Adults who learn: sharing literacy project experience from South-western Nigeria

Kolawole, Oluwatoyin Dare

doi:10.1080/02601370.2011.627473

Cited by 4 publications

(5 citation statements)

References 11 publications

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“…Finding from research hypothesis two showed that gender does not determine the level of cognitive sustainability of adult learners. This result contradicts the findings of Kolawole, (2011) who argued that gender as prove to be a major determinant of learning among adult learners. An average African woman has so much responsibilities on her shoulder.…”

Section: The Difference Between Language Of Instruction and Cognitive Sustainability Of Adult Learnerscontrasting

confidence: 96%

“…Adult learners often see literacy programme as a waste of time given the herculean task ahead of them in terms of family responsibilities and need to survive daily, (Desjardins, & Warnke, 2012;Kolawole, 2011). Kolawole further asserted that adults most especially in the remote part of the country often believed adult literacy programme is synonymous to formal education and are of the opinion that they do not possess the cognitive capability to learn that much or that far; and that their children will enroll in this kind of education.…”

Section: Introductionmentioning

confidence: 99%

“…Kolawole further asserted that adults most especially in the remote part of the country often believed adult literacy programme is synonymous to formal education and are of the opinion that they do not possess the cognitive capability to learn that much or that far; and that their children will enroll in this kind of education. Low self-confidence, problem of facilitators, funding for adequate literacy materials, center location, language of instruction, effective time for literacy activities and so on, have been identified as impediments to successful adult basic literacy programme delivery in Nigeria, Aderinoye, 2020;Kolawole, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Equipping Adult Learners with Basic Literacy Skills for Cognitive Sustainability in Lagos State, Nigeria

Anyikwa

Oyekunle

2021

jpn

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The non-literate adult citizens in Nigeria are often faced with the inability to apply mental intelligence in their lifestyles which is reducing their worth and relevance in the 21st century literate society. The study therefore, seeks to equip adult learners with basic literacy skills for cognitive sustainability in Lagos state, Nigeria. Four research questions were raised and answered; and four hypotheses were tested to guide the study. The study adopted descriptive survey research design. The instruments adopted for the study were Key Informant Interview (KII) and a Questionnaire. A 20-item questionnaire titled “Adult Learners’ Basic Literacy Skills Questionnaire”, (ALBLSQ) was developed by the researchers. The instrument was validated using content and face validity according to the standard approved by the National Mass Education Commission in Nigeria, and the State Agency for Mass Education in Lagos State, Nigeria (NMEC/NOGALSS). A total of one hundred and eighty (180) questionnaires were administered purposively to adult learners across the six NMEC/NOGALSS literacy centers in Lagos state, and one hundred and forty-five (145) were retrieved. The reliability of the instrument was confirmed using a test-retest procedure, which gave a correlation coefficient of 0.87. The data was presented using frequency distribution tables, percentages, and Bar Charts. The data was analyzed using Spearman Rank Order Correlation Coefficient and T-test statistical tools to test the hypotheses at 0.05 significance level. The study revealed that a significant difference exists between the performance of adult learners before intervention and the performance of adult learners after intervention of the adult basic literacy programme amongst others. The study concluded and recommended that the curriculum of the adult basic literacy should be designed to have a combination of English and mother tongue language as a medium of instruction in order to aid cognitive development among adult learners, inter alia.

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Section: The Difference Between Language Of Instruction and Cognitive Sustainability Of Adult Learnerscontrasting

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Equipping Adult Learners with Basic Literacy Skills for Cognitive Sustainability in Lagos State, Nigeria

Anyikwa

Oyekunle

2021

jpn

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“…For example, senility could make people lethargic and might affect their willingness to participate in any adult class instructions. While marital commitment may affect how a married individual would commit to ABEP participation (Kolawole, 2009(Kolawole, , 2011. Different ethnic groups perceive and read meaning to the phenomenon around them differently.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

What difference does literacy make among adult learners? Impact of adult basic education programme in a rural community in Botswana

Pusoetsile

Kolawole

2021

Journal of Adult and Continuing Education

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Functional education and human development are not mutually exclusive. To achieve an all-round development, the fourth Sustainable Development Goal partly emphasizes the need to ‘… promote lifelong learning opportunities for all’ by year 2030. This article, therefore, uses a case study approach to analyse the impact of a government funded adult basic education programme in improving literacy level of Sehithwa community in rural, northwestern Botswana. Using a snowball technique and questionnaire/interview schedule survey to sample and interview 30 adult basic education programme participants and 30 non-participants, respectively, and holding other factors constant, the article’s main thrust was to determine the difference in literacy attainment between the two groups. Results from the T-test analysis performed showed that there was a significant difference in participants’ and non-participants’ age, association membership, and household size at p ≤ 0.00 level. Nonetheless, there was no significant difference in literacy attainment between the two groups, perhaps as a result of lack of effectiveness and other challenges associated with the implementation of the literacy programme in the study area.

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“…The experiment also had the goal of providing learners with the basic reading and writing skills required for the growth of self-confi dence and self-esteem (Bhola 1984(Bhola , 1990. It was argued that when people are able to express themselves freely and make meaningful and critical judgement of their leaders, and at the same time are able to exploit the resources (both natural and human) at their disposal in a sustainable way, this is development in practice (Kolawole 2011 ).…”

Section: The University Village: An Experimentsmentioning

confidence: 99%

International Perspectives on Older Adult Education

Findsen¹,

Formosa²

2016

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Aims & Scope"Lifelong Learning" has become a central theme in education and community development. Both international and national agencies, governments and educational institutions have adopted the idea of lifelong learning as a major theme in the coming years. They realize that it is only by getting people committed to the idea of education both life-wide and lifelong that the goals of economic advancement, social emancipation and personal growth will be attained.The Lifelong Learning Book Series aims to keep scholars and professionals informed about and abreast of current developments and to advance research and scholarship in the domain of Lifelong Learning. It further aims to provide learning and teaching materials, serve as a forum for scholarly and professional debate and offer a rich fund of resources for researchers, policy-makers, scholars, professionals and practitioners in the fi eld.The volumes in this international Series are multi-disciplinary in orientation, polymathic in origin, range and reach, and variegated in range and complexity. They are written by researchers, professionals and practitioners working widely across the international arena in lifelong learning and are orientated towards policy improvement and educational betterment throughout the life cycle.More information about this series at

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Adults who learn: sharing literacy project experience from South-western Nigeria

Cited by 4 publications

References 11 publications

Equipping Adult Learners with Basic Literacy Skills for Cognitive Sustainability in Lagos State, Nigeria

Equipping Adult Learners with Basic Literacy Skills for Cognitive Sustainability in Lagos State, Nigeria

What difference does literacy make among adult learners? Impact of adult basic education programme in a rural community in Botswana

International Perspectives on Older Adult Education

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