fostering flexibility relies on solid
general education and on broad functional skills which can be up-dated and
completed through functional literacy programmes. The recourse to functional
literacy can be anchored on the benefits that are derivable from general
literacy and more specifically, functional literacy. According to experts in
the field of literacy, functional literacy goes beyond being able to read and
write (basic literacy). It is an emancipatory practice that requires people to
be able to read, speak and understand (what ever is read) and be able to use
the knowledge to solve their socio-economic and cultural problems. From the
point of view of the government, government alone cannot provide all the needs
for the masses hence adult functional literacy programmes offer an important
move for better livings.
It is in the
light of this that this study was initiated, to assess the effect of functional
literacy programmes on the economic development of the people using Esan North
East Local Government Area of Edo State as a case study.
1.2STATEMENT
OF THE PROBLEM
Adult
literacy was undertaken by many developing countries between 1950 and 1980.
(Abadze, 1994). The “Education For All Conference” of 1990 was the main impetus
for the campaign for adult literacy after that time. The conference appealed to
international financial agencies to come to the aid of adult literacy
programmes in terms of funding. This yielded some positive results.
It is an established
fact that functional literacy is a tool for liberation and enriched living as
well as for ensuring socio-economic development of any society. It is about
putting the acquired literacy skills to work in order to bring economic
changes, the awareness of this has led to embracing of adult functional
literacy programmes. The question to be answered therefore is how effective are
these programmes to economic development. Are the literate adults contributing
to economic development with acquired literacy skills.
In line with
the problem stated, the study was designed to ascertain the effect of the
functional literacy programme on economic development of Esan North East Local
Government Area of Edo State.
1.3PURPOSE
OF THE STUDY
Based on the
issues raised in the background to the study and statement of problem, the
purpose of the study is listed as follows:
-To find out
if functional literacy programme help in the acquisition of skills that are
relevant to self-fulfilment.
-To know if
the literacy skills acquired have impacted on the people’s knowledge and
practice in their daily activities.
-To
determine the relationship between literacy skills and poverty alleviation in
the area.
-To
ascertain if the literacy skills acquired enhance people involvement in
economic activities.
-To
determine if the acquisition of literacy skills enable the people of that area
to understand the role to play to bring about economic development.
1.4RESEARCH
QUESTIONS
The
following research questions are raised to guide the study:
1.Does
functional literacy improve skill acquisition?
2.Does
literacy influence people’s knowledge and their way of living?
3.Does
functional literacy have relationship with poverty alleviation?
4.Does functional
literacy enhance people’s involvement in economic activities?
5.Does
acquisition of literacy skills enable people to understand the role to play to
bring about economic development?
1.5SIGNIFICANCE
OF THE STUDY
This study
will help to throw more light on the effects functional literacy programmes are
having in the lives of the people in terms of attitude, understanding as well
as contributions to societal development. It is a means of sensitizing the
consciousness of the people and making them to know that their lives are in
their hands in terms of development.
1.6SCOPE OF
THE STUDY
This
research is designed to cover Esan North East Local Government Area of Edo
State. This will concentrate on the effect of functional literacy programme on
the economic development in that area.
1.7BASIC
ASSUMPTIONS
This study
is based on the assumptions that.
-Adult
functional literacy programmes have contributed significantly to economic
development.
-The
programme has created awareness in the people of Esan North East.
-Every
individual have roles to play to bring about economic development to their
Local Government Areas.
1.8DEFINITION
OF TERMS
For the
purpose of simplication, terms are defined here in the context of usage in this
study. Such terms include:
1.Adult
An adult is
a person who has attained the age of maturity and is therefore regarded as
independent, self-sufficient and responsible.
2.Functional
Literacy
This is the
ability to use reading and writing to widen and display one’s intellectual and
economic horizon well enough to be able to tackle very effectively many of the
socio-economic problems of life.
3.Functional
Literacy Programmes
They are
programmes of education geared towards social, political and economic
development of an area. The utility of their skills bring about functionality
and progress in the occupation and foster permanent literacy in the recipients.
4.Economic
Development
Economic
development encompasses economic growth in long term increase in national
income, plus a structural transformation of the economy to support and sustain
the growth in income.
5.Human
Capital
Human
capital is considered as the most valuable asset and needs to be mobilized,
developed and empowered to participate fully in all socio-economic activities.
1.9LIMITATION
OF THE STUDY
A study of
this nature requires the use of several areas as case studies but this was not
possible as such issues as time and finance acted as great constraints to the
expansion of the ambit of the study.
Again, the
nature of the study required that information from both the literate and
illiterate members of the area be obtained. While the former can easily be
obtained through the administration of questionnaires, the latter would only be
possible through personal interviews and this greatly imposed a limitation on
the numbers that can be reached.
Conclusively,
it would be observed that though the study ahs made a deliberate effort at
establishing a relationship between functional literacy programmes and economic
development; the various constraints acting against it have greatly reduced the
extent to which the results can be applied to the solutions of development problems.
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