Non-formal education as a means of poverty eradication

TABLE OF CONTENTS Title page i Certification ii Dedication iii Acknowledgements iv Table of contents vii Abstract ix CHAPTER ONE: 1.1 Background of the study 1 1.2 Statement of the research problem 5 1.3 Statement of the research question 6 1.4 Statement of the research objective 6 1.5 Significance of study 7 1.7 Definition of terms 8 CHAPTER TWO: literature review 2.1 Review of theoretical literature 9 2.2 Review of empirical Literature 23 2.3 Review of relevant theories 23 2.4 Theoretical framework 34 Hypothesis 36

CHAPTER THREEResearch methodology 3.1 Research design 37 3.2 Population of the study 37 Sample and sampling technique 38 3.4 Instrument of data collection 38 3.5 Method of data collection 39 3.6 Method of data analysis 39 CHAPTER FOU: DATA PRESENTATION AND ANALYSIS Socio-demographic characteristics of respondents 40 4.2 Major research issues 44 4.3 Cross tabulation of research variables 46 4.4 Hypotheses testing 47 4.5 Discussions of findings 55 CHAPTER FIVE: 5.1 Summary of the findings 57 5.2 Conclusion 59 4.3 Implication for social work practice in Nigeria 60 5.4 Recommendations 61 References 64 Appendices 

ABSTRACT

Illiteracy not only limits the full development of individuals and their participation in society, but also has repercussions throughout life, affecting a person’s family, environment, restricting access to the benefits of development, and hindering the enjoyment of other human rights. Illiteracy not only affects income and awareness of rights, but also leads to poor nutrition and health, due to illiterates’ lack of knowledge regarding their own health and hygiene and that of their families. Thus, the more illiterate people there are in a country, the more difficult it will be for the country to develop. In view of the above, the study assessed the role of non-formal education as a mechanism of reducing poverty. Specifically, it assessed the services of non-formal education and its benefits to learners and its impacts on poverty reduction, implementation challenges and how their services can be improved. The study used the purposive and simple random sampling techniques using questionniare; I selected and collected data from 90 learners, 9 facilitators, 1 supervisors of the centers in Egor Local Government of Edo State. It was revealed that the study districts run universal programme (Non-Formal Education Programme) which has the following services; literacy and numeracy, Income Generation Activity/Occupational skills, health/life skills and civic awareness, however, the income generation activity training differ from one zone to another. Literacy has improved among learners, while about 88.7 percent of them have seen improvement in their lives in areas such as literacy, numeracy, health and civic awareness. Despite the above, challenges such as inadequate funding, infrastructure and logistics, irregularity in attendance and others militate against the Non-formal education programme in the study areas. Thus, the study recommended that the government of Nigeria should ensure increased and regular flow of funds to the programme. Thus, Social workers and policy makers must have a closer look at non-formal education programme to provide adequate support to the programme. In addition, the National Commission for Mass Literacy, adult and Non-formal education (NMEC) should provide learning materials and furniture for the use of the leraners.