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University of Nigeria Virtual Library

Serial No

Author 1 MBAGWU, F.O.

Author 2 NWAKAIRE, O.N.

Author 3

Title

Practising Adult and Non-Formal Education Within The UBE Law In Nigeria

Keywords

Description ractising Adult and Non-Formal Education

Within The UBE Law In Nigeria

Category

Education

Publisher

Publication Date

2005

Signature

Practising Adult and Non-Formal Education Within The UBE Law In Nigeria

Mrs. E 0. Mbagwu a n d O.N. Nwakaire Department of Adult Education and Ertra-Mural Studies

University of Nigeria, Nsukka

Introduction As one of the developing nations, Nigeria has been pracricing Adult and Non Formal Education in the manner presented by the National Policy on Education (1998). The policy framework proferred by that policy has enabled thinking people to adapt various non-formal education strategies in their practice to enable adults acquire some life sklls. Following g!obalization and internationalization of educational practice, another complementary concept emerged. This concept is the USE, implicit in the Education For All (EFA) Programme. The initial problem which a practitioner will have to grapple with is how to carry out his activity/ activities in such a way that both will be sustained without sacrificing any in preference to the other. This work takes a critical look at this dilemma and proffers a way out. It begins by expousing the key concepts imbedded in the subject starring with the concept of adult education.

Adult Education Adult education is generally accepted as education and training provided specifically for adults outside the regular school system. Ngwu (2003) states that the definition of the term adult education depends on the use of such education in the society as well as on other factors. He indicates that from the cultural standpoint in a society like Nigeria, where over 40 per cent of the population is still illiterate, adult education may be concerned primarily with literacy and other related aspects as community development, extra-mural studies or remedial education, distance education and extension education.

182 Mrs. E 0. Mbagwu and 0.N. ~Vwakaire

According to Associate Certificate Education series 1985, Adult Education is lifelong education, whlch begins at birth and ends at death. In otherwords, whoever is tired of learning is also tired of existence.

However, the use of the concept Adult Education depends on how one perceives it and what is prevalent at the time of writing.

Duke(1982:73) opines that adult education may be organized in three modes:

- To train adults to get a qualification (e.g. second chance, remedial education)

- As a national mass education programme in Nigeria. This does not necessarily lead to any academic qualifications.

- As a deliberate training programme for adults in specific skills.

Okedara(1981:17) classified adult education into three modes: formal, non-formal and informal. In his opinion formal education usually involves remedial education or extra-mural classes and leads someone to obtain a certificate. Non-formal adult education covers training and instruction outside the formal education system and may be organized in form of individualized apprenticeship, vocational training in craft centers and even as a nationwide mass literacy campaign.

Informal adult education presumes that learning may come unintentionally and accidentally through face-to-face groups, the media and through serendipity. The above practice of categorizing adult education into formal, non-formal and informal modes naturally makes non-formal education both an educational mode within the education systemand so compels one to demand for further explication of the non- formal mode of education. This needed explication is hereby proffered.

Non-Formal Education: The concept of non-formal education emerged recently in the third world countries and covers a wide range of programmes outside the formal school system and designed to enable those with little or no schooling to catch up, keep up and get ahead.

kikiwe(199258) sees non-formal education as any intentional and systematic enterprise usually outside the traditional schooling in which contact, media, time, unit, admission criteria, staff facilities and other system components are selected and/or adapted for particular students or population or situations in order to maximize the attainment of the learning mission and maximize the maintenance constraints of the system.

Practising Adult and Non-Formai Education 'Within The UBE Law ... 183

Combs (1968) also sees non-formal education as any organized activity outside the established Framework of the formal school and university system, which aims to communicate specific ideas, skills, attitudes and practices in response to a predetermined end. This means that several educational activities organized outside the formal school system qualify as non-formal education. It is for this reason that Ahmed and Combs (1975) refer to non-formal education as the motley assomnent of organized educational activities operating outside the regular smcmre and routines of the formal system aimed at serving a great variety of the learning needs of different subgroups in the population; both young and old. These individuals express the view that non-formal education is a substitute for formal school. For this reason also, Azikiwe (1992) sees non-formal educacion as an alternative system to the formal education in the form of part-time education intended to service identifiable clientele made up of those who for one reason or the other, did not benefit from formal educanon.

Ngwu (2003) also looks at non-formal education from the perspectives of function and process. He indicated that some authors went beyond the emphasis on differences and commonalities bemeen the formal and non-formal to describing the educational activities carried out under non-formal education. Harbison(1973:80j adopts a process standpoint of non-formal education by stating that;

Non-formal educacion and training encourages che entire range oflearning processes and experiences oucside the regular graded school system. I t thus includes everythingfiom learningfiom parents, communication with others and learning from experience to formal training on che job, apprenticeship, adult education, and participation in organized out-of-school programmes such as youth brigades, extension services, community development projects, and health and family planning clinics.

According to Akintayo, (2004), non-formal education is any organized educational acti~lty outside the established formal school educational system meant to serve identifiable learners and learning outcome, flexible in terms of location, time, materials, methods, iearners and providers.

184 Mrs. E 0. Mbagwu and O.N. Nwakaire

A functional dimension was also given to non-formal education by Bhola (1980:42) who presented it as;

Any organized educational activity or training activityfor school dropouts, for illiterate rural and urban adults, foryouths, women or industrial workers aimed at improving their employment and income earning potential orgiving them general education which in some cases, as desired, may help them re-enter the formal systems.

All the above definitions of non-formal education may be synthesized in the summary Ngwu (198759) gives as its characteristics:

I. Non-formal education is usually focused on a specific knowledge of skill, which is needed. As such, it deals with modular units of learning designed for identified problems/needs.

2. Non-formal education is essentially practiced, a process of learning by doing.

3. Non-formal education may be a direct learning experience adopting whatever methodology may be suited to the client as he is, whether literate or not.

4. Non-formal education processes are flexible and will normally be availabte on a part-time and spare-time basis as and when the clientele is available, and for as long and as often as may be required or possible.

5. & n y non-formal education activities may be located close to the life and work of the clientele. In such a way the education provided will be closely related to the home or to the work place and will not be so much a preparation for doing something sometime in the future but for applying the learning experience as it is learned.

6. ln non-formal education, it is possible to bring three kportant learning factors -skills, motivation and practice or employment opportunities into close relationship. The sWs, which are learned, will be selected according to their immediate applicability in the daily life and circumstances ofrhe client. There will be opportunity to assess the value of the skills in some tangible form almost immediately and where, as is commonly intended. The educational process is linked with some other development activity.

Practising Adult and Non-Formal Education Within The UBE Low... 185

7. Many forms of Non-Formal Education can be entirely paid for by the participants, individual groups and firms may benefit from them. The argument here is that where they pay a good proportion of the costs, they are likely to value the learning experiences more highly. bloreover, many forms of Non-formal Education are relatively cheap or may even be provided as a social service.

Adult and Non-Formal Education Many authors, though, have not restricted themselves to definitions of non-formal education apart from adult education but have preferred merging the two concepts and giving their definition. Prominent among these authors is Onyishi (2004:25) who gave his definition thus;

Adult and nonyormal education rzfers to eJforts at improving the provision and implementation ofdevelopment programmes, which have a basic education or training component. Such programme provision usually takes placz outside the formal education system. When the educational process is non-formal, it means that the rigid forms of traditionai schooiing such as regimented curricula, classroom arrangements and set syllabus, are not strictly maintained The education programme is more flexible and diverse, and is adapted to the particular needs and circumstances of learners.

Onyishi went ahead to emphasize the need for Adult and non-formal education to be established in all communities, especially vocational education centers where women and young school dropouts should learn various skills which include tailoring, hair dressing, weaving, soap making, pomade making. Bakery, bag making et cetera. Other community programmes of instruction, which fall under the non-formal category, include health, nutririon, family planning and cooperatives. These will help in poverty alleviation.

The Federal Republic of Nigeria (1998:36) broadens Adult and Non- Formal Education by including Mass Literacy In section 7 of the National Policy on Education, Mass literacy, Adult and Non-Formal Education are indicated as encompassing all forms of functional education system such as functional literacy, remedial and vocational education.

All these categorizations demonstrate the possibility of practicing programmes that will enable adults acquire some raison d'etre and add to national development. They are, however, not the recent concept that

186 Mrs. E 0. Mbagwu and O.N. Nwakaire

has emerged - the UBE programme. The UBE programme initiated by the Federal Government to universalizing access to basic education is perceived as a relief package and a fundamental right to both the school age children who have remained outside the formal school system and also to adults who missed the opportunity to benefit from formal education at their early age. (Ukeje 2000). In essence UBE is a fundamental education made compulsorily available to any group irrespective of age, sex, race or (colour) and it can be acquired through formal school system. To function effectively in a democratic society as ours, every citizen of this country needs to possess the fundamental literacy skills of reading, writing and rudimentary mathematical computation. The 3R's have been generally agreed in international literacy debates as the first step to achieving the social, political cultural and human development objectives set out (Ukeje 2000). This is in line with the final International conference on Adult Education (1972), which adopted the Declaration of the Right to learn which stated that the Right to learn is the right to read and write.

In support of the above, Nwachukwu, (2000) remarked that the Nigerian Mass Literacy Campaign of 1982-1992 which was proposed by the Nigerian National Councd for Adult Education (NNCAE) was a direct outcome of the recognition of the right of all citizens which can be achieved through Adult and Non-formal Education programme. Many countries face the prospect of having large and growing numbers of illiterate citizens despite progress in reducing the overall rate of illiteracy. The Economist (1996) laments that illiteracy has serious implications for national development. It is also sad to note that human resource development will become more and more vital for sustainable growth of the nation but if half of the populace is being left behind, a huge resource base is being under utilized for socio-economic development.

Thus, the struggle for basic education through AduWNFE is the struggle for development, justice, greater equality and recognition of human dignity of all (men, women and youths inclusive). There is an inexhaustible list of organizations in which there is some educational content in their work. These include UNESCO, UNICEF which stand in unique positions in this regard.

For example at the fourth world conference held in 1995 UNICEF pledged to more than double its resources to fund basic education with special attention to girls education. It has also supported innovative programmes in several African counmes to promote basic education for girls/boys and women. There is a need to understand the legal framework that underguides the UBE programme.

Practising Adult and Non-Formal Education Within The UBE Law. .. 187

The Universal Basic Education (UBE) The Federal Ministry of Education (2000) provided implementation guidelines for the Universal Basic Education programme. The programme aims at achieving the following specific objectives:

- Developing in the entire citizenry a strong consciousness for education and a strong commitment to its vigorous promotion

- The provision of free universal basic education for every Nigerian child of school going age.

- Reducing drastically the incidence of dropout From the formal school system (through improved relevance, quality and efficiency)

- Catering for the learning needs of young persons who for one reason or another, have had to interrupt their school through appropriate forms of complementary approaches to the provision and promotion of basic education.

- Ensuring the acquisition of the appropriate levels of literacy, numeracy, manipulative, communicative and life skills as well as the ethical, moral and civic values needed for laying a solid foundation for life-long learning.

The Universal basic education derives its legal backing from the Constitution of the Federal Republic of Nigeria (1999), the educational objectives of which are stated in section 18(" as follows:

Government shall direct its policy toward ensuring that there are equal and adequate educationai opportunities at all levels.

Section 18(3) stipulates that Government shall eradicate illiteracy; and to this end Government shall as and when practicable provide:

a) Free, compulsory and universal primary education; b) Free secondary education; C) Free university education; d) Free adult literacy proginnmes.

Thus, Rxic cc!:l.cxional opportucity fcr all Nigerians is a Lga!. 2 nc:-a1 and social necessity.

188 Mrs. B 0. ~bfiagwu and 0.K Nwakaire

The Ministry gives some directionality to Basic Education when it shows it's all inclusiveness as encompassing the following:

- Programmes/initiatives for early childhood care and socialization.

- Education programmes for the acquisition of functional literacy, numeracy and life skills; especially for adults (persons aged 15 and above);

- Special programmes for nomadic population; - Out of school, non-formal programmes for up-dating the

knowledge and skills of persons who left school before acquiring the basics needed for life-long learning;

- Non-formal skills and apprenticeship training for adolescents and youths, who have not had the benefit of formal education;

- The formal education system 'from the beginning of primary education to the end of the junior secondary school.

The implementation guidelines issued by the ministry also included management of the entire UBE process. The guidelines stated that the job devolution of the commission shall include:

- Prescribe the minimum standards of primary, junior secondary and adult literacy education throughout Nigeria;

- Inquire into and advise the Federal Government on funding of basic education in Nigeria;

- Receive the Universal Basic Education Fund from the Federal Govenunent and allot the funds to the Education Board of the States of the federation and the Federal Government sponsored special basic education projects in accordance with a formula to be prescribed and as the Federal Executive Council may from time to time prescribe

- Collate after consultation with all states Governments, periodic master plans for a balanced and co-ordinated development of basic education in Nigeria;

- Make proposals to the federal Government for equal and adequate basic education opportunities in Nigeria;

- Ensure that the basic national curriculum and syllabus and other necessary instructional materials are in use of primary, junior secondary and adult literacy institutions in the country;

Practising Adult and Non-Formal Education Within The UBE Law. .. 189

- Collate, analyze and publish information relating to prihary, junior secondary and adult literacy education in Nigeria;

- Carry out such other activities that are relevant and conducive to the discharge of its functions under the enabling Act and such other functions as the commission may, from time to time, determine.

The rationale for the UBE programme was expressed as deriving from the strong desire of Government to reinforce participatory democracy in Nigeria by raising the level of awareness and general education of the entire citizenry. It is intended as visible evidence of Nigerian's strong commitment to the Jemtien (1990) Declaration on the promotion of basic

C

education for all, as well as to the New Delhi (1991) Declaration requiring stringent effort by the E-9 countries (nine countries of the world with the largest concentration of illiterate adults) to drastically reduce illiteracy within the shortest possible time frame, to the Durban Statement of Commitment (1998), and the OAU Decade of Education in Africa (1997- 2006) requiring Akican States to generalize access to quality basic education as a foundation stone for the sustainable socio-economic development of the continent.

Thus it may be deduced, the Universal Basic Education is all- inclusive. It spans the formal, non-formal and informal modes of education and may be seen to include childhood education, primary, secondary, adult and non-formal in all ramifications. One aspect of the UBE law is the desire of the government to make it free at all levels overtime and this is desirable. It may also be seen that adult and non-formal education is as it were an adjunct to the Universal Basic Education and appears to target only the adult members of the society In this wise therefore, it may be safely asserted that the two programmes are complementary. In practicing adult and non-formal education, the guidelines of the Universal basic Education should be given serious considerations, because of their currency and harmony with government intentions. The philosophies underguiding the practicing of adult education +.ll now be considered along with actual practice to determine how one may practice adult and non-formal education within the UBE law.

Practicing Adult and Non-Formal Education Within the UBE Law in Nigeria. h explained above, adult and non-formal education is explicit in the UBE law. This may be seen from all principles and objectives of the UBE

190 !Mrs. E 0. lMbagrvu and O.N. Nwakaire

law. For example the objectives included:

- Reducing the incidence of drop-out from the formal school system Catering for the learning needs of young persons who for one reason or another, have had to interrupt their school through appropriate forms of complementary approaches to the provision and promotion of basic education and,

- Ensuring the acquisition of the appropriate levels of literary, numeracy, manipulative, communicative and life skills as well as the ethical, moral and civic values needed for laying a solid foundation for life-long iearning.

It should also be recalled that the Ministry of Education in its guidelines showed that the UBE includes, as pertinent to adult and non-formal education;

- Education programmes for the acquisition of functional literary, numeracy and life skills especially for adults (persons aged 15 and above)

- Special programmes for nomadic population - Out of school, non-formal programmes for up-dating the

knowledge and skills of persons who left school before acquiring the basics needed for life-long learning.

- Non-formal skills and apprenticeship training for adolescents and youths who have not had the benefit of formal education.

Thus, in practicing adult and non-formal education, an adult education practitioner has to have in perspective all these provisions in the UBE, cognizant of the concept of education for all.

First to be borne in mind is the philosophical assumption underguiding the practice of adult education. Akinpelu (1981:80,81) outlines five of such assummions, two of which are most relevant in this instance. He states that two major assumptions are equality of educational opportunities and that education is a process co-terminus with life, which excludes the view that education is only for children. Since the above assumption are subsumed in the UBE law, practitioners of adult education are to endeavour to apply their teaching skills as trained adult educators to ensure the realization of the ideals of the UBE law as pertinent to the Adult and Non-Formal Education. Bladely (1981:225) gave the framework for adult education principles and practices to guide adult education,

Practising Adult and Non-Formal Education Within The UBE Law. ..

which may be sysnthesized as follows: -- - - --

Learners I Adult as defined by local cultures

Pedagogy I Teaching and learning strategies

Delivery system Programme planning and operational approaches I

Practitioners Teachers, trainers, consultants, community educators and developers.

The target learners in the UBE programme as relevant to the adult may be located in !he communities. This being the case, it may not be possible to practise adult and non-formal education in a process, which excludes the community. For this reason, community involvement is paramount to the success of the UBE. UNICEF (1993:14) therefore feels that the martial overtone of the term social mobilization reflects a sense of urgency about overcoming a common probkm or achieving a common purpose through expression of collective commitment of society,

Institutional

formulation of suategies to achieve resclts and engagement of large numbers of people in coordinated and goal or:ented actions.

The adult education practitioner therefore endeavours to enlist the help of the community through social mobilization. Of course, in this instance he has to function as an incendiarist. The spread of participatory democratic values and new forms of social organizations such as popular organizations of women, youths and workers, cooperatives, religion and cultural organizations, professional associations, non-governmental and voluntary organizations and elecred bodies of iocal government has created new opportunities for social mobilization. At the same time, advances in communicauon technolo~j - e lec t ro~ . ,~ and print media as well as new and traditional forms of cultural expression reaching large distances have expanded the potential reach of social mobilization to a degree unthinkable in the past.

From the above points can be deduced the fact that in enlisting participants with the community for the purpose of adult and non-formal education within the UBE programme, an assessment must be made of the capacity of community organizations as possible parties in the development of the programme. It is from this very perspective that the UNICEF non-formal training manual lists the following agencies within the community as possible allies in participatory non-formal education

Libraries, schools, churches, agencies, formal and non- formal settings educational organizations

192 Mrs. E 0. Mbagwu and O.N. Nwakaire

development. These include: - Savings and credit groups. - Societies that perform specific functions like religious and

cultural activities. - Groups based on interests such as women groups, street comer

play groups, youth groups. - Groups based on occupations such as group of farmers or crafts

people. - Social service groups - Armed service groups.

If non-formal education programmes are already existing in the community, it is important for the practitioner to liaise with the people associated with that programme and learn from their experiences and check in which areas non-formal education of the UBE may be included. This way, it will be possible to practice the non-formal education w i t h the UBE programme.

Bassey (2000) listed 15 other sources of funding of the UBE. Among these are:

- Revenue from business venture. - Funds from alumni association - Private sector contacts - Voluntary agency contribution - Revenue from cultural festivals and dances

. - Founders day celebration - School concerts and choir - Proceeds from school farm.

When properly harnessed, it would be possible to fund the UBE programme.

Recommendations &king 'from the above expositions and considerations, the following recommendations are hereby made:

a) To ensure the success of the UBE programme all hands have to be on the deck. This means that all existing social organizations in the country have to be mobilized in implementing the UBE Law as pertinent to the adults.

Practising Adult and Non-Formal Education Within The L'BE Law. .. 193

To facilitate the mobilization of the entire citizenry, adult educators should engage in consciousness raising, targeting the social organization. The Non-Governmental organizations are hereby invited to do more to ensure the accomplishment of the UBE.

Critical to the success of the UBE is the issue of funding. In the spirit of the EFA and to ensure full implementation of the UBE Law, Government is expected to set aside in the budget enough funds to carry out the law in practice.

A special UBE tax fund may be set up to help public-spirited individuals who wish to engage in the various aspects of adult and non-formal education of UBE Law. This is by way of grants. Rather than ask the cormunities first to participate, it is hereby recommended that a stronger term, partnership, be used, to enlist community spirit in implementation of the IJBE law as relevant to adult and non-fomal education. A special UBE tax law should be promulgated through which funds d l be sourced. Such sources have been listed above.

Conclusion This paper has analyzed the topic Practicing Adult and Non-Formal Education within the UBE Law in Nigeria. In this, the concepts imbedded in the subject have been given some dealing starting with the concept of adult education, non-formal education, adult and non-fom.a! education and the Universal Basic Education (UBE). As one may observe aduit and non-formal education is an intrinsic part of the UBE. The aim is to take care of the adult populace and ensure that they are enlisted in the national development process. Various aspects of the UBE Law/progral~me have received attention to give some focus to what the adult education practitioner will do to achieve the ideals of the UBE, which is a metamorphosis of the programme of Education For All. Various agencies

eve which are situated in various communities may be mobilized to ac5 the non-formal education aspect of the UBE. This social mobilization strategy presupposes that community organizations, in their various dimensions, should be sought after and their help enlisted.

Especially will the practitioner need to assess the organizations within the community that are already oriented toward non-formal education and harness their experiences and determine what elements within its practice may be geared toward accomplishment of the UBE Law.

194 Mrs. E 0. Mbagwu and O.N. Nwakaire

References

Akinpelu J. A.(1981),Thilosophy andAdultEducationn in An Introduction to the Study of Adult Education by Bown, L & Okedara J.T. (eds) Ibadan, University Press Ltd.

Akintayo E. (2004), Scope ofAdult and Non-formal Education Possibilities. UNICEF Facilitators Handbook.

Azikiwe U.(1992), Women Education and Empowerment, Nsukka Fulladu Publishing Company.

Bassey, S.U. (2000), International Journal of Research inBasic and Life- Long Education

Blakely E. J. (1981), '3dult Education Principles and Practices" in An Introduction to the Study ofAdult Education by Bown,L & Okedara J. T, (eds) Ibadan, University Press Ltd.

Bhola, H.S. (1980), The Non-Formal Mode of Adult Education in Foundations of Adult Education, Obosi, Pacific Correspondence College & Press Ltd.

Combs EH. (1968), The World Education Crisis: A Systems Analysis; New York. International Council for Educational Development.

Duke, Chris (1982), Adult Education and Development: Some important Issues" Adult Education and Development. Journal of the German Adult Education Association Bonn: German Adult Education Association.

Harbison E (1973), Human Resources as the Wealth of Nations New York; Oxford University press.

Ngwu P.N.C. (2003), Non-Formal Education Concepts and Practices, Enugu, Fulladu Publishing Company, Nigeria.

Okedara J.T. (1981), "Terminologies and Concepts in Adult Education" In Bown, L and J.T. Okedara (eds), An Introduction to the Study of Adult Education, Ibadan, University Press Limited.

Ngwu F?N.C (1987), The Non-Formal Mode of Adult Education in Foundations of Adult Education, Obosi, Pacific Correspondence College & Press Ltd.

Onyishi, J.C. (2004), "Eruaicurion of Pover~y Through Wornel? larticipation in Adult cnd Non-Formal Education. A S t d y o f ~ Y d c k c .'iz E nup State of Nigeria" in Adult Education and Deve!opmext, Bonn. institute for International Cooperation of ;he Grmar : Adul t Education Association.

Practisirg Adult and Non-Formal Education Within The UBE Law. .. 195

UNICEF (1996) Training Manual Module 3, Supporting Non-Formal Education Programme, Enugu.

UNICEF (1998), Education For All? ~egional Monitoring Report No.5 MONEE Project, CEE/CIS/Baltics. Florence: UNICEF International Child Development Centre.

UNESCO Final Report; Third International Conference on Adult Education Paris, UNESCO 1972.

About the Book

This book represents the authentic current thinking and research activities of the authors on Adult and Non-Formal ducat ion System in Nigeria and beyond. It also chronicles the journey so far of the Nigerian National Council for Adult Education (NNCAE) until its recent resuscitation. The publication is just a taste of the pudding for every reader.