Project – Challenges Facing Adult Learners in Pursuing Continuing Education in Nigeria. A Study of Selected Adult Learning Centres in Lagos State.

CHAPTER ONE
INTRODUCTION

1.1 Background to the Study

Education is a lifelong process that extends beyond the formal schooling years and continues throughout an individual’s life. In today’s knowledge-driven world, continuing education plays a vital role in helping individuals acquire new skills, adapt to changing technologies, and remain productive in society. Adult and continuing education is designed to provide opportunities for adults who, for various reasons, missed formal education during their youth or who wish to further their knowledge and skills for personal or professional advancement (Knowles, Holton, & Swanson, 2015).

In Nigeria, adult and continuing education serves as a mechanism for promoting literacy, empowerment, and lifelong learning. It includes programs such as adult literacy classes, professional training, distance learning, vocational education, and community development initiatives (Omolewa, 2008). The Federal Government, through the National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC), has implemented several programs aimed at reducing illiteracy and promoting lifelong learning opportunities for adults (FRN, 2013).

Despite these efforts, many adult learners in Nigeria face significant challenges in pursuing continuing education. These challenges stem from socio-economic, institutional, and personal factors. For instance, adult learners often struggle with financial constraints, time management issues due to work and family responsibilities, limited access to learning facilities, and low motivation caused by societal attitudes that devalue adult education (Ogunleye, 2017; Okey & Paulley, 2021).

In Lagos State—Nigeria’s most populous and economically active state—adult education centres have witnessed a growing number of learners seeking to improve their literacy and vocational skills. However, the challenges confronting these learners remain a critical concern. Factors such as poor funding, inadequate learning environments, lack of qualified instructors, and limited government support have hindered the effectiveness of adult learning programs (Adesina, 2020).

This study, therefore, examines the challenges facing adult learners in pursuing continuing education in Nigeria, with a focus on selected adult learning centres in Lagos State. It aims to identify the key barriers and propose solutions to enhance adult learning participation and outcomes.

1.2 Statement of the Problem

Adult education plays a critical role in national development by empowering individuals with knowledge and skills needed for economic productivity and social inclusion. However, in Nigeria, adult learners continue to face numerous challenges that hinder their participation and success in continuing education programs. Many adult learners in Lagos State experience difficulty balancing education with work and family responsibilities. Others lack financial resources to pay for tuition, books, or transportation to learning centres (Ogunleye, 2017).

Furthermore, most adult education centres in Nigeria are characterized by inadequate infrastructure, irregular class schedules, and insufficient instructional materials (Omolewa, 2008). The lack of government support, poor awareness, and low societal recognition of adult learning programs have also contributed to declining participation rates.

If these challenges are not properly addressed, adult education may fail to achieve its objectives of promoting literacy, employability, and lifelong learning. Hence, this study seeks to investigate the major challenges facing adult learners in pursuing continuing education in Lagos State and to suggest strategies for overcoming them.

1.3 Objectives of the Study

The main objective of this study is to examine the challenges facing adult learners in pursuing continuing education in Nigeria, using selected adult learning centres in Lagos State as a case study.
The specific objectives are to:

1. Identify the major challenges confronting adult learners in pursuing continuing education in Lagos State.

2. Examine the socio-economic and institutional factors affecting adult learners’ participation in continuing education.

3. Assess the impact of these challenges on the learning outcomes and retention of adult learners.

4. Suggest practical strategies for improving adult continuing education in Lagos State.

1.4 Research Questions

The study will be guided by the following research questions:

1. What are the major challenges facing adult learners in pursuing continuing education in Lagos State?

2. What socio-economic and institutional factors affect adult learners’ participation in continuing education?

3. How do these challenges impact the learning outcomes and retention of adult learners?

4. What strategies can be adopted to improve the effectiveness of adult continuing education programs?

1.5 Research Hypothesis

H₀: There is no significant relationship between the challenges faced by adult learners and their participation in continuing education in Lagos State.

1.6 Significance of the Study

This study is significant in several respects. Academically, it contributes to the body of knowledge on adult education and lifelong learning in Nigeria by identifying key factors hindering adult participation in continuing education. The findings will assist policymakers, educational administrators, and practitioners in developing targeted interventions to reduce barriers faced by adult learners.

Practically, the study will help adult educators and program planners design flexible and learner-centered approaches that address adult learners’ unique needs and circumstances. Furthermore, it will guide non-governmental organizations (NGOs) and international agencies in implementing sustainable adult literacy initiatives. For adult learners themselves, the study may provide insights into overcoming personal and institutional obstacles to lifelong learning.

1.7 Scope of the Study

The study focuses on the challenges facing adult learners in pursuing continuing education in Nigeria, with specific reference to selected adult learning centres in Lagos State. It covers adult learners enrolled in literacy, vocational, and professional education programs between 2019 and 2024. The study emphasizes both internal (personal) and external (institutional) challenges affecting their participation, performance, and retention.

1.8 Limitations of the Study

The study may face certain limitations, including difficulties in accessing accurate records from adult learning centres, financial constraints, and limited time for data collection. Some respondents may also be reluctant to share personal experiences. However, measures will be taken to ensure validity and reliability by maintaining confidentiality and using diverse data collection tools such as questionnaires and interviews.

1.9 Definition of Key Terms

• Adult Learner: An individual aged 18 years and above who engages in organized learning activities to improve knowledge, skills, or qualifications.

• Continuing Education: Formal or non-formal learning activities pursued by adults after initial schooling to update or expand their knowledge and competencies (Knowles et al., 2015).

• Adult Education Centre: A designated facility where literacy, vocational, or life-skill training programs are conducted for adults.

• Challenges: Obstacles or barriers that hinder adult learners’ participation, performance, or completion of continuing education programs.

Project – Challenges Facing Adult Learners in Pursuing Continuing Education in Nigeria. A Study of Selected Adult Learning Centres in Lagos State.