ABSTRACT
This research study investigates the Assessment of the Strategies for the Promotion of Inclusiveness in Adult Education Programme Delivery in Benin Metropolis, Edo State, Nigeria. In recent years, the concept of inclusiveness has gained significant prominence in educational settings globally, and its impact on teaching and learning processes has been a subject of interest for educators and researchers alike. The primary objective of this study is to assess the Strategies for the promotion of inclusiveness in adult education programme delivery in Benin Metropolis. A survey research approach was employed, including the use of a questionnaire to gather data from policy makers, programme planners, curriculum developers and programme facilitators. The study involved a sample of both public and private adult education centres to ensure a comprehensive understanding of the situation. Findings reveal that while there is a general awareness on the need for inclusiveness in adult education practice, however, the actual or integration of inclusiveness strategies in adult education practice remain limited and stunted. Factors such as language barrier, marginalization, bias, inadequate training of programme staff, discrimination, among others, were identified as the barriers militating against the promotion of inclusiveness in adult education programme delivery in Benin Metropolis. Despite these challenges, the study also highlights pockets of success where options like online courses, evening classes and distance learning have been employed to promote inclusiveness in adult education, which have, however, been of great relieve to different categories of adult learners. The study underscores the need for concerted efforts by policy makers, programme planners, curriculum developers, programme facilitators, community organizations and stakeholders to address the challenges militating against promotion of inclusiveness in adult education programme delivery. Recommendations include annual reviews and evaluations of the entire adult education process in order to identify and resolve possible hurdles to the practice of inclusiveness, adopting an inclusive approach in the entire teaching and learning processes of the adult education programme, regular monitoring and supervision of programme outcomes, among others.In conclusion, the assessment of the strategies for the promotion of inclusiveness in adult education programme delivery is a topic of significant importance, as it holds the potential to enhance the quality of of adult education programme practice and delivery. This research contributes valuable insights into the current state of inclusiveness practice and offers practical recommendations for improving the extent of inclusiveness practice in adult education programme delivery.
