No abstract

No abstract

The study investigated the influence of non-formal education programmes on poverty reduction among young adults in southern senatorial district of Cross River State, Nigeria between 2000-2005. Three hypotheses were postulated and tested. Data were collected using the Poverty Reduction Inventory (PRI). The stratified random sampling technique was used based on location (Local Councils and existing political wards) to select four local government areas and forty local wards. From these local government areas and wards, simple random sampling technique was employed to select two local government areas and thirty wards from which three hundred (300) youths were selected as sample for the study. Data collected were analysed using analysis of variance and independent t-test analysis. Results obtained showed that acquisition of vocational skills lead to a significant reduction of poverty among young adults, and participants' age on skill acquisition programmes significantly, influenced poverty reduction. Similarly, the results revealed that there is no significant difference in poverty reduction between male and female youths. On the basis of these findings recommendations were made.

The aim of this study was to investigate the predictive relationship of peer group influence, teacher-student interaction and indiscipline to students' dropout tendency in evening continuing education programmes. The context of this study is the southern senatorial district of Cross River State, Nigeria. The study adopted a predictive correlational research design, and the sample comprised 554 students randomly selected from 11 centres in the district. This represents 20% of the total population of students. The instrument used for data collection was a questionnaire titled: "Social Indicators and Dropout Tendency Scale" (SIDTS). The researchers collected the data that were analysed using Pearson product-moment correlation and multiple linear regression analyses at the .05 level of significance. The results revealed that peer group influence, teacher-student interaction and level of indiscipline collectively and individually predicted dropout tendency among students in evening continuing education programmes. It was recommended, among others, that the teachers discover diverse ways of making their teaching process lively by devising ways of engaging the students in the learning process by forming discussion groups that will promote healthy peer groups, which will increase their eagerness to come to school.

Nigeria is a signatory to the Millennium Development Goals (MDGs) declaration but till now she has not made any significant milestones in actualizing these human development goals. In spite of the coordinated efforts towards mobilizing those in the formal education system to partially address its implementation challenges, serious gaps still exit in the implementation drive through the non-formal education. Most adults whose position and daily activities are critical to the successful actualization of the MDGs are excluded from the implementation programmes. Against this backdrop, this paper explores the relevance of non-formal education curriculum to the actualization of the Millennium Development Goals in Nigeria within the 2015 time frame.