IMPERATIVES OF ADULT EDUCATION IN CUEBING RELATIVE CONFLICTS

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IMPERATIVES OF ADULT EDUCATION IN CUEBING RELATIVE CONFLICTS

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Adult education in Nigeria is presently geared towards national development (Ewuzie, 2012). The objective of the process of adult education and national development is to get the adults, either as individuals or as a group, to learn and through learning to change their attitude and behaviour. The policy on education states the objectives of adult education as:

1. To provide functional literacy education for adults who have never had the opportunity of any formal education

2. To provide functional and remedial education for those young people who prematurely dropped out of the formal school system

3. To provide further education for different categories of completers of formal education system in order to improve their basic knowledge and skills

4. To provide in-service and on-the-job vocational and professional training for different categories of workers and professionals in order to improve their skills

5. To give the adult citizens of the country aesthetic, cultural and civic education for public enlightenment.

Monye (1981) opines that all these objectives have one end in view-to equip the adult with everything he needs for life in order to be relevant to his society by helping to solve some of its problems. We have to recognize that development is of man, by man and for man. Man is the master of his destiny and adult education serves to bring about a fundamental change in man’s attitudes and lifestyle. To survive, people must have awareness and to become aware, they must be literate.

Adult education usually refers to any form of learning undertaken by or provided for mature men and women outside the formal school system. The main targets are specifically defined as youth (girls and boys over 15 years of age, but sometime younger) as well as women and men, generally poor or socially disadvantaged. Although literacy continues to be at its heart, adult education also includes “numeracy”, problem-solving and life skills, and other knowledge. The notion of adult education is often used interchangeably with other notions such as literacy, adult basic education, lifelong learning, continuing, adult basic end non-formal education, etcetera. For the purpose of this presentation, adult education is understood as a transmission process of general, technical or vocational knowledge, as well as skills, values and attitudes, which takes place out of the formal education system with a view to remedying early education inadequacies of mature people or equipping them with the knowledge and cultural elements required for their self-fulfilment and active participation in the social, economic and political life of their societies (Seya, 2014).

The concept of development is complex as it has several connotations. However, Allen (2000) has identified three main meanings in which development is generally used, namely: (i) as a vision, description or measure of the state of being of a desirable society; (ii) as an historical process of social change in which societies are transformed over long periods; and

(iii) as consisting of deliberate efforts aimed at improvement on the part of various agencies, including governments, all kinds of organisations and social movements. For the purpose of this presentation, development will be referred to as a process of economic, social, political and cultural change engineered in a given society by the efforts of all stakeholders, both internal and external – including the local communities, the Government, the private sector, the civil society organisations, the NGOs and the technical and financial development partners- with a view to improving the conditions of the life of the population in a sustainable way. Implicit in these definitions is the assumption that development requires, interalia, the formation of human capital and social capital, some of the main factors of production required for a broad-based economic growth that provides the ground for sustainable poverty reduction.

1.2 Statement of the problem

There may have been previous researches on the importance of adult education in curbing conflicts. This research gives further explanation and analysis into the topic

1.3 Objectives of the study

1. To understand the impact of adult education in curbing conflicts

2. To understand the relationship between adult education and conflict resolution

1.4 Research questions

1. What is the impact of adult education in curbing conflicts?

2. What is the relationship between adult education and conflict resolution?

1.5 Research hypothesis

H0: There is no relationship between adult education and conflict resolution

H1: There is a relationship between adult education and conflict resolution

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