Department of Adult and Non-formal Education

This study examined the use of Information and Communication Technology (ICT) in adult literacy centres in Benin City, Edo State. The objectives were to determine the extent of ICT utilization, identify the benefits of ICT integration, examine the challenges limiting its effective use, and propose strategies for improving ICT adoption in adult literacy programmes. A descriptive survey research design was employed, involving 100 respondents selected from six adult literacy centres using a multi-stage sampling technique. Data were collected with a validated and reliable structured questionnaire and analyzed using frequency counts, percentages, and mean scores. Findings showed that ICT utilization in adult literacy centres is moderate, as tools such as computers, smartphones, and internet resources are fairly used for instructional and administrative activities. However, inadequate instructor training, unstable electricity, and limited ICT infrastructure constrain effective integration. The study revealed that ICT enhances learner motivation, improves communication, strengthens digital literacy, and provides access to diverse learning materials. Respondents identified key improvement strategies, including increased government funding, regular ICT training workshops, private sector collaboration, consistent equipment maintenance, and stable electricity and internet provision. Major challenges identified include insufficient funding, poor infrastructure, lack of trained personnel, and weak policy implementation. The study concludes that ICT significantly improves teaching and learning in adult literacy programmes, but its potential is hindered by infrastructural and human resource challenges. It recommends increased government investment in ICT, continuous instructor training, reliable power and internet supply, stronger public–private partnerships, and effective policy enforcement to enhance ICT integration in adult literacy centres.

This study examined the impact of youth unemployment on the security and safety of Egor Local Government Area. The study sought to investigate how the high rate of youth unemployment influences insecurity and affects the safety of lives and property within the community. In order to achieve the objectives of the study, four research questions were formulated to guide the research. The design for the study consisted of youths in Egor Local Government Area. A total of fifty (50) questionnaires were administered using a simple random sampling technique to ensure fair representation of respondents within the study area. The research instrument used for data collection was a structured questionnaire designed by the researcher and titled “Impact of Youth Unemployment on Security and Safety Questionnaire in Egor Local Government Aera.” The instrument was validated by experts to ensure its reliability and suitability for the study. The findings of the study among others revealed that youth unemployment significantly contributes to insecurity in Egor Local Government Area, leading to increased cases of crime and threats to the safety of lives and property. The study concluded that addressing youth unemployment through job creation, skill acquisition programmes, and government intervention can help improve security and enhance the overall safety of the community. Appropriate recommendations were therefore made based on the findings

The study investigated the perception of the nomenclature ‘Adult and Non Formal Education’ by the students of Adult and Non-Formal Education, University of Benin. The survey research design was adopted for the study. The population was comprised of 100 undergraduates of Adult and Non Formal Education, 25 students from each level of the undergraduate study constituted the sample of the study. A researcher based questionnaire designed to find out how the students perceive the nomenclature of the department, validated for face and content with a reliability coefficient of 0.74 by test re-test method was used to collect information from the respondents. Research questions were used as the basis for the analysis of the results. The results of the study are in the following order; the students of Adult and Non Formal Education are not proud of the nomenclature of the department, the students of Adult and Non-Formal Education are ashamed of the nomenclature of the department, majority of the students of Adult and Non Formal Education are interested in school politics but are not confident to contest for the post of the SUG president for fear that they would lose out in the election because of the nomenclature of the department, the students of
the department substitute the nomenclature of the department with other names they prefer in order to hide the shame that the nomenclature of the department brings to them, also, the students of the department wish for a change of the nomenclature of the department. The following were recommended; the students of the department should be encouraged to identify with the department and spread the good news of adult education to the society, the students should be encouraged to contest for elective posts in the school and stop concluding that they would fail when they haven’t tried, the nomenclature of the department should be changed to a nomenclature that is more fashionable than Adult and Non-Formal Education so as to make students feel proud to tell people their course of study and stop substituting the nomenclature of their department with other names.

his study aimed at appraising the availability and utilization of learning resources in adult literacy centres in the Ovia-North Local Government Area of Edo state. To enable the study to achieve its objectives, five (5) research questions were raised. The study adopted a descriptive survey research design. The population of this study will comprise all adult learners in all the literacy centres in Ovia-North Local Government Area of Edo State from which a total of one hundred and fifty (150) are selected to form the sample size for the study. Two research instruments; a checklist and questionnaire titled Questionnaire the availability and utilization of learning resources in adult literacy centres in Ovia-North Local Government Area of Edo state were the instruments used for data collection. The validity of the instrument was ascertained through the expert judgment approach while the test re-test method of estimating reliability was used to determine the reliability of the instrument. A reliability index of 0.76 was obtained using Person Product Moment Correlation Statistics. Collected data were analyzed using frequency count, simple percentage, and mean score standard. Findings from the study revealed that Charts, Posters, Projectors, Public Address Systems, Flash Cards, Primers, Facilitators, Classrooms, Writing / Bulletin boards, Tables and Chairs, Computers and Libraries are the learning resources used for adult literacy learning programmes. Also, facilitators in the literacy centres in the Ovia-North Local Government Area of Edo State have been able to effectively use charts in teaching adult Learners; properly and often used Posters in teaching in class; efficiently utilized Public Address Systems in a literacy class to amplify voice; judiciously utilized Flash Cards in an adult class to help teach alphabets and numbers and have effectively utilized the classroom environment to manage adult learner’s learning process, among others. From the findings of the study, recommendations were proffered which among others included that there is a need for the government to help provide learning resources in literacy centres in the state. This will help to enhance the quality of teaching and learning activities in an adult class

This study was embarked on to appraise the Impact of Poor Communication Skills on Teaching and Learning in Adult Education Centres in Benin Metropolis, Edo State. The specific objectives of this study were to investigate the influence of poor communication skills on the teaching and learning process with a view to proffering solutions to the problems identified. The study adopted the descriptive survey research design. The population consisted of Students, Facilitators, as well as participants of the programme in Benin Metropolis. The sample size for the study was 60 respondents drawn through simple random sampling technique. The instrument used for collection of data for the study was a questionnaire and it was validated by the Researcher’s Supervisor and two other lecturers in the Department of Adult and Non-formal Education, Faculty of Education, University of Benin. The findings from the study indicate that poor communication skills in Adult Education Centres impede the learners’ learning skills. The main causes of poor communication skills is due to learners poor learning background, lack of motivation from surroundings, negative attitudes of learners during classroom activities, unconducive environment for teaching and learning, incompetent and unqualified instructors. For these identified causes to be dealt with and for good communication skills to take place, Learners should have an open mind towards their learning, adequate and highly qualified instructors who communicate in clear terms should be recruited and made use of so that learners can acquire the best.

This study was aimed at investigating the factors which influence the participation of women in continuing education programmes in Oredo local government area of Edo state. In view of the purpose of the study, five research questions were formulated to guide the study which are:1. What are the psychological factors influencing women’s participation in continuing education? 2. Do women enroll in continuing education programmes for economic reasons? 3. Do women’s participation in continuing education programmes to improve social interaction? 4. What political reasons necessitate women’s participate in continuing education?

The study was carried out to analyse digital literacy utilization among adult learners in Adult Education programme in Edo State, Benin Metropolis. To enable the study achieve its objectives, five (5) research questions were raised. The study adopted a descriptive survey research design. The population of this study comprised all Adult Learners in Benin Metropolis from which a total of one hundred respondents were selected to form the sample size for the study. A research instrument titled questionnaire on the analysis of digital literacy utilization among adult learners in Adult Education programme in Edo State, Benin Metropolis was the instrument used for data collection. The validity of the instrument was ascertained through the expert judgment approach while the test re-test method of estimating reliability was used to determine the reliability of the instrument. A reliability index of 0.87 was obtained using Person Product Moment Correlation Statistics. Collected data were analyzed using frequency count, simple percentage, and mean score analysis. In view of the findings and conclusions arising from this study, the following
recommendations are made; there is need for the government to get involved in digital literacy programmes by helping to plan and implement the structure of the system, syllables, provide instructional materials and facilities. The government should also
fund digital literacy programmes adequately in order for it to be more effective to the adult learners. There is need to tailor digital literacy programmes to adult learners' unique needs in such a way that will accommodate diverse learning styles, providing
mentorship, encouraging peer support, and establishing local business collaborations. These methods create an inclusive, supportive, and applicable learning environment for all involved. The government should help in creating awareness in conjunction
with adult literacy through the provision of billboards, pamphlets etc, that would help to enlighten the adult citizens about the benefits of the programmes. Modern digital technologies and resources should be integrated into adult education curricula to
enhance skill development and real-world applicability. Policy makers should be encouraged to prioritize initiatives that can bridge the digital divide such as partnerships between adult education institutions, tech companies, and local businesses to provide hands-on learning opportunities and promote digital skill acquisition.

This study determined the assessed the contribution of traditional institution to adult education in Orhionmwon local Government area of Edo State. Four research questions and one null hypotheses were raised to guide the study. The study employed a descriptive survey research design. The population of study constitutes all the practitioners of traditional institutions in Orhionmwon Local Government area Benin City, Edo State. The study adopted the sample selected using a stratified and a simple random sampling technique to select a sample of 65 practitioners selected across the political wards that exist in Orhionmwon for the study. The instrument used for data collection was a structured questionnaire titled: Contributions of Traditional Institutions to Adult Education Questionnaire (CTIAEQ). It was however subjected to face validity by the researcher’s supervisor and one other expert in the Department of Adult and non-formal Education, Faculty of Education, University of Benin. The reliability was determined using the internal consistency method which was measured using Cronbach alpha statistic. The instrument was administered to business education students in University of Benin who are not part of the sample to be used for this study but are part of the population of the study. However, the instrument yielded an alpha value of 0.76. The data collected were analyzed using mean (x), standard deviation (SD), and two sample independent Fisher z using Statistical Packages for the Social Science (SPSS). The study found that in the first place people indicated that traditional institutions provided in the area include Benin, Iteskiri, Hausa, Igbo, Ora, Urhobo, Isoko, Esan, traditional institutions, the respondents were unanimous that these traditional institutions are the most prevalent of the line of authority provided in the area in promoting rural development and adult education programmes. Based on the findings of the study, the following recommendations were made: In the first place, it was found that the members of the traditional ruling council were fairly satisfied with the implementation of the programmes, efforts should be intensified to ensure the implementation of the adult education programmes by traditional institutions is carried out according to specifications and laid down guidelines amongst others.

The research examined the status of adult education in University of Benin, Benin City as a course of Study. The population consisted of students from the Department of Adult and Formal Education, Faculty of Education out of which 100 samples were chosen for the study. Four research questions was generated for the study which sought to know the student level of awareness of adult education among students admitted into the University of Benin, their perception of adult education as a course of study, whether they choose Adult Education as a course of study, and the challenges students face during their course of study. A self-designed questionnaire was used to elicit responses from the respondents. The response was analysed using SPSS. The findings reveal that because students were ignorant of what adult education is all about, students are lethargic to it as a course of study. The study among others recommended that adult education should be made a prerequisite course for students as adult education is a course for all time personal as well as national development

This study was designed to examine the Factors Militating against Effective Teaching and Learning in Adult Literacy Centres in Oredo Local Government Area of Edo State. In order to achieve the objective of this study, four research questions were raised. What is the level of participation of adult learners at the literacy centres in Oredo Local Government Area. What are the teaching methods usedbythe facilitators for learning at the literacy centres in Oredo Local Government Area. What are the available resources for promoting effective teaching and learning at the literacy centre in Oredo Local Government Area. What arethe challenges confronting the adult learners at the literacy centres in Oredo Local Government Area. The study therefore concludes that the adult learners in Oredo local government area of Edo State do not participate actively in literacy classes. This low level of participation is seen to be as a result of their family commitment and not been sensitized to the essence of the programme.