Course Details

Predisposing factors leading to the demand for Adult Education; Traditional Education; Origins of the institutions; traditional education; origins of the institutions for the education of adults: Town meetings, Agricultural societies, Workers' Education Association, Mechanics institutes, and public libraries. Universities in adult education: extra-mural studies, extension programmes, and summer schools. Voluntary organisations; professional societies, religious institutions and government bodies. Development and growth of adult education associations at national and international levels. Adult education as an emerging Profession.

Meaning and origin of Adult education; classical concepts in adult  education; the relationship between adult education and formal  educational system; adult education; principles and  practice; adult education and lifelong learning; non-formal education and rural urban development; characteristics of non-formal education; integrating non-formal and formal education.

Unit 2: Language in Teaching/Learning situations: Language and learning; styles of communication in teaching situations: transmissive and interpretative styles; reflecting teacher-dominance and interaction; planning instruction: models for teacher/student interaction leading to self-instruction; alternative approaches to teaching: Problem-centred groups, seminars, individual work-programmes; teaching of basic language skills: speak, reading and writing.

The course introduces students to the basic ingredients that are important to the understanding of an educational process. One facet of it deals with intra-educational practice relating to student learning and its outcome. The second part of the course aims at familiarising the students with the historical and socio-economic factors that shape the development of Nigeria's educational system. The course includes a review of the history of traditional Islamic and modern systems of education in Nigeria. The review is organised along the base line of the political history of Nigeria i.e. the pre-colonial era, the British colonial administration 1882 - 1960; Nigeria's first republic 1960 - 1966; the Military administrations 1966 - 79, and post-Military development. The course also touches on the factors of education in context of Nigeria's national needs and philosophy behind educational policies in the country. Major topics here include education and human resources development, education and Nigeria's political needs (political participation, political socialisation and political integration), education and social change, the problems of pre-school inequalities and the country's aspiration for just distribution of educational resources.

The concept of education technology; instructional aims and objectives; teaching and communications; the importance of A/V aids in class room teaching; planning to use A/V aids in the classroom; educational games and simulations; individualised instructions (Keller Plan and Programmed Learning); educational radio and television; audio materials (gramophones and tape recorders); non-projected media (chalk-boards, charts, flannel boards, magnetic boards, models, real objects and specimens); still-projected media (the episcope, filmstrip projector, slide projector and overhead projector); motion-projected media (16mm projector, television and video tape recorders); sources of A/V aids in Nigeria.

Basic learning conditions; teaching and learning of concepts and principles; styles of learning; intellectual abilities, rote learning, reasoning, and imaginative thinking; styles: of thinking and structures of knowledge; teaching styles; approaches to reading and studying; learning social skills; learning and modification of  attitudes; learning social skills; learning modification of attitudes;' learning and society; adult learning and industrial training.

Theories of community development; history of community development; ideology and development; community and equality; socio-cultural, and economic setting, constraints and support; objectives of community development; setting priorities; assessing community needs; planning and administration, organisation and promotion of community development programmes.

Dealing with different types of audience and situations; persuasion techniques and attitude-change; communication by printed materials; tapes and films; self-directed learning; ethnic factors in language. Interspersed with the above will be drills and exercises in basic language-skills; spoken language: pronunciation; intonation, stress; reading skills: speed reading; writing skills; spelling, punctuation, drafting and paragraphing.

The course aims at familiarising the students with the policy, planning and implementation of Adult Education programmes in developing societies. Topics to be covered, among others, will be: the concept of development; factors affecting development; educational crisis in developing societies; social policies in developing societies; modernising societies - with focus on Nigeria, and revolutionary societies; University adult education.

The major objectives of the course is to give students an insight on the role of Adult Education in coping with the promotion of  social change. Topics include: theories of social change; role of adult education in social change; approaches and management of change: processes & phenomena of social change; structuring for fundamental change; organisational constraints and support.

The objective of the course is to introduce students to the general principles of administration and organisational theories. Historical development of organisation and administration; organisational theories; bureaucracy in administration; leadership theories; decision-making processes; system theories; role theories; organisational climate; management of organisation; communication in organisations; organisational supervision; accountability in organisations; personnel and management; management of organisational finance; evaluation.

What adult education is about; the components of adult education organisations; varieties of adult education activity; planning and administration of adult education: personnel, facilities and equipment, and activity; traditional structures of adult education; the introduction and development of modern adult education structures for library and community development; national and international organisations in adult education.

Research Methods: The nature and purpose of research  ethics; types of research; planning the research; research hypotheses; literature search; sampling; controlling invalidity in research; data collection techniques; writing research report. Educational Statistics: Descriptive statistics: frequency distribution; measures of central tendency; measures of variability; percentiles; standard scores; norms. Inferential statistics: the rationales of statistical inferences; selection of appropriate statistical tests to suit different types of study; parametric tests; non-parametric tests.

The concept of comparison; tools for comparative studies; comparative studies and application; comparative study in the education of adults; the comparative perspective: values and problems; alternative approaches; case studies of 'developed' and 'developing' countries - Britain, USA, USSR, Senegal, Malaysia, Nigeria, Tanzania,; the target learner group; contrasts in national priorities, and clientele; youth education; workers' education: the problem approach and the learner approach. Governmental and non-governmental comparison; curriculum liberal arts; vocational - technical and professional.

Definitions and scope of the curriculum; models for curriculum planning; the means-end approach to curriculum planning; concepts of curriculum development; aims and objectives in education; the nature of knowledge and curriculum planning; subject division and sequence in the curriculum; curriculum integration; justification of curriculum content. Social determinants of the curriculum; distribution of knowledge and social structure; vocational academic dualism in the curriculum and parity of esteem; developmental psychology and child-centred approaches to the curriculum; Piaget/Bruner and their impact on curriculum structure; mastery learning and adult education; theories of personality and curriculum structure. Curriculum Evaluation The nature of evaluation; general principles of evaluation; objects of evaluation; forms of student assessment in the classroom; varieties of evaluation: continuous assessment, terminal examination; evaluation for course improvement; problems and dangers of evaluation.

Principles of learning; group learning situations: group discussions; T groups; Buzz groups; seminars; conferences. Individual and group presentations. Demonstrations. Meetings and meeting methods. Role playing. Individual study techniques and their supervision. Improving listening, expressive and reading skills. Self-assessment of learning progress.

Historical basis of literacy; literacy as vehicle of continuity of cultures; place of literacy in primary and adult education; competence of skills and establishing of minimum standards; implications of competence, standards for certification and assessment. Approaches to functional literacy; Laubach Literacy approach; Paolo Freire's approach; UNESCO’s functional literacy approach. Problems of literacy in a multilingual society; role and place of literacy in Nigerian society. Understanding of health, hygiene and general environment.

Adult education and its clientele; radio; television and film and their applications; newspapers and magazines: their advantages, limitations, and conditions of efficiency; use of mass media: defining objectives for programme planning, education and production techniques, production personnel, utilisation system, the reception group, the management of utilization system, feedback and evaluation.

This course attempts to explain the concept "Worker"; in other words "who is a worker"? It does also identify and describe the major and minor productive areas of the Nigerian economy (e.g. the oil sector, the agricultural sector, the industrial/manufacturing sector, the artisanal sector). It finally identifies and describes appropriate educational programmes and delivery models that would promote a steady growth in productivity in the identified sectors.

The course is intended to acquaint students with the settlement and  educational needs of nomads in Nigeria and viable means of educating them.

TOPICS: The concept and the background of nomadic education, social and cultural perspectives of a nomadic society, education of nomadic adults: basic literacy; functional literacy; Education of nomadic youth: pre-school education; primary education; post-primary education. Non-formal education in a nomadic society; Modern grazing techniques for settled nomads; Vocational training of nomads; Health and Welfare of nomads; Issues in settlement of nomads.

This course deals with the recent or current developments in the field of adult education. Such development include the new lines of thinking regarding the specific aspects of theory (e.g. scope of adult education),practice (e.g. new methods; techniques, devices for teaching literacy) and organisation (e.g. new organisational patterns). The information to be supplied in this course could be as recent as one week and as old as four years.

The purpose of this course is to examine the nature of "disadvantage", to identify the disadvantaged groups in Nigeria and their educational needs, and to consider ways in which adults in particular may be enabled to compensate for their disadvantage. The meaning of disadvantage (socio-economic and educational) in the Nigerian situation.

Disadvantaged groups: The handicapped, national policy of integration;  orphans and children of divorced parents; Women, is their education a waste? Beggars, the effects of parasitic degradation; Delinquents. Compensatory education and training programmes for adults; educational alternatives: an examination of  Ivan Illich's concept of deschooling society.

Education and economic growth: the classical and human-capital school of thought, index of human resource development (the African case) and the role of education; the concept of capital formation and adult education: components of economic development; categories of human resources and development strategies for Nigeria; adult education and economic growth, income and literacy; social and political indicators, production functions and quality of labour; management; financing; clientele and effects on cost; the costing of adult education programmes: effectiveness; analysis, approaches to adult education planning:   Manpower requirements, and the rate of returns approaches, planning non-formal education, National, State and project levels; adult education, equity, income distribution and employment: relation between equity and efficiency, effects of schooling and adult education on equality; equality and incentives; adult   education and equity; adult education and employment.

The course will seek to familiarise the students with the strategies and dimensions for project planning in non-formal education. Emphasis throughout will be on techniques of how to transform statements (policies) into project; project concepts and design and how to put down project profiles into priorities. The course content comprises identification of needs for the project; its objectives; technology; social demand for the project; cost benefit analysis, organisation and management and project summary.  General principles of evaluation; definitions; formative and summative evaluation; baseline surveys; the case study; group process techniques; evaluation of design, programme content, materials, operation, evaluation of impact.

Instructional objectives; basic terms and principles used in assessment and testing; characteristics of a test: reliability, validity, usability; planning classroom tests; developing essay and objective tests; item analysis; scoring classroom tests; standardised achievement tests; testing scholastic aptitudes (individual and group tests); measuring non-cognitive variables: interests, attitudes, and different aspects of personality; interpreting test scores.

Curriculum development: levels of decision-making; historical background to the development of the school curriculum in Nigeria; analysis of the development of the content of adult education programmes in Nigeria; agents of curriculum innovation; implementing curriculum change; constraints of curriculum change in school and in adult education programmes; planned organisational changes; institutions for curriculum innovation; agencies for mass literacy programmes; strategies of curriculum change in centralized and decentralised systems of control; responses to curriculum change; factors that help or hinder acceptance and institutionalisation of curriculum innovation; teacher education and curriculum implementation; community participation in curriculum development; need for changes in adult education programmes, examination of policy formulation and the administration of innovation in adult education programme in Nigeria.

Historical perspectives; great religions and their learning traditions technological change and its impact upon the learning needs of society; rural to urban transition; changing needs of the learners; psychological bases of lifelong learning; integration of formal education and lifelong learning; planning for lifelong learning; towards a learning society.

Literacy as a means of social change, place of literacy in the overall development plans, development and utilisation of educational technology; co-ordination of adult literacy among governmental and non-governmental agencies, financing of literacy programmes; costs and returns; provision of follow-up materials; problems of dropouts. Case studies of literacy programmes from Cuba, India, Iran and other countries.

The course aims at creating awareness of the problems of contemporary societies and their alternative solutions. The right to education, equality of opportunity: Government subsidies, and Edu-credit; anti-poverty programmes; disadvantaged  groups; religious adult education; health, social customs, and social welfare and non-formal education.

Productivity and human resources; assessment of needs of an enterprise; appraisal of productivity: types of appraisal; development and validation of appraisal system; selection of teaching and training methods, factors affecting choice of teaching methods; the use of Visual Aids, use of film, programmed learning, etc; role playing; designing training programmes; job training needs; job analysis; job description; development of learning system; project method; assessment of training programmes; in-house programmes; contracted programmes, Industrial Training Fund.

Behaviourist psychology; programmed learning and teaching machines. Applications of distance learning techniques. Programme design for practical need-areas. Programme writing, distribution and supervision of assignments. Supplementary facilities. Testing and evaluation. Feedback. Detailed study of N.T.I.

Social change: categorisation, theories and models; relationship between social change and education; existing educational institutions in question:  selection of intake, schools, teachers, nature of content offerings; assessment and certification, bureaucratic nature of educational institution; educational institutions and world of work; education as imperialism; proposed reforms: arguments for deschooling society; the concept of university without walls; free university; integration of non-formal and formal education; lifelong learning; the concept of the learning society.

History of community development in Nigeria, political organisation, bureaucracy and community development; community workers, their selection, motivation and training; meeting community needs preparing for social action; dynamics of change; community development as a movement. Selected case studies from African, Asian, and American countries.

Concepts related to group processes; group dynamics; group membership; types and cohesiveness; pressures to uniformity or conflict within groups; power and influence in groups; motivational processes and performance of group functions; group aspirations, individual motivation in relation to the group; effects of group processes on classroom behaviour.

The course is intended to familiarise students with strategies for involving people in identifying and assessing group needs; and to seek to meet these needs by identifying and co-ordinating available educational resources. Topics include: Foundations of Community Education; Community Education Programmes and their management; rural and urban settings; training of community educators; financing community educational programme; relevance curriculum; Educational Institutions and Community education; future developments of community education.

Adolescent peer relations, values and controls; youth management; types of youth activities; organising youth interests; motivational differences among youth; leadership styles; members' reaction to leadership; leader effectiveness; the role of youth organisations in Nigeria; catering separately and jointly for young men's and women's past times; running youth clubs; constraints on youth organisations; implementing youth programmes; the future of youth development.