ROLES OF ADULT EDUCATION PROGRAMME IN POVERTY ALLEVIATION STRATEGIES IN EDO STATE

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ABSTRACT

This study was carried out to investigate roles of adult education programmes in poverty alleviation strategies in Edo State. Four research questions were raised for this study which are outline What are the roles of adult education programme on poverty alleviation in Egor Local Government Area of Edo State?  In what ways do Adult Education help reduce Poverty among Citizen in Egor Local Government Area of Edo State? What are the effects of adult education programme employment patterns in Egor Local Government Area of Edo State? What are the challenges face by Adult and Non-Formal Education programme in poverty alleviation in Egor Local Government Area of Edo State?

 The descriptive survey research design was used for this study. The choice the design is based on the fact that the variable of the study will be explained the way they are and not manipulated. The population of this study consists of all participants in adult educational programmed such as fashion school, computer literacy centre and Olua Primary Adult Education Centre. The Purposive sampling technique was used to select one hundred and fifty (150) trainees in vocational oriented Non formal education programme in Benin metropolis.

The major findings of the study revealed majority of the sampled respondents agreed that skills acquired through non-formal education helps them to generate income for self-survival. It was shown that the finding revealed that majority of the respondents agreed that this programme helps them to develop skills needed for improving their standard of living. It was revealed that respondents agreed that inadequate technical tools/material resources for learning. From the study it was recommended that adult education programme for the education of the nation’s masses must be viewed as a major responsibility of a specialized agency and must be adequately supported and promoted and vigorously advanced by policy makers in particular and governments in general. Adult education programme must be autonomous and secure in their borders, with clear organizational identity, constancy of budget and personnel, and decision-making authority similar to that enjoyed by similar agencies.

 

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