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FACTORS MOTIVATING ADULT LEARNERS PARTICIPATION IN FUNCTIONAL LITERACY PROGRAMMES.

  • Department: ADULT EDUCATION
  • Chapters: 1-5
  • Pages: 75
  • Attributes: Questionnaire, Data Analysis, Abstract
  • Views: 911
  •  :: Methodology: Primary Research
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CHAPTER ONE INTRODUCTION BACKGROUND TO THE STUDY          

Education is the industry that produces manpower for the economy of nations. Therefore, education enhances manpower development by improving the number and quality of human resource. Bareday in Afonja (2013) says that education is truly a mirror of the level of development and the aspiration of any people. Education in general and functional literacy programmes in particular are means of advancing people in terms of giving them knowledge, skills attitudes necessary for expanding their potentials. Akinpelu (2012) is the view that education programmes are organized for learners who have pre-occupation or jobs other than studying. Further words education is associated with vocational occupation or professional stills of development.

Functional literacy is one step further from elementary literacy. It refers to the ability to use the stills of reading writing and computing in the acquisition of such information as would make the individual function more actively and beneficially in the economics, social, political psychological and cultural activities of the community whether or she lives. Essentially, for any adults to participate in any functional literacy programme there must be need for it. Need and motivation are two important things that guide the adult participants in functional literacy progrmmes. Literacy is seen as a tool for developing skill, knowledge and attitudes for the daily survival of human persons. Therefore, literacy is an educational process which aims at in calculating in the individuals the ability to read and write and to carry out basic calculations. Literacy could be seen as the ability to function better in one’s social context. Thus, literacy is aimed at enhancing one’s understanding of the society in which one is required to assume a functional role.

UNESCO (2011) defined it as the ability to identify. Understand, interpreted create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continue of learning by individuals to achieve their goals to develop their knowledge and potential and to participate fully in their community and wider society.  Oduaran (2011) defined functional literacy as one step further up from elementary literacy. It refers aptly to the ability to sue the skills of reading, writing and computing that would benefit the individual. Beder (2010) and Thompson (2012) identified self improvement, family responsibilities, job participation, advancement, urging by other people, social expectations and relationships, escape from bore dome and stimulation and cognitive interest as a basic motivation.

Needs attract the atta

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