Evaluation of Components of Adult Education On The Inmates' Welfare In Agodi Prison Yard, Ibadan, Oyo State, Nigeria
The purpose of this study is to evaluate components of adult education programmes on the inmates welfare in Agodi prison yard, Ibadan Nigeria. Survey research was utilized in order to carry-out the study. The respondents were divided into two groups: one hundred and seventy (170) inmates (awaiting trials and convicts) and twenty-five (25) facilitators were sampled. Four research questions were generated from the literature review. Questionnaire on adult education programmes in the prison and responses elicited from respondents were numerically, quantified, tabulated and analyzed using the Likert scale. The analysis showed that: basic literacy, vocational, computer and religious education programmes were the components/ types of adult education programmes provided for the prison inmates; there was inadequate welfare and vocational materials; non-existence of educational unit in the prison; coupled with unqualified resource persons or facilitator to impart the knowledge; and government were not funding adult education programmes adequately in the prison. Based on the findings, it is recommended that effort should be made towards providing adequate funds from all tiers of government (federal, state, local government) and non-governmental agencies for adult education programmes in the prison. It is high time educational unit is separated from welfare department to ensure effective delivery of educational programmes in the prison and, specially trained facilitators should be recruited whose salaries will be comparable with those in public institutions in order to realize the potency of adult education programmes in the prison. Keywords : Adult education programmes, Prison inmates, convicts, awaiting trial, crime.
Humanizing the Nigerian Prison Through Literacy Education: Echoes from Afar
Prison population has been on the increase in recent years reaching well over 70,000 in 1997, seventy percent of whom are functionally illiterate. Because of limited resource allocation for educational programs there has been little systematic educational provision for prison inmates in Nigeria since the inception of the prison service. A close study of colonial and post colonial laws seem to emphasise the custodial functions of the prison while silent on correctional functions of the modern prison. In view of the increasing emphasis on correctional education in most countries in Europe and North America, this paper focuses on the need to humanize the Nigerian prison system through educations provisions. This will no doubt help ex-offenders develop positive social skills. Due to the marginal nature of educations programs coupled with inhuman conditions in Nigerian prisons, there is an urgent need for a humanizing approach to penal administration via education and other socio-cultural activities. Such an approach is encouraged by the positive echoes from Europe and North America. Background
Adult Literacy Programs in Uganda
The purpose of this study is to compare, and contrast the resource requirements, and effectiveness of adult literacy programs in Uganda, assess its implementation, and recommend future policy for the development of adult literacy education. The report presents the research, and evaluation background, providing analyses of effectiveness in terms of both the attainment, and retention of reading, writing, and arithmetic skills, including practical knowledge, and attitude changes - particularly, knowledge about HIV/AIDS prevention, and care. It explores the factors affecting the performance of adult education, the costs of activities, and the extent of local commitment under the current socioeconomic conditions. The context of literacy programs in Uganda, and the current state of both government, and nongovernmental organizations' programs, are described, emphasizing on outcomes, and cost-effectiveness, rather than process, or methodology. Conclusions suggest that while the programs are helping the government in redressing the imbalance of educational opportunities, namely between men and women, these programs are nonetheless in danger of missing their primary target, i.e., the people who have had no schooling. Furthermore, the average level of attainment is very limited, revealing the quality of implementation is the major explanation for the variations in learners' attainments. Recommendations suggest consistency in policy, to ensure reconciliation between decentralization, and the priority for universal literacy.