Department of Adult Education and Lifelong Learning

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Department of Continuing Education

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Browsing Department of Adult Education and Lifelong Learning by Issue Date

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    A Study of Recruitment, Training and Retention of Adult Education Personnel in Oyo State.
    (Obafemi Awolowo University, 1985) Olagunju, Pius Soladoye; Fasokun, T. O.
    This study examined the recruitment, training and retention of Adult Education personnel in Oyo State. Data were collected from available records in the Ministries of Education, Local Government and the Social Welfare, Youth Sports and Culture. In addition, interview guides and questionnaires were used. Using percentages and tests of correlations where appropriate, the results indicated that the recruitment of personnel for adult education was not based on knowledge, competence and interest in adult education. In addition, there was not enough motivation for adult education instructors to retain them on the job as might be required. Based on these findings, it was recommended that the Government of Oyo State should re-appraise her attitude towards recruitment of staff into various adult education programmes with a view to making it possible to put adult education in competent and interested hands. The study also recommended that the rate of remuneration given to instructors should be increased in order to encourage them to be efficient and effective in the performance of their duties. Finally, the study highlighted possible areas of future research attempts. Such attempts should include a comparative study of recruitment, training and retention of Adult Education personnel in Oyo State with any other State within the Federal Republic of Nigeria.
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    Strategies for Improvement of Instructional Supervision in Nigeria
    (Obafemi Awolowo University, 1985) Makinde, Sunday Ade; Luebkemann, Heinz H.
    The study was designed to identify through a questionnaire the perceptions of Nigerian educators concerning alternative change strategies for improvement of instructional supervision in Nigerian public education systems. The research sample consisted of 220 Nigerian educators enrolled in colleges and universities in the southeastern United States. The research instrument was based on change strategies (Ben Harris, et al.), clinical supervision, and Nigerian educational inspection concepts. Findings are: 1. Educators agreed that inspectors of education often assist their respective schools in education activities, such as curriculum development and identification of resources. 2. Educators disagreed that one of the strategies of the inspectors for the development of professional growth was regular meetings with the teachers and school site leaders. 3. Respondents agreed that the inspectors collaborate and communicate with the education officers regarding staff. 4. Organization of workshops, seminars, and in-service training to improve teacher effectiveness was lacking. 5. The inspectors did not confer with the representatives of the local communities on the pro-vision, expansion, and maintenance of the school. 6. Agreement was indicated that the inspectors serve as specialists in advising the school principals and the staff. 7. The inspection practice was regarded as an inadequate supervisory practice for Nigerian public education systems. 8. Educators preferred clinical supervision as an alternative supervisory practice that might be more productive in improving instructional effectiveness in Nigeria. 9. Adoptions of clinical supervision will re-quire retraining of the ministry of education inspectors, and the school site leaders. 10. Funding and introduction of clinical supervision into the Nigerian public schools should not create any financial problem for the Federal Government.
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    The Relationship between Teachers' Qualification, Availability of Relevant Equipment and Students' Performance in School Certificate Biology
    (Obafemi Awolowo University, 1985) Ogunleye, Adedokun M.; Adeyinka, J.A.
    This study investigated the relationship between qualifications, availability of relevant equipment and performance in West African School Certificate (WASC) Biology (1979). Three types of questionnaire were used (a) qualifications questionnaire (XQ), (b) availability of relevant equipment questionnaire (YEQ) and (c) School Certificate Biology result for I979 questionnaire (ZR). The YR ,and XQ questionnaires were used to collect information from relevant schools and the west African Council's (WAEC) records. Following the analyses of the data the result showed that there was positive relationship between teachers' academic and professional qualifications and the quality of West African School Certificate (WASC) biology examinations results. There was positive relationship between teachers' academic and professional qualifications and the quality of West African School Certificate (WASC) biology examinations results. There was positive relationship between teachers' academic and professional qualifications, availability of relevant- biology equipment, and quality of WASC biology result. It was also found that academic and professional qualifications did not influence the selection of relevant equipment for school certificate biology class and the quality of school certificate biology result. It was recommended that agencies involved in running schools should make sure that qualified experienced teachers and relevant Biology equipment should be provided in schools presenting candidates for West African Examination Council's school certificate biology examinations.
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    An Assessment of the Organisation of Adult Literacy-Programme in Ondo State of Nigeria. (1977-1983).
    (Obafemi Awolowo University, 1985) Jaiyeoba, Modupe Olubunmi; Fasokun, T. O.
    An assessment of the organizational efficiency and effectiveness of Adult Literacy programme in Ondo State from 1977 to 1983 was undertaken. To guide the study it was hypothesized that: 1) There is no relationship between the rank of the Local governments population (demand) and by the number of literacy classes (supply). 2) There is no significant difference in both the organizational efficiency and effectiveness measured teacher/Participant ratio and performance between the Civilian and Military administration and between the local governments with above and below state value. 3) There is no correlation between the aggregate of both efficiency and effectiveness indices in the ranks of local governments, for the period of the study. The study incorporated the use of a Questionnaire and consequent upon carious statistical analyses the following results were obtained: 1) there was a relationship between the rank of the Local governments by population (demand) and by the number of literacy classes (supply) in 1977 and no relationship in 1983. 2) There was a significant difference in both the organizational efficiency and effectiveness as measured by teacher/ participant ratio and performance between the Civilian and Military administration and between the local governments with above and below state value. 3) a positive correlation existed between the aggregate ranks of both efficiency and effectiveness index for the period of study. In view of the findings, the following implications and recommendations an ear justified 1) There is a need for a fairer distribution of literacy classes. 2) It is also recommended that efforts should be made to improve the organizational system of Adult Literacy programmed. Some areas deemed related to the present problems and results were suggested for further research. These include: 1) A replication of the study in other states of Nigeria. 2) A replication of the study in other areas of education. 3) Extension of the study from 1933 till present time.
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    Traditional Education of Indigenous Midwives in Yoruba-land: A Case Study in Oyo town.
    (Obafemi Awolowo University, 1986) Agboh, Veronica Aina; Fasokun., T.O
    This study was designed to investigate the training curriculum of indigenous midwives in Yorubaland. Data were collected through the use of a semi-structured interview schedule or the pre-requisites for training, duration of training, course content examination and graduation in traditional midwifery from practicing indigenous midwives in Oyo town. Analyses of data revealed that factors such as ethnicity, age and maturation are determinants for eligibility for indigenous midwifery training. The course content used by trainers consists of a body of knowledge with related skills. The training period ends with a graduation ceremony which preceeds the assumption of independent practice. There is post-graduation continuing education in form of interactions between the erstwhile trainee and his trainer. eased or the findings, it appears justified to conclude that the training of indigenous midwives is a well-established, semi-formal system of education The majority of skills and knowledge that are taught appear to be identical with those of western midwifery practices. In the light of the findings and conclusions, it is recommended that there is a reed for Government to maintain a register of indigenous midwives. Government should employ indigenous midwives. For primary maternal health work after appropriate re-training, The Government should encourage University departments of Continuing Education in collaboration with departments of Obstetrics and Gynaecology to prepare literacy education for indigenous midwives.
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    The Impact of Community Education Programmes on Rural Women Participation in Self Help Development Projects in Osun State, Nigeria
    (2015-03-20) Adediran, Victoria Oluwatoyin; Akande, J. O.
    This study identified community education programmes that promoted rural women's participation in self-help development projects in Osun State. It examined rural women's level of involvement in self-help development projects and the factors which determined rural women's participation with a view to ascertaining how the community education programmes promoted rural women's participation in self-help development projects. The study employed the sample survey design. The population comprised all women in rural communities in Osun State. A sample of 600 rural community women and 10 community education agents were purposively selected from the six administrative zones of Osun State. A questionnaire titled: "Rural Women's Self-Help Development Participation" (RWSHDP) was designed for the study. Crombach alpha reliability coefficient of the instrument was 0.89. The data were analysed using descriptive statistics. Results showed that all the identified community education programmes were common in the selected communities; and 100% of the women enjoyed them; except mass mobilization for social justice (90%) and mobile van service (96.7%). It was also found that four programmes: Better life for rural women (53.33%) public campaign (40%), cooperative education (53.33%) and mass mobilization for social justice (43.31%), promoted rural women's participation in community self-help development projects more than others. Each of the following programmes: seminar (95%) workshop (46.66%), conference (36.67%), radio and T.V. jingles and advert (36.67%) and mobile van services (33.33%) promoted women's participation at a medium level. The study also revealed that Road grading (43.3%) and contribution to rural electrification (36.67%) were rated "common" self-help development projects that rural women participated in bridge construction (83.33%), building community hall (70%), building of community schools (56.67%). health and sanitation (96%), cooperative farming (56.67%), building and development of market (63.33%) and contribution of money for security provisions (96%) were rated "Very Common". It was also established that rural women were highly involved in road grading (93%), health and sanitation (46.67%), cooperative farming (50%), building of community schools (70%), electrification (56.67%) and contribution of money for security (53.33%). It was also revealed that women were very highly motivated by their desire to: socialize and associate with fellow women (86.67%), seek financial assistance from government (43.33%), seek community comfort (50%), make women relevant in society (70%), promote community spirit in women (50%), and boost community economy (90%). Lastly, the study found that on the average, women were motivated to avoid male domination in the society ( 3 0%) ; while desire to equate with men (26.67%) and render men irrelevant (63.33%) were rated least factors (very low). However, the factor with the highest rating in women motivation for participation in community self-help project was the desire to socialize and associate with fellow women (86.67%). The study concluded that community education programme had a great impact on the desire of rural women to socialize and associate with fellow women, which resulted in their active participation in community self-help development projects.