Appraisal of Oyo State Agency for Adult and Non-Formal Education

(2012-2022)

BY

FAREWO, Boluwatife Mercy

Matric no:185828

Supervisor: Dr I.D UKPABI

A PROJECT PROPOSAL SUBMITTED TO THE DEPARTMENT OF ADULT

EDUCATION, FACULTY OF EDUCATION, UNIVERSITY OF IBADAN

NOVEMBER,2023.
 CHAPTER ONE

INTRODUCTION

1.0 Background to the Study

The Oyo State Agency for Adult and Non-Formal Education (Oyo AANFE) is an organisation
that is established To eradicate illiteracy among the citizenry of Oyo State as well as providing
early school leavers opportunities for continuing education. Education is widely recognized as a
fundamental driver of development, with its importance spanning across individual, societal, and
national levels. According to Ezeani (2017), education is a lifelong process, beginning from
infancy and continuing throughout one's lifetime. Despite cultural beliefs in perpetual learning,
the reality of illiteracy persists in many regions, including Nigeria.

Education, in its various forms, serves as a cornerstone for societal advancement and individual
empowerment. Scholars have defined adult education as a deliberate and systematic process
wherein adults engage in sustained learning activities to acquire new knowledge, skills, or values
outside the formal education system (Denga, 2006). Similarly, non-formal education, as
conceptualized by educational theorists, refers to structured learning opportunities provided
outside the traditional schooling system, catering to the diverse needs and interests of
learnersthroughout their lives (Okwilagwe, 2015).

In Nigeria, the Oyo State Agency for Adult and Non-Formal Education (Oyo AANFE) embodies
the commitment to address educational disparities and promote lifelong learning among adults.
One of the key initiatives undertaken by Oyo AANFE is skill acquisition training, aimed at
equipping adults with vocational skills and competencies to enhance their employability and
income-generating potential. Through skill acquisition programs, participants receive practical
training in various trades, such as tailoring, carpentry, and catering, empowering them to pursue
entrepreneurial ventures and contribute to economic growth (Olawuyi & Ojo, 2018).

Also, literacy promotion is a central focus of Oyo AANFE's efforts to address adult education
needs. Literacy, defined as the ability to read, write, and comprehend written information, is
fundamental for effective communication, civic engagement, and lifelong learning (Ezeani,
2017). Oyo AANFE implements literacy programs targeting adults who lack basic reading and
writing skills, thereby enabling them to participate more actively in social, economic, and
political activities.

Oyo AANFE plays a vital role in community development through its educational initiatives.
Community development encompasses efforts to enhance the social, economic, and
environmental well-being of local communities (Federal Republic of Nigeria, 2004). By
providing education and training opportunities tailored to community needs, Oyo AANFE fosters
grassroots development and empowers individuals to address local challenges collectively.
Through community-based projects and capacity-building activities, participants develop
leadership skills, strengthen social networks, and contribute to sustainable development
outcomes.

Adults make up the workforce of the nation. It is only advisable that their educational needs are
properly catered for. Adult education refers to the "practice in which adults engage in systematic
and sustained learning activities in order to gain new forms of knowledge, skills, or values"

Adult education is the field of education that enable individuals regarded as adults in the
community to which they belong develop their knowledge, improve their technical or
professional qualifications. Adult and Non-formal education provides adults opportunities to
continue their education and contribute more meaningfully to the society. It is therefore
imperative that the government, at all levels, should invest in adult and non-formal education.
Investment in adult education is basic for the attainment of sustainable economic development
for the nation.

In 2022, the United Nations Educational, Scientific, and Cultural Organisation (UNESCO)
reported that around 20 million children in Nigeria were not attending school. According to the
organisation, there are 244 million children and youth worldwide who are still not enrolled in
school, between the ages of 6 and 18. The group also disclosed that the biggest percentage of
children worldwide who are not in school are found in India, Nigeria, and Pakistan. (Aisha,
Umma, and Raliyat, 2022) For almost ten years, the number of out-of-school children in Nigeria
has fluctuated between 10.5 million and about 15 million, with the situation becoming worse as
the nation's security deteriorates.

The federal and state governments of Nigeria have been working to lower the percentage of
illiterates in the country.Nigeria has seen an improvement in its literacy rate as more people
receive higher education. The literacy rate fluctuated from 2010 and 2021, peaking in 2021 and
falling in 2010. In 2021, the literacy rate was 77.62%. Nigeria saw a 13.9% increase in its
literacy rate between 2010 and 2021. In 2021, there was a 0.13% annual rise in the literacy rate.

The highest literacy rates in Nigeria were registered in the southern regions of the country. In the
South West, 89 percent of males and 80.6 percent of females were literate as of 2018. Also, the
south zones showed the lowest percentage differences between male and female literacy. if the
goals of Education for All by 2020 were to be met, the non-formal education was a key factor
that must be given due priority. The objectives of adult education are to:

i. improve an individual's quality of life and enable them to reach their full potential for self-
realization

ii. raise the living standards of families, communities, societies, and nations

iii.encourage peace and harmony among the people in the multicultural global village

iv.accelerate the welfare and development of individual countries as well as the international
community at large.According to National policy, the importance of Adult Education Program
include:

i. To impart more understanding of the circumstances in Nigeria.

ii. Applying generic concepts to Nigerian issues while accounting for the experience of more
developed nations and providing Nigerians with all reasonable assistance

the chance to consider in a national context

iii. Reforming people who are already working on a regular basis in order to boost productivity
at work, equip individuals to handle technological change, and help them get ready for positions
in new industries.

iv. To assist adults who lack literacy in learning to read and write in their own tongue, improve
their mind

v. To enable adults participate wisely in their political and social advancement.

vi. To get adults ready for postliteracy in math and English.

vii. Assisting school dropouts in turning into useful members of the society

1.2 Statement Of Problem

There is a portion of the adult population that lacks literacy, even with the Oyo State
government's best attempts to eradicate it from the State. Both individuals and society are
negatively impacted by illiteracy. Illiterate people have a much higher probability of living in
poverty, having a lifespan characterized by ill health and social vulnerability. The effects of
illiteracy on the economy are as profound, affecting national GDP, unemployment rates, and
worker productivity. The effects of illiteracy

This scourge not only has a major impact on illiterate individuals in their everyday lives and
frequently results in them mortgaging their future, but it also has a tremendous social and
economic impact on society. Effects on the non-literate individuals include:lower earnings,
poorer-quality employment, decreased availability of professional development and continuing
education; instability in finances; Low family interest in education and reading, which frequently
leads to the intergenerational transfer of illiteracy. The federal and state governments of Nigeria
have been working to lower the percentage of illiterates in the country.Nigeria has seen an
improvement in its literacy rate as more people receive higher education. The literacy rate
fluctuated from 2010 and 2021, peaking in 2021 and falling in 2010. In 2021, the literacy rate
was 77.62%. Nigeria saw a 13.9% increase in its literacy rate between 2010 and 2021. In 2021,
there was a 0.13% annual rise in the literacy rate.

Based on this premise, the study tends to evaluate the achievement of Agency for Adult and non-
formal education in Oyo State, Nigeria.

1.3 Objectives of the Study:

The primary objective of this study is to appraise the activities of Oyo AANFE in promoting
adult and non-formal education in Oyo State. Specific objectives include:

1.To document the activities of Oyo AANFE from 2012 to 2022.

2.To identify the challenges encountered by Oyo AANFE in its operations.

3.To evaluate the achievements of Oyo AANFE in promoting adult literacy and non-formal
education.

4.To examine the policy framework guiding the operations of Oyo AANFE.

5.To assess the impact of Oyo AANFE's initiatives on adult education outcomes in Oyo State.

1.4 Research Questions

RQ1 What are the specific activities implemented by Oyo AANFE from 2012 to 2022?

RQ2 What challenges have Oyo AANFE encountered in its efforts to promote adult and non-
formal education?

RQ3 What are the notable achievements of Oyo AANFE in enhancing adult literacy and non-
formal education?

RQ4 What policy framework governs the operations of Oyo AANFE?

RQ5 What is the overall impact of Oyo AANFE's initiatives on adult education outcomes in Oyo
State?

1.5 Significance of the Study

This study will contribute to the already existing body of knowledge on the activities,
achievement and challenges of Oyo State Agency for Adult and Non-Formal Education (Oyo
AANFE)

This study will enlighten the society on the importance of Oyo State Agency for Adult and Non-
Formal Education to the society.

This study will give recommendations to Oyo State Agency for Adult and Non-Formal
Education (Oyo AANFE) on how to improve the services rendered to the adult learners.

This study will provide considerable useful information to both the instructor and the learner in
order to improve the learning and instructional process.

This Study will enlighten the government on the need to provide more funds for the execution of
Adult education programs.

1.6 Scope of the Study

The scope of the Study covers the appraisal of activities of Oyo State Agency for adult and non-
formal education. This study will be delimited to Oyo State Agency for Adult and Non-Formal
Education (Oyo AANFE).

1.7 Operational Definition of Terms

Adult education: Systematic and sustained learning activities undertaken by adults to acquire
new knowledge, skills, or values outside the formal education system.

Adult learner: An individual who actively engages in adult education activities to enhance their
knowledge and skills.

Education: The process of imparting knowledge, skills, and values to individuals, enabling them
to achieve personal and societal goals.

Literacy: The ability to read, write, and comprehend written information, facilitating effective
communication and participation in society.

Non-formal education: Structured learning opportunities provided outside the formal education
system, catering to the diverse needs and interests of learners.

CHAPTER TWO

LITERATURE REVIEW

2.1 Conceptual Review

2.1.1 Concept of Adult Education

The Chatham Conference of 1965 defined a "adult" as someone who has adopted (whether
voluntarily or not) some level of responsibility for oneself and possibly for others, as well as
some degree of independence of parental authority that adolescents do not generally exhibit the
same levels of .

Merriam and Brockett (1997) said that "today, adulthood is considered to be a sociocultural
construction; that is, the answer to the question of who is an adult is constructed by a particular
society and culture at a particular time"

our community. Politically speaking, the voting age was formerly set at 21, but in many nations,
particularly in the west, it is now only 18 years old. In Nigeria, a child's voting age is legally set
at age eighteen. Anyanwu (2007)

An adult can be defined as a person who is mentally mature, capable of bearing his own
responsibilities, capable of making his own decisions, and capable of accepting responsibilities
for whatever they may be. Social roles vary; an individual can play the role of a father, mother,
leader, and other such roles. In most cases, the role an individual plays is referred to as his
responsibilities.

The term "adult" according to UNESCO (2006) refers to a person who possesses certain
characteristics deemed appropriate by society for an adult. These qualities include the ability to
marry and have children, the capability to work for a living and benefit society through manual
or mental labor, and the freedom to carry out any civic obligations that the political system
assigns.

2.1.2 Concept of Adult education

Adult education is an essential component of education that involves a learning process or

situation outside of the formal school system, according to the National Policy on Education
(FRN 2013), which emphasizes all forms of functional education programs for youth and adults
outside of the formal school system. These programs include basic literacy programs, post
literacy programs, continuing education, and vocational programs; all of these programs are
focused on the development of human resources in particular and the development of the country
in general.

According to Umezulike (2005), adult education is the process by which individuals participate
in various activities, programs, and educational institutions with the deliberate intention of
changing their knowledge, comprehension, abilities, attitudes, and other aspects of their lives in
order to resolving individual, local, and national problems.

According to Singh (2008), the purpose of adult education programs is to assist adults in
becoming more independent in their physical and mental well-being as well as in managing their
own lives and the environments in which they find themselves. It is necessary to assist adults
who are exploited or live in poverty in realizing how miserable their life is and that they have the
power to change it.

An intriguing definition of adulthood was provided by Paterson (1979): "Those to whom we

ascribe the status of adults may and do evince the widest possible variety of intellectual gifts,

physical prowess, disposition, convictions, preferences, and customs, making up the large
majority in most societies. But we are right to believe that because of their age, we have the right
to require them to display the fundamental traits of adulthood. Mature people are not always
adults. But they should be considered mature, and it is based on this essential presumption that
their adulthood rests.

Adult education, according to Okedera (2001), is a process whereby individuals who no longer
regularly and full-time attend school engage in a series of structured activities with the goal of
changing knowledge, comprehension, aptitude, appreciation, and attitudes, or with the intention
of recognizing and resolving individual or group problems.

However, according to the International Council for Adult Education (ICAE) (2000), adult
education needs to change to become a more flexible and open system that includes less
traditional media like self-directed learning, online learning, and emerging technology. Through
these methods, adult education can increase program availability and accessibility for individuals
who have historically not attended formal schooling for a variety of reasons (ICEA in Hinze

Adult education must be inclusive of all individuals, regardless of their age, gender, or social
background, as social issues that impede access to formal education may impact any of these
factors.

Adult education also needs to consider the many facets of people's identities and lives. This
implies that individuals with diverse backgrounds should not be considered homogeneous when
it comes to the way they approach treatment and the techniques they use when instructing them.
Certain individuals require not just respect but also appreciation in their many roles within which
they are involved. Thus, when addressing these, adult facilitators must include learning
requirements that are acceptable to all individuals in their various abilities.

2.1.3 Adult education Programs

Current Status of Adult Education Programs:

The current status of adult education in Nigeria is characterized by both progress and challenges.
Efforts to expand access to adult education have been observed through the establishment of
community learning centers, vocational training programs, and skill acquisition initiatives.
However, challenges persist, including inadequate funding, infrastructural deficiencies, and
limited awareness (Ezeani, 2017; Ogunsola & Olagoke, 2019).

The efforts to expand access to adult education in Nigeria signify a positive step towards
addressing the educational needs of its diverse adult population. Community learning centers,
vocational training programs, and skill acquisition initiatives have been pivotal in extending the
reach of adult education to various corners of the country (Ezeani, 2017; Ogunsola & Olagoke,
2019). The establishment of these centers is particularly beneficial in rural areas, where
traditional educational infrastructure might be limited, providing adults with opportunities to
acquire essential skills and knowledge.

Despite progress, the landscape of adult education in Nigeria is marred by persistent challenges.
Inadequate funding remains a significant obstacle, hindering the effective implementation of
these programs (Ezeani, 2017). The financial constraints not only limit the scope and quality of
adult education initiatives but also impact the recruitment and retention of qualified instruct

Infrastructural deficiencies represent another critical issue facing adult education programs in
Nigeria. Insufficient infrastructure, including outdated facilities and a lack of learning resources,
compromises the overall quality of education provided (Ogunsola & Olagoke, 2019). The
disparity in infrastructure between urban and rural settings further exacerbates existing
educational inequalities.

A noteworthy challenge lies in the limited awareness of adult education programs among the
target population. This lack of awareness hinders enrollment and participation rates, particularly
in remote areas where information dissemination is often challenging (Ezeani, 2017). Effective
awareness campaigns are crucial to overcoming this barrier and ensuring that adults are informed
about the opportunities available to them.

The multifaceted nature of adult education programs, catering to both urban and rural
communities, highlights the commitment to inclusivity. However, despite these efforts,
significant disparities persist. Urban areas tend to have more robust educational infrastructure
and resources, leading to more comprehensive and effective programs (Denga, 2006). Bridging
the urban-rural gap is essential for achieving equitable access to adult education opportunities.

The lack of a cohesive national framework for adult education, as highlighted in the National
Policy on Education (Federal Republic of Nigeria, 2004), has contributed to challenges in
standardization and quality assurance. The absence of a unified strategy impedes the creation of
a harmonized, nationwide approach, leading to regional disparities in program quality and
accessibility

In summary, the current status of adult education programs in Nigeria is marked by

commendable progress in expanding access, yet challenges persist. Inadequate funding,
infrastructural deficiencies, limited awareness, and regional disparities pose significant hurdles.
Addressing these challenges requires a concerted effort from policymakers, educators, and
7stakeholders to develop and implement comprehensive strategies that ensure the effectiveness,
inclusivity, and sustainability of adult education programs across the nation. The subsequent
chapters will delve into the programmatic diversity, technological integration, and empirical
research, providing a nuanced understanding of the Nigerian adult education landscape.

Programmatic Diversity in Adult Education:.

Nigeria's adult education programs encompass a diverse array of offerings. These include
literacy and numeracy courses, vocational training, skill acquisition programs, and community
development initiatives. This diversity reflects the recognition of the multifaceted needs of the
adult learner population, catering to both urban and rural communities (Denga, 2006;)

Nigeria's adult education programs exhibit a commendable diversity in addressing the

multifaceted needs of the adult learner population. Literacy and numeracy courses form a
fundamental component of these programs, targeting individuals with varying levels of
educational backgrounds. These courses serve as a foundational step, equipping adults with
essential skills necessary for active participation in societal activities and further educational
pursuits (Denga, 2006).
The inclusion of vocational training and skill acquisition programs is a notable aspect of
Nigeria's adult education initiatives. Recognizing the importance of practical skills in enhancing
employability and economic empowerment, these programs offer adults opportunities to acquire
hands-on expertise in various trades and professions. The diversity of vocational training
programs reflects a responsiveness to the evolving demands of the job market, fostering a more
skilled and adaptable workforce (Okwilagwe, 2015).

A distinctive feature of adult education in Nigeria is the emphasis on community development

initiatives. These programs go beyond individual skill enhancement and literacy, aiming to uplift
entire communities. By integrating community-focused projects, adult education becomes a
catalyst for positive social change, addressing local challenges and fostering a sense of collective
responsibility among learners (Denga, 2006).

The diversity in programmatic offerings is designed to meet the unique needs of both urban and
rural communities. Urban areas often witness a greater emphasis on specialized courses and
technology-driven programs due to better infrastructure and resource availability. In contrast,
rural communities benefit from programs that align with their specific economic and social
contexts, promoting sustainable development tailored to local needs (Okwilagwe, 2015)

While the diverse array of offerings in adult education is commendable, challenges arise in
ensuring equitable access to these programs. Rural areas may face limitations in accessing
specialized courses due to infrastructural deficiencies, limiting the impact of programmatic
diversity. Addressing these challenges requires a nuanced approach that considers the distinct
needs and constraints of different communities (Dukku, 2018).

Nigeria's adult education programs exhibit a commendable diversity in addressing the

multifaceted needs of the adult learner population (Denga, 2006). Literacy and numeracy courses
form a fundamental component of these programs, targeting individuals with varying levels of
educational backgrounds. These courses serve as a foundational step, equipping adults with
essential skills necessary for active participation in societal activities and further educational
pursuits.

The inclusion of vocational training and skill acquisition programs is a notable aspect of
Nigeria's adult education initiatives (Okwilagwe, 2015). Recognizing the importance of practical
skills in enhancing employability and economic empowerment, these programs offer adults
opportunities to acquire hands-on expertise in various trades and professions. The diversity of
vocational training programs reflects a responsiveness to the evolving demands of the job
market, fostering a more skilled and adaptable workforce.

A distinctive feature of adult education in Nigeria is the emphasis on community development

initiatives (Denga, 2006). These programs go beyond individual skill development, aligning with
ANFE's goal of using education as a tool for societal transformation and development. By
integrating community-focused projects, adult education becomes a catalyst for positive social
change, addressing local challenges and fostering a sense of collective responsibility among
learners.
The diversity in programmatic offerings is designed to meet the unique needs of both urban and
rural communities (Okwilagwe, 2015). Urban areas often witness a greater emphasis on
specialized courses and technology-driven programs due to better infrastructure and resource
availability. In contrast, rural communities benefit from programs that align with their specific
economic and social contexts, promoting sustainable development tailored to local needs.

While the diverse array of offerings in adult education is commendable, challenges arise in
ensuring equitable access to these programs (Dukku, 2018). Rural areas may face limitations in
accessing specialized courses due to infrastructural deficiencies, limiting the impact of
programmatic diversity. Addressing these challenges requires a nuanced approach that considers
the distinct needs and constraints of different communities.

The incorporation of modern technologies into adult education, though accompanied by

challenges, aligns with ANFE's goal of leveraging innovative approaches to enhance learning
outcomes (Olawuyi & Ojo, 2018). ANFE acknowledges the importance of incorporating
technology to make education more accessible and effective for adult learners. However,
challenges related to digital literacy and access must be addressed to ensure that the benefits of
technological integration are accessible to all segments of the adult learner population.

In conclusion, the diversity of adult education programs in Nigeria reflects a proactive approach
to addressing the varied needs of the adult learner population. The inclusion of literacy and
numeracy courses, vocational training, skill acquisition programs, and community development
initiatives demonstrates a commitment to holistic personal and societal development (Denga,
2006; Okwilagwe, 2015). However, challenges in ensuring equitable access and the integration
of modern technologies require careful consideration to maximize the impact of programmatic
diversity. Subsequent chapters will delve into the challenges facing adult education programs,
technological integration, and empirical research, providing a comprehensive overview of the
current landscape in Nigeria.

Challenges facing Adult Education programs:

Several challenges hinder the effective implementation of adult education programs in Nigeria.
Financial constraints, insufficient infrastructure, a shortage of qualified instructors, and cultural
factors contribute to the struggles faced by these programs (Dukku, 2018; Ezeani, 2017). The
lack of a cohesive national framework for adult education exacerbates these challenges, leading
to disparities in program quality and accessibility across different regions (Federal Republic of
Nigeria, 2004).

Inadequate funding remains a critical challenge for adult education programs in Nigeria (Ezeani,
2017). Insufficient financial resources hinder the expansion, improvement, and sustainability of
these programs. The Adult and Non-formal Education Commission (AANFE) should play a
pivotal role in advocating for increased budgetary allocations and establishing strategic
partnerships with governmental and non-governmental entities to secure additional funding
sources. By fostering collaboration, AANFE can contribute to addressing the financial
constraints that impede the effectiveness of adult education initiatives.
The infrastructural deficiencies observed in adult education programs, including outdated
facilities and a lack of learning resources, pose significant challenges to effective implementation
(Ogunsola & Olagoke, 2019). AANFE can actively engage in infrastructural development
initiatives, advocating for improved facilities and the provision of essential resources.
Collaborating with relevant stakeholders, including local communities, can ensure that
infrastructural improvements are tailored to the specific needs of diverse adult learner
populations.

The limited awareness of adult education programs, particularly in remote areas, impedes
enrollment and participation rates (Ezeani, 2017). AANFE should take a leadership role in
designing and executing comprehensive awareness campaigns. Leveraging media, community-
based organizations, and local leaders, AANFE can disseminate information about the benefits
and opportunities offered by adult education programs. Active community involvement is
essential for creating awareness and fostering a positive perception of adult education.

The shortage of qualified instructors is a persistent challenge in adult education (Dukku, 2018;
Ezeani, 2017). AANFE should focus on developing strategies for the recruitment, training, and
retention of qualified instructors. This may involve collaborating with educational institutions,
providing incentives for educators, and implementing professional development programs. By
addressing the human resource gap, AANFE can enhance the overall quality of adult education
delivery.

Cultural factors significantly influence the success of adult education programs (Dukku, 2018).
AANFE can integrate cultural sensitivity into program design and implementation. Engaging
with local communities, understanding cultural nuances, and incorporating traditional practices
into the curriculum can contribute to overcoming cultural barriers. AANFE's role in fostering
cultural inclusivity is crucial for creating an environment where adult learners feel respected and
motivated to participate in educational activities.

The absence of a cohesive national framework for adult education exacerbates challenges in
standardization and quality assurance (Federal Republic of Nigeria, 2004). AANFE should take a
lead in advocating for the development and implementation of a comprehensive national
framework. This involves working collaboratively with relevant stakeholders, including
government bodies, educational institutions, and community representatives. Establishing a
cohesive framework ensures consistency, quality, and accessibility in adult education programs
throughout Nigeria.

In conclusion, AANFE plays a crucial role in addressing the multifaceted challenges facing adult
education programs in Nigeria. From advocating for increased funding and addressing
infrastructural deficiencies to leading awareness campaigns, AANFE's strategic involvement is
essential. By actively engaging with cultural factors, recruiting and training qualified instructors,
and championing the development of a cohesive national framework, AANFE can contribute to
the enhancement of adult education programs, ensuring their accessibility, quality, and
sustainability across the nation. Subsequent chapters will explore technological integration,
programmatic diversity, and empirical research, offering insights into potential solutions for
these challenges.
2.1.4 Importance of Adult Education

Adult education serves as a catalyst for personal empowerment and skill development, providing
adults with the tools they need to navigate an evolving job market (Okojie, 2016). The
acquisition of new skills and knowledge enhances individual competencies, enabling adults to
secure better employment opportunities, engage in lifelong learning, and contribute meaningfully
to their communities. The Adult and Non-formal Education Commission (AANFE) recognizes
the importance of empowering individuals through education, aligning with its mission to
promote lifelong learning for personal development.

An essential aspect of adult education's importance lies in its contribution to economic

empowerment and employability (Olayinka, 2019). AANFE plays a pivotal role in advocating
for adult education programs that equip learners with practical skills aligned with market
demands. By fostering partnerships with industries and promoting vocational training initiatives,
AANFE ensures that adult education becomes a potent tool for addressing unemployment and
enhancing economic productivity.

Adult education programs contribute significantly to community development and social

transformation (Okojie, 2016). AANFE recognizes that an educated adult population is vital for
fostering sustainable development. By integrating community development initiatives into adult
education, AANFE facilitates positive social change. This aligns with the commission's
commitment to using education as a tool for societal transformation, ultimately leading to
empowered and resilient communities.

Promoting lifelong learning and civic engagement is a key function of adult education (Okojie,
2016; Olayinka, 2019). AANFE recognizes the importance of cultivating a culture of continuous
learning among adults, enabling them to stay informed, engaged, and actively participate in civic
activities. Through advocacy and program development, AANFE reinforces the notion that adult
education is not just a means of acquiring specific skills but a lifelong journey that contributes to
informed citizenship.

Adult education plays a crucial role in addressing educational inequalities by providing learning
opportunities for individuals who may have missed formal education (Okojie, 2016). AANFE's
commitment to inclusivity aligns with its efforts to bridge gaps in education, ensuring that
marginalized and underserved populations have access to quality learning experiences. By
addressing educational disparities, AANFE contributes to creating a more equitable and just
society.

The importance of adult education extends to cultural preservation and integration (Dukku,
2018). Recognizing the cultural diversity of Nigeria, AANFE ensures that adult education
programs are culturally sensitive and relevant. This approach not only preserves indigenous
knowledge but also fosters a sense of cultural pride and identity among learne.

Finally, adult education holds immense importance in personal, economic, and community
development. AANFE, as a guiding force, recognizes its role in promoting lifelong learning,
economic empowerment, community development, and cultural integration. By advocating for
the significance of adult education, AANFE contributes to building a society where individuals
have the tools and knowledge to lead fulfilling lives, engage in civic responsibilities, and
contribute meaningfully to the progress of the nation. Subsequent chapters will delve into the
challenges facing adult education, technological integration, programmatic diversity, and
empirical research, offering a comprehensive understanding of the multifaceted landscape of
adult education in Nigeria.

Review on ANNFE and non-formal education

The historical development of Adult and Non-Formal Education (AANFE) in Oyo State has intricately
influenced its impact on non-formal education. Non formal education is conceived as a response to the
limitations of formal education due to its ability to fill the gap left of providing opportunities for those
who are been affected for some contending factors. Such factors could be poverty and early marriage for
girls in the northern part of Nigeria and drop out of schools by boys in some parts of the Eastern States in
order to engage in economic activities (Adewale 2006). AANFE evolved over time, leaving an indelible
mark on non-formal educational policies, life skills of learners, community dynamics, and adult literacy
learning.

Policy evolution serves as a cornerstone in understanding this relationship. The historical trajectory
showcases a shift from basic literacy programs to comprehensive non-formal education initiatives,
reflecting a nuanced understanding of the dynamic educational needs of the adult population. This
evolution highlights a responsive approach that has shaped the very foundations of AANFE.

Life skill is a very vital aspect that is emphasized in non-formal education. Adult education as a branch of
non-formal education is targeted towards “self-actualization” (UNESCO 1997), and for learners to attain
the level of self-actualization, they must possess necessary life skills. Life-skills are abilities for adaptive
and positive behaviors that enable individuals to deal effectively with the demands and challenges of
everyday life (WHO 1993). AANFE has left an impact on non-formal education by providing the right
policies that gives room for the instilling of life skills such as literacy skills, communication/interpersonal
skills, decision-making and critical thinking skills, coping and self-management skills.

Community engagement emerges as a pivotal element in the historical tapestry. Community engagement
help to gain a lot from experience-sharing and social interactions, and improve communication within the
community (Newman 2004).The commitment to AANFE has fostered a robust connection with
communities, integrating local perspectives into program design. This collaborative engagement has
become a driving force behind the relevance and success of non-formal education initiatives, emphasizing
the profound relationship between historical decisions and community involvement.tu

Embedded within the historical roots is the cultivation of a lifelong learning culture. Beyond addressing
immediate educational gaps, AANFE has instilled a mindset of continuous learning among adults. This
cultural shift, rooted in historical decisions, underscores the enduring impact of AANFE on shaping not
only individual learning trajectories but also the broader educational ethos in Oyo State.

Adult literacy as a branch of non-formal education, is also an integral part that has been looked into by
many agencies such as UNESCO, UBEC and MNEC. This is because of its vital role in the development
of adults into acceptable and knowledgeable beings. Literacy is a vital instrument to all inclusive/total
development of man. Literacy is a powerful weapon that will give the power to confront, express and
triumph over the inevitable challenges of human life (Adedokun, 2017). AANFE has left an unforgettable

mark on the provision of adult literacy education through the provision of curriculum, development of
both learner primer and facilitators guide and training of facilitators.

Although, AANFE has been faced with its challenges, As good as this non-formal education (NFE)
approach looks, its delivery in the country is confronted with various problems such as ineffective
mobilization and coordination of efforts, lack of a reliable and current data base on learner achievement,
poor funding, shortage of teaching/learning materials and inadequate logistic support for monitoring of
the non-formal program (Adewale 2006). There had also been some shortcomings attached with gaining
access to nonformal education. Several studies including ESA project has shown that there has been
restricted access to participation in non-formal education (ESA 2015). Nevertheless, adaptability to
challenges surfaces as a defining characteristic of the historical relationship between AANFE and non-
formal education. The ability of AANFE in Oyo State to navigate funding constraints and evolving
educational demands underscores a system that learns from its history. This adaptability has influenced
the resilience and sustainability of non-formal education initiatives, further solidifying the historical
imprint on AANFE's impact.

Role of AANFE in Non-formal Education

The Adult and Non-formal Education Commission (AANFE) plays a pivotal role in shaping the
landscape of non-formal education in Nigeria. Established to oversee adult and non-formal
education, AANFE contributes to the development and implementation of policies, programs,
and initiatives that cater to the diverse educational needs of the adult population (Federal
Republic of Nigeria, 2004).

One of the key contributions of AANFE is its advocacy for inclusivity and accessibility in non-
formal education. By championing policies that address barriers to entry, such as financial
constraints and limited awareness, AANFE strives to ensure that non-formal education becomes
accessible to all segments of the adult population. This aligns with the commission's
commitment to providing educational opportunities for diverse learner groups.

AANFE recognizes the importance of addressing educational disparities through non-formal

education initiatives. By tailoring programs to the specific needs of marginalized and
underserved populations, AANFE aims to bridge gaps in educational access and outcomes. This
approach contributes to the reduction of inequalities and promotes a more inclusive educational
system.

The integration of technology in non-formal education is an area where AANFE has shown
significant interest (Olawuyi & Ojo, 2018). AANFE acknowledges the potential of digital
resources, e-learning platforms, and mobile applications in enhancing the reach and effectiveness
of non-formal education. The commission's efforts in promoting technological integration align
with the evolving educational landscape and the need for innovative approaches.

AANFE emphasizes the role of non-formal education in skills development for adults. By
fostering partnerships with industries and promoting vocational training programs, AANFE
contributes to the economic empowerment of adult learners (Olayinka, 2019). Non-formal
education becomes a powerful tool for enhancing employability, addressing unemployment, and
building a skilled workforce aligned with market demands.

AANFE acknowledges the challenges faced by non-formal education programs, including

funding limitations, infrastructural deficiencies, and cultural factors. However, the commission
also recognizes these challenges as opportunities for strategic interventions and improvements.
AANFE's role in addressing these challenges demonstrates its commitment to ensuring the
quality and sustainability of non-formal education initiatives in Nigeria.

In conclusion, AANFE's influence on non-formal education in Nigeria is substantial and

multifaceted (Federal Republic of Nigeria, 2004; Olawuyi & Ojo, 2018; Olayinka, 2019). From
advocating for inclusivity and addressing disparities to promoting technological integration and
skills development, AANFE actively shapes the non-formal education landscape. The
commission's strategic approach to challenges positions non-formal education as a dynamic and
responsive tool for addressing the diverse educational needs of adults in Nigeria. Subsequent
chapters will explore the importance of non-formal education, challenges faced, technological
integration, programmatic diversity, and empirical research, offering a comprehensive
understanding of AANFE's impact on non-formal education initiatives.Together these threads form
a rich tapestry that defines the intricate relationship between the historical roots of AANFE and its lasting
impact on non-formal education in Oyo State.
 CHAPTER TWO

Literature Review

This section of the study will be discussed based on

1.Conceptual Review

- Concept of adult

- Concept of adult education

-Adult education programs

-Importance of Adult Education

- review of AANFE and non-formal education

- Overview of adult and non-formal education in Oyo State

2.Theoretical Review

3.Empirical Review
 CHAPTER THREE

METHODOLOGY

3.1RESEARCH DESIGN:

The study is a descriptive survey research design that focused on the Appraisal of RQ2. How much has
the adult education initiative improved the effectiveness of

employees in Oyo State at work?

RQ3. To what extent has the adult education program increased adults' participation

in Oyo State communities social and political development?

RQ4. How well has the program prepared adults who are non-literate for postliteracy in math and English
in Oyo state?

RQ5. How far have formal school dropouts been absor.bed into adult education programs in Oyo state? .
According to Maduabum (2007), a descriptive survey design is a type of research in which events are
described, examined, and analysed.

3.2 Area of Study:

The research will be carried out in 3 local government areas in Oyo State, Nigeria. Oyo State is located
in South Western part of the country. The local government areas used for this research include Ido local
government area, Ibadan North Local government area and Ibadan South West local government. Each
local government area has a mobile learning center.

The Ido local government area encompasses places like; Ijokodo, Ido, Omi-Adio, Apata, Apete, Akufo,
and Bakatari, in addition to around 612 villages, including Ogunweide, Dada, Olowofela, Apooyin,
Oderemi, Odetola, Erinwusi, Tade, Alagbaa, Iku-senla, and Aloko, among others,Towns like Onireke,
Ayeye, Dugbe, Inalnde, and Ologuneru are under the jurisdiction of the Ibadan North West Local
Government. Areas like Ring-Road, Oke-Ado, Oke-Bola Gege, Born-Photo, and Isale-Osi are under the
jurisdiction of the Ibadan South-West Local government area.

3.3 Population of the Study:

All adult learners in the selected learning centres are the target population. The adult learners, adult
education officers and supervisors of Oyo AANFE will be used in this study.

3.4 Sample Size and Sampling Techniques:

Random sampling was used in selecting the three local governments that will be used for this research
namely Ido, Ibadan North and Ibadan South-west.

3.5 Instrument for Data collection:

The structured questionnaire that will be used for this study will include questions on the objectives of
the research as well as the research questions that were posed.

3.6 Validation of Instrument:

The instrument to be used for this research will be validated by the research supervisor before the
researcher issues it out to the respondents.

3.7 Reliability of Instrument:

The stability of respondents' opinions will be ascertained using a test-retest reliability procedure. Twenty
(20) learners will be chosen for the study from among the learning centers that were not included in the
randomly chosen centers. They will be given twenty (20) copies of the questionnaire. The same
instrument will be given to the same group after a two-week period. The Pearson product moment
correlation coefficient will be used to gather and compare the data from the two administered instruments.

3.7 Data Analysis:

Anova, mean, percentage, and frequency counts will be used in the compilation, sorting, classification,
and coding of the questionnaire data onto a coding sheet.