ABSTRACT
In Nigeria, a lot of efforts have been made by national and international bodies,
voluntary organisations and individuals towards the effective promotion of
mass literacy programmes. Indeed, many research studies have focused not only
on its importance but as well on its sustainability which revolves around
management. It is against this background that this study sought to evaluate the
management of mass literacy prorgammes in Kogi State. The study evaluated
the extent to which the management of mass literacy programmes carried out
her functions in Kogi State. Subjects for the study were 61 administrative staff
of state headquarter office, 116 staff from zonal offices of the programme, 292
facilitators, 1500 learners from 402 study centres in the State, and 21 Adult
Education officers from the twenty one (21) local government areas. The
sample for the study consisted the entire population of staff of headquarter,
zonal offices, facilitators, Adult Education Officers and a random sample of
learners. Seven research questions were posed and five hypotheses postulated to
guide the study. Three instruments used for data collection were structured
questionnaire (Mass Literacy Management Questionnaire (MLMQ)),
observation checklist and Interview schedule. The three instruments were face
validated by experts from department of Educational Foundations,
Administration and Planning and Measurement and Evaluation units of
University of Nigeria Nsukka. The reliability of the instruments was tested
using Cronbach alpha method, which showed that the instrument was highly
reliable. The data collected was analyzed using mean and t-test statistics. The
result obtained revealed that planning and recruitment of grassroot personnel
for the programmes were done by the management to a great extent. Available
resources for the programmes were utilized to a great extent. Infrastructural and
instructional materials available included classrooms, seats, reading materials,
chalkboard and chalk. Major recommendation based on the findings of this
study was that the Management should provide instructional materials and
infrastructural facilities for greater performance of the functions of the
Management. Implication of the study was that national and international
bodies, philanthropist and individuals would become aware of the inadequacy
of instructional materials and infrastructural facilities in Kogi State and come to
the aid of the management and state.
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CHAPTER ONE
INTRODUCTION
Background of the Study
Education, which is officially perceived as an instrument “par
excellence” for effecting National development is also an instrument for
stability and change in any progressive society (Federal Republic of Nigeria
2004). According to the National Policy on Education and in line with the
philosophy and goals of education in Nigeria, education fosters the worth and
development of individuals and society in general. It is geared towards selfrealization,
better human relationship, individual and national efficiency,
effective citizenship, national consciousness, national unity, social, cultural,
economic, political, scientific and technological progress. Ameh (2005)
described education as a corner stone for development, that is, the basis for
acquiring literacy, vocational skills, technological advancement and the ability
to harness the natural resources of the environment. Ogbonnaya (2004) viewed
education as an essential factor for political development and emancipation of
the citizenry, an instrument for socializing people and preparing them for
political positions. From the forgoing, it is clear that education broadens
individuals’ horizon, develop their physical, intellectual, affective and social
abilities thereby equipping them to improve the welfare of the society and
adequately utilize the natural and human resources available to them.
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Realizing the importance of education to civilization and world economy,
as well as the observed direct and mutual relationship between education and
development, investments in qualitative and sustainable educational system
became the priority of all nations (Damar 2003). Educational reforms were
sought world-wide to ensure widened access so that every individual in the
society is enabled to have basic education whatever the age, sex, religion and
the status of the individual. In fact the concept of life-long education and
Education for All (EFA) were programmes which emphasized wide access to
education (Aderinoye 2005).
In Nigeria, a lot of efforts worthy of note were made by national and
international bodies to improve access to education for all, among which were
opening of primary schools and seminary colleges by the missionaries as early
as between 1942 and 1946, introduction of Universal Primary Education (UPE)
in 1976, launching of National Literacy Day on September 8, 1992 to generate
fund for the management of free primary education all of which culminated in
the introduction of Mass Literacy Programmes. Mass Literacy Programmes
deals with the provision of fundamental education including acquisition of
reading, writing and numeracy skills which are to be applied for the
development of the individual and the community (National Mass Education
Commission (NMEC) 2008). For the purpose of Mass Literacy, three
educational programmes were adopted. These include basic literacy, functional
literacy and
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