ABSTRACT

The Project investigated the issue of motivation in the provision and delivery of Adult and non Formal Education in Ado Odo Ota local Government Area. It focus on the eorts being made by adult Facilitators the Government and the society in order to enhance the eectiveness of Adult and Non formal Education programme in Nigeria. A total number of Hundred (100) respondents were involved in the study. Some Adults in Ado Odo Ota, Local Government Area of Ogun State, were selected as the sample of the study. The Instruments used for the study was questionnaire and interview. The questionnaire were segmented into two: The first segment comprises of personal data of the respondent and the second segment comprises of items questions. Five research questions were raised and all were duly answered in the study. Simple percentage was used for data analysis. Survey research design was adopted in the study while simple random sampling technique was used for the selection of the population. The findings of the study recommends that Adult learners should endeavour to pay rapt attention, develop an inquisitive mindset as well as actively participate in all teaching and learning activities. This will turn them into active partners in progress, Adult facilitators should make effective use of motivation and instructional materials while teaching Adult. Further studies in terms of seminars, workshops, conferences, in service training, must be organized at intervals to keep the facilitators abreast of the happening in the society.

CHAPTER ONE

1.0 Introduction

1.1 Background to the Study

Adults’ motivation to participate in continued education is of immediate interest, as lifelong learning is now considered as the solution to the pressing problems of increased levels of unemployment, not least among unskilled workers. Many theories concerning motivation and adult education maintain that individuals are innately motivated to learn, and conclude that motivation problems result from various dispositional, situational and structural impediments. Bjorklund (2001). If such barriers are removed, adults will be naturally motivated to educate themselves. The project maintains that motivation should not be regarded as something residing within the individual. It is rather a construct of those who see it lacking in others.

A critical reading of the literature shows how motivation theory stigmatizes people held ‘unmotivated’ in that the theories ascribe motivation problems to the individual, while assuming the basis upon which the problem is formulated for granted, and making those who formulate the problem invisible. Instead of a problem solver, motivation becomes a euphemism for direction and control. Unlike children and teenagers, adults have many responsibilities that they must balance against the demands of learning. Because of these responsibilities, adults have barriers against participating in learning. Some of these barriers include lack of time, money, confidence, or interest, lack of information about opportunities to learn, scheduling problems, “red tape”, and problems with child care and transportation. Crowther, (2004). Motivation factors can also be a barrier. What motivates adult learners? Typical motivations include a requirement for competence or licensing, an expected (or realized) promotion, job enrichment, a need to maintain old skills or learn new ones, a need to adapt to job changes, or the need to learn in order to comply with company directives. Ahl, (2004). The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barrier. Instructors must learn why their learners are enrolled (the motivators); they have to discover what is keeping them from learning. Then the instructors must plan their motivating strategies. A successful strategy includes showing adult learners the relationship between training and an expected promotion Bagnall, (2000)”. With today’s changing student population to include nontraditional adult learners in nearly every higher education institution program, it is necessary administrators of adult learners.

To help learners become more motivated, especially when they understand characteristics of adult learners, and key players in adult learning. Trying to determine why some people wish to learn to read and write is important for all policy and programme makers as well as for those who teach them. It is generally agreed that adult learning programmes, in order to be eective, must be based on the ‘felt needs’ of the learners. It is important to identify what the adult potential literacy learners aspire to, what their intentions are, if we are to help them to achieve those desires. Abelson, (1972). One traditional way of doing this is the missionary approach: to “get at” the potential participants and to try to “make them motivated”. Agencies oen work hard to make non-literate adults feel inadequate, to help them to come to appreciate why they simply must learn to read and write, how their lives are blighted by being “illiterate”. Bjorklund, (2001). Arguments which by now have become traditional (“you will never be cheated if you become literate”; you cannot use medicines properly unless you can read the labels”; are used to help non-literate adults to appreciate how in the modern world they need to become like the literate population if they are to “succeed”. Illiteracy, it is oen alleged, will confine them to a non- developmental future. “Without literacy, there is no development”, and “literacy is the key to health, wealth and happiness, are two of the many slogans which bodies such as UNESCO have drummed into the heads of agencies which provide adult literacy classes.