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Evaluation of Community Participation in UNICEF Assisted Adult and Non- Formal Education Literacy
Programmes in South East Zone of Nigeria.
A THESIS SUBMITTED TO THE DEPARTMENT OF ADULT EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF A MASTER OF SCIENCE (M.Sc) DEGREE IN ADULT EDUCATION.
(PAGES: 215)
TABLE OF CONTENTS
PAGETITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENT v
TABLE OF CONTENTS vi
LIST OF TABLES ix
ABSTRACT x
CHAPTER ONE: INTRODUCTION 1Background to the Study 1
Statement of the Problem 12
Purpose of the Study 13
Significance of the Study 15
Scope of the Study 16
Research Questions 18
Research Hypotheses 19
CHAPTER TWO: REVIEW OF RELATED LITERATURE 21Conceptual Framework 22
The Concept of Evaluation 22
The Concept of Community 32
The Concept of Community Participation 36
The Concept of Literacy 42
9
The Concept of Adult Education 46
The Concept of Non-Formal Education 48
Theoretical Framework 53Context, Input, Process, Product Evaluation Model 53
Programme Evaluation Theory 56
Social Interaction Theory 59
Theoretical Studies 60Roles of Community Members in UNICEF Assisted Adult and
Non- Formal Education Literacy Programme 61
Roles of Facilitators in UNICEF Assisted Adult and Non-Formal
Education Literacy Programme 80
Empirical Studies 83Studies on Community Participation in Adult and Non-Formal
Education Literacy Programme 83
Summary of Literature Review 90
CHAPTER THREE: METHOD 94Research Design 95
Area of the Study 95
Population of the Study 96
Sample and Sampling Technique 98
Instrument for Data Collection 98
Validation of the Instrument 99
Reliability of the Instrument 100
Method of Data Collection 101
Method of Data Analysis 102
Decision Rule 103
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS 105Analysis of Research Questions 105
Test of Hypotheses 115Summary of the Major Findings 118
CHAPTER FIVE: DISCUSSION, CONCLUSION,IMPLICATIONS AND RECOMMENDATIONS 120Discussion of Findings 120
Conclusion 132
Implications of the Study for Adult and Non-Formal Education 132
Recommendations 135
Suggestions for Further Research 140
REFERENCES 141APPENDICES 156
LIST OF TABLESTable Page
1. Number and Percentages of communities that haveVEC in the centers 105
2. Number and Percentages of Communities that Provided Teaching and Learning Materials 106
3. Number and Percentages of Communities that Provided Teaching and Learning Facilities 108
4. Number and Percentages of Communities that ProvidedExtra- curricular Activities 110
5. Mean Scores and Standard Deviation relating to theCommunities’ Advocacy, Sensitization and Mobilizationof Adult and Non-Formal Education Literacy Learners 112
6. Mean Scores and Standard Deviation Relating to theExtent Communities Plan, Implement and Manage Adultand Non- Formal Education Literacy Centers 113
7. Mean Scores and Standard Deviation Relating to the Extent Communities Monitor, Evaluate and give Feed Back on Adult and Non- Formal Education Literacy Centers 114
8. z-test for on the Urban and Rural Facilitators’ Mean Ratingson Communities’ Advocacy, Sensitization and Mobilizationof Adult and Non-Formal Education Literacy Learners 115
9. z-test on Urban and Rural Facilitators’ Mean Ratings onCommunities’ Planning, Implementation and Managementof Adult and Non-Formal Education Literacy Centers 116
10. z-test on Urban and Rural Facilitators’ Mean Ratings onCommunities’ Monitoring, Evaluation and Feedback onAdult and Non-Formal Education Literacy Centers 117
ABSTRACTThe study was aimed at evaluating community participation in UNICEF assisted adult and non-formal education literacy programmes in South East zone of Nigeria. Seven research questions and three null hypotheses were formulated. The study was a descriptive survey involving one hundred and sixty seven UNICEF- assisted adult and non-formal education literacy centers in five states of South East Nigeria. Data were collected through the use of questionnaire. The section for head facilitators was checklist structured on provision and non provision of teaching and learning materials, teaching and learning facilities. The section for village education committee (VEC) was on provision of teaching and learning facilities. The section for facilitators was on community participation and on four point scale that ranged from very high extent to very low extent. Percentages and mean scores were used in answering the research questions. The z-test was used in testing the hypotheses at 0.05 level of significance. The findings indicated that communities participate to a low extent on the sustainability and ownership of UNICEF assisted adult and non-formal education literacy programmes. It was also found out that there was no significant difference in the participation of urban and rural community members in UNICEF assisted adult and non-formal education literacy programmes. It was thus recommended among others that; donors should carry out needs assessment before intervention in communities, there should be continued advocacy, sensitization and mobilization of learners for ownership and sustainability of programmes; stakeholders should advocate for improved funding of the adult and non-formal education sub-sector by government and public-private partnership in adult and non-formal education basic and post literacy delivery.
CHAPTER ONE
INTRODUCTION
Background to the Study
Literacy is a necessity to human development. It is the key to health,
wealth and happiness. According to the National Mass Education
Commission (NMEC) (2008a), literacy is the ability to read, write and
compute for informed competence in a subject, area of activity or project
towards the development of active citizen, improved health, livelihood and
gender equality. United Nations Educational Scientific and Cultural
Organization (UNESCO, 2007) also defined literacy as the ability to identify,
understand, interpret, create, communicate and compute, using printed and
written materials associated with varying contexts. Literacy involves a
continuum of learning to enable an individual achieve his/her goals, develop
his/her knowledge and potentials and participate fully in the wider society.
Fasokun (2007) asserted that literacy is important to individuals, families,
communities and the whole societies. All over the world, even in developed
countries, at one time or the other, steps were taken to eradicate illiteracy.
Britain embarked on mass literacy campaign between 18th and 19th centuries
(Non Governmental Association for Literacy Support Services news
(NOGALSS), 2008). According to Njoku (2010), the efforts of the
Nigerian National Council for Adult Education (NNCAE) led to the
declaration in 1971 by the then Minister for Education for a ten year
mass literacy campaign from 1974 to 1984. NNCAE also contributed
immensely to establishing; Adult and Non-formal education unit in the
Federal Ministry of Education, NMEC and state agencies for adult and
non-formal education among others (Fasokun in Igbo, 2008).
Globally, efforts have been made to eradicate illiteracy by
international organizations such as UNESCO, United Nations Children’s Fund
(UNICEF), United Nations Development Programme (UNDP), Action Aid and
World Bank. These organizations have been in the fore-front of assisting
basic education in Nigeria. This they do through; provision of infrastructure in
schools, provision of teaching and learning materials, influencing educational
policies favourably and assisting the development of adult and non-formal
education literacy programmes. They have also rendered assistance in the
area of establishing literacy centers, capacity development of education
stakeholders, promoting literacy by radio project and Re-generated Freirian
Literacy through Empowering Community Technique (REFLECT).
Inspite of the efforts made by the international agencies, United Nations
stated in 2011 that 793 million people in the world were illiterate and that Sub-
saharan Africa, Arab states, South and West Asia account for over two thirds
of this illiterate population. According to the recent literacy rate by NMEC,
Nigeria had 38% illiteracy rate in 2012. UNICEF (2012) also stated that
Nigeria had 25 percent of out- of- school children in Sub- saharan Africa.
In Nigeria, several efforts have been made by the Federal Government
to eradicate illiteracy and encourage non-formal education for
entrepreneurship and self reliance. Such efforts include the establishment of
the National Mass Education Commission (NMEC) and the establishment of
the state agencies for adult and non-formal education (NMEC, 2008a). The
sole responsibility of these agencies for adult and non-formal education is to
eradicate illiteracy by providing adult and non-formal education literacy
programmes that suit the economic, cultural, social and political needs of the
illiterates in their areas. Despite these efforts, the National Bureau of
Statistics (2010) asserted that literacy rate for 2010 was 57.9 percent. The
National Literacy Survey carried out in 2011 indicated that about 1.5 million
children of primary school age were not attending school (Federal Ministry of
Education, 2011). NMEC (2012) stated that out of the 149 million
people in Nigeria 39.4 million Nigerians were illiterate.
Illiteracy could be addressed through informal, formal or non-formal
education. Right from early childhood, an individual is exposed to informal
education and this continues into adulthood. For one who did not undergo
formal education to be economically, politically and socially empowered, he or
she has to acquire a skill that will enable him or her to survive. One of the
ways of achieving this is through non-formal education. NMEC (2008c) stated
that non- formal education is any organized, systematic and sustainable
educational activities carried out outside the framework of the formal
education system. NMEC further asserted that non-formal education is aimed
at providing educational opportunities for selected sub-groups in the
population whether they are adults, youths or children. There is no fixed age
for participating in non-formal education programmes; hence the programmes
are organized even for children who legally have not attained adult age. It is
designed according to the need of the recipients or the community. Ezema as
cited in Igbo (2008) asserted that non-formal education is an out -of -school
learning where both the source and the learner have conscious intent to
promote learning. According to Oreh (2008) non-formal education as a
comparative alternative to formal education has become a very acceptable and
useful mode of education to meet essential education needs of out- of- school
youths, women and others who never enrolled into formal education system.
There are some individuals, who for one reason or the other are not
opportuned to go through the formal levels of education until they become
adult. As adults, such people may still be interested in acquiring education
and so they get involved in a form of education known as adult education.
Nzeneri (2008) defined adult education as any form of education whether
formal, informal and non-formal given to adults based on their felt social,
economic, political and cultural needs to enable them adjust fully to life
challenges. Igbo (2008) asserted that adult education is the collective
name for all forms of schooling and learning programmes in which adults
participate. Merriam and Brockett (1997) defined adult education as a field
of education that deals with the teaching of adults.
In a bid to address the problems of illiteracy in South Eastern States,
UNICEF in collaboration with State Agencies for Mass Literacy, Adult and
Non-Formal Education and some Non- Governmental Organizations (NGOs)
established adult and non-formal education literacy centers in various states.
These literacy centers offer basic (equivalent of formal school primary 1-3)
and post literacy (equivalent of formal school primary 4-6) classes. These
centers are located in markets, conventional primary and secondary
schools, town halls, Igwe’s palace, abattoirs, mechanic villages,
carpenter’s workshops and church halls. According to Anambra State
Agency for Mass Literacy, Adult and Non- formal Education (1997), the
aim of UNICEF assisted adult and non-formal education literacy
programmes include; getting drop-outs and those that did not have the
opportunity of attending school at all enrolled in literacy programme that
will enable them to attend classes at a time and place convenient for them.
This gives them the opportunity to acquire literacy education while
attending to their private endeavors. Ezema as cited in Igbo (2008) opined
that in non- formal education programmes, basic literacy courses are often
attended by a mixture of unschooled children and adults. Adult and non-
formal education literacy centers in this study fall within this category.
UNICEF assisted adult and non-formal education literacy programmes
require participation of not only the beneficiaries but of all community
members. The concept of community means different things to different
people. Community has many types such as geographic and professional
community. This study refers to community as a group of interacting people
living in a common geographic location. The act of community members
influencing and contributing to the development process in the community is
referred to as community participation. As defined by Iwere (2007),
community participation is an active process by which beneficiaries or client
groups influence the direction and execution of development projects with a
view to enhancing their well-being in terms of income, personal growth, self-
reliance or other values they cherish. Omoruyi (2001) viewed community
participation as a process by which efforts of people themselves are united
with those of government authorities to improve the economic, social and
cultural conditions of communities into the life of the nation and to enable
them contribute fully to national progress. Onyishi (2008) asserted that
community participation means involving communities in decisions, analyzing
situations, defining goals, choosing courses of action, evaluating and
planning future directions, so that people, especially the powerless, the poor
and vulnerable become empowered to gain control over their lives and take
actions needed to transform their lives. Obi (1999) stated that communities
should participate in adult and non- formal education literacy programmes to
help mobilize learners and also support the sustenance of the
literacy programmes. Government alone cannot provide funds for adult
and non- formal education literacy programmes hence the need for
communities, especially groups within the communities to participate in
such programmes (Ngwu, 2003).
In order to participate effectively, UNICEF (1998 & 2002)
identified roles that communities are expected to play in adult and non-
formal education literacy programmes. These roles include:
i. Formation of village education committees (VEC) ii. Provision of teaching and learning materials for adult and non-
formal education literacy programmes iii. Provision of teaching and learning facilities for adult and non-
formal education literacy programmes iv. Provision of extra-curricular activities for adult and non-formal
education literacy programmes v. Advocacy, sensitization and mobilization of learners’ participation
in adult and non-formal education literacy programmes vi. Planning, implementation and management of adult and non-
formal education literacy programmes vii.Monitoring, evaluation and feed-back on adult and non-
formal education literacy programmes
Village education committee (VEC) is a committee set up by
communities to manage adult and non-formal education programmes. They
are drawn from the community and are usually made up of six males and six
females (UNICEF, 1998). NMEC (2008a) defined a facilitator as “a person
who assists the learners to learn at the learning centers.” Facilitators’ are
usually drawn from communities and they facilitate learning in adult and non-
formal education literacy centers (NMEC, 2008c). The most senior facilitator
in adult and non-formal education literacy centers are usually the head
facilitators. These centers are located both in the rural and urban areas in
South Eastern Nigeria. Type of adult and non-formal education programme
established in a center is determined by the need of the learners.
Evaluation helps to give feedback on programme implementation.
Tufo (2007) defined evaluation as assessing and judging the value of a
piece of work, an organization or a service. Tufo further asserted that the
main purpose of evaluation is to help an organization reflect on what it is
trying to achieve, assess how far it is succeeding and identify required
changes. Rogers and Smith (2006) stated that evaluation is about proving
that something is working for the benefit of implementers’ accountability to
funders, managers and the people we are working with. In view of this,
Stufflebeam (1983) suggested that evaluation be redefined as 'the process
of providing useful information for decision- making.
There had been previous attempts to ascertain community participation
in adult and non-formal education literacy programmes. Onwudiwe (2007)
and Eze (2007) had carried out only perceptive studies on community
participation in some aspects of adult and non-formal education programmes.
Onwudiwe carried out a study on community participation in basic adult
literacy and non-formal education programmes in Anambra state. The study
covered adult literacy, out -of- school literacy programme and vocational
training for women in rural areas in Anambra State. The scope of this work
include basic and post literacy for those who have never been to school or
those who dropped out of school before acquiring literacy skills in UNICEF
assisted adult and non-formal education literacy programmes in five states of
South East Nigeria. Onwudiwe’s work was a perceptive study on community
participation in Anambra state while this work is an evaluative study on
community participation in adult and non-formal education literacy
programmes in South East Nigeria. Eze also carried out a perceptive study
on out- of- school youth programme in Enugu state. Eze’s study is different
from this study in that it was a perceptive study on only one aspect of non-
formal education programmes while this study is an evaluative study on
UNICEF assisted literacy programmes for those who have never been to
school or those who dropped out- of -school before acquiring literacy skills in
five states of South East Nigeria.
Successive governments in Nigeria have embarked on programmes
to improve literacy level through adult and non-formal education
programmes but there seems to be neglect and complacency by some
host communities in participation in these programmes. There are still so
many people that cannot read and write, some children of school age are
still not in school, drop -out rate is still high, enrolment in adult and non-
formal education literacy centers is low and as a result, the goal of basic
education is yet to be achieved. Hence, there is need to evaluate
community participation in UNICEF assisted adult and non- formal
education literacy programmes in South Eastern states of Nigeria.
Statement of the Problem
In the year 1997, UNICEF initiated the assistance of state agencies for
adult and non-formal education in South Eastern states of Nigeria to establish
adult and non-formal education literacy centers. Communities in these states
seem not to be responding and participating up to the expected standard.
There seems to be complacency on the part of the communities because they
see such programmes as government programmes (Egenti, 2005).
Despite the fact that many adult and non-formal education centers
were established, Nigeria has 38 percent illiteracy rate representing 39.4
million illiterate people (NMEC, 2012) and contribute 25 percent of out- of-
school children in Sub- saharan Africa (UNICEF, 2012). There are still so
many that cannot read and write, drop- out rate is still high, some children
are still not in school, enrolment in adult and non-formal education literacy
centers is low, and the goal of basic education is yet to be achieved.
Having drawn attention to the fact that there are roles expected of the
communities, there is need to ascertain if the communities are playing these
roles and the extent they are doing so. These roles represent communities’
counterpart contribution to UNICEF assisted adult and non- formal education
literacy programme. If communities do not play these roles expected of them,
the established adult and non- formal education literacy centers will not be
sustained because communities will not take ownership of the centers.
To improve delivery of adult and non- formal education literacy
programmes there is need to evaluate and appraise the extent of participation
of communities in the national and international assisted programmes meant
for them. The problem of the study is therefore to evaluate the extent of
community participation in UNICEF assisted adult and non- formal education
literacy programmes in South East zone of Nigeria.
Purpose of the Study
The main purpose of the study is to evaluate community participation in
UNICEF assisted adult and non-formal education literacy programmes in
South East Nigeria. Specifically, the study sought to find out:
1. the percentage of communities that have VEC for effective
management of adult and non- formal education literacy programmes.
2. the percentage of communities that provided teaching and
learning materials for the UNICEF assisted adult and non-formal
education literacy programmes.
3. the percentage of communities that provided teaching and
learning facilities for the UNICEF assisted adult and non-formal
education literacy programmes.
4. the percentage of communities that made provision for extra-
curricular activities in the UNICEF assisted adult and non-formal
education literacy programmes.
5. the extent to which communities carry out advocacy, sensitization and
mobilization of learners for the UNICEF assisted adult and
non-formal education literacy programmes.
6. the extent to which communities plan, implement and manage
adult and non-formal education literacy programmes.
7. the extent to which communities monitor, evaluate and give
feedback on UNICEF assisted adult and non- formal education
literacy programmes.
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