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.
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.
A plethora of scholars have recently associated the obvious deterioration in the academic achievements of adult learners with learning difficulties encountered in divergent learning settings. Similarly, abysmal performance in learning activities due to learning difficulties could inarguably culminate in aggravating the drop out syndrome with its attendant potentials for compounding the unabating and festering problem of illiteracy in Nigeria. Sadly, Nigeria has been fingered among the E-9 countries which harbour the highest number of illiterates globally. In order to avert the plummeted observed downward trend in the academic achievement of adult learners, these learning difficulties must be identified and assuaged. Indifference to these learning constraints of adults could undermine and scuttle current concerted efforts at attaining 50% improvement in the levels of adult literacy by 2015 as enunciated in the education for All (EFA) global blue print. It is in view of this, that this paper discusses the issue of learning difficulties, its patterns and relevant andragogical instructional delivery techniques or methods for attenuating these learning constraints with a view to improving learning outcomes and thus complement the combat against the problem of increasing illiteracy rates in Nigeria. Concepts of learning and learning difficulties among adults Ekeruo, Ikediashi, Ekwe & Nwanuo (1989) and Denga & Akuto (2004) have defined learning as a relatively permanent change in behaviour as evidenced by a change in performance through practice, training or experience. It is also conceptualized as a process of making change in knowledge, skills, understandings, attitudes, and value systems and in behaviour (Rogers, 1989; & Preece, 2009). Essentially, for any observed behaviour to be perceived as learning the under listed characteristics must be exuded. There must be a behaviour change, which must not be synonyms with biological growth and maturation, disease or physical damage. Also, the behaviour change must be permanent and such behaviour change must emanate from different experiences (Ukpong, 2000 & Biao and Tawo, 2007). This implies that effective learning results in desirable changes in the individual and culminates in the development of society. Despite the utilitarian role of learning, it is not a rosy activity for all adults. Some adults experience few difficulties while others encounter numerous problems in their bid to participate in learning activities (Akpama, 2000). Oduaran (2000) aptly describes adults with learning difficulties as adult learners with severe learning difficulties. According to this scholar, the spectrum of learning difficulties is divergent. It ranges from the mild or moderate learning difficulties to the severe or conspicuous and multiple learning difficulties. This broad categorization unfortunately undermines the fact that adults are in the first instance, individuals, who can maximally develop their potentials given the requisite opportunities. According to Sutcliffe (1990:5) in sever...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.