EXPLORING THE EFFECTIVENESS OF THE ADULT LITERACY EDUCATION PROGRAMME IN KANO

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EXPLORING THE EFFECTIVENESS OF THE ADULT LITERACY EDUCATION PROGRAMME IN KANO

STATE, NIGERIA

BY

AISHA ISA

A dissertation submitted in fulfilment of the requirement for the degree of Doctor of Philosophy in Education

Kulliyyah of Education

International Islamic University Malaysia

SEPTEMBER 2018

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ABSTRACT

This study explored the Effectiveness of Adult Literacy Education Programme (ALEP) in Kano State, Nigeria. It sought to understand the informants‘ perceptions of the ALEP implementation, the challenges and how they thought of overcoming those challenges. Guided by Knowle‘s (1984), adult learning theory, with adjunct of the Stufflebeam (2003), CIPP Model of evaluation, the research utilized qualitative method and followed a case study design confined to a selected adult literacy centre in the Municipal Local Government Area of Kano State, Nigeria. This was done to explore the perceptions of the adult learners, facilitators and the officials, who were directly involved in the implementation. By using purposive sampling technique, a total of 8 informants were selected to participate in the study. They were 4 adult learners, 2 facilitators and 2 officials. The instruments used to generate data were semi-structured interviews and non-participant observation. Two inter-raters were sought to identify the inter-rater reliability of the generated themes and sub-themes at 90.3% level of agreement. Also, member-check by experts and pilot study were done to ensure the credibility of the data. The findings of this study confirmed Knowle‘s theory of self-directedness of the adult learners who have unique needs that they wanted to be satisfied to make them participate in learning. All the participants agreed that the ALEP is a very important Programme and it was responsive to the economic and social needs of the adult learners. Nevertheless, there were weaknesses in implementing the Programme. Generally, both the officials and facilitators decried the Programme as being ineffective. In response to the challenges, all the informants complain on the challenges that they experience in the implementation of the ALEP, which was due to the unsuitable curriculum content, inadequate teaching equipment, lack of training of facilitators and poor funding, that according to officials and facilitators has led to the ALEP being unsatisfactory in terms of meeting the religious and cultural aspirations of the adult learners, leading to the facilitators adopting traditional teaching methods. Since they lack the competent training to teach using 21^st century methods. Again, the adult learners, facilitators and officials agreed that the challenges in the ALEP, have contributed to high-rate of drop-outs and a decrease in the enrolment and the retention rates of adult learners. Also, since the current national curriculum of ALEP is not favourable, the policy makers should allow the design of a decentralised curriculum to cater for the varied needs of specific States, particularly for Kano State, that can allow the inclusion of religious components in the teaching materials and teaching methods that can motivate the adult learners to enrol and participate in the programme. Therefore, the findings provided an invaluable resource for designing two proposed all-inclusive curriculum models for facilitators and adult learners. These models are seen as a step forward in ensuring that, the facilitators are groomed in terms of personality of Murabbi (mentor), who will ensure that adult learners are guided with the right knowledge, skills and attitude of Insanul Kamil (holistic personality), to contribute towards the socio-cultural, cum-political, economic and religious development of the country.

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ثحبلاصخلم

وناك ةيلاو فيرابكلا ميلعتل وّجولدا ةيملأا ولز جمانرب ىودجو ةيلعاف فاشكتساب ةساردلا هذى تماق دقل اييرجين ةلودب .

،جمانبرلا اذلذ ليالحا قيبطتلا ةيلعافل ينبوجتسلدا مهف ىدم ىلع فرعتلا لىإ تعس امك

تابوعصلا كلتزواجتل بسنلأا انهأ نودقتعي تيلا قرطلاو ،وهجاوت تيلا ةفلتخلدا تابوعصلل مهكاردإو .

لَووُن ةيرظنب ةدشتًسم ةثحابلا تماق دقو

Knowle (1984)

ميمصت ةيجيتاتًسا مادختساب رابكلا ميلعتل

ةلاح ةسارد نبم عقي رابكلا ميلعتل زكرم في اتهرصح تيلا ،

في وناك ةيلاوب ةيللمحا ةموكحلل ةعبات ةيدلب ةقط

اييرجين ةلود .

لىاةفاضلإاب وعضو يذلا مييقتلا جذونم

مابلفاتس Stufflebeam (2003)

ب فورعلدا و

CIPP

. نيذلا ينيسمرلا ينلوؤسلداو ينملعلداو ينملعتلدا ءارآ فاشكتسا لجأ نم اهلمع ةثحابلا ترجأ دقو

جمانبرلا اذبه ةرشابم ةقلاع مهيدل .

هذلذ ةنيعك ينكراشم ةيناتذ وعوملر ام رايتخا تم ةدوصقم ةقيرطبو

ينيرادإ ينلوؤسمو ينملعمو ،رابك ينملعتم ةعبرأ لىإ نومسقني ،ةساردلا .

تامولعلدا عتر ةقيرط نع امأ

ةكراشلدايرغ تاظحلالدا لىا ةفاضلإاب ،ةننقلدا وبش ةيدرفلا تلاباقلدا ةساردلا تمدختسا دقف .

لجأ نمو

ةثدحتسلدا ةيعرفلاو ةسيئرلا رواحملل ةئالداب ةثلاث لصاف ينعست هردق قافتا ىوتسم يذ يقوثوم فينصت يننثا نينمّيقبم داجنتسلاا لىإ ةثحابلا تألج .

صم نامض لجلأو نيبتب ةثحابلا تماق تانايبلا ةيقاد

ةيجيتاتًسا كلذكو ،ناديلدا في ءابرخ اهيلع فرشأ تيلا رايتخلاا ءاضعأ ةيجيتاتًسا اهمادحإ ،ينتيجيتاتًسا ةيعلاطتسلاا ةساردلا ويجوتلا لوح وتيرظن في لوون ويلإ لّصوت الد ةدكؤم ةساردلا جئاتن تءاج دقل .

ءارو نم اهقيقتح في ةداع نوبغري نيذلاو ةصالخا تاجايتحلاا يوذ نم رابكلا ينملعتلدا ىدل يدرفلا رابكلا ميلعت جمانرب نأ ىلع ةساردلا هذى في ينكراشلدا عيتر دكأ ثيح ،جمانبرلا اذبه مهقاحتلا (

ولز

ةيملأا ) ةيداصتقلااو ةيعامتجلاا ينملعتلدا تاجالح بيجتسي وهف ،ةغلاب ةيهمأ يستكي امومع .

كلذ عم

فصو ىلع امومع نوقفتي مهف،جمانبرلا اذى ذيفنتب ةقلعتلدا صئاقنلا نم ةعوملر لىإ نوكراشلدا راشأ لاعف يرغ ونأب جمانبرلا .

تيلا ليقارعلا نم اوكتشا ينبيجتسلدا عيتر نإف ةمئاقلا تابوعصلا صوصبخ امأ

ةمءلام مدع لىإ انهوزعي تيلاو ،وناك ةيلاو فيرابكلا ميلعتل وّجولدا ةيملأا ولز جمانرب ذيفنت ءانثأ انهوهجاوي ةيلالدا تادعاسلدا فعضو ،ينملعلدا ىدل بيردتلا صقنو ،ةيميلعتلا لئاسولا ةلقو ،جىانلدا ىوتلز وتلازىو جمانبلا اذى فعض لىإ ينلؤسلداو ينمّلعلدا بسح ىدأ كلذ لك ،جمانبرلا اذلذ ةصصخلدا .

امك

ىدأ امم ينملعتملل ةينيدلاو ةيفاقثلا ةيفللخا رابتعلاا ينعب ذخأي لا جمانبرلا اذى نأ ةساردلا تصلختسا ايئانه وكرت لىإ ينملعتلدا ضعب عفد وأ ةهج نم ويلع ملذابقإ فعض لىإ .

ةيملأا ولمح ليالحا جمانبرلا نلأو

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نأ اييرجين فيةيوبتًلا تاسايسلا يعضاو بجاو نم نإف ينيفاك لاوبقوابواتج ىقلي لا رابكلا ميلعتل وّجولداو في ينغلابلا ينمّلعتلدا كارشإ ةيناكمإ نابسلحا في اوعضي جهنم ميمصتو ،ةيميلعتلا مهتبرتج يموقتو طيطتخ

يزكرم يرغ عباط يذ يميلعت .

دسلو ايجالحا s ،وناك ةيلاو اصوصخ ،اهنيعب تايلاولا ضعبل ةعونتلدا ت

ميلعتلا لئاسو نمض ةينيدلا تايوتلمحا نم ةعوملر ةفاضإ ةثحابلا حتًقت تىح ،ةدمتعلدا سيردتلا قرطو

ىدل ةبولطلدا ةيعفادلا قلخ نم جهنلدا نكمتي اذى في ةكراشلداو ليجستلا ىلع مهّثحو ،ينغلابلا ينمّلعتلدا

جمانبرلا يرفوت نم تنكتد دق ةساردلا هذى اهيلإ تلّصوت تيلا جئاتنلا نإف ويلعو .

ةنيتذ تانايب و تايطعم

ءاوس دح ىلع ينملعتلداو ينملعملل ينلماكتم و ينلماش ينجهنلد ينجذونم ميمصت لجأ نم .

ناذى

لىولأا ةجردلاب ينبرمك ينملعلدا بيدت نامضل كلذو امدق يضملل ةماى دج ةوطخ نلاثيم ناجذومنلا عنصل ةمزلالا ميقلاو تاراهلداو فراعلداب مىديوزتو اميلس اهيجوت ينملعتلدا ويجوت نم اونكمتي تىح ةدعصلأا عيتر ىلع دلابلل لماشلا روطتلا في ةلاعف ةقيرطبو مىاسيس هرودب يذلاو لماكلا ناسنلاا :

ةينيدلا اضيأ و ةيداصتقلااو ةيسايسلاو ةيفاقثلا و ةيعامتجلاا

.

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APPROVAL PAGE

The dissertation of Aisha Isa has been approved by the following:

_______________________________

Merah Souad Supervisor

_______________________________

Tahraoui Ramadane Co-Supervisor

___________________________

Mohamad Johdi Salleh Internal Examiner

___________________________

Garba Abdulrashid External Examiner

___________________________

Kamarul Shukri Mat Teh External Examiner

___________________________

Wahabuddin Ra‘ees Chairman

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degree at IIUM or other institutions.

Aisha Isa

Signature……… Date ……….

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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

EXPLORING THE EFFECTIVENESS OF THE ADULT LITERACY EDUCATION PROGRAMME IN KANO STATE,

NIGERIA

I declare that the copyright holders of this dissertation are jointly owned by the student and IIUM.

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below

1. Any material contained in or derived from this unpublished research may be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy.

Affirmed by Aisha Isa

……..……….. ………..

Signature Date

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DEDICATIO

This research work is dedicated to my mother Hajiya Amina Isa who devote her life into worship to ensure that the Ph.D degree is awarded to me, my lovely kids for their endurance. My family for their cooperation. And to all those who cherish the tradition

of scholarship.

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ACKNOWLEDGEMENTS

All praises be to Allah the Beneficent the most Merciful, for giving me the strength and courage throughout my life thus making it possible against all odds to conclude a Ph.D degree in the prestigious International Islamic University Malaysia. I owe a tremendous amount of gratitude to my parents Alhaji Isa Bako Yahya who enrolled me in the trade of scholarship but could not live to see my academic achievement.

May the peace and blessings of Allah meet him in eternity. My mother Hajiya Amina who nurtured and persuaded me to obtain the Ph.D degree. My brother Alhaji Dr. Al- Bishak whose scholarly works and lifestyle inspired me to progress with a teaching career. My role model Hajiya Halima who reassures me of victory whenever I am down with the studies, for their continuous prayers and encouragement. The entire family of Gidan Mutum daya, may Allah shower his blessings upon them.

The entire staff of Kano University of Science and Technology, Wudil, KUST who grant me permission to further my career and for the support at all time. I highly appreciate.

The lecturers and colleagues in my Undergraduate and Master‘s degree who offer me the guide, educational and emotional support to study abroad. To them, I remain grateful.

The team who participated in the preliminary studies and data collection exercise by providing me with useful inputs: Prof. Dr. Abba Abubakar Haladu the Executive Secretary National Commission for Adult and Informal Education (NMEC), Nigeria, with Mallam Hafiz, his counterpart at the Kano State Agency for Mass Literacy Education, and Mallam Ahmad Umar Nasidi along with Mallam Idris Tanko of Nassarawa State University Keffi, Mallam Abubakar Keffi, Mallam Sani Umar, and Mallam Muhammad Ibrahim Garba for their tremendous efforts. Also, worth mentioning are Prof. Dr. Salisu Shehu the Dean, School of Continuing Education, and Assoc. Prof. Dr. Garba Shuaibu who are both from Bayero University Kano for their useful feedback that has added value to this research work.

There are many individuals responsible for my successes at International Islamic University Malaysia. To them, I offer my heartfelt appreciation. Especially to:

Asst. Prof. Dr. Merah Souad, my supervisor, for her initiative and offer to be my sister, mother and friend at all time. Asst. Prof. Dr. Tahraoui Ramadane the co- supervisor and Prof. Dr. Ismail Sheikh Ahmad the doctoral committee chairman and Dean Kulliyyah of Education, IIUM, who have patiently guided me through numerous inquiry, research, and writing processes; The external and internal examiners at colloquium and viva and the chairman viva committee in person of Prof. Dr.

Wahabuddin Ra‘ees, who carefully read through the thesis and provided significant and useful feedback that guide the structure and content of the research; Prof. Dato‘

Dr. Sidek Baba together with the former Deputy Rector IIUM who has graciously provided both academic and personal insights that have helped me to gain direction with my research.

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All my lecturers in Kulliyyah of Education, IIUM. Especially, Prof. Dr.

Rosnani Hashim, Assoc. Prof. Dr. Mohd Burhan Ibrahim, Assoc. Prof. Dr. Ismaiel Hassanein, Asst. Dr. Prof. Kamal Badarasawi, Assoc. Prof. Dr. Che Noraini Hashim (Rahimakullah), Asst. Prof. Dr. Madiha Khalid, Assoc. Prof. Dr. Tunku Badariah Tunku Ahmad, sister Norsiah and sister Siti Hafizah the staff at the Curriculum Department, sister Fajariah and brother Firdaus of Postgraduate Office Kulliyyah of Education my deep appreciation goes to them.

My friends and companion in IIUM both local and International students namely; Dr. Abu Kamara former staff of CPS in IIUM, late Hajiya Amina Adamu Bagudu, Arc. Hudallah Idris Bugaje, Najma Imtiaz, Raoudatou Diallo, Sadoqat Karimova and including those not mentioned. May Allah reward all of them immensely for the moral and psychological support that has sailed me through this Ph.D journey.

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LIST OF TABLES

Table 3.1 Summary of Research Method 111

Table 3.2 Methodology to Answer the Research Questions in the Study 111

Table 3.3 Population Size 115

Table 3.4 Sample Size 116

Table 3.5 Characteristics of Participants in the Study 120

Table 3.6 Transcription Template 140

Table 3.7 Notational Conventions Template 141

Table 3.8 Coding Template 143

Table 3.9 Generating Themes and Sub-Themes Template 146

Table 3.10 Inter-Rater Form 150

Table 4.1 Structural Codes Ordering of Questions and Discourse Units 161

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LIST OF FIGURES

Figure 1.1 Map Showing Location of Kano State in Nigeria (Dedering,

2011) 8

Figure 1.2 Conceptual Framework based on Andragogy and CIPP 23 Figure 2.1 Theoretical Framework based on the Four Principles of

Andragogy (Knowles, 1984) 57

Figure 2.2 Adjunct of Andragogy, Components of CIPP Model

(Stufflebeam, 2003) 64

Figure 3.1 Research Framework based on Andragogy, IOK and Adjunct

of CIPP, 3 Levels of Learner Interaction (Moore, 1989) 127

Figure 5.1 Integrated Curriculum Model for ALEP 244

Figure 5.2 Enhancement Curriculum Framework for Adult Learners 258 Figure 5.3 Enhancement Curriculum Framework for Facilitators 260

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LIST OF ABBREVIATION

ABLC Adult Basic Literacy Class

ALEP Adult Literacy Education Programme

CE Council of Europe

CBO Community Based Organizations CIPP Context Input Process Product

DMAIC Define, Measure, Analyze, Improve, Control DFRRI Directorate of Food, Roads and Rural Infrastructure EFA Education for All

EU European Union

FCT Federal Capital Territory GDP Gross Domestic Product GMR Global Monitoring Report HDI Human Development Index

HFTA Halaqa facilited Teaching Approach (study circle) ICMALEP Integrated Curriculum Model for ALEP

ICT Internet Communication Technology

IFAL Implementation Of Integrated Functional Adult Literacy Programme IOK Islamisation of Knowledge

ITTT Integrated Thematic Teaching Technique LGA Local Government Area

MDGs Millennium Development Goals NALA National Adult Literacy Agency

NCCE National Commission for Colleges of Education NFE Non-Formal Education

NGO Non-Governmental Organization

NNCAE Nigerian National Council for Adult Education

NMEC National Mass and Non-formal Education Commission NPE National Policy on Education

OECD Organisation for Economic Co-operation and Development

PEPSIMPS Potentially, Emotionally, Politically, Spiritually, Intellectually, Morally, Psychologically & Socially

PIAAC Programme for the International Assessment of Adult Competencies S.A.W. Sallallhu Alaihi Wasallam (Peace Be Upon Him)

S.W.T . Subhanahu Wa Ta‘ala (Exalted Be To Allah And The Most High) TEFL/TESL Teaching English as Foreign Language/Teaching, Teaching English as

Second Language/Teaching UBE Universal Primary Education

UN United Nations

UNDP United Nation Development Programme

UNESCO United Nations Educational Scientific and Cultural Organization UNICEF United Nation International Children Emergency Fund

UNLD United Nations Adult Literacy Education Decade UPE Universal Primary Education

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CHAPTER ONE INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is very important to the national development; every government worldwide makes commitments to provide an education to its citizens both young and old, in an attempt to eradicate or reduce illiteracy to a tolerable minimum. In fact, the industrial and technological development of a country depends on literacy as a requirement for its success, especially when a literate member of society engages in an active and effective role in the development process (Hussain & Haladu, 2013, p.38).

During the 20^th century, adult education as an academic discipline and a field of practice experienced tremendous development. Especially, when experts, policymakers, practitioners discuss their concern about the need to improve the non- formal education Programme for out of school youths and adults. In Nigeria, the historical evolution of adult and non-formal education is discussed simultaneously with the development of formal education. Prior to the independence of Nigeria in 1960, the colonial British government neglected the adult education sector. Until it receives pressure and criticism in the Phelps-Stokes Commission report (1925), only then little effort is made to improve the educational activities in the West African colonies including Nigeria. Yet, the problem to define adult education and its scope remained unattended, which has affected its historical development. Even though informal learning is recognized as the traditional method to impart knowledge, skills and understanding to adults. ―The non-formal adult education‖ is usually used to describe a planned activity for instruction concerned with the education of adults

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outside the formal school system. Emphatically, the social standard of a given nation is influenced by its trend of development in Adult Literacy Education (NMEC, 2008, p.13-14).

In fact, Adult Literacy Education is introduced in Nigeria, at the end of the second World War, when the Federal Government of Nigeria took a greater interest in the organisation of literacy education in the country due to the high demand for such Programmes in order to boost the development in the country. Thus, in 1946, Major A.J. Carpenter who acquired vast experience during his service in the Army, is appointed as the first Mass Literacy Education Officer by the Regional Ministry of Education in Nigeria, to lead a 10 year Mass Literacy Campaign. Among which the first is launched in 1946, under the assistantship of the United Nations Educational, Scientific and Cultural Organization (UNESCO) (Ihejirika, 2013a, p.133).

After the Second World War, Nigeria made several constitutional amendments to the McPherson Constitution of 1951, which piloted the Regional Governments controlled by Nigerians. Interestingly, the regional governments seized the opportunities of powers and responsibilities it is vested to deal with matters related to education, health and local governments, among others. There by extending its services to formulate policies that would develop the education sector between 1952 and 1960. Part of this development is the establishment of the Universal Primary Education (UPE), by the Western and Eastern regional governments. Whereas, the Northern Regional Government - where the Kano State government is located - initiates the provision of free primary and the Adult Literacy Education Programme, in the plight to eradicate illiteracy in Nigeria (NMEC, 2008, p.13-14).

Hence, in 1960, when Nigeria gains independence the need for literacy became prominent and UNESCO with the aid of other Non-Governmental Organizations

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established the first adult literacy centre, in Ibadan in 1965. Hence, The Nigerian National Council for Adult Education (NNCAE) is set up. The aim of the NNCAE is to attain one hundred percent literacy in Nigeria in the long term. Progressively, in 1990, the National Commission for Mass Literacy, Adult and Non-formal Education is established (Ihejirika, 2013b, p.299).

The Adult Literacy Education is a Programme for out-of-school adults and is meant to supplement adult education - to some extent - with formal schooling missed during childhood, with the objective of achieving total literacy for the entire nation.

Adult Literacy Education is important because it enables one to cope with constant changes in one‘s environment hence it is a lifelong education. Despite the importance of adult education, the government placed undue emphasis on a formal education at the expense of the former. Instead, both formal and non-formal education Programmes can exist pari-passu as separate entities without integrating them, since making children compete with their parents in the same school setting can be seriously counter-productive (Olufunke, 2013, p.23).

Significantly, it is emphasised that a child‘s schooling performance is enhanced by literate parents. Besides, adult education improves the earning power of parents through better skills acquisition, particularly in a poverty-stricken environment. Thus, it remedies a situation of unsatisfactory performance of the formal system of education (Hussain & Haladu, 2013, p.39).

The Adult Literacy Education Programme, in general, is recognized by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to reduce illiteracy and help adults gain knowledge and skills. This organization urges member-nations to determinedly engaged in fighting illiteracy. In line with UNESCO‘s recommendations, the Federal Government of Nigeria incorporated Adult

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Literacy Education into its National Policy on Education which emphasises Mass Literacy, Adult and Non-Formal Education (Ihejirika, 2013a, p.135).

In line with the policies of the federal government of Nigeria, which sees the need for a crusade against illiteracy, through improving the talents of the citizenship, which is considered an essential prerequisite for the attainment of sustainable growth and development, in the six geopolitical zones of Nigeria, that is North Central, North- West, North- East, South- East, South- West, and South.

According to the report by the National Commission for Mass Literacy Adult and Non-formal Education Commission NMEC (2015), the Adult Literacy Education Programmes established by the State Agencies are aimed to specifically meet the needs of the target population of each member state and its mission is to produce self- reliant and functional literates citizens. The explanation of this is provided as follows:

In the North West-Zone consisting of seven States: Zamfara, Sokoto, Kaduna, Kebbi, Katsina, Kano and Jigawa for example, in Zamfara State Nigeria, there are twelve forms of Programme run by the State Agency for Mass Literacy Education namely: Basic Literacy, Post Literacy, Continuing Education, Vocational Education, Literacy by Radio, Women Education, Girl Child Education, Out of School Boys Education, Prison Education, Workers Education, Normadic Education and Integrated Basic Quranic Education (p.140).

In fact, Sokoto State is a clear example of how adult literacy education is tailored to the needs of the local population because this state shares borders with the French speaking country The Niger Republic. Adult literacy education here has its own special Programme, which includes teaching in the French language. The Programme for this state contains; nine Programme namely: Basic Literacy, Post Literacy, French Literacy, Extra-mural Education, Functional Literacy, Arabic Ajami,

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Integrated Basic Quranic Education, Continuing Education and Literacy by Radio Programme (NMEC, 2015, p.142).

Still, within the North-West Zone, the Kebbi State Agency runs eight Programmes: Basic Literacy, Post Literacy, Integrated Basic Quranic Education, Women Education, Girl Child Education, Workers Education and Vocational Education. These Programme are mostly conducted by some of the States Agencies within this Zone. In addition to the introduction of Women Agric Education, which is designed by the Kebbi State Agency who is interested in Agricultural training (NMEC, 2015, p.137).

While, in Katsina State, Kaduna State and Jigawa State, which share common geographical boundries and similar charateristics in terms of the quest for Literacy Education, run seven similar Programme by each of the various States Agency for Mass Literacy Education and these includes: Basic Literacy, Post Literacy Integrated Quranic Education, Girl Child Education, Literacy by Radio, Continuing Education and Vocational Education respectively (NMEC, 2015, p.134-142).

However, within Kano State - the topic of this research - the situation is quite different due to its unique demographic fabric, both cultural and religious, of the population.

Historically, Kano State was created on April 1, 1968. It is a semi-arid region and Kano city is located 472.45 metres above sea level in the North-Eastern, Kano State, which shares boundaries with Katsina State, the North-Western Jigawa State and the Southern Kaduna State. It covers a total land area of 20,760 square kilometres with 1, 754, 200 hectares agricultural and 75,000 hectares forest vegetation and harvesting land. The weather is tolerable with slight annual changes in temperature and humidity. It experiences two seasons of the year, rainy and dry seasons. The rainy

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season starts in April and ends in October. Whereas the rest of the months form the dry season. Especially, the harmattan is at its peak in December and January with temperatures that fall below 10ôC, in the months of March to May the mean temperature rises to 30ôC, -, 33ôC, 0. Indeed, the kind of the rainfall is unimodal; with an average rainfall of 600mm.

This type of weather has a great impact on the economic activities in this state.

The economic backbone of Kano State is agriculture, engaging at least 75% of the rural population. The main products of the State are cotton, guinea-corn, cowpeas maize, and varieties of vegetables. Also, minerals such as tin, gold stones, lead, zinc, copper, woalfam and bauxite,which are found in the crystalline basement complex paths in the southern parts of the State. It also witnessed the proliferation of over 300 industrial establishments both large and medium sporadically situated across the metropolitan areas of Bompai, Sharada and Challawa Industrial Estates of Kano State (Kano State Government of Nigeria, 2010).

In addition to the modern manufacturing sector, a quite number of small-scale industries established themselves from the 1960s to 1990, for the processing of daily needs raw materials like groundnut milling and some demand based trades like garment-making, textile materials, tanning, metalwork and confectionery. All these commercial activities have contributed to boosting the state economy. However, considering that Kano State is densely populated, with reference to 2006 headcount statistics, the economic development of Kano is insignificant, especially when compared to States in the Southern region like Lagos, Port-Harcourt. In fact, poverty in the North-West zone, where Kano State is situated, is comparatively higher than in the Southern part of the country; with the North West zone having the highest poverty rate of 77% followed by a rate of 70% in North East.

EXPLORING THE EFFECTIVENESS OF THE ADULT LITERACY EDUCATION PROGRAMME IN KANO

EXPLORING THE EFFECTIVENESS OF THE ADULT LITERACY EDUCATION PROGRAMME IN KANO

STATE, NIGERIA

BY

AISHA ISA

A dissertation submitted in fulfilment of the requirement for the degree of Doctor of Philosophy in Education

Kulliyyah of Education

International Islamic University Malaysia

SEPTEMBER 2018

ABSTRACT

ثحبلاصخلم

وناك ةيلاو فيرابكلا ميلعتل وّجولدا ةيملأا ولز جمانرب ىودجو ةيلعاف فاشكتساب ةساردلا هذى تماق دقل اييرجين ةلودب .

،جمانبرلا اذلذ ليالحا قيبطتلا ةيلعافل ينبوجتسلدا مهف ىدم ىلع فرعتلا لىإ تعس امك

تابوعصلا كلتزواجتل بسنلأا انهأ نودقتعي تيلا قرطلاو ،وهجاوت تيلا ةفلتخلدا تابوعصلل مهكاردإو .

لَووُن ةيرظنب ةدشتًسم ةثحابلا تماق دقو

ميمصت ةيجيتاتًسا مادختساب رابكلا ميلعتل

ةلاح ةسارد نبم عقي رابكلا ميلعتل زكرم في اتهرصح تيلا ،

في وناك ةيلاوب ةيللمحا ةموكحلل ةعبات ةيدلب ةقط

اييرجين ةلود .

لىاةفاضلإاب وعضو يذلا مييقتلا جذونم

ب فورعلدا و

. نيذلا ينيسمرلا ينلوؤسلداو ينملعلداو ينملعتلدا ءارآ فاشكتسا لجأ نم اهلمع ةثحابلا ترجأ دقو

جمانبرلا اذبه ةرشابم ةقلاع مهيدل .

هذلذ ةنيعك ينكراشم ةيناتذ وعوملر ام رايتخا تم ةدوصقم ةقيرطبو

ينيرادإ ينلوؤسمو ينملعمو ،رابك ينملعتم ةعبرأ لىإ نومسقني ،ةساردلا .

تامولعلدا عتر ةقيرط نع امأ

ةكراشلدايرغ تاظحلالدا لىا ةفاضلإاب ،ةننقلدا وبش ةيدرفلا تلاباقلدا ةساردلا تمدختسا دقف .

لجأ نمو

ةثدحتسلدا ةيعرفلاو ةسيئرلا رواحملل ةئالداب ةثلاث لصاف ينعست هردق قافتا ىوتسم يذ يقوثوم فينصت يننثا نينمّيقبم داجنتسلاا لىإ ةثحابلا تألج .

صم نامض لجلأو نيبتب ةثحابلا تماق تانايبلا ةيقاد

ولز

ةيملأا ) ةيداصتقلااو ةيعامتجلاا ينملعتلدا تاجالح بيجتسي وهف ،ةغلاب ةيهمأ يستكي امومع .

كلذ عم

فصو ىلع امومع نوقفتي مهف،جمانبرلا اذى ذيفنتب ةقلعتلدا صئاقنلا نم ةعوملر لىإ نوكراشلدا راشأ لاعف يرغ ونأب جمانبرلا .

تيلا ليقارعلا نم اوكتشا ينبيجتسلدا عيتر نإف ةمئاقلا تابوعصلا صوصبخ امأ

امك

ىدأ امم ينملعتملل ةينيدلاو ةيفاقثلا ةيفللخا رابتعلاا ينعب ذخأي لا جمانبرلا اذى نأ ةساردلا تصلختسا ايئانه وكرت لىإ ينملعتلدا ضعب عفد وأ ةهج نم ويلع ملذابقإ فعض لىإ .

ةيملأا ولمح ليالحا جمانبرلا نلأو

يزكرم يرغ عباط يذ يميلعت .

دسلو ايجالحا s ،وناك ةيلاو اصوصخ ،اهنيعب تايلاولا ضعبل ةعونتلدا ت

ميلعتلا لئاسو نمض ةينيدلا تايوتلمحا نم ةعوملر ةفاضإ ةثحابلا حتًقت تىح ،ةدمتعلدا سيردتلا قرطو

ىدل ةبولطلدا ةيعفادلا قلخ نم جهنلدا نكمتي اذى في ةكراشلداو ليجستلا ىلع مهّثحو ،ينغلابلا ينمّلعتلدا

جمانبرلا يرفوت نم تنكتد دق ةساردلا هذى اهيلإ تلّصوت تيلا جئاتنلا نإف ويلعو .

ةنيتذ تانايب و تايطعم

ءاوس دح ىلع ينملعتلداو ينملعملل ينلماكتم و ينلماش ينجهنلد ينجذونم ميمصت لجأ نم .

ناذى

ةينيدلا اضيأ و ةيداصتقلااو ةيسايسلاو ةيفاقثلا و ةيعامتجلاا

.

APPROVAL PAGE

DECLARATION

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

EXPLORING THE EFFECTIVENESS OF THE ADULT LITERACY EDUCATION PROGRAMME IN KANO STATE,

NIGERIA

DEDICATIO

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF ABBREVIATION

CHAPTER ONE INTRODUCTION