UNIVERSITY OF MAIDUGURI
Maiduguri, Nigeria
CENTRE FOR DISTANCE
LEARNING
EDUCATION
CEA 308–
CEA 308_
UNIT:2
COMPARATIVE ADULT EDUCATION
UNIT: 2
COMPARATIVE ADULT EDUCATION
ii
CDL, University of Maiduguri, Maiduguri
COMPARATIVE ADULT EDUCATION
CEA 308–
Published
UNIT: 2
2008©
All rights reserved. No part of this work may be reproduced in
any form, by mimeograph or any other means without prior
permission in writing from the University of Maiduguri.
This text forms part of the learning package for the academic
programme of the Centre for Distance Learning, University of
Maiduguri.
Further enquiries should be directed to the:
Coordinator
Centre for Distance Learning
University of Maiduguri
P. M. B. 1069
Maiduguri, Nigeria.
This text is being published by the authority of the Senate,
University of Maiduguri, Maiduguri – Nigeria.
ISBN:
978-8133-
iii
CDL, University of Maiduguri, Maiduguri
CEA 308–
COMPARATIVE ADULT EDUCATION
UNIT: 2
P R E F A C E
This study unit has been prepared for learners so that they can
do most of the study on their own. The structure of the study unit
is different from that of conventional textbook. The course writers
have made efforts to make the study material rich enough but
learners need to do some extra reading for further enrichment of
the knowledge required.
The learners are expected to make best use of library facilities
and where feasible, use the Internet. References are provided to
guide the selection of reading materials required.
The University expresses its profound gratitude to our course
writers and editors for making this possible. Their efforts will no
doubt help in improving access to University education.
iv
CDL, University of Maiduguri, Maiduguri
CEA 308–
COMPARATIVE ADULT EDUCATION
UNIT: 2
Professor M. M. Daura
Ag. Vice-Chancellor
v
CDL, University of Maiduguri, Maiduguri
COMPARATIVE ADULT EDUCATION
CEA 308–
UNIT: 2
HOW TO STUDY THE UNIT
You are welcome to this study Unit. The unit is arranged to
simplify
your
study.
In
each
topic
of
the
unit,
we
have
introduction, objectives, in-text, summary and self-assessment
exercise.
The study unit should be 6-8 hours to complete. Tutors will
be available at designated contact centers for tutorial. The center
expects you to plan your work well. Should you wish to read
further you could supplement the study with more information
from the list of references and suggested readings available in the
study unit.
PRACTICE EXERCISES/TESTS
1. Self-Assessment Exercises (SAES)
This is provided at the end of each topic. The exercise can
help you to assess whether or not you have actually studied and
understood the topic. Solutions to the exercises are provided at the
end of the study unit for you to assess yourself.
2. Tutor-Marked Assignment (TMA)
vi
CDL, University of Maiduguri, Maiduguri
CEA 308–
COMPARATIVE ADULT EDUCATION
UNIT: 2
This is provided at the end of the study Unit. It is a form of
examination type questions for you to answer and send to the
center. You are expected to work on your own in responding to the
assignments. The TMA forms part of your continuous assessment
(C.A.) scores, which will be marked and returned to you. In
addition, you will also write an end of Semester Examination,
which will be added to your TMA scores.
Finally, the center wishes you success as you go through the
different units of your study.
vii
CDL, University of Maiduguri, Maiduguri
CEA 308–
COMPARATIVE ADULT EDUCATION
UNIT: 2
INTRODUCTION TO THE COURSE
You are welcomed to this study unit. You will be introduced to the
Comparative Adult Education. The unit aims at providing you with the necessary
tools for understanding the bases of the study of Comparative Adult Education.
This course units addresses seven topics. Topic1 explains the problems facing
Adult Education. Topic 2 highlights on the reasons for the study of comparative
Adult Education. Topic 3 centers on the origin or development of the study of
Comparative Adult Education. Topic 4 discusses the population for Comparative
Adult Education. Topic 5 addresses the future of Comparative Adult Education.
Topic 6 focuses on the comparison between the teachers of Adult Education and
that of the formal school system and finally topic 7 descended on comparison
between the developments of Adult Education in Nigeria and Sudan.
CDL, University of Maiduguri, Maiduguri
1
COMPARATIVE ADULT EDUCATION
CEA 308–
CEA 308:
UNIT: 2
COMPARATIVE ADULT
EDUCATION
UNITS: 2
TABLE OF CONTENTS
PAGES
PREFACE
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PROBLEMS FACING ADULT EDUCATION -
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HOW TO STUDY THE UNIT
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INTRODUCTION TO THE COURSE
1
TOPICS:
1.
2.
3
REASONS FOR STUDY OF COMPARATIVE
ADULT EDUCATION -
3.
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ORIGINS/DEVELOPMENT OF COMPARATIVE
ADULT EDUCATION -
4.
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POPULATION FOR COMPARATIVE ADULT
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5.
THE FUTURE OF COMPARATIVE ADULT
EDUCATION
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6.
COMPARISON BETWEEN THE TEACHERS OF
ADULT EDUCATION AND THOSE OF
FORMAL SCHOOL
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7.
COMPARISON
BETWEEN
NIGERIA
AND
SUDANESE
ADULT EDUCATION -
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SOLUTION TO EXERCISES
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TOPIC 1:
TABLE OF CONTENTS
PAGES
1.0
TOPIC 1:
PROBLEMS FACING ADULT EDUCATION
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1.1
INTRODUCTION -
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1.2
OBJECTIVES
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1.3
IN-TEXT
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1.4
SUMMARY -
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1.5
SELF- ASSESSMENT EXERCISES
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1.6
REFERENCE
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1.7
SUGGESTED READING
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1.0
TOPIC :
COMPARATIVE ADULT EDUCATION
UNIT: 2
PROBLEMS FACING ADULT EDUCATION
1.1
INTRODUCTION:
This topic examines the problems facing Adult Education as a discipline since
it is only of recent that comparative studies of Adult Education came to be. The topic
shall also provide possible solutions to some of the enumerated problems.
1.2
OBJECTIVES
At the end of the topic, students should be able to:
i.
Identify major problems facing Adult Education as a discipline,
and
ii.
Enumerate some possible solutions to the identified problems.
1.3
IN-TEXT
1.3.1 PROBLEMS FACING ADULT EDUCATION
Adult Education as a discipline in the field of Education is faced with a
number of problems which affect the pace of its development. These problems
according to Anyanwu (1999) have negative impact at both national and
international levels. It is of recent that Adult Education received international
exchanges of practitioners and also participation in international organization and
international studies as compared with disciplines like economics in the social
sciences and psychology in education.
Major problems facing Adult Education among other things include the
following;
i.
Ignorance of its tenets and purpose. In most developing countries of the
world and Nigeria in particular, many people are ignorant of its tenets and
purpose. Many including policy makers do not know the importance of Adult
Education in enabling personal and national development.
ii.
Inadequate provision of facilities. Due to the ignorance of the purpose and
importance of Adult Education in national development, in most developing
countries and Nigeria in particular, it is confronted within adequate provision
of facilities. Most chief executives in the states and policy makers do not
consider it important enough to attract adequate budgetary allocation.
iii.
Failure to utilize Adult Education for development purposes. Adult Education
in most developing countries is not used as an instrument for the initiation
and implementation of development programms. There is no adequate and
well planned mass mobilization of people to participate in Adult Education
programmes. Hence, this affects the pace of development in many developing
countries and Nigeria in particular. Many development programmes in most
developing countries and Nigeria in particular failed because they were not
CDL, University of Maiduguri, Maiduguri
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CEA 308–
iv.
v.
vi.
vii.
viii.
1.4
COMPARATIVE ADULT EDUCATION
UNIT: 2
channelled and implemented through the appropriate Agencies responsible for
Adult Education programmes. In Nigeria many Adult Education programmes
are carried not by agencies not conversant with Adult Education programmes
such as the defunct Mass Mobilization for Social Justice and Economy
Recovery (MAMSER); the Directorate for Foods, Roads and Rural
Infrastructure (DFRRI), the National Directorate for Employment (NDE),
and the National Orientation Agency (NOA) etc MAMSER, DFFRI, NDE
and NOA.
Poor funding. Many governments of developing countries and Nigeria in
particular fail to provide enough funds for Adult Education programmes. As a
result of the limitation of funds, not every aspiration can be fulfilled. In most
states and local government areas of Nigeria, the funds that could be used for
development of Adult Education are diverted to formal schools and/or other
projects.
Overemphasis on formal education. In most developing countries and Nigeria
in particular emphasis is placed on formal education. Education generally is
not seen or viewed as a right for citizens should be available to all and
according to ones needs, ability and interest and to continue through life.
Importance in national development is undermined. In most developing
countries of the world and Nigeria for instance, the importance of Adult
Education in the scheme of national development is not yet fully appreciated.
Since most chief executives and policy makers as well as other well placed
individuals in the society have lukewarm attitudes towards Adult Education, it
is not regarded as fostering the provision of vocational, professional, general,
social, cultural and recreational education for all men and women that are
desirous of continuing their development.
Lack of contact between Adult Education practitioners and policy-makers.
There is generally a wide-gap between the operators of Adult Education
programmes at the grass-root level and the policy-makers, since policy-makers
are not in close contact with those engaged in the operation of Adult
Education programmes at the grassroots. This makes many policy makers to
be ignorant of the actual needs and aspiration of the adult learners in the
communities. Consequently, it leads to withdrawal of many adult learners
from the programmes.
Pretensions of ignorance by policy makers. A good number of policy-makers
and chief executives in most developing countries and Nigeria in particular,
pretended ignorance of what Adult Education is all about. Apart from the
policy-makers and the chief executives, generally people have narrow
perception of the concept Adult Education. They receive Adult Education as
merely an education capable of bringing to the illiterate masses knowledge of
how to read and write and calculate. (3rs).
SUMMARY
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UNIT: 2
The topic examined and discussed the various problems facing Adult
Education. The problems identified do not only affect Adult Education at the
global scene but the people who are to benefit from the programmes.
1.5
SELF-ASSESSMENT EXERCISES
1.
Mention any five problems affecting the smooth implementation of
Adult Education programmes in your state.
2.
How do you think the problems can be minimized?
1.6
REFERENCES
Anyanwu, C.N. (1999). Comparative Studies in Adult Education Ibadan,
Gabesther, Educational Publishers.
Lowe, J. (1970). Adult Education and Nation Building Edinburgh. (Edinburgh
University Press).
1.7
SUGGESTED READING
Anyanwu, C.N. (1983). An Approach to Comparative Adult Education Owerri.
African Educational Services Ltd.
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UNIT: 2
TOPIC 2
TABLE OF CONTENTS
2.0
TOPIC:
PAGES
REASONS FOR THE STUDY OF COMPARATIVE
ADULT EDUCATION
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2.1
INTRODUCTION -
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2.2
OBJECTIVES
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2.3
IN-TEXT
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2.3.1 REASONS FOR LEARNING THE COMPARATIVE
ADULT EDUCATION
2.4
SUMMARY -
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2.5
SELF ASSESSMENT EXERCISE
2.6
REFERENCES
2.7
SUGGESTED READING
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2.0
TOPIC:
COMPARATIVE ADULT EDUCATION
REASONS
FOR
THE
STUDY
UNIT: 2
OF
COMPARATIVE ADULT
EDUCATION
2.1
INTRODUCTION
The reasons for the study of comparative Adult Education is numerous, but
mainly intellectual. Adult Educators and Educationist study programmes of Adult
Education in various countries of the world in order to know what happen in other
countries and compare with what is obtained in their country and make rooms for
possible adjustment and improvement.
According to Thomas (1970, p.230) studying Comparative Adult Education is
worthwhile, because “an important quality of being human is to learn”. Therefore the
knowledge obtained from the study of Comparative Adult Education seeks to analyze
the causes which may have produced such similarities or differences, reasons
underlying such situations and solutions attempted for any problems arising there
from.
2.1
OBJECTIVES
At the end of the topic, students should be able to:
i.
Differentiate their country’s educational system form those of foreign
ones.
ii.
Enumerate the reasons for learning Comparative Adult Education.
2.3
IN-TEXT
2.3.1 REASONS
FOR
LEARNING
COMPARATIVE
ADULT
EDUCATION
The reasons for the study of Comparative Adult Education among other
things include the following:
i.
New knowledge in the field of Education. Comparative Adult Education is an
area of study recently added to the range of research and teaching in
Education. Therefore as a field of study, there is need for vigorous pursuing to
enable Adult Educators and Educationists to become fully acquainted with the
system and how best it can be co-opted into their country’s Educational
system. Bereday (1964, P.5) added that “Education is a mirror held against the
face of the people, any system of Education tells without error, the nature of
the society that embraces it”. Based on this, what are the lessons the nations
have learnt from the early founders of Education in Nigeria? The ArabCDL, University of Maiduguri, Maiduguri
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ii.
iii.
COMPARATIVE ADULT EDUCATION
UNIT: 2
Muslim Scholars in the north and the Portuguese traders /Portuguese Catholic
Christian Missionaries in the South? What are socio-economic, political,
cultural and social implications has the two religions have on their followers in
these regions?
Deduce lessons from past mistakes. The study of Comparative Adult
Education does not only aid Adult Educators and Educationalists to know
how other countries carry out their Educational system but also help them to
understand how their country’s educational system differ from others. Knoll,
(1979, P.15) added that, to understand others with a view to understand
ourselves and evaluating our achievements, enable us to deduce lessons from
our own system from the achievements and mistakes of other system and it
can also help us to access educational issues and problems from a wider
perspective than could otherwise be the case. Thus, in other words, when we
are aware of other people’s point of view, we can be in better position to
accommodate our shortcomings with good faith and further adjust and give
room for better positioning of problems.
Inject-in-new and fresh ideas. The knowledge obtained from the study of
Comparative Adult Education may enable both Adult Educators and
Educationalists to bring in new and fresh ideas. It will also enable them
carrying out critical thinking and analyzing the Educational system under study
so that it can benefit all and sundry. Lowe (1975) added that “knowledge of
the existence of effective methods of procedure and successful solutions to
educational problems in another country may be a tool for practical purposes
through analogy and emulation in one’s country”.
Apart from injecting-in-new and fresh ideas into the Educational system,
Lowe (1975) further enumerated the benefits of the study of Comparative Adult
Education to include:
a.
To clarify whether certain behavior patterns are characteristics of a certain
culture, or whether they are valid for the generality of humanity.
b.
They also offer help in Education to those who wish to work in other
countries and other cultures.
c.
They offer fruitful type of study for those who wish to learn more about
other people and other countries.
d.
They gave the individual an increased and deeper understanding of his
own view and own culture.
e.
They offer systematic and rational aids for the decision whether the impact
of cultural or educational influences from outside should be accepted and
copied or rejected and repulsed .
f.
They are necessary preliminary for research work which extends over
several countries and several cultures.
g.
They deliver experiences and hypothesis which prove themselves useful in
the estimation of the possible effects and consequences of considered
innovation in Education.
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UNIT: 2
2.4
SUMMARY
This topic gave an overview of the major reasons for studying Comparative
Adult Education. It also enumerated some benefits derived from the study.
2.5
SELF ASSESSMENT EXERCISES
1.
Why do we study Comparative Adult Education?
2.
Give two reasons derived from the study of Comparative Adult
Education?
2.6
REFERENCES
Bereday, G.Z.F. (1964). Comparative Methods in Education New York, (Rinehart,
Halt and Winston).
Knoll, J.H. (1979). The Importance and use of Comparative Studies in Adult Education
in the Framework of Academic Course of Study.
2.7
SUGGESTED READING
Anyanwu, C.N. (1983). An Approach to Comparative Adult Education.
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UNIT: 2
TOPIC 3
TABLE OF CONTENTS
PAGE
3.0
TOPIC:
MEANING AND ORIGIN OF COMPARATIVE
ADULT EDUCATION
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3.1
INTRODUCTION -
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3.2
OBJECTIVES
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3.3
IN-TEXT
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3.3.1 MEANING OF COMPARATIVE ADULT EDUCATION
3.3.2 ADVANTAGES OF COMPARATIVE STUDIES IN
ADULT EDUCATION
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SUMMARY -
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3.5
SELF ASSESSMENT EXERCISE -
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3.6
REFERENCES
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3.7
SUGGESTED READING -
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3.0
TOPIC:
COMPARATIVE ADULT EDUCATION
UNIT: 2
MEANING AND ORIGIN OF COMPARATIVE
ADULT
EDUCATION
3.1
INTRODUCTION
In this topic, we shall examine the meaning and origin of the concept
Comparative Adult Education. We shall also consider the advantages derived from
the study of Comparative Adult Education.
3.2
OBJECTIVES
At the end of this topic, students should be able to:
i. Define the term Comparative Adult Education.
ii. Enumerate the advantages of the study of Comparative Adult
Education.
3.3
IN-TEXT
3.3.1 MEANING OF COMPARATIVE ADULT EDUCATION
The concept Comparative Adult Education refers to a process of comparing,
analyzing and coming up with differences in programmes of Adult Education in
selected countries of the world, especially among the developing ones. Anyanwu
(1983) added that “the possibilities of learning from one country to improve ones
practice at home is widely recognized as an important means of improving the quality
of Comparative Studies in Adult Education”.
Anyanwu (1983) further called for review of relevant experience in other
countries and a consideration of particular programme in a comparative framework,
in order to minimize the major problems facing Adult Education in both developed
and developing countries. These problems among other things include ignorance,
tenets and purpose of Adult Education.
3.3.2 ADVANTAGES OF COMPARATIVE STUDIES IN ADULT
EDUCATION
The advantages that are derived from the study of Comparative Adult Education
include the following:
CDL, University of Maiduguri, Maiduguri
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i.
ii.
iii.
iv.
v.
COMPARATIVE ADULT EDUCATION
UNIT: 2
Governments of both developed and developing countries become aware of
development in the area of Adult Education and make efforts to improve
them for the benefit of their citizens.
Proper funding. The knowledge of Comparative Adult Education will enable
Governments especially that of developing countries to properly fund Adult
Education programmes in their countries.
The knowledge of Comparative Adult Education will help especially the
developing countries to know that Adult Education is beyond a mere basic
literacy. And they therefore embark on variety of programmes.
Avoidance of duplication of programmes. In developing countries and Nigeria
in particular, there is duplication of programmes of Adult Education as a
result of many agencies responsible for delivering the programmes. These
agencies include the National Commission for Mass Literacy Adult and Nonformal Education, MAMSER, DFRRI, NDE, BETTER-LIFE and even clubs
which are interested in allowing their members to learn how to read and write.
Critical appraisal. A sound knowledge of Comparative Adult Education will be
useful to both Adult Educators and Educationalists, especially when
conducting seminars, workshops, lectures where there is need to critically
appraise Adult Education and its programmes at the global scene.
3.4
SUMMARY
The topic has attempted to define the concept Comparative Adult Education.
It also enumerated some advantages derived from the study of Comparative
Adult Education.
3.5
SELF ASSESSMENT EXERCISE
1. What do you understand by the concept Comparative Adult
Education?
2. What are the advantages derived from the study of Comparative Adult
Education.
3.6
REFERENCES
Anyanwu, C.N. (1981). Principles and Practices of Adult Education and Community
Development. Ibadan, (Abiprint Publishing Company)
Anyanwu, C.N. (1983). An Approach to Comparative Adult Education Owerri.
African Educational Services Ltd.
3.7
SUGGESTED READING
Anyanwu, C.N. (1983). An Approach to Comparative Adult Education Owerri.
African Education Services Ltd.
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UNIT: 2
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TOPIC 4
TABLE OF CONTENTS
PAGE
4.0
TOPIC:
TARGET POPULATION FOR COMPARATIVE
ADULT EDUCATION
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INTRODUCTION -
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4.2
OBJECTIVES
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4.3
IN-TEXT
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4.3.2 PHYSICALLY CHALLENGED ADULTS
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4.4
SUMMARY -
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4.5
SELF ASSESSMENT EXERCISE
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4.6
REFERENCES
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4.7
SUGGESTED READING
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4.0
TOPIC:
COMPARATIVE ADULT EDUCATION
UNIT: 2
TARGET POPULATION FOR COMPARATIVE
ADULT
EDUCATION
4.1
INTRODUCTION
This topic examines the population for Comparative studies in Adult
Education. The Target population for Adult Education is a major problem
throughout the world. The target population in developing countries where illiteracy
rate is very high is very small whereas the population in developed countries where
illiteracy rate is very low is very high, Igbalajabi (1992). However, whether in
developed or developing countries of the world, the target population is classified
into two: Normal Adults and Physically Challenged Adults.
4.2
OBJECTIVES
At the end of the topic, students should be able to:
i.
Differentiate normal adults from physically challenged adults.
ii.
Differentiate programmes of Adult Education in developed
countries from that of developing countries.
4.3
IN-TEXT
4.3.1 NORMAL/ABLED ADULTS
These are men and women who have not experienced any form of disability
but have not been oportuned to benefit from the formal school system during their
childhood. In most developing countries of the world, Adult Education programmes
are for the normal/abled adults just to enable them master the skills of reading,
writing and an element of elementary calculation (3rs). In Nigeria, only 25% of the
normal adults that requires Adult Education programmes had the chance in 1990
with Kano State leading, followed by Bauchi. Whereas in the year 2000 Borno State
was at the top. This could be as a result of incorporating Western system of
education in most of its Tsangaya centers. Annual report UNICEF D (2006).
4.3.2 PHYSICALLY CHALLENGED ADULTS
These are men and women who have suffered some physical deformation.
These deformation could be as a result of accident or nature. In both developing and
developed countries of the world we have people who are born blind, deaf or have
CDL, University of Maiduguri, Maiduguri
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UNIT: 2
no hands or legs. But cases of accident leading to deformation is less in developed
countries as compared with developing countries. Igbalajabi (1992)
These categories of physically challenged adults either in developed or
developing countries require Adult Education programmes. However, in most
developing countries and Nigeria in particular, no much has been done in this area.
Apart from the rehabilitation centers established by the Christian missionaries, there
is no single state in Nigeria that has standard rehabilitation center for its physically
challenged adults. Even those who were rehabilitated later on end up on the streets
begging. However, in most developed countries of the world, apart from the fact that
the population of their literate adults is very high up to 80-90%, their physically
challenged adults which is 10-20% are adequately taken care of. Igbalajabi (1992).
4.3.3 ABILITY IN DISABILITY
The concept ability refers to knowledge, skills or other natural gifts that can
assist man or woman to be useful not only to himself but to the society. Whereas,
disability refers to some kinds of deficiency either physically, morally, emotionally,
psychologically, socially or mentally which affects his/her normal performance.
The concept ability in disability according to Igbolajabi (1992) simply means
that “though we may be disabled but there is an element of potentials in us that
makes us human beings and allow us to think rationally”. The concept ability in
disability was introduced in the area of Adult Education just in 1985 in America by
the National Association for Adult Education with special learning needs.
The National Association for Adults with special learning needs classified their
membership as follows:
i.
Physically challenged adults due to social and moral problems. These
categories of adults include the destitute and the homeless.
ii.
Physically challenged adults due to psychological problems. These include
adult that experience stress, tension and anxiety, worries, high blood pressure
and hypertension.
iii.
Physically challenged adults due to social rejection in the community. This
include jobless graduates, prison inmates etc.
iv.
Physically challenged due to lack of basic amenities such as money, clothing
and shelter.
On the comparative basis, physically challenged adults that receive Adult
Education programmes in developed countries are foundationally productive. In such
countries there are lawyers, Academic and medical doctors, nurses, judges as well as
other positions in the military services that are physically challenged. Recently, in
America, a blind man is made a Governor. However, in most developing countries,
and Nigeria in particular, even those that were rehabilitated at the rehabilitation
centres, end up begging for alarms on the street.
4.4
SUMMARY
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UNIT: 2
This topic examined the target population for Adult Education Programmes
in both developed and developing countries. It also explained the concept ability in
disability and its effects on physically challenged Adults in developed and developing
countries.
4.5
SELF ASSESSMENT EXERCISE
1.
Differentiate between Abled and Physically challenged Adults.
2.
Define the concept Ability in Disability.
4.6
REFERENCES
Anyawu, C.N. (1982) Community Education and Development. The Experience in
West Africa, Ibadan (Abiprint Publishing Company).
Igbalajabi, M.C. (1992) Special Education Lecture Notes, Department of Continuing
Education and Extension Service, Unimaid, Unpublished.
4.7
SUGGESTED READINGS
Anyawu, C.N. (1982) Community Education and Development. The Experience in
West Africa, Ibadan (Abiprint Publishing Company).
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UNIT: 2
TOPIC 5
TABLE OF CONTENTS
PAGE
5.0
TOPIC: THE FUTURE OF COMPARATIVE ADULT
EDUCATION
18
5.1
INTRODUCTION
19
5.2
OBJECTIVES
19
5.3
IN-TEXT
19
5.3.1
THE PRESENT POSITION OF ADULT EDUCATION
19
5.3.2
AREAS
OF
CONSIDERATION
TO
FURTHER
DEVELOP ADULT EDUCATION
19
5.4
SUMMARY
20
5.5
SELF ASSESSMENT EXERCISE
20
5.6
REFERENCES
21
5.7
SUGGESTED READING
21
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CEA 308–
5.0
TOPIC:
COMPARATIVE ADULT EDUCATION
THE
EFFECT
OF
COMPARATIVE
UNIT: 2
ADULT
EUCATION
5.1
INTRODUCTION
In this topic, we shall examine the future of Comparative Adult Education
with emphasis on areas that should be addressed so that the study can be improved in
future.
5.2
OBJECTIVE
At the end of the topic, students should be able to:
i.
Assess the present position of Adult Education.
ii.
Areas of consideration for further development of Adult Education.
5.3
IN-TEXT
5.3.1 PRESENT POSITION OF ADULT EDUCATION
Among the major problems facing Adult Education in both developed and
developing countries of the world, is that of its meaning, tenents and purpose,
Fajonyomi (2003). However, with the knowledge of comparative adult education
between different countries of the world, Adult Education has now gained more,
recognition in both developed and developing countries of the world.
Many countries now perceive Adult Education as a tool for national
development. This is so because most problems that are facing these countries need
immediate and urgent solutions that cannot wait for the children from the formal
school system to finish before solutions to such problems are found; rather it’s the
adults that are conditioned to effect such changes. Programmes of Adult Education
activities which call for immediate and urgent social changes are in the areas of
literacy education, vocational training, Agriculture, health education,
political/education, population education, citizenship etc. it is a tool through which
both the developed and developing countries are saved from either poverty,
ignorance, disease and other problems.
5.3.2 AREAS OF CONSIDERATION TO FURTHER DEVELOP
ADULT EDUCATION
Based on the present analysis of comparative Adult Education, the future of
the study will be bright and goal oriented if the following areas are properly
addressed.
1.
Provision of funds. Budgetary allocation to Adult Education at all levels of the
governments should be increased. International organizations and
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2.
3.
4.
5.
6.
7.
8.
9.
10.
COMPARATIVE ADULT EDUCATION
UNIT: 2
philanthropists should double their contributions to the services of Adult
Education.
Societies should be dynamic. With the daily changes in the world of science
and technology, societies should brace up and respond to new changes and
also be carried alone.
Cordial relationship. For study of comparative Adult Education to be
successful all through, there must be cordial relationship or cooperation with
Philosophers, sociologists, historians, economists, natural scientists,
statisticians, linguists and political scientists.
Conferences – Conferences in Adult Education on inter-continental basis
will aid Adult Education. Information and data collected will
contribute to policy discussions and problems identified will be solved
through cross-fertilization of ideas among different countries of the world.
International understanding. International barrier of ignorance should be
broken in order to pave way for exchange of ideas and information about
Adult Education practice in other countries of the world.
Freedom and equal participation: People should be given the unreserved
opportunities and freedom to fully participate in matters that affect their well
being as individuals as well as communities. The people’s freedom and equal
participation will bring about higher interest in Adult Education and further
enhances the development of comparative studies in Adult Education.
Appreciation of values and beliefs. Practices of Adult Education in different
parts of the world are affected by different societal culture, values, beliefs and
other factors. These differences can be appreciated if issues relating to
planning of Adult Education, the diffusion of innovation, curriculum
development and training programmes are harmonized.
Research priority. Both developed and developing countries of the world learn
from each other. Based on this, developing countries of the world should be
given free and upper hands in research work by the development countries
and also recognized in the scheme of educational advancement. Researchers,
experts and educationists from the developing countries should be encouraged
at all levels to conduct conferences and workshops as their inputs towards
comparative studies in Adult Education. If this is done, it will contribute to
international education development.
Encourage cultural diffusion. Although countries learn from other countries,
in order to promote their Adult Education Programmes, new ideas and
innovations from one country to another has to be properly monitored,
studied and modified before such culture is adopted.
Proper methodology. The methodology for the comparative studies in Adult
Education should be dynamic. Therefore all researchers, experts and
educationists should employ the appropriate methodology for study of
comparative Adult Education throughout the world.
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UNIT: 2
5.4
SUMMARY
The topic examined the present position of Adult Education and dealt with
appropriate areas for the future development of comparative studies in Adult
Education.
5.5
SELF ASSESSMENT EXERCISES
1.
What is the present position of Adult Education in your country?
2.
Mention one four areas that should be considered for further
development of comparative Adult Education.
5.6
REFERENCES
Anyanwu, C.N. (1999) Element of Comparative Adult Education. Ibadan:
Babesther Educational Publishers.
Lawal, B.O. (1999) Comparative Adult Education: Lagos. Stirling Holden
Publishers.
5.7
SUGGESTED READING
Anyanwu, C.N. (1999) Element of Comparative Adult Education. Ibadan:
Gabesther Educational Publishers.
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UNIT: 2
TOPIC 6
TABLE OF CONTENTS
PAGE
6.0
TOPIC: COMPARISON BETWEEN THE TEACHERS
OF
ADULT EDUCATION
AND TEACHERS
IN
FORMAL SCHOOL SYSTEM
22
6.1
INTRODUCTION
23
6.2
OBJECTIVES
23
6.3
IN-TEXT
23
6.3.1
FORMAL/NON FORMAL EDUCATION TEACHERS
23
6.4
SUMMARY
25
6.5
SELF ASSESSMENT EXERCISE
25
6.6
REFERENCES
25
6.7
SUGGESTED READING
25
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6.0
TOPIC:
UNIT: 2
COMPARISON BETWEEN THE TEACHERS OF
ADULT
EDUCATION AND TEACHERS IN
FORMAL
SCHOOL SYSTEM
6.1
INTRODUCTION
In this topic, we shall examine the major difference between teachers from the
formal school system and those from the Adult Education. The knowledge will
enable us know the expected roles of teachers in the two types of education and how
they impact knowledge to learners in their areas of operation.
6.2
OBJECTIVES
At the end of the topic, students should be able to:i.
Compare the role of teachers in the formal school system to that of
Adult Education.
ii.
Explain the important roles in imparting knowledge to pupils/students
and Adult learners respectively.
6.3
IN-TEXT
6.3.1 DIFFERENCES
BETWEEN
FORMAL
SCHOOL
AND
ADULT EDUCATION TEACHERS
The primary objective of organizing a class either for pupils/students or adults
is to bring the teacher and the learners into personal contact in order to benefit from
learning. The role of teachers in teaching – learning is however different in Adult
Education and that of formal Education. The differences are as shown below.
i.
Mode of teaching. In formal education schools the mode of teaching is
known as pedagogy. In this mode of teaching, the teacher is professional
expert while the learners are passive receivers of knowledge. The mode of
teaching among adult is known as andragogy. This mode of teaching
decentralized teaching-learning among teachers and learners. In most
cases, the teacher does not claim to be the only all knowing. He seeks
learners opinion and experiences on subjects under study. Sometimes in
teaching adults, the two mode of teaching are used in order to achieve a
greater success.
ii.
Varied background of experience. In Adult Education most of the adult
learners are matured people with a rich and varied background of
experience. These group of people have their own contributions to make
to the learning process. They could also decide to withdraw once their
interests and opinions are not properly taken care of. Teachers, especially
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iii.
iv.
v.
vi.
vii.
COMPARATIVE ADULT EDUCATION
UNIT: 2
those teaching Adults, should bear this in mind and permit the maximum
use of the learners wealth of experience. However, in the formal school
system pupils/students have limited experience and rely most on their
teachers to provide the necessary required information.
In Adult Education, the responsibility for success in organization rests
squarely on the adult instructor more than formal education. The success
of the programme depends on the fitness and ability of the Adult
instructor to sustain the interest of the Adult learners. These Adult learners
are attending classes because they wish to attend and not compulsory.
They could also decide to withdraw if they so wish. Unlike pupils/students
in the formal school system whose primary objective is to be trained and
get certificate. The pursuit of paper qualification keeps the class together,
no matter how dull the teacher may be. Even in universities where there is
autonomy, there is kind compulsion to attend lectures.
Human sympathy and understanding. A good teacher of Adult Education
must be some one who have the gift of human sympathy and
understandings to enable him get the confidence of his learners. He needs
to get closer to his learners to get their particular interest or otherwise and
motivate them to overcome all forms of bitterness of learning. However,
the teacher from the formal school system in most cases, do not get much
closer to his pupils/students to know their various interest or otherwise.
Since formal school system is certificate oriented which prepares
pupils/students for future, the needs for closer interpersonal relationship
is not there.
Problems in learning process. The Adult Education teachers appreciates
the problems and difficulties of his learners. These problems may include
sight which may require special sitting arrangement in the class, family
problems etc which may make the adult learner to come late. The Adult
teacher should bear all these in mind and continue to encourage the adult
learners. However, in the formal school system, such problems are not
easily appreciated by their teachers.
Problems in learning process. Adult learners by their nature have some
learning problems. They do not readily assimilate facts like young ones due
to old age, they are faced with among other things short-term memory and
long-term memory problems. Also they do not learn by note. Therefore,
Adult Education teachers should be aware of these and other special
problems of Adult learning. However, in the formal school system, the
teacher is free to move very fast because this pupils/students can easily
understand him and are also capable of learning by rote. The
pupils/students from the formal school system are still young and are not
affected by aging problems.
Classes are heterogeneous. The teacher of the Adult Education
Programmes will find learners of different age group and of different
occupational background. He is therefore expected to make the class have
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viii.
ix.
x.
COMPARATIVE ADULT EDUCATION
UNIT: 2
a sense of common loyalty capable of generating good group work. The
teacher should also be aware of different interest of the individual
members. However, in the formal school system the classes are basically
homogeneous. It is much easier in the formal school system to have a
common loyalty in the class. The major interest in the formal school
system is acquisition of certificate at the end.
Challenges, teachers of Adult Education Programmes are supposed to
have personal acquisition and ability to master his subjects well. This
becomes necessary because Adult learners can ask many questions. Some
of these question may require depth research to give answers. Although
teachers of the formal school system are also required to have a sound
knowledge of their subjects, the challenges they do receive from their
pupils/students are not very much challenging in classrooms as compared
with teachers of Adult Education.
Different target goals. In Adult Education, the teacher is expected to have
a good and sound knowledge of his adult learners and background. He
should also know that his learners come to classes on voluntary basis and
could decide to leave when their interest are not protected. He should
therefore do everything possible to motivate them and work towards
achieving the set goals. However, in the formal school system, the teacher
is required to have a sound knowledge of the subject and not necessarily
the detailed social background of his pupils/students.
Different subject compartment. In Adult Education one teacher may be
responsible for teaching all the adult subjects for the adult learners.
However, in the formal school system it may require different teachers
teaching different subject.
6.4
SUMMARY
The topic discussed major differences between teachers of Adult Education
and that of the formal school system. The topic also enumerate ten differences
between the two schools.
6.5
SELF ASSESSMENT EXERCISE
1.
Distinguish between teachers of Adult Education and that of the
formal school system.
6.6
REFERENCE
Lawal B.O. (1999) Comparative Education. Lagos: Sterling Horden.
Anyanwu, C.N. (1999) Element of Comparative Adult Education, Ibadan:
Gabesther Educational Publishers.
6.7
SUGGESTED READING
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UNIT: 2
Anyanwu, C.N. (1999) Element of Comparative Adult Education, Ibadan.
Gabesther Educational Publishers.
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TOPIC 7
TABLE OF CONTENTS
PAGE
7.0
TOPIC: COMPARISON BETWEEN NIGERIAN AND
SUDANESE ADULT EDUCATION
-
-
-
-
26
7.1
INTRODUCTION -
-
-
-
-
-
-
27
7.2
OBJECTIVES
-
-
-
-
-
-
-
27
7.3
IN-TEXT
-
-
-
-
-
-
-
27
7.3.1 ADULT EDUCATION IN NIGERIA
-
-
-
-
27
7.3.2 ADULT EDUCATION IN SUDAN
-
-
-
-
28
7.4
SUMMARY -
-
-
-
-
29
7.5
SELF ASSESSMENT EXERCISE
-
-
-
-
29
7.6
REFERENCES
-
-
-
-
-
-
29
7.7
SUGGESTED READING -
-
-
-
-
-
29
-
-
-
-
-
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CEA 308–
7.0
TOPIC:
COMPARISON
BETWEEN
UNIT: 2
NIGERIAN
AND
SUDANESE ADULT
EDUCATION
7.1
INTRODUCTION:
In this topic we shall examine the similarities and differences in adult
education in Nigeria and Sudan. Through comparative adult education we shall find
out how these countries have managed and fulfilled their objective of development of
adult education in their countries.
7.2
OBJECTIVES
At the and of this topic, students should be able to:
i.
explain the similarities and differences in adult education programmes
in their countries.
ii.
describe how adult education are organized and managed in these
countries.
7.3
IN-TEXT
7.3.1 ADULT EDUCATION IN NIGERIA
Traditional education in Nigeria was the main prop of the education of the
adults before the coming of the Europeans. It constitute for the indigenous
communities, the process of accullaturation and development of natural character,
Omolewa (1981, p31). It thus brought the needs of the society in line with the
demands of the reading and writing involved.
As for the introduction of western education in Nigeria, this could be traced
back to the early Arab-Muslim traders and the Portuguese Christian Missionaries who
came and settled in the north and south regions of the country respectively.
Among the Muslim communities in the north and west of Nigeria, literary
education in Arabic language was introduced by the wangara Arab traders in Kano
between 1349 and 1385. The religion of Islam and Arabic language reached the west
in 17th century. The spread of Islamic religion meant the spread of Islamic education
as the religion itself is always integrated with every aspect of the life of its adherents.
Islamic education promoted the learning of the Quran as well as the Arabic scripts
and Islamic thought and culture.
Islam and Islamic education was deeply rooted in the north and gradually
spread to other parts of the country prior to the advent of the colonial masters. That
means Islam had been in North Africa during the medieval period.
In the south, education was brought by the Portuguese Christian missionaries
as early as 1571. They built adult literacy classes for the followers in order to enable
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UNIT: 2
them learn how to read and write and also understand the language of the white man
so that they can communicate and understand each other. Apart from adult literary
classes for their immediate followers they built schools and clinics. These works went
on simultaneously with the spread of the religion of Christianity to other parts of the
country. According to Omolewa, (1981) from 1842 to 1882 all educational
administration in the country were in the hands of the Christian missionaries. Even
when the colonial masters came, they did not intervene in the administration of such
schools. The best they could do was to effect little changes and adopt it as the
“nation’s educational system”. Also, the post colonial government in Nigeria adopted
the inheritated educational system laid down by the Christian missionaries.
7.3.2 ADULT EDUCATION IN SUDAN
Literary education in Sudan had its base from the Greek Christian missionaries
in the early middle ages. The missionaries encouraged the Nubians Priests and clerks
to read and write in Greek then, other Sudanese local languages. However, when
Christianity was declined in Sudan in 15th century, Islam and Islamic educational took
over all religious and educational affairs from the Christian Priests and clerks. Hassan,
(1762, P119).
Between 1504 – 1821 Islam and Islamic education became very popular and
mosque became center for both worship and for educational activities under the
Moslem holy man of Fakis under the administration of the Fug-sultanate. But when
Sudan was conquered by Egypt in 1821 and brought under the Ottoman
administration, new changes in Sudanese educational system were made. Although
the Moslem Fakis were allowed to continue with their educational activities,
vocational education in areas of agriculture science and public health were introduced
and incorporated. When Britain colonized Sudan in 1898, the British Government
further ushered in western ideas, secular and missionary educations, but retained
Arabic as the language of introduction for official matters.
Consequently, when Sudan became independent in 1956, like Nigeria it
inherited on educational system whose curricula and structures were based on
western education practice, mixture of secular and Islamic subjects. Hence, the
development of modern education system in Sudan was gradual and through careful
chanelling and wise implementation. This was done to over come any possible fear
and suspicion that, the western oriented schools might contaminate their traditional
culture and corrupt the morals of the young Moslem generations.
On comparative basics both Sudan and Nigeria are countries in Africa. Both
were colonized by Britain. Both countries attained independence in 1956 and 1960
respectively. At independence both Sudan and Nigeria were said to have an illiterate
rate of 70% therefore both countries require adult education to solve their literacy
problems among other things in order to accelerate development. On the differences
that exists between these countries, although both were colonized by Britain, Nigeria
is termed as a secular state. In the northern part of the country Islamic is the
predominant religion while in the south Christianity is the popular religion. The
country also adopted her colonized language English as the official language and also
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UNIT: 2
recognized Hausa, Yaruba and Igbo languages as its reginal languages, north, west
and east respectively. However, Sudan is regarded as an Islamic state and adopted
Arabic language as the official language of the country.
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7.4
SUMMARY
The topic examined literacy development in both Nigeria and Sudan. It also
compared the similarities and differences of educational development in these
countries.
7.5
SELF ASSESSMENT EXERCISE
1.
Explain briefly how literacy education started in Nigeria and
Sudan.
2.
What are the differences in the development of education in
these countries.
7.6
REFERENCES
Omolewa M. (1981 P31) Adult Education practice in Nigeria, Ibadan (Evan
Brothers)
Anyanwu, C.N (1989) Manpower needs and Education Administration in Nigeria
1842 – 1922: A Study of education for colonial dominance. THE
EDUCATOR, 1976. Vol II
Hassan, Y. F. (1962, P119) Interaction between the traditional and western education in
Sudan: Attempt towards synthesis, in Brown G.N and Hiskett.
7.7
SUGGESTED READINGS.
Anyanwu, C.N (1989) Manpower needs and Education Administration in Nigeria
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UNIT: 2
SOLUTIONS TO EXERCISES
TOPIC: 1
a.
Mention any five problems affecting the smooth implementation of Adult Education
Programmes in your state.
 Inadequate infrastructural facilities
 Poor funding of Adult Education programme
 Lack of contacts between the policy makers and Adult learners
 Pretension of ignorance by policy makers
 Ignorance of its tenents and purpose
b.
How do you think the problems can be minimized?
i. All Adult Educators and Adult Educationists as well as other
stakeholders should intensify efforts in the promotion of Adult
Education.
TOPIC: 2
a.
Why do we study comparative Adult Education?
 We study comparative Adult Education to enable us know what
happen in other countries so that we can improve our educational
system.
b.
Give five reasons derived from the study of comparative Adlult Education.
 New knowledge in the field of education
 Deduce lesson from past mistake
 Inject in new and fresh ideas
 To clarify certain behaviours
 Offer systematic and rational aids on educational matters
TOPIC: 3
a.
What is comparative Adult Education?
 It’s a process of comparing, analyzing and coming up with
difference in Adult Education programmes world-wide
b.
What are the advantages derived from the study of comparative Adult Education?
 Vast knowledge of Adult Education world-wide.
 Embarked on variety of programmes.
 Avoidance of duplication of programmes.
TOPIC: 4
a.
Differentiate between Abled and Physically challenged Adults.
 The abled Adult is an individuals without any form of disability
while the physically challenged is an individual who suffered a form
of deformation.
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b.
Define the concept Ability in Disability.
 Although the individual is physically challenged, there is an element
of potentials in him/her that make him/her human being and think
rationally.
TOPIC: 5
a.
What is the present position of Adult Education in Nigeria?
 Adult Education in Nigeria is now perceived as a tool for national
development and reconstruction.
b.
Mention any four areas that should be considered for further development of
comparative Adult Education.
 Adequate funding
 Coordinal relationship
 Conferences
 International understanding
TOPIC: 6
a.
What is the difference between teachers of Adult Education and that of formal school
system?
 Adult Education teachers employ androgogy method of teaching
and decentralized the teaching and the learning process while the
formal school teachers employ pedagogy method of teaching and
centralized the teaching and learning process
 In Adult Education learners are matured and have experience while
in the formal school pupils/student’s depend solely the teachers.
 The adult teacher appreciates his learner’s problems and difficulties
while the formal school teachers overlook most of these problems.
TOPIC: 7
a.
Who are the founders of Western Education in Nigeria and Sudan?
 The Christian Missionaries were the founders of Western
Education in the two countries.
b.
What are the educational differences between Sudan and Nigeria?
 Sudan maintained Arab as its official language despite its colony by
Britain while Nigeria picked the language of its colonial masters and
also recognized three others
 Sudan is an Islamic State while Nigeria is a secular State.
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UNIT: 2
TUTOR-MARKED ASSIGNMENT
UNIT-TEXT. 1
1.
2.
3.
4.
What is comparative Adult Education?
Explain why physically challenged Adults are not properly taken care of in
the Nigerian Educational System?
What are advantaged derived from the study of comparative Adult
Education?
What are similarities and differences in the practice of Adult Education in
Sudan and Nigeria?
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