FEDERAL COLLEGE OF EDUCATION KONTAGORA,

NIGER STATE

PATIGI STUDY CENTRE

YEAR ONE
FIRST SEMESTER LECTURE NOTE
ANF111
History of Adult and Non-Formal Education
(2 Credits)

SALIHU IDREES NAGYA

Content:

 Origin,growth and development ofAdultand Non-Formal Edication

 Traditional Education
 Islamic Adult & Non-Formal Education
 Adult and Non-Formal Education during the colonial era in Nigeria.
 Post-colonial aduit education to inchude all Nigerian and UN initiatives for the eradication of
illiteracy
 Nation and international Adultand Non-Formal Education NGO or Civil societies
 Evolution of Adult and Non-Formal Education in the National Policy on Education
 National Commission for Mass Literacy, Adult and Non-Fornmal Education
 State agencies and their contributions to Adult and Non-Formal Education
 Nigerian Individual contributions to Atult &Non-Formal Education.
 Adult education and Hunan Rights (Marginalized Group)
 Report on available community projest/craft on Adult and Non-Formal Education embracing
self-reliance.

Origin, Growth and Development of Adult and Non-Formal Education

The amorphous nature and essence of adult and non-formal education is such that its boundaries
cannot be easily demarcated. Many nations have attempted the eradication of illiteracy to a tolerable
barest minimum. This has become necessary since the industrial and technological take off countries like
Tanzania, Nigeria and South Korea and many others require literacy as a prerequisite for its attainment.
The literate member of society is more likely to take an active and effective part in the development
process (Indabawa,1991).
Nigerian educational philosophy since after independence, has always focused on ways of educating the
citizenry. Certain compulsory school ages and periods are stated in the National Policy on Education to
aid school children within those age brackets to be educated. Despite the efforts and policies of
government, thereare still those who out grow the school ages and tend to become a burden to
themselves and those around them.

There are those that did not complete their primary education; others need to complete secondary
education. Besides, adult citizens of a country need to be enlightened in their culture and civic
responsibilities. Those in the industries need to be trained to meet the changing tide of development. All
these and many other related challenges can no longer take place in the formal school setting. The
appropriate and most suitable way is through adult education. Adult education therefore covers all
activities of adults in their quest to adjust themselve in the society.

Adult and Non-formal Education in Nigeria began with the creation of man on the planet earth. It was
imperative for those forebearers in Nigeria to provide education for the adult population so as to ensure
the survival and development of skilIs, integration, group cohesion, social values and acceptable
attitudes.

The role of Adult and Non-Formal Education in development is multidimensional as one of the building
blocks of human development, and not just a basic right, education is a foundation for progress in areas
such as human capital, health, nutrition and the development of institutions and democracy.

The economic role of adult education can be seen in its contribution towards human capital formation.

Adult education provides more investment climate and it is very critical for labour force and providing
managerial know-how, able to compete in today's global context and it also plays a major role in social
development.

The role adult education is not limited to the economic and social spheres. It also has a political
dimension. There should be a strong link between adult learning and democracy. This is so because, as
acknowledged at the UNESCO fifth International Conference on Adult Education held in Hamburg in
1997, “substantive democracy and a culture of peace are not given, they need to be constructed” (cited
in Seya,2005, p. 106). For democracy to be achieved, adult education is needed to educate citizens on
the democratic culture as well as inform them of their rights and responsibilities as democracy also
requires people to actively participate at local, national and international levels.

There is growing recognition of the fact that adult education is of vital importance for the future of
every democratic society particularly in developing economies. Capacity building is an important aspect
of adult education to meet with the challenges of industrial and technologies of the world today. The
improvement of adult learners, instructors/facilitators, infrastructure and management in adult
education is of paramount importance to the stakeholders in the field. However, the development of
capacity building in adult and non-formal education will bring about greater empowerment and goal-
oriented results in individuals and communities.
The imperatives of ANFE as a potent tool for human capacity development and attainment of
sustainable livelihood in Nigeria has been outlined/pointed out clearly by the Federal Government of
Nigeria in the goals/objectives of ANFE of the 2004 National Policy on Education as to:

(i) provide functional literacy and continuing education for adults and youths who have never had the
advantage of formal education or who did not complete their primary education.

(ii) provide functional and remedial education for those young people who did not complete secondary
education.

(iii) provide education for different categories of completers of the formal education system in order to
improve their basic knowledge and skills.

(iv) provide in-service, on-the-job, vocational and professional training for different categories of
workers and professionals in order to improve their skils and

(v) give the adult citizens of the country necessary aesthetic, cultural and civie education for public
enlightenment (National Policy on Education - NPE, 2004).

Therefore, ANFE has been designed for all categories/class of people in the society which ranges from
the stark illiterates in the society, dropouts from formal school, the disadvantaged/marginalized groups
which includes: women/girl-child, physically challenged group, prisoners, migrant fishermen/farmers,
nomads,etc.

Non-Formal education became part of the international discourse on education policy in the late 1960s
and early 1970s. It can be seen as related to the conccpts of recurrent and lifelong learming.Tight
(1996:68) suggests that where is the latter concepts have to do with the extension of education and
learning throughout life, non-formal education is about "acknowledging the importance of education,
learning and training which takes place outside recognized educational institutions'. Fordham (1993)
suggests that in the 1970s, four characteristics can be associated with non-formal edúcation:

·Relevance to the needs of disadvantaged groups.

·Concern with specific categories of person.

·A focus on clearly defined purposes.

·Flexibility in organization and methods.

ADULT EDUCATION (EARLIER)

The term "adult education" was coined in England in 1810 in reference to promotion of adult literacy.
Across the Atlantic, adult education emerged in the nineteenth century as a means to enculturation.

During the early twentieth century, adult education primarily referred to vocational training for the
labor force and academic programs for adults who had not completed primary or secondary school.
The Third International Conference on Adult Education held in Tokyo from 25 July to 7 August 1972
provided a new impetus for the growth of adult education and lifelong learning programs in North
America and around the globe during the latter part of the twentieth century. As a result of work
accomplished during the international conference, a recommendation on the development of adult
education was adopted by UNESCO in 1976 that set forth the first international standards regarding
adult education.

The UNESCO recommendation defined adult education as: the entire body of organized educational
processes, whatever the content, level, and method, whether formal or otherwise, whether they
prolong or replace initial education in schools, colleges, and universities as well as in apprenticeship,
whereby persons regarded as adult by the society to which they belong develop their abilities, enrich
their knowledge, improve their technical or professional qualifications or turn them in a new direction,
and bring about changes in their attitudes or behavior in the twofold perspective of full personal
development and participation in balanced and independent social, economic, and cultural
development.

The recommendation also called for the recognition of adult education as an integral component of
lifelong learning that extends through the individual's lifespan, restructuring of current educational
systems to incorporate adult education, and development of opportunities for learning external to the
current educational system. In contemporary America, adult education is used to refer to adult basic
education, vocational-technical education, and community-based continuing education or lifelong
learning programs.

Modern Adult Education

In 1999, approximately 45 percent of adults 17 years of age and older participated in some type of adult
education program. More than one-third of participants were involved in basic or vocational education.
The remaining participants sought a multiplicity of personally motivated outcomes from their
experiences, including outcomes related to leisure.

Adult education programs are also known as continuing or recurrent education. They are typically
designed for individuals who are no longer in school full time. Some public high schools hold adult
classes at night in the same buildings used by school kids during the day. Colleges and universities offer
extension courses for adult learners. These courses are offered in the evenings, via correspondence, or
through the Internet. The programs may or may not lead to a degree. The first adult education programs
began in the 1700s and are still a regular part of many education systems.

Adult education programs have changed significantly, growing from a narrow vocational skills focus to
more broadly encompassing fields like information technology. The main sources of adult education are
public schools, colleges and universities, proprietary schools, and the government.
Programs of the 1700s

In the 1700s, apprenticeships were one of the first adult education programs. They were offered during
the colonial period. In an apprenticeship, a person would learn an art or trade by working for a skilled
master for a certain number of years. Masters also often taught their apprentices how to read and write.

Programs of the 1800s

A wide array of adult education institutions popped up during the 1800s. Some of these institutions
were study groups known as lyceums. Members of these study groups held discussions as well as
attending lectures and debates. Another adult education system during the 1800s was termed the
Chautauqua movement. In its simplest meaning, Chautauqua referred to traveling groups that went
from town to town presenting lectures.

Programs of the 1900s

During the 1900s, the government began taking a more important role in adult education. Many pieces
of legislation began popping up, such as the Smith-Lever Act of 1914, which provided federal funds for
training in farming and home economics. Three years later, the Smith-Hughes Act was enacted to
finance vocational programs. During the Great Depression, the government sponsored adult education
programs to help create jobs for out-of-work teachers.

At the end of World War II, the government set up a program for veterans wanting to go to school. This
program was known as the GI Bill of Rights. The 1962 Manpower Development and Training Act and the
1964 Economic Opportunity Act both provided federal funds for training unemployed adults. The
Economic Opportunity Act also established the Adult Basic Education (ABE) program.

Modern Day Programs

At one time, adult education referred to being taught remedial and basic skills. However, today's
programs focus on broader, higher-level skills that include problem-solving, information literacy, and
information technology. Students can enroll in adult education programs at adult high schools,
community colleges, university extension programs, and even prisons. Educational opportunities are
also offered at proprietary schools, which operate like businesses. The government also sponsors adult
education programs. For example, the Department of Agriculture provides training in farming for adults
in rural areas.

Topics covered in today's adult education programs include:

Adult Basic Education (ABE)

Citizenship preparation

English as a Second Language (ESL)

Family literacy

GED classes

Workplace training

Traditional Education

Traditional education, also known as back-to-basics, conventional education or customary education,

refers to long-established customs that society has traditionally used in schools.

Traditional Education is a teacher-centered method of education in which instruction takes place

between an instructor and students where all are physically present in the same classroom i.e., face-to-
face.

Traditional education has four characteristics:

1) it is completely effective, i.e. the child learns all he/she needs to know to become a functioning adult

2) although the education involves harsh trials and ordeals, every child who survives them is allowed to
“graduate”

3) the cost of education (e.g. paying masters and religious leaders); and

4) children are not totally withdrawn from the work force

Traditional education system our primitive education system which are still opted by many people till
now. In traditional education, students are gathered under a roof at a specific time and specific place.
The teaching style of traditional education is teacher-driven. The learners discuss with the peers to clear
their doubts or interact with the instructor after the class to do the same. The knowledge attained by
the learner depends on the knowledge of the instructor. Let’s the advantages and disadvantages of
traditional education.

Advantages

Punctuality: The students will have a specific time for every period and time for taking a break. This
timing is all planned at the beginning, the students follow this routine and make them punctual and
disciplined.

Social interactions: The students interact with their peers which help them in character building. They
learn to share and respect others.

Extracurricular activities: This gives the students an opportunity to showcase their hidden talent to
others. This helps them recognized for their talents and are able to excel in their life.

Face to face interactions: The students are able to have direct interactions with their teachers. They are
able to ask questions and more explanations on the areas they have doubts.
Disadvantages

Generalized learning: Generalized education for all the students make it difficult for them to learn things
they are interested in. Different students have different talents and interests which this general
education fails to provide. Students will be spending more time and effort to study in which they are not
good at, and this will not help them in their future career.

Passive listeners: In traditional education, students should listen to their teachers. Sometimes the
students do not make an effort to listen to the teachers. They lack interest in the lectures and become
passive listeners

No flexible time: The traditional education follows a rigid schedule which is challenging to study. The
students have difficulties to cop up with it.

Expensive: It is very expensive as the school provides certain facilities and for the tuition fee for their
instructors etc. Everyone cannot afford it and end up taking loans.

Teacher-centered learning: Teacher and books are the main source of information. The students are
unable to learn new things, and their knowledge is restricted to the knowledge provided by the books
and lecturers.

Islamic Adult & Non-Formal Education

Islamic education has been used as a vehicle for spiritual re-awakening and social rejuvenation 'of the
people whose belief-systems were rooted in superstitions and hearsays.The Islamic system of education
is found on the divine revelations from Allah (S.A.W),which deals with norms and cijueties of life for the
Muslims.The Islamic divine message is contained in the Islamic Holy Book called“Al-Qur'an” and it is
further expatiated by the “Ahadith” (sayings and practices) of thé Prophet Mohammed (S.A.W.).These
primary sources of Islamic Knowledge together with the works of the later scholars of Islam formed the
fountain of Islamic system of education.

ISLAMIC EDUCATION SYSTEM IN NIGERIA

The history of Islamic education in Nigeria cannot be complete without: recasting our minds on the
impats it had made on the world at large. Islamic education generally started with the first Qur'anic
revelation to the prophet of Islam, Muhammad (S.A.W.).The first five verses revealed contained clear
directives to him and the rest of the Muslims to pursue the course of knowledge, signifying that the
religion is solidly rooted in the pursuit of knowledge. The verses in question are as follows:

In the name of Allah, the Most Beneficent, the Most Merciful

· Read in the Name of your Lord who created

·Created man from a congealed blood

·Read and your Lord is the Most Great

·Who teaches man the use of Pen

· Teaches man what he knew not(Q96:1-5)

Along similar lines,Wickett (2005)and Tobroni(2008) support the view that one acquires a spiritual
education is significant to teachers and learners when they can find the spiritual dimension in them as
part of holistic education. Tobroni (2008) propounds the view that the idea of spirituality education is a
concept that is being developed by the educational reformer. It is recognized that this concept is an
ijtihad (independent reasoning) in order to realize the vision of spirituality in all aspects of the education
process. Education is an earnest struggle, holy and glorious to develop the soul and personalities that
created Ahsani Taqwin (humanization) and vice versa, freed from the fetters that prevents the
hindrance of an emancipated as various forms of injustice, poverty, and ignorance. Education has been
no integration in the hunan understanding.

In the early days, the mosque is a preferred choice and has always been a venue for adult learners
seeking Islamic education. During the period in the 1950s and 1960s, there has been an influx of adult
learners seeking religious education which is not properly organized and structured, hence the need to
have a proper organizations. “Education for most members of the Muslim community in the early days
of the twentiethcentury centered arqund the learning of the Koran...Koran classes were conducted
mainly in mosques, surau, and the homes of teachers or students” (Fui, 2006).

Besides madrasahs and mosques,Muslim voluntary organization such as Muslim Students Society of
Nigeria, commonly known as Jamiyah, Islamic Scholars and Religious Teachers Association, Associations
of Adults Religious Class Stident, Association of Islamic Studies, Muslims Converts' Association known as
DarulArqam, Muhammadiyah etc. also conduct adults religious classes and they sees Islamic educatioh
as a platform for their dakwah works in promoting Islam and fulfilling the physical and spiritual needs of
a Muslim. The voluntary organizations compliment the effort of the mosques as some of these
organization cater to the needs of their members as part of the movement developments.

In this regard, these are responsible for the promotion of religious, social educational,economic and
cultural activities in accordance with the principles and traditions of Islam as enshrined in the Holy
Quran and Sunnah.”

STAGES OF ISLAMIC EDUCATION

Islamic Education in the Qur’anic schools, otherwise known as Informal Education, is carried out in
stages. These stages according to Dambo (1994), are the early childhood or Nursery stage called
Makarantan Yara, the elementary state (tittibiri) and Adult Education stage.

Varied curricular activities are daily being operated in each of the stages, which commensurate to the
age, ability and interest levels peculiar to the students.

NURSERY OR EARLY CHILDHOOD STAGE (MAKARANTAR YARA)

This stage consists of children of tender age of say between three to five who normally follow their
brothers and sisters to school. These are grouped together in one corner of the circle and instructed
orally to recite and commit to memory shorter chapters (surahs) of the Qur’an and other Islamic rituals
of purification, ablution, prayer and ethics. “The only pleasure they (children) derive from the system at
this stage lies in the choral recitations which often follow a sing-song pattern. The pupils seem to enjoy
reciting these verses to themselves in their homes and at play”. (Fafunwa, 1974.)

The instructional technique at this stage is such that the teacher recites the shorter surahs to the pupils
and the pupils in turn repeat after him. This routine is repeated several times until the teacher is fully
convinced that his pupils have mastered the correct pronunciation. The pupils are then allowed to retire
and continue reciting these ayats (verses) on their own until they have been thoroughly memorized
before proceeding to the next set of ayats. This way, the pupils progress in their studies before entering
the next stage of learning.

THE ELEMENTARY STAGE (TITTIBIRI):

This consists of pupils of about five (5) to fourteen years old. At this stage, the pupils are introduced to
Arabic alphabets just as children in the formal type of Education are introduced to A, B, C, and D. They
first learn the consonants (Babbaku) without vowels, and after learning all the consonants, which are
twenty-eight in number, they learn each of the consonants with vowels (wasulla) called Farfaru. The
vowels in Arabic are five (5). They areFat’ha, Kasra, Damma, Sukun, and Tashdid, and they are used in
forming words. Learning ofBabbaku and Farfaru in Qur’anic Education are indispensable. It is very
necessary in ensuring fluency in the proper pronunciation of Arabic letters from their roots and
proficiency in word articulation pertinent in realizing and appreciating the correct interpretation of the
Qur’an, its melody and unique features.

This stage is often regarded as the most primary to the Educational progress of pupils later in life. That is
why muslim parents make sure that their children are well grounded with the requirements of this
stage.After the pupils have learnt these, the teacher will start writing on their wooden board, the slate
(allo), short verse and surah for them to learn and commit to memory. As the pupil progresses in this
stage, he is gradually introduced to the art of writing, which develops his writing skills. In this, the
teacher or other senior students in the school continuously guidehim. After writing, he now goes to the
Malam or his representative to read the written portion in a process called Darsu or Biyawa. The teacher
reads and the pupils repeat after him until he is satisfied that the pupils are reading correctly as is
expected. This continues until the artof writing is perfected after which the pupil is now allowed by the
Mallam to be reading from pages of the Qur’an directly. He reads and observes some of the rules of
Tajwid (The Scienceof the recitation of the Holy Qur’an) unconsciously, until he completes learning the
whole Qur’an. You should at this juncture note that not all the students would complete this stage of
learning. Some would withdraw and take on some trade to earn a living, and others, especially girls will
be withdrawn by their parents for marriage. Some of course would continue depending on their
husbands. This stage concludes what may be called the elementary education. Whatever the child may
learn after this stage is considered within the scope of Adult Education in which specialization features
most.

In addition to these, further instructions on Islamic rituals are given, and in most cases, the teacher
demonstrates how these rituals are performed. Hence, direct acquisition of the rites of ablution,
tayammum, prayer and other rituals are issued at this stage, although much of it are to be later learnt at
the next stage.

ADULT EDUCATION STAGE

“Pupils in this stage are mostly adolescents who in most cases have completed the reading ofAl-Qur’an
at least once and also know some basic principles of Islam” (Fafunwa, 1974). The curriculum of this stage
is diversified and structured to reflect areas students wish to specialize in. He first starts learning what
may be called general studies. The meaning of what he learnt and committed to memory before is now
taught to him in the process calledTarjama and exegesis (Tafsir). He is equally introduced to the tradition
of the prophet (S.A.W) called Hadith being the most comprehensive details of the content of the Qur’an,
which he learnt during his elementary level of studies. Other courses include Arabic grammar and its
components i.e. as-sarf (grammatical inflexions) an-nahw (syntax) al-mantiq (logic), al-ma’ni wal bayan
(rhetoric and versification) and Ishiriniyat (poetry). Islamic jurisprudence(fiqh), al-aqaid (theology), Ilmul
usul (rules and principles of the interpretation of laws), al-Jabr wal muqabalah (algebra) and al hisab
were equally taught.

Adult and Non-Formal Education during the colonial era in Nigeria