ASSESSMENT OF THE PROSPECTS AND OPPORTUNITIES AVAILABLE TO ADULT FACILITATORS-IN-TRAINING IN BENIN METROPOLIS

The study investigated the prospects and opportunities available to adult facilitators in-training in Benin Metropolis. Three research questions were raised and two hypotheses were formulated to guide the study. The descriptive survey research design was adopted for the study. The targeted population of the study included undergraduate students, post graduate students and lecturers of the Department of Adult and Non-Formal Education, Faculty of Education, University of Benin. A total of 120 respondents were used as sample of the study. They were selected using the stratified, proportionate and census techniques respectively. A structured questionnaire titled "Assessment of the Prospects and Opportunities for Adult Facilitators-in-Training" (APOAFTQ) was used as the research instrument. The instrument was validated by the project supervisor and two other lecturers in the Faculty of Education, University of Benin, Benin City. The reliability of the instrument was determined using the Cronbach alpha procedure of which an average weight of 0.70 was obtained. The data collected were analysed using the descriptive and inferential statistics. The descriptive statistics involved frequency count, percentages and mean score with a criterion mean of 2.50 while the inferential statistics involved the use of the Pearson's r to test the hypotheses formulated. After the analyses, it was found in the study that there are job prospects and opportunities available to adult facilitators-in-training upon completion of their training programmes. It was also revealed that there are professional development opportunities available to adult facilitators-in-training in order to enhance their job productivity and career advancement. The study therefore concluded that job prospects are available to adult facilitators-in-training in Benin Metropolis. On the
basis of the findings and conclusion reached in the study, it was recommended among others that adult facilitators-in-training should give themselves to professional development in order to advance in knowledge and skill; and that adult education as a course of study should be recognized as a profession among other professions without any form of discrimination