CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational (Ibeh, 2008).
Nzeneri (2002) defines an adult as one who is physically and psychologically matured and is socially, economically and politically responsible. Adult education is an inevitable instrument for the achievement of growth and development. Adult education is all-embracing as it brings about changes in information, knowledge, understanding or skill, appreciation and attitude. It enables individuals to become more useful to their society socially, economically, morally and politically (Asojo, 2001). Adult education is the practice of teaching and educating adults. This often happens in the workplace, through ‘extension’ or ‘continuing education’ courses at secondary schools, at a college or university. Other learning places include folk high schools, community colleges, and lifelong learning centers. The practice is also often referred to as ‘Training and Development (Chijioke, 2010).‖
Adult education, as an integral aspect of education, it is a learning process whether formal, informal and non-formal which the adult person engages in for better information, self and national development (Onyenemezu, 2012). Adult education emphasizes all forms of functional education programmes for youths and adults outside the formal school system. Such educational programmes include basic literacy programme, post literacy programme, continuing
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education programme and vocational education programme (F.R.N. 2008). These adult education programmes are geared towards human and national development. Onyenemezu (2012), submitted that adult education exerts enormous influence on the larger society in terms of national development. Fasokun (2006) observed that; adult education is concerned not with preparing people for life, but rather, with helping/assigning people (adults) to live more successfully as useful and acceptable members of their societies and contribute meaningfully to the development of those societies.
EVALUATION OF THE MANAGEMENT OF ADULT EDUCATION PROGRAMME IN NIGER STATE, NIGERIA
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