|
|
| |
| An Analysis of Adult Education in Developing and Developed Countries
Download PDF
|
Omokhabi Abiola Adiat (PhD), Osu Uchechukwu Charles, Ajiye Olakunle Titus (M.Ed)
|
Abstract:
This study found that even though the years 2003 to 2012 were designated as the United Nations Literacy Decade, nearly a billion adults worldwide still lack basic literacy skills as of 2016. At least 600 million of these adults are women, and more than 70% of them live in eight major nations: Bangladesh, Brazil, China, Egypt, India, Indonesia, and Mexico. Not only in impoverished countries like Nigeria, but also in rich countries, illiteracy is an issue. The future lives of individuals are negatively impacted by the rising rate of illiteracy in every nation. Communities without access to literacy may struggle to contribute to and benefit from national development. Literacy skills can assist in sustainable development and aid society in improving and making political and economic progress. The majority of the above-mentioned countries that account for over 70% of the world's illiterates are Asian nations, so even with the rise in the number of educated people in the Arab world and the expansion of community-based programmes in terms of quantity, scope, and quality, particularly in adult learning, illiteracy continues to be a major obstacle to the development and social transformation in these areas. The paper also noted that the Egyptian Constitution guarantees the right to an education. Adult learners in Egypt's educational system influence both their own possibilities and the nation's overall economic development. Even if there has been clear and appreciable development, Egypt's educational system still faces several obstacles. These include persistent illiteracy, especially among women, rising school dropout rates, low pre-school enrollment rates, a high rate of unemployed graduates due to a lack of connections between education and employment, and inadequate state-provided education that has prompted the emergence of private tutoring to fill the educational gaps left by the formal schooling system. Despite the fact that Egyptian adult education is learner-centered, the region still needs to do more, as evidenced by the 2010 UNESCO Education for All Global Monitoring Report. This study compared adult education in Britain, Egypt and Nigeria, focusing on important issues like how each country defines adult education, the purpose of adult education, the social and historical forces that influenced the need for adult education, participation, illiteracy rates, and the problem of low impact adult education in developing countries. The research discovered that learning is the main goal of adult education in various countries, independent of the purpose, participation, and organisations, and that research methodologies vary from country to country.
|
|
|
| | |