Table of Contents
Abstract. 2
CHAPTER ONE.. 5
INTRODUCTION.. 5
1.1 Background to the Study.. 5
1.2 Statement of the Problem... 6
1.3 Objectives of the Study.. 7
1.4 Research Questions. 8
1.5 Research Hypothesis. 9
1.6 Significance of the Study.. 9
1.7 Scope of the Study.. 10
1.8 Limitations of the Study.. 10
1.9 Organization of the Study.. 10
CHAPTER TWO.. 13
REVIEW OF RELATED LITERATURE.. 13
2.1 Introduction.. 13
2.2 Theoretical Review... 13
2.2.1 Socio-Ecological Theory. 13
2.2. Critical Theory. 14
2.2.3 Human Capital Theory. 14
2.2.4 Cultural-Historical Activity Theory. 15
2.3 Conceptual Review... 16
2.3.1 Overview... 16
2.3.2 Legislative Frameworks and Policy Implementation.. 16
2.3.3 Infrastructure and Accessibility.. 17
2.3.4 Attitudinal Barriers and Stigma.. 17
2.3.5 Quality of Education and Training.. 17
2.3.6 Financial Constraints and Resource Allocation.. 18
2.3.7 Capacity Building and Professional Development. 18
2.3.8 Community Engagement and Participation.. 18
2.3.9 Employment Opportunities and Economic Empowerment. 19
2.3.10 Technology and Innovation.. 19
2.4 Empirical Review... 20
2.5 Summary of Chapters. 22
Chapter Three.. 23
Research Methodology.. 23
3.1 Introduction.. 23
3.2 Research Design.. 24
3.3 Population of the Study.. 24
3.4 Sample Size and Sampling Technique.. 24
3.5 Data Collection Methods. 25
3.5.1 Survey Questionnaire.. 25
3.5.2 In-Depth Interviews. 25
3.5.3 Focus Group Discussions. 26
3.6 Data Analysis. 26
3.6.1 Quantitative Data Analysis. 26
3.6.2 Qualitative Data Analysis. 26
3.7 Ethical Considerations. 26
3.8 Limitations of the Study.. 27
3.9 Summary.. 27
CHAPTER FOUR.. 28
DATA PRESENTATION, ANALYSIS AND INTERPRETATION.. 28
4.2 DATA ANALYSIS.. 28
4.3 Tables based on research questions. 31
4.4 Testing Hypothesis. 43
4.5 Discussion of Findings. 45
CHAPTER FIVE.. 49
SUMMARY CONCLUSION AND RECOMMENDATION.. 49
5.1 Summary.. 49
5.2 Conclusion.. 51
5.3 Recommendations. 52
REFERENCES.. 54
Research Questionnaire.. 57
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The landscape of adult education for persons with disabilities in Nigeria is a multifaceted terrain marked by both challenges and opportunities. As a country striving for inclusive development, Nigeria faces the imperative to address the educational needs of its disabled adult population. However, this pursuit is hindered by various socio-economic, cultural, and infrastructural barriers that often impede access to quality education and lifelong learning opportunities for persons with disabilities. In this context, assessing the challenges and opportunities inherent in adult education for this demographic is crucial for devising effective policies and strategies that foster their empowerment and integration into society.
Despite concerted efforts by governmental and non-governmental actors to promote inclusive education in Nigeria, persons with disabilities still encounter significant obstacles in accessing adult learning programs. These barriers range from physical inaccessibility of educational facilities to attitudinal biases and discrimination against people with disabilities. Moreover, the lack of specialized instructional materials and trained educators further exacerbates the educational marginalization of this population (Ajelabi et al., 2018). Consequently, there is a pressing need to identify and address these challenges comprehensively to ensure equitable educational opportunities for all Nigerian adults, regardless of their disabilities.
Amidst these challenges, however, lie opportunities for transformative change and innovation in the realm of adult education for persons with disabilities in Nigeria. The advent of technology, particularly assistive and adaptive technologies, has the potential to revolutionize the learning experience for individuals with disabilities by enhancing accessibility and facilitating personalized learning (Ede, 2020). Additionally, the growing recognition of the rights of persons with disabilities, as enshrined in international conventions such as the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), provides a normative framework for advocating inclusive education policies at the national level (Aderemi & Orim, 2020). By leveraging these opportunities, Nigeria can move towards a more inclusive and equitable adult education system that empowers individuals with disabilities to realize their full potential and contribute meaningfully to society.
1.2 Statement of the Problem
The landscape of adult education for persons with disabilities in Nigeria is beset with a myriad of challenges that impede their access to quality learning opportunities and hinder their socio-economic integration. Despite efforts to promote inclusive education, persons with disabilities continue to face significant barriers that limit their participation in adult learning programs. These barriers encompass physical, socio-cultural, and institutional dimensions, ranging from inadequate infrastructure and inaccessible educational facilities to deep-seated societal prejudices and discriminatory attitudes towards individuals with disabilities (Oladipo & Fasanmi, 2020). Consequently, there is a pressing need to comprehensively assess these challenges to formulate evidence-based policies and strategies that address the educational needs of this marginalized demographic.
Furthermore, the dearth of specialized instructional materials and trained educators exacerbates the educational exclusion of persons with disabilities in Nigeria. The lack of inclusive pedagogical approaches and curriculum adaptations further marginalizes this population, hindering their academic progress and skill development (Ezegbe et al., 2019). Moreover, the absence of targeted interventions and support services tailored to the diverse needs of persons with disabilities exacerbates their educational disparities and perpetuates cycles of poverty and exclusion (United Nations Development Programme, 2021). As a result, there is a critical gap in understanding the specific challenges faced by adults with disabilities in accessing and participating in educational programs, necessitating rigorous research to identify effective interventions and promote inclusive practices.
1.3 Objectives of the Study
The main objective of the study is to examine Assessment of the Challenges and Opportunities of Adult Education for Persons with Disabilities in Nigeria. Specific objectives of the study are:
- To identify the key challenges faced by adults with disabilities in accessing and participating in adult education programs in Nigeria.
- To explore the existing opportunities for adult education programs to become more inclusive and accessible for persons with disabilities in Nigeria.
- To develop recommendations for policymakers, educators, and disability organizations to improve the delivery and effectiveness of adult education programs for persons with disabilities in Nigeria.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- What are the specific barriers that adults with disabilities encounter when trying to access and participate in adult education programs in Nigeria?
- How can adult education programs in Nigeria be adapted to better accommodate the diverse learning needs and preferences of adults with disabilities?
- What are the best practices from other countries or regions that can be implemented to create more inclusive and effective adult education programs for persons with disabilities in the Nigerian context?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant difference in the challenges faced by persons with disabilities participating in adult education programs compared to those without disabilities in Nigeria.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Adult Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Bornu Metropolis. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
