scholarly journals The Role of Adult Education in National Development

Author(s):  
Yilben James Jinna ◽  
P.N. Maikano

Adult and non-formal education has been apparently much neglected aspect of educational activities in the country. This neglect could be traced to our colonial heritage where the British colonial masters and the early missionaries who pioneered education in the African continent paid attention only to formal education to train clerks and interpreters in Government service and commercial houses; and catechists in the church. The complication and the problem of organizing and administering non-formal education is yet another reason for the neglect.

Author(s):  
Idowu Biao

This chapter briefly describes the challenges faced by the Nigerian education system as from 1983 after it had performed well between 1960 and 1980. It follows this description with the discussion of the innovative and ingenious educational devise that kept about one third of the number of school age children and youths in school between 1990 and the early part of the 21st century. That innovative educational sub-system was known as non-formal education for the Girl-Child, the out-of-school boy and Quranic school learners and it was developed, nurtured and implemented by academic personnel drawn from the eight existing university departments of adult education in Nigeria at the time. The chapter finally discusses how these departments of adult education worked for the establishment of national structures of adult education which ultimately came to promote both the visibility and popularisation of the modern practice of adult education in Nigeria from the 1980s.


Author(s):  
Larysa Lukianova

Socio-economic changes in the late 20th century and at the beginning of the 21st century, technological and socio-cultural transformations at global and local levels had a significant impact on de-termining the role of adult education for modern Ukrainian society and outline its further development vec-tor. The need for mass professional retraining of adults to ensure socio-economic reforms, as well as the for-mation of Ukraine’s civil society, is prompted by the development of an adult continuous education flexible system to respond to the whole society’s challenges and the demands of its specific layers. The author states that Ukraine has a rich historical experience of adult education (from weekend schools, re-education schools, part-time universities, universities for workers and peasants to the creation of research institutions in the system of the National Academy of Educational Sciences, engaged in research and theoretical analysis of an-dragogy and departments of andragogy at higher education institutions). Contemporary landscape of adult education in the country has been analyzed. According to the author, the situation is ambiguous and charac-terized by both positive (awareness of the role of adult education) and negative (reduction of terms of study, commercialization of many adult education pathways, funding cutbacks) features. However, positive changes prevail: branching of goals and education fields; diversification of educational services, development of adult education flexible structures that can meet modern requirements. The system of adult education in Ukraine has been analyzed. According to structural features, it has formal and informal components. The emphasis is placed on the role of non-formal education. The author concludes that adult education in Ukraine is gaining more importance in modern society.


Author(s):  
Igor Smagin

The concept of «continuing professional development» does not have an unambiguous scientific and normative definition and it complicates its use in the practice of educational activities and in the texts of draft regulations governing adult education. The purpose of the article is to clarify the content of the concept « continuing professional development «and determine the advisability of its use to characterize educational activities and their results in the field of in-service education. Based on the comparative analysis of the content of the concept «continuing professional development «from various normative and scientific sources, the author’s interpretation of the content of the analyzed conceptual construct is formulated. It is concluded that teachers` continuing professional development is a type of educational activity within adult education, which is carried out in accordance with established procedural requirements and the result of which are professional competencies which defined by the educational program or contract, developed in non-formal or in formal education and approved by professional standards and areas of professional development. From a regulatory point of view, not every educational or self-educational activity is a professional development. This activity is admitted only when it is confirmed by the final document of the legitimate provider on the basis of  the developed educational program and under the conditions of observance of the standardized procedure. The issues mentioned in the article have prospects for further research in terms of dividing the competence potential of professional standards of teachers into invariant and variable components, clarification of the invariant component of professionalism as a desired result of teacher training in the implementation of the New Ukrainian School.


2019 ◽  
Vol 19 (2) ◽  
pp. 34-56
Author(s):  
Samuel Adu-Gyamfi ◽  
Kwasi Amakye-Boateng ◽  
Ali Yakubu Nyaaba ◽  
Adwoa Birago Acheampong ◽  
Dennis Bafour Awuah ◽  
...  

Abstract Women have always been central concerning the provision of healthcare. The transitions into the modern world have been very slow for women because of how societies classify women. Starting from lay care, women provided healthcare for their family and sometimes to the members of the community in which they lived. With no formal education, women served as midwives and served in other specialised fields in medicine. They usually treated their fellow women because they saw ‘women’s medicine’ as women’s business. They were discriminated against by the opposite sex and by the church, which regarded it as a taboo to allow women to practice medicine. This study points to a Ghanaian context on how the charismas of women have made them excel in their efforts to provide healthcare for their people. The study also focused on the role of indigenous practitioners who are mostly found in the rural areas and modern practitioners who are mostly found in the peri-urban, urban areas and larger cities in Ghana.


2015 ◽  
Vol 16 (1) ◽  
pp. 10
Author(s):  
Musa Usman Muhammad

This is a discussion on Adult Education programmes and National Transformation in Nigeria. The study was necessitated by observing the various efforts made by the Nigerian government, local and international interventions from 1980s to date and the present literacy rate and the present level of development in Nigeria. Adult education connotes a desirable change that can improve the role of adult population in their community and national development. It is not the children, but the adults who hold in their hands the destiny of a society. The paper reviewed the various transformational plans implemented in Nigeria from 1980s to date. It also reviewed how the Chinese and American governments implemented and used adult education programmes to bring developmental changes in their countries. It concluded that, being  a means of acquiring general knowledge, skills, values, social and political changes by adults, the Nigerian government did not give adult education due priority and that was why most of the government programmes and plans failed in the past.. Some of the recommendations include: to adequately finance adult education programmes and give sustainable and effective priority to achieve the desired objectives.  


2020 ◽  
Vol 19 (3) ◽  
pp. 335-362
Author(s):  
Kai A. Heidemann

Abstract Sociological scholarship on social movements has shed important light on the role of knowledge production for processes of collective action and mobilization. However, much of this research overlooks the question of how movement-based knowledge emerges from within institutionalized settings of formal education. Drawing on a qualitative case study, this article examines the repertoire of knowledge-building practices mobilized from within a state-based system of adult education in francophone Belgium. Building on social movement theory, it is shown how formalized sites of adult education can empower the presence of social movements in society when they adopt counter-hegemonic principles of popular education that allow them to act as free spaces which facilitate the construction of strategic capacities and collective identities.


2019 ◽  
Vol 54 ◽  
pp. 268-279
Author(s):  
Abbot Vitaly Utkin

With reference to Yu. F. Samarin’s thesis on “Formalism” of the Church Life in the Pre-Petrine Period, the article examines the issue of the role of fasts, eating patterns and daily routine in general among most radical groups of Old Believers. The author of the article draws the conclusion that such conceptions were rooted in the Pre-Nikon Russian religious (monkish) traditions. The author pays special attention to the social and political aspect of the connection between food and payer for the Tsar in the context of the “spiritual Antichrist” teaching.


Author(s):  
Raya Muttarak ◽  
Wiraporn Pothisiri

In this paper we investigate how well residents of the Andaman coast in Phang Nga province, Thailand, are prepared for earthquakes and tsunami. It is hypothesized that formal education can promote disaster preparedness because education enhances individual cognitive and learning skills, as well as access to information. A survey was conducted of 557 households in the areas that received tsunami warnings following the Indian Ocean earthquakes on 11 April 2012. Interviews were carried out during the period of numerous aftershocks, which put residents in the region on high alert. The respondents were asked what emergency preparedness measures they had taken following the 11 April earthquakes. Using the partial proportional odds model, the paper investigates determinants of personal disaster preparedness measured as the number of preparedness actions taken. Controlling for village effects, we find that formal education, measured at the individual, household, and community levels, has a positive relationship with taking preparedness measures. For the survey group without past disaster experience, the education level of household members is positively related to disaster preparedness. The findings also show that disaster related training is most effective for individuals with high educational attainment. Furthermore, living in a community with a higher proportion of women who have at least a secondary education increases the likelihood of disaster preparedness. In conclusion, we found that formal education can increase disaster preparedness and reduce vulnerability to natural hazards.


2020 ◽  
Vol 8 (1) ◽  
Author(s):  
B Camminga

In 2011, Miss Sahhara, a transgender woman from Nigeria with UK refugee status, was crowned First Princess at the world’s largest and most prestigious beauty pageant for transgender women—Miss International Queen. The then Cultural Minister of Nigeria when contacted for comment responded that if she was transgender, she could not be Nigerian, and if she was Nigerian, she could not be transgender—a tacit denial of her very existence. In recent years, LGBT people “fleeing Africa” to the “Global North” has become a common media trope. Responses to this, emanating from a variety of African voices, have provided a more nuanced reading of sexuality. What has been absent from these readings has been the role of gender expression, particularly a consideration of transgender experiences. I understand transgender refugees to have taken up “lines of flight” such that, in a Deleuzian sense, they do not only flee persecution in countries of origin but also recreate or speak back to systems of control and oppressive social conditions. Some transgender people who have left, like Miss Sahhara, have not gone silently, using digital means to project a new political visibility of individuals, those who are both transgender and African, back at the African continent. In Miss Sahhara’s case, this political visibility has not gone unnoticed in the Nigerian tabloid press. Drawing on the story of Miss Sahhara, this paper maps these flows and contraflows, asking what they might reveal about configurations of nationhood, gender and sexuality as they are formed at both the digital and physical interstices between Africa and the Global North.


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