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.
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
self-realization, 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.
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.
These include basic literacy, functional literacy and remedial education. Basic
literacy is designed to equip recipients with
the skill of reading, writing and numeracy. Functional literacy aims at
equipping participants with skills which they may exploit for livelihood.
Remedial education as the name implies helps the individual to remedy past
education deficiencies.
The target group for Mass Literacy programmes
included:
-
Adults and
adolescents (15years and above) who have never been to school and have not
achieved the competences of reading, writing and numeracy skill.
-
Early
school leavers who could not stay to achieve permanent literacy for effective
work.
-
Adults/youths
requiring rehabilitative education (including prision inmates) known as yandaba
in the north, Area boys in the south-west and out of school boys in the
South-East and South-South of Nigeria.
-
School age
children and youths (6-14years) not enrolled in the formal school system.
(National Mass Education Commission (NMEC 2008p3)). To manage the programmes,
the Federal Government established a management body known as National Commission for
Mass Literacy, Adult and Non-Formal Education (NMEC), by degree No 17 of June, 1990.....
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