INFLUENCE OF NON-FORMAL EDUCATION PROGRAMMES PROGRAMS ON COMMUNITY DEVELOPMENT IN ABUA ODUA LOCAL GOVERNMENT AREA OF RIVER’S STATE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Community development, in essence, is building a community through sustainable physical and non-physical fields. Sustainability, arguably, is one of the strongest principles of modern life. From an environmental point of view, society is increasingly adding value to sustainable technology, processes and products (Vivoda & Kemp, 2019). This relates to the physical field regarding the construction of facilities and infrastructure, such as highways, and so on. Whereas, it is related to the non-physical fields in the form of education, health, and economy for a better life.
In carrying out community development, it is necessary to prioritise efforts, namely in the fields of education and the economy in improving people’s welfare. The relationship of investment in human resources (education) with economic growth are two links. However, growth will not be able to flourish properly — even if the improvement in the quality of education or the quality of human resources is carried out — if there are no clear programs on improving the quality of education and the economy (Sudarsana, 2016). If education can be delivered well, especially non-formal education, then it is possible that the community will be able to improve the economy and the welfare of society through non-formal education programs.
However, the success of education is not only determined by the process of education in schools and the availability of facilities and infrastructure but it is also determined by the role of the family and society (Siti Fatimah Kadir, 2013; Subianto, 2013). Education is one parameter to see the level of the economy in a country. Education is the most strategic element for the development of a nation (Shofwan & Kuntoro, 2014). Education makes people more advanced in thinking about their lives; with education, someone will obtain knowledge, skills and attitudes that make life more empowered in society. The definition of education itself is contained in the UUSPN No. 20 of 2003, as a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious-spiritual strength, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state. This is also in line with the introduction to the research article which states that education is very important in developing the life of the nation and state (Mahanani, 2018). Based on this, it can be concluded that increasing human resources in Indonesia is indeed very necessary.
The education pathway is divided into three categories: formal education, non-formal education and informal education. The formal education must accept education and use it in a useful way for teaching and influencing to achieve the social function active insertion of the human subject (Moldovan & Bocoş-Binţinţan, 2015). Relating to non-formal education, it is held for citizens who need educational services that function as substitutes, enhancers, and/or complementary formal education to support lifelong education. The implementation of non-formal education (PNF) is an effort to support the expansion of access and improvement in the quality of education services for the community.
The facts in the field relating to non-formal education programs need to be explored further through research to determine which programs are currently running or implemented well and are on target. Accordingly, it is necessary to complete an analysis of needs to be studied more deeply to obtain data and information. Furthermore, it is also to determine whether non-formal education programs are right on target and identify their usefulness or role to the community. Non-formal education activities focus more on training to develop the community’s skills. The more people that have skills in their lives, the better the economy can be and ultimately, the better the welfare of people’s lives (Prasetya, 2011).
Again, non-formal education is effective in the provision of practical skills. This is supported by the initiative of National Directorate of Employment (NDE) by training 1000 persons annually in various skills. The Directorate has established vocational skills development programmes. One of which is school-on-wheels in which the skills acquisition activities of National open Apprenticeship scheme are taken to the grassroots through the use of well-equipped mobile workshops and waste-wealth scheme. Here, interested unemployed youths are taught the techniques of converting hitherto neglected waste objects such as small shells, horn etc into decorative items. There are several other non-formal education programme by many state governments that train people constantly in the country.
In addition, skill acquired in non-formal education centres enhances securing employment. To Ihejirika (2000) functional literacy education could be work oriented. For instance, an industrial worker needs to improve his skills for greater efficiency and productivity through retraining and attendance of workshop and seminars. Again, an apprentice who had completed his apprentice training could establish his own workshop (self employment). Besides the certificates issued after the training could be used to seek employment in any company, civil service, etc depending on the sector that needs the trade or skill. Furthermore, Ranson (1994) opined that the control and direction of education, because of the perceived function in preparing young people for their future roles in employment and society, becomes a central concern for the corporatist state.
The National Directorate of Employment (NDE) also operates small scale enterprises programme designed to promote self-employment among job-seekers by inculcating in them the spirit of entrepreneurship, creativity and self-reliance as against the usual dependence on public and private sector establishments. To achieve, these objectives, the NDE encourages the retential entrepreneurship through the provision of requisite training, other called the Entrepreneurship Development Programme (EDP), credit assistance and other necessary support services, to set up small scale business thereby generating jobs for themselves and other Nigerians.
Influence of Non-Formal Education Programmes Programs on Community Development
1.2 Statement of the Problem
Non-formal education means learning to change one’s behaviour to enhance the quality of life through work and values, without formal schooling. If the education through the non-formal programmes enhances self-employment and economic productivity of people then the challenges of community development can be fought and won in a constructive way. Many countries have got a lot of economic benefit through Non-Formal Education. So it has been proved that economic implications of Non-Formal Education are many, particularly for a country like Nigeria which has a vast population of adult illiterates.
Non-Formal Education programmes is basically life and need based education which can convert on unskill, unexperienced, and unilliterate vast population into human resource the formal education system, because of its rigid chronologically graded structure and inflexible nature excludes the poor from its advantages. Moreover, despites promotion of mass literacy and development of the individual, non-formal education is given to youth and adults based on their social, political, cultural and economic needs and problems to enable them adjust fully to changes and challenges in their lives and society.
Consequently, community development is a process which culminates from people’s effort to change their living conditions through organized and planed programmes within the limits of their resources or external assistance. In this circumstance Non-formal education programmes as the alternative of formal-education, it is very much necessary to examine the influence of non-formal education programmes on community development in Abua Odua Local Government Area of Rivers State.
1.3 Purpose of the Study
The main purpose of the study was to examined the influence of non-formal education programmes on community development in Abua Odua Local Government Area of Rivers State. The specific objectives include:
(1) Examine the extent to which functional literacy education programmes has a significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State.
(2) Examine the extent to which Agricultural Extension education programmes has a significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State.
(3) Examine the extent to which Vocational education programmes has a significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State.
(4) Examine the extent to which Health education programmes has a significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State.
(5) Examine the extent to which Entrepreneurship education programmes has a significant impact on the influence of Non-formal education Programmes on community development in Abua/Odua Local Government Area of Rivers State.
1.4 Research Questions
(1) How does functional literacy education programmes has a significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State?
(2) To what extent does Agricultural Extension education programmes has a significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State?
(3) To what extent does Vocational education programmes has a significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State?
(4) How does Health education programmes has a significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State?
(5) Does Entrepreneurship education programmes has a significant impact on the influence of Non-formal education Programmes on community development in Abua/Odua Local Government Area of Rivers State?
1.5 Hypotheses
(1) Functional literacy education programmes has no significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State.
(2) Agricultural Extension education programmes has no significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State.
(3) Vocational education programmes has no significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State.
(4) Health education programmes has no significant impact on the influence of Non-formal education programmes on community development in Abua/Odua Local Government Area of Rivers State.
(5) Entrepreneurship education programmes has no significant impact on the influence of Non-formal education Programmes on community development in Abua/Odua Local Government Area of Rivers State.
1.6 Significance of the Study
This study shall be significant in various ways including the following.
- The findings of this study will enlighten the government on the importance of non-formal education programmes on the development of community and the society at large.
- To non-formal education learners; it shall yield high rate on investments and enhance labour productivity by equipping them with essential literacy and competent skills towards community development.
- The study shall assist non-formal educators in the formulation of educational policies which will assist in the development of non-formal education programmes in the society.
- The study shall serve as a data bank for future researchers on topics in related field.
Influence of Non-Formal Education Programmes Programs on Community Development
1.7 Scope/Delimitation of the Study
The scope of this research is limited to the influence of non-formal education programmes on community development in Abua Odua Local Government Area of Rivers State. The delimitation of this research study to Abua Odua Local Government Area only is as a result of area where reliable data is available.
1.8 Definition of Operational Terms
Non-formal Education: Non-formal education can be defined as the type of education aimed at empowering those who are not privileged to embark on the formal system of education in order to improve one’s standard of living.
Community Development: Community development seeks to empower individuals and groups of people with the skills they need to effect change within their communities.
Functional literacy education programmes: Literacy to a layman is just the act of reading, writing and being able to do simple arithmetic. This term functional literacy is in contrast with functional illiteracy which is a term used to describe reading and writing skills that are inadequate to manage daily living and employment tasks that require reading skills beyond a basic level. A functional literacy programme is a non-formal educational programme strategy that draws its learning experiences from the specific literacy needs and problems of the participants.
Agricultural Extension education programmes: The Agricultural extension education programme deals with the application of scientific research and new knowledge to agricultural practices through farm education. The field of extension now encompasses a wider range of communications and learning activities organized for rural people by educators from different disciplines, including agriculture, agricultural marketing, and health and business studies among others.
Vocational education programmes: This is the education programme for adults geared towards the acquisition of special skills in a given trade or occupation.
Health education programmes: Health literacy is the capacity of people to access, understand and apply information related to health, so that they can make informed choices related to their health.
Entrepreneurship education programmes: Entrepreneurship education programme has been defined as a collection of formalized teachings that informs, trains, and educates anyone interested in participating in socioeconomic development through a project to promote entrepreneurship awareness, business creation, or small business development.
