Thesis Abstract

<p> In Nigeria, a lot of efforts have been made by national and international bodies,<br>voluntary organisations and individuals towards the effective promotion of<br>mass literacy programmes. Indeed, many research studies have focused not only<br>on its importance but as well on its sustainability which revolves around<br>management. It is against this background that this study sought to evaluate the<br>management of mass literacy prorgammes in Kogi State. The study evaluated<br>the extent to which the management of mass literacy programmes carried out<br>her functions in Kogi State. Subjects for the study were 61 administrative staff<br>of state headquarter office, 116 staff from zonal offices of the programme, 292<br>facilitators, 1500 learners from 402 study centres in the State, and 21 Adult<br>Education officers from the twenty one (21) local government areas. The<br>sample for the study consisted the entire population of staff of headquarter,<br>zonal offices, facilitators, Adult Education Officers and a random sample of<br>learners. Seven research questions were posed and five hypotheses postulated to<br>guide the study. Three instruments used for data collection were structured<br>questionnaire (Mass Literacy Management Questionnaire (MLMQ)),<br>observation checklist and Interview schedule. The three instruments were face<br>validated by experts from department of Educational Foundations,<br>Administration and Planning and Measurement and Evaluation units of<br>University of Nigeria Nsukka. The reliability of the instruments was tested<br>using Cronbach alpha method, which showed that the instrument was highly<br>reliable. The data collected was analyzed using mean and t-test statistics. The<br>result obtained revealed that planning and recruitment of grassroot personnel<br>for the programmes were done by the management to a great extent. Available<br>resources for the programmes were utilized to a great extent. Infrastructural and<br>instructional materials available included classrooms, seats, reading materials,<br>chalkboard and chalk. Major recommendation based on the findings of this<br>study was that the Management should provide instructional materials and<br>infrastructural facilities for greater performance of the functions of the<br>Management. Implication of the study was that national and international<br>bodies, philanthropist and individuals would become aware of the inadequacy<br>of instructional materials and infrastructural facilities in Kogi State and come to<br>the aid of the management and state.<br>13 <br></p>

Thesis Overview

<p> </p><p><strong>INTRODUCTION</strong></p><p><strong>Background of the Study</strong></p><p>Education, which is officially perceived as an instrument “par<br>excellence” for effecting National development is also an instrument for<br>stability and change in any progressive society (Federal Republic of Nigeria<br>2004). According to the National Policy on Education and in line with the<br>philosophy and goals of education in Nigeria, education fosters the worth and<br>development of individuals and society in general. It is geared towards selfrealization,<br>better human relationship, individual and national efficiency,<br>effective citizenship, national consciousness, national unity, social, cultural,<br>economic, political, scientific and technological progress. Ameh (2005)<br>described education as a corner stone for development, that is, the basis for<br>acquiring literacy, vocational skills, technological advancement and the ability<br>to harness the natural resources of the environment. Ogbonnaya (2004) viewed<br>education as an essential factor for political development and emancipation of<br>the citizenry, an instrument for socializing people and preparing them for<br>political positions. From the forgoing, it is clear that education broadens<br>individuals’ horizon, develop their physical, intellectual, affective and social<br>abilities thereby equipping them to improve the welfare of the society and<br>adequately utilize the natural and human resources available to them.<br>1<br>14<br>Realizing the importance of education to civilization and world economy,<br>as well as the observed direct and mutual relationship between education and<br>development, investments in qualitative and sustainable educational system<br>became the priority of all nations (Damar 2003). Educational reforms were<br>sought world-wide to ensure widened access so that every individual in the<br>society is enabled to have basic education whatever the age, sex, religion and<br>the status of the individual. In fact the concept of life-long education and<br>Education for All (EFA) were programmes which emphasized wide access to<br>education (Aderinoye 2005).</p><p>In Nigeria, a lot of efforts worthy of note were made by national and<br>international bodies to improve access to education for all, among which were<br>opening of primary schools and seminary colleges by the missionaries as early<br>as between 1942 and 1946, introduction of Universal Primary Education (UPE)<br>in 1976, launching of National Literacy Day on September 8, 1992 to generate<br>fund for the management of free primary education all of which culminated in<br>the introduction of Mass Literacy Programmes. Mass Literacy Programmes<br>deals with the provision of fundamental education including acquisition of<br>reading, writing and numeracy skills which are to be applied for the<br>development of the individual and the community (National Mass Education<br>Commission (NMEC) 2008). For the purpose of Mass Literacy, three<br>educational programmes were adopted.</p> <br><p></p>