Effectiveness of non-formal programs in Nigeria: how competent are the learners in life skills?

Please use this identifier to cite or link to this item: http://ir.library.ui.edu.ng/handle/123456789/2070

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DC Field	Value	Language
dc.contributor.author	Adewale, J. G.	-
dc.date.accessioned	2018-10-11T11:42:54Z	-
dc.date.available	2018-10-11T11:42:54Z	-
dc.date.issued	2009-04	-
dc.identifier.issn	1443-1394	-
dc.identifier.other	Australian Journal of Adult Learning 49(1), pp. 191-207	-
dc.identifier.uri	http://ir.library.ui.edu.ng/handle/123456789/2070	-
dc.description.abstract	In order to achieve the Millennium Development Goals (MDGs), Nigeria adopts both formal and non-formal approaches to provide basic education for its citizenry. Thus , to determine the effectiveness of the non-formal approach in providing basic education in Nigeria, this study examines the competency level of Nigerian non-formal education learners on a life-skills achievement test. The test was administered to a sample of 876 learners. The competency level of life-skills of the majority of the learners was below the national benchmark (50%). Rural dwellers were more competent than urban dwellers and young learners were more competent than old learners.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Adult Learning Australia(ALA)	en_US
dc.title	Effectiveness of non-formal programs in Nigeria: how competent are the learners in life skills?	en_US
dc.type	Article	en_US
Appears in Collections:	Scholarly works

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