ADULT AND NON-FORMAL EDUCATION FOR EFFECTIVE CITIZENSHIP: CHALLENGES AND PROSPECTS IN NIGERIA

Abstract

This is a positional paper. The purpose was to examine adult and non-formal education for effective citizenship with major focus on challenges and prospects in Nigeria. In the study, adult education agenda for Nigeria entail the development and implementation of a systemic adult education policy. The policy guides both in conception and implementation by a philosophy of continuing education or lifelong learning.  The characteristics of adult and non- formal education, as identified in the study include: Client centeredness, as against subject centeredness in formal education; Fulfillment of immediate and practical needs; Occurs outside school setting; Involve part time study; Designed for voluntary students; Local initiative, self-help and encourages innovation; Possibility of varying programmes to meet specific needs of different clients; Control and autonomy are at local level with little or no control from the top; Cost is less than in formal education; Flexible admission criteria. The challenges adult and non-formal education for effective citizenship in Nigeria were identified and discussed. Strategies for the promotion of adult and non- formal education for effective citizenship in Nigeria were also discussed. Suggestions for improvement include:  that The adult and non-formal education programme should provide the rural populace with agricultural and citizenship education through the extension agents who will show the primary school leaver and illiterate populace new seeds and animals as well as new farming techniques and citizenship orientation to improve their agricultural production and responsible citizenship; that adult and non-formal education programmes should design curriculum for the training and retraining of school dropouts, unemployment adults, skilled and semi-skilled workers in current job as well as in job that are likely to exist beyond the 21st century and that the adult and non-formal education curriculum should be designed to develop the appropriate skill of adult students who would be better prepared to meet the challenge of the future. This means that adult learners should be taught the skills they need to anticipate and solve problems of the future.