Thesis Abstract

Abstract
Adult education plays a crucial role in empowering individuals, enhancing their employability, and fostering personal development. The Agency for Mass Education (AME) has been instrumental in promoting adult education initiatives globally, aiming to reach marginalized populations and provide them with opportunities for learning and skill development. This research project investigates the specific role of the AME in promoting adult education, focusing on its strategies, challenges, and impact on learners. Through a comprehensive literature review and analysis of relevant case studies, this study examines the various approaches employed by the AME to facilitate adult education programs. The agency utilizes a combination of formal and non-formal education methods to cater to the diverse needs of adult learners, including literacy classes, vocational training, and community-based initiatives. By collaborating with local partners and stakeholders, the AME ensures that educational opportunities are accessible to individuals from all walks of life. Challenges such as funding constraints, limited resources, and lack of awareness pose significant obstacles to the effective implementation of adult education programs by the AME. However, the agency has developed innovative strategies to address these challenges, including leveraging technology, mobilizing community support, and advocating for policy change. By adapting to changing social and economic conditions, the AME continues to play a vital role in promoting lifelong learning and skill development among adults. The impact of the AME's adult education initiatives is evident in the improved literacy rates, enhanced employability, and increased civic engagement among participants. Through skills training and capacity-building programs, adult learners are equipped with the knowledge and tools necessary to secure sustainable livelihoods and contribute to their communities' development. Furthermore, the AME's focus on promoting inclusive and equitable education ensures that marginalized groups, such as women, refugees, and persons with disabilities, are not left behind. Overall, this research project highlights the critical role of the Agency for Mass Education in promoting adult education and empowering individuals to achieve their full potential. By addressing the unique needs of adult learners and fostering a culture of lifelong learning, the AME contributes to building more inclusive and sustainable societies.

Thesis Overview

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The origin of mass education in the north started in the late 1940s to early 1950s when the first bold step was taken with the establishment of the Northern Regional literacy Agency (NORLA) with head quarters in Zaria. The main objectives of the Agency was to raise the literacy level of northern Nigeria populace, hence it started with a vigorous campaign against illiteracy (YakidaJaluki).

The Agency served as a resources center for planning and material development. It received active support and cooperation of the regional government under the late premier, Alhaji sir Ahmadu Bello, the Sardauna of Sokoto who was personally in the fore front of the campaigners. He was doggedly followed by his ministers, the provincial commissioners, together with the Emirs, and chiefs.

As part of the activities of the Northern Regional literacy Agency (NORLA), it trained selected personnel as public enlightenment campaigners and posted them to various strategic locations all over the region. It also established basic literacy and material resources such as the primers for the delivery of adult literacy in the defunct northern Nigeria (Yahaya 1994 p.19).

However, the 1976 states creation, gave rise to the breaking down of the former northern Nigeria in to six states as Northwestern, north central, Northeastern, Benue, plateau, Kano and kwara, and this resulted to the fall in the activities of NORLA. Adult education was relegated to the background in favor of universal primary Education (UPE) at unbelievable colossal sums of money with little achievement *(Yahaya 1994 p.19). In 1976 the Peoples Redemption Party (PRP) government with its philosophy of redemption in Kano state acted as a messiah.

After studying the lapses and crime committed against adult literacy, the new government appointed a high powered committee to work out the system to redeem adult education as a whole from the near total collapse it suffered. It was realized than that, in order to succeed, adult education programmes must be rescued from the lethargic nature of local governments and steep bureaucracies of the ministries which gave it little attention.