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PERCEPTION
OF CAREER OPPORTUNITIES IN ADULT EDUCATION FOR ADULT AND NON-FORMAL EDUCATION
GRADUATES
ABSTRACT
This study
was designed to examine Perception of Career Opportunities in Adult Education
for Adult and Non-formal Education graduates in Benin City, Edo State, using
Oredo and Egor Local Government Areas as case study.
To achieve
this purpose, the following research questions were raised in order to find
solution to the problem of the study:
What are
respondents’ perception on Adult and Non-formal Education?
How is the
level of perception of respondents on career opportunities in Adult Education
for Adult and Non-formal Education graduates?
How are
respondents’ perceptions of the impact of career opportunities in Adult
Education on Adult and Non-formal Education graduates?
What are the
perceptions of respondents on literacy and vocational skills adult educational
career opportunity for Adult and Non-formal Education graduates coupled with
government’s support?
What are the
perception of respondents on the utilization of the career opportunities in
Adult Education by the graduates of Adult and Non-formal Education?
The study
adopted the descriptive survey research design. One hundred subjects were
randomly selected from the population as the sample for the study.
The instruments
used for this study were a set of questionnaire and oral interview methods.
Data collected for answering the research questions were analyzed using
frequency count and simple percentages.
Findings
from the survey revealed that majority of the respondents in Oredo and Egor
Local Government Areas of Edo State have positive perception of the career
opportunities in Adult Education for Adult and Non-formal Education graduates.
It was also discovered that graduates of Adult and Non-formal Education utilize
the career opportunities in Adult and Non-formal Education although on oral
interview, respondents maintained that quite a number of these graduates lack
the necessary technological tools that could make them focus on their career
opportunities.
It was
recommended that the graduates of Adult and Non-formal Education should be
supported with the necessary technological tools by the government in order for
them to fully appreciate the career opportunities in Adult Education.
CHAPTER ONE
INTRODUCTION
Background
to the Study
The utmost
aim of education is to produce a well-rounded individual that would be useful
to himself and the society at large having been found worthy in learning and in
character as well as a change in behavior. Adult education as a field of study
promotes this aim of education as it provides the adult learners with the
necessary material, human, cultural and economic skills in order for them to be
useful to themselves and the society at large. Omolewa (1981) quoted the
Director-General of UNESCO who holds the view that ‘… it is not the children of
today who hold the present destiny of Africa in their hands, it is the adults.
So it is only by establishing effective communication with the adult
population, by helping them to adjust to a rapidly challenging world, that an
immediate impact can be made on the urgent problems of society and essential
progress be brought about.’
In 1959 the
Ashby Commission was set up to determine Nigeria’s human resource needs
vis-à-vis the country’s secondary and higher levels of education for a period
of twenty years, 1960-1980 (Nwadiani, 2011). Thirty-four years down the ladder,
Nigeria as a nation still remains one of the developing countries of the world
due to social, economic and political factors like unemployment,
overpopulation, illiteracy, starvation, corruption, gender inequality, etc
which have become great impediments to the overall achievement of the aim of
education in general and adult education in particular which is seen in most of
the Third World to serve another purpose. J. T. Okedara, et al, (2001), note
that whether narrowly conceived as adult literacy (functional or not), the
extension of elementary schooling to the masses, or whether more widely as
incorporating extension is based on nationally identified needs rather than an
individual wants.
Since these
social, economic and political factors still militate against the aim of
education in developing countries like Nigeria, adult education graduates ought
to master the content of adult education as put forward by UNESCO in The
Nairobi Conference of November, 1976 which adopted a broad categorization of
adult education which it defined as the entire body of organized educational
processes whatever the content, level and method, whether formal or otherwise,
whether they prolong or replace initial education in schools, colleges and
universities as well as in apprenticeship, whereby persons regarded as adults
by the society to which they belong develop their abilities, enrich their
knowledge, improve their technical or professional qualifications, or turn them
in a new direction and bring about changes in their attitudes or behavior in
the two-fold perspective of full personal development and participation in
balanced and independent social economic and cultural development (Omolewa,
1981).
Given the
above definition, it is clear that adult education is an organized educational
process which equips the adult learners with the necessary apprenticeship
skills, develop their abilities, enrich their knowledge, improve their
technical or professional qualifications as well as turn them in a new
direction in order to bring about changes in their attitudes. Therefore, it can
be perceived that there are career opportunities for adult education graduates
considering the fact that every society especially developing societies like
Nigeria requires an organized educational processes that would impact
meaningfully on the learners in order to be self-reliant. In a book entitle
‘Educational administration’ four major categories of pressure for change or
adaptation in the education system can be identified; viz: political,
professional, demographic and changes in related services. Adult education gainfully
enables or equips adult learners in all these nationally identified needs in
order for them to free their minds from factors or agents militating against
the growth of a nation.
These
nationally identified needs cut across all areas in adult education as a field
of study. Areas such as adult basic education, community education and
organizing, adult and family literacy, professional and continuing education,
distance education, human resource development, workplace learning, informal
education, religious education, social advocacy and action, women education,
population education, extension education, etc. Adult education graduates could
liaise with agencies like educational planners, policy-makers, and consultants
in varied contexts as private business, government and public agencies,
non-governmental organizations (NGOs), non-profit organizations, churches and
religious organizations, international organizations as well as community-based
groups or initiatives in order to harness these career opportunities in the
field of adult education. How are the graduates in this field of study
utilizing these various avenues in harnessing these various career
opportunities in adult education since most of these graduates could be limited
by perception like internal and external factors as to how these career
opportunities may contribute to their overall wellbeing. Super (1993), stated
that both internal (personal attributes) and external (environmental and social
context) factors within the transition stages will influence individuals’
career choices and decisions as well as their career/vocational behaviours.
It becomes
worrisome to see that these graduates who have undergone training or completed
a course in adult education still find it difficult to pick up careers in this
field, hence the need to take a look at the perception of career opportunities
in adult education whether due to internal or external factors because
according to Lent, Brown and Hackett (2002), outcome expectations (whether
educational outcome or otherwise) are described as an individual’s belief
concerning the consequence or outcome from completing a specific action. Gore
and Leuwerke (2000), are of the view that outcome expectations, in response to
vocational behavior, help to determine career goals and interests.
Statement of
the problem
Adult
education as a discipline provides its graduate with various career
opportunities in order for him to be useful to himself and the society. These
opportunities are mostly not utilized due to the graduate’s perception of the
term ‘adult education’ in a bid not to fully utilize these career opportunities
the adult education graduate could be labeled ‘half educated’ because in actual
practice the knowledge he acquired in the field is not brought to bear.
Education as it were, provides the individual with mental ability to equip
himself with the required knowledge which are linked with career opportunities
in such discipline in order for that individual to stand out in the society.
The problem that led to this study is to look at what is the perception of
career opportunities in adult education for adult and non-formal education
graduates.
Purpose of
the study
The study
specifically seeks to achieve the following objectives:
To find out
the level of people’s awareness of Adult Education
To ascertain
the level of people’s perception on the career opportunities in Adult Education
for Adult and Non-formal Education graduates.
To look at
people’s perception on the impact of career opportunities in Adult Education on
Adult and Non-formal Education graduates.
To obtain
respondents’ perceptions on the literacy and vocational skills in adult
education couple with government’s support.
To see
whether adult education graduates utilize the career opportunities in adult
education.
Research
questions
Based on the
problem identified for this study the following questions were raised to guide
the study:
What are
respondents’ perception on Adult and Non-formal Education?
How is the
level of perception of respondents on career opportunities in Adult Education
for Adult and Non-formal Education graduates?
How are
respondents’ perceptions of the impact of career opportunities in Adult
Education on Adult and Non-formal Education graduates?
What are the
perceptions of respondents on literacy and vocational skills adult educational
career opportunity for Adult and Non-formal Education graduates coupled with
government’s support?
What are the
perception of respondents on the utilization of the career opportunities in
Adult Education by the graduates of Adult and Non-formal Education?
Basic
assumptions
Some basic
assumptions underline this study. They are:
First, it is
assumed that people’s perceptions influence career opportunities in the area
under discuss.
It is also
assumed that most people are not aware of the career opportunities in this
programme.
It is
further assumed that graduates of this programme do not utilize its career
opportunities.
Significance
of the study
The aim of
education in whatever form, is to produce a well-rounded individual that would
contribute meaningfully to the overall development of himself and the society
at large.
Hence, the
study will provide useful information to new students and those in this field
of study on the existing career opportunities in it in order to be equipped to
face the challenges after school.
The findings
of the study will help to shape public perception on the career developmental
choices that are available in the field so that adult education can fully gain
its pride of place in the society and as a result promote the discipline.
The study to
a great extent will reveal to interested educationists (researchers, policy
makers and curriculum planners) the need to put in motion machineries for
proper propagation of the usefulness of the discipline in a developing country
like Nigeria.
Finally, the
study will open up incisive and interesting areas of study in research
particularly as it affects career opportunities in the discipline.
Scope of the
study
The scope of
the study will sample views of respondents in Benin City, Edo State. This is in
order to ascertain the various perceptions of career opportunities in adult
education for adult and non-formal education graduates.This study is also
employed to explore the issues of whether Adult Education career opportunities
can in any way give a ‘satisfactory after-school-life’ for the graduates of
Adult and Non-formal Education.
Limitation
of the Study
A number of
constraints were encountered by the researcher in the course of carrying out
this study.
The first
limitation arose from human indifference towards research.
The second
was lack of updated records on career opportunities in Adult Education.
The third
was on inability to reach all the nooks and cranny of the areas studied.
The fourth
limitation was that people are not generally interested in research in this part
of the country. This was demonstrated when one confronted them with a demand
bothering on acquiring information even when such information do not reveal
their names or biological history.
Definition
of Terms
Non-formal
Education: This consists of education and training programmes which are
provided by government and non-governmental organisations including private
individuals outside the formal school system.
Perception:
An idea, a belief or an image you have as a result of how you see or understand
something.
Career: The
series of jobs that a person has in a particular area of work or field.
Opportunities:Visible
chances that serve as ways to success.
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