TABLE OF CONTENTS
ABSTRACT. ii
TABLE OF CONTENTS. iii
CHAPTER ONE. 1
INTRODUCTION. 1
1.1 Background to The Study. 1
1.2 Statement of The Problem.. 5
1.3 Objectives of the Study. 6
1.4 Research Questions. 6
1.5 Research Hypothesis. 6
1.6 Significance of the Study. 7
1.7 Scope of the Study. 7
1.8 Limitations of the Study. 8
1.9 Organization of the Study. 8
1.10 Definition of Terms. 9
CHAPTER TWO.. 12
REVIEW OF RELATED LITERATURE. 12
2.1 Introduction. 12
2.2 Theoretical Review.. 12
2.3 Conceptual Review.. 14
2.3.1 Overview.. 14
2.3.2 The Context of Adult Education in Nigeria. 15
2.3.3 Roles of NGOs in Adult Education. 15
2.3.4 Advocacy and Awareness. 15
2.3.5 Curriculum Development and Delivery. 16
2.3.6 Capacity Building for Educators. 16
2.3.7 Collaboration with Government and Other Stakeholders. 16
2.3.8 Challenges Faced by NGOs. 17
2.3.9 The Role of Technology in Adult Education. 17
2.3.10 Impact Assessment of NGO Programs. 17
2.4 Empirical Review.. 18
2.5 Summary of Literature Review.. 20
CHAPTER THREE. 21
RESEARCH METHODOLOGY. 21
3.1 Introduction. 21
3.2 Research Design. 21
3.3 Study Area. 21
3.4 Population of the Study. 22
3.5 Sampling Techniques and Sample Size. 22
3.6 Data Collection Methods. 22
3.7 Research Instruments. 23
3.8 Data Analysis Techniques. 23
3.9 Ethical Considerations. 24
3.10 Limitations of the Study. 24
CHAPTER FOUR. 25
DATA PRESENTATION, ANALYSIS AND INTERPRETATION. 25
4.1 Introduction. 25
4.2 Data Analysis. 25
4.4 Testing Hypothesis. 38
4.5 Discussion of Findings. 39
CHAPTER FIVE. 41
SUMMARY CONCLUSION AND RECOMMENDATIONS. 41
5.1 Summary of Findings. 41
5.2 Conclusion. 42
5.3 Recommendations. 43
REFERENCES. 45
APENDICES. 50
APENDIX I; RESEARCH QUESTIONNAIRE. 50
CHAPTER ONE
INTRODUCTION
1.1 Background to The Study
Education in general remains the key to human development. It is considered a driving force for meaningful developments in every human society. The aim of any educational system is to produce or develop a well-balanced human being who is able to survive in his environment and contribute meaningfully to the survival of the society to which he belongs. Adult education is one of the main professions that can adequately address the socio-economic, cultural, political and environmental problems of adults.
The success of adult education in achieving its objectives stated in the National Policy on Education (2004) cannot be overemphasized. An adult education program changes the social and psychological thinking of adults like no other profession, awakening in them lost hope and freeing them from their prejudice of viewing themselves as incapable of learning. Adult education awakens adult learners to become aware of their environment (social, economic, cultural and political), psychological potentials and hidden abilities. It also exerts enormous influence on the larger society in terms of national transformation (Onyenemezu, 2012).
Adult education is not only about preparing people for life, but also about helping people (adults) to live more successfully as useful and acceptable members of their societies and to make meaningful contributions to the transformation of these societies (Fasokun, 2006).
Many individuals lack access to formal education, which has an impact on their socioeconomic prospects and general quality of life, especially in underserved and rural places. However, in the last decade, non-governmental organizations (NGOs) have become increasingly associated with the implementation of development initiatives such as education, as the government cannot provide all necessary services alone (Dilevko, 2018).
NGOs are considered strategic partners of the public sector and play an important role in service delivery (Brophy, 2020). Undoubtedly, much more explanation is needed to explain the abrupt shift in focus from government to NGOs in response to development concerns (Bano, 2019). It is noteworthy that the rapid recognition of NGOs' contributions to development may be largely due to the global recognition of the importance of ending poverty. According to the World Health Organization (WHO, 2011), this enabled the emergence of NGOs in most third world countries, including Nigeria. NGOs are founded with the intention of bringing about desired changes in sections of society that are considered undesirable, either through networking with other NGOs or through cooperation and partnership with donor organizations (Igbokwe, 2016).
The role of non-governmental organizations (NGOs) in promoting adult education programs in Nigeria has become increasingly important in recent decades, particularly given the country's diverse educational needs and socio-economic challenges. Adult education plays a critical role in empowering individuals, improving employment opportunities, and promoting community development in Nigeria. This is particularly true in a nation where a large portion of the population lacks literacy or basic education (Audu and Abdu, 2021).
Nongovernmental organizations (NGOs) often play an important role in facilitating communication between the government and marginalized communities by creating programs that close educational gaps and provide assistance to those who need it most (Ogunyemi, 2020). Their involvement not only demonstrates their commitment to social justice, but also highlights the urgent need for inclusive teaching practices in a rapidly changing society.
Special education programs have been developed by non-governmental organizations (NGOs) to meet the unique needs of adult learners in Nigeria, where public education institutions typically face challenges such as inadequate funding and poor infrastructure. Examples of these programs include health education, literacy courses and vocational training. The implementation of basic techniques to give participants a greater sense of ownership can significantly increase the impact of adult education programs (Eze, 2023). Nwogbo (2021) asserts that programs funded by NGOs frequently go beyond conventional instruction by promoting critical thinking and civic engagement, enabling people to make meaningful contributions to their communities.
Citizens with higher education are better able to defend their rights and participate in democratic processes. Adult education is therefore a powerful tool that not only changes lives but also strengthens society as a whole (Umar and Bala, 2020). Despite these advantages, NGOs still face numerous obstacles in their work. They often struggle to maintain and expand their programs due to a lack of funding, unclear regulations, and uneven government support (Ojo, 2021). Policymakers, educators and community leaders who want to build a more equitable and inclusive education system must recognize the critical role that non-governmental organizations play in adult education as Nigeria continues to address educational disparities (Ibrahim, 2023).Top of Form
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1.2 Statement of The Problem
Despite the critical role that Non-Governmental Organizations (NGOs) play in facilitating adult education programs in Nigeria, several systemic challenges hinder their effectiveness and sustainability. The country's educational landscape is marred by high rates of illiteracy, particularly among rural populations and marginalized groups, which exacerbates social inequalities and limits economic opportunities (Audu & Abdu, 2021). NGOs often face significant obstacles, including inadequate funding, inconsistent government support, and policy gaps that fail to recognize the importance of adult education. These challenges not only impede the implementation of existing programs but also discourage potential participants from engaging in educational initiatives (Ojo, 2021).
Moreover, the lack of comprehensive data on the impact of NGO-led adult education programs makes it difficult to assess their effectiveness and scalability. This information gap complicates the formulation of evidence-based policies that could enhance the collaboration between NGOs and government entities, ultimately limiting the reach of educational interventions in underserved communities (Eze, 2023). Consequently, a thorough analysis of the role of NGOs in adult education is imperative to identify best practices, address existing challenges, and ensure that these organizations can contribute effectively to Nigeria's educational development goals.Top of Form
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1.3 Objectives of the Study
The main objective of the study is to examine Analysis of the Role of NGOs in Facilitating Adult Education Programs in Nigeria. Specific objectives of the study are:
- To assess the Extent of NGO Involvement in Adult Education
- To evaluate the Effectiveness of NGO-Facilitated Adult Education Programs
- To identify Challenges and Opportunities for NGO Involvement in Adult Education
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- What is the prevalence of NGOs offering adult education programs in Nigeria?
- What are the key factors influencing the effectiveness of NGO-facilitated adult education programs in Nigeria?
- What are the major challenges faced by NGOs in implementing and sustaining adult education programs in Nigeria?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant impact of NGOs on the facilitation of adult education programs 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 analyzed 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 organizations 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 Good Readers NGO. 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.
1.10 Definition of Terms
1. Non-Governmental Organizations (NGOs)
Independent organizations that are not affiliated with any government and operate on a non-profit basis, often focusing on social, educational, health, or developmental issues to promote community welfare and empowerment.
2. Adult Education
A practice aimed at providing learning opportunities for adults, encompassing a range of educational activities designed to enhance knowledge, skills, and competencies, often focusing on literacy, vocational training, and personal development.
3. Facilitation
The process by which NGOs support and enhance the delivery of adult education programs through coordination, resource provision, and capacity building, enabling communities to access and engage with educational opportunities.
4. Capacity Building
Initiatives aimed at improving the skills, competencies, and capabilities of individuals or organizations, often involving training, mentorship, and resource allocation to enhance effectiveness in implementing adult education programs.
5. Community Engagement
The involvement of community members in the planning, implementation, and evaluation of adult education programs, ensuring that educational initiatives are culturally relevant and tailored to local needs.
6. Literacy Rate
The percentage of people aged 15 and above who can read and write in a specific language, serving as a key indicator of educational access and effectiveness in a given region, such as Nigeria.
7. Sustainable Development Goals (SDGs)
A collection of 17 global goals established by the United Nations aimed at addressing various social, economic, and environmental challenges, with Goal 4 specifically focusing on ensuring inclusive and equitable quality education for all, including adult education initiatives.
