University of Nigeria
Research Publications
OHIA, Loveth Ugochi
Author PG/M.Ed/95/22116
The Practice of Community Education in Idea to North Local Government Area, Imo State and its Role in Title Promoting Community Improvement: A Study of Ideato North Local Government Area, Imo State
Education
Faculty
Adult Education and Extra Moral Studies Department
July, 1999 Date
Signature
THE PRACTICE OF COMMUNITY EDUCATION IN IDEATO NORTH LOCAL GOVERNMENT AREA, IMO STATE, AND ITS ROLE IN PROMOTING COMMUNITY IMPROVEMENT.
A STUDY OF EDEATO NORTH LOCAL GOVERNMENT AREA, IMO STATE
BY OEIA, LOVETH UGOCHI PG/MED/95/22 1 1 6
DEPARTMENT OF ADULT EDUCATION AND EXTRAMURAL STUDIES
UNIVERSITY OF NIGERIA NSUKKA. THE PRACTICE OF COMMIJNITY EDIJCATION IN IDEATO NORTH LOCAL GOVERNMENT AREA, IMO STATE, AND ITS ROLE IN PROMOTING COMMJNTY IMPROVEMENT.
A STIJDY OF IDEATO NORTH LOCAL GOVERNMENT AREA, IMO STATE
BY OHM, LOVETH IJGOCHI PG/MED/95/22116
A TMESIS PRESENTED TO THE DEPARTMENT OF ADIJLT EDIJCATION AND EXTRA-RllIJRAL STIJDIES
IN PARTIAL FIJLFILLMENT OF THE REQIJIREMENT FOR THE MASTER OF EDUCATION IN ADIJLT EDIJCATION/COMR~ITYDEVELOPMENT UNIVERSITY OF NIGERIA, NSIJKKA. APPROVAL PRGE
~hlvth~sls has b~enapprav~d far th~~epartrncnt
c
~nternalExaminer DEDICATION
This thesis is dedicated to my Aunt, Mgbechikwere Ezirim (Mrs.) who encouraged me to go in for this study and also to my parents, brothers, sisters and little nephew -- ILL
ACKNOWLEDGMENT Et is a pleasure to acknowledge the immense gratitude the researcher owes to individuals who directly or indirectly cun~ributedto the success uf this work.
The researcher would like to express her deepest gratitude to her supervrsor, Prof.. (Mrs.) J.D.C. Osuala, whose insight, consistent guidance, objective criticisms and ex- cellent editing contributed tol the fruitiorl of this thesis. The researcher expresses thanks and appreciation to her Lecturer. Dr. P.C. Ngwu for his useful suggestions during the course of this work.
The researcher is equally grateful to lgarrisre~C.I. Uzoho, Mrs. Mgbechikwere Ezirirn'. Mr. and Mrs. E.E. Ohia !I, for their suppon and assistance tllroughout the period of this uurk. The researcher also expresses thanks and appreciation to Mrs. Cllinonyerem for her mom1 support during this period.
The researcher gives tlianks to Almighty God for the grace, strerlgth and wisdom to coinplete this programme.
Ohia hveth Ugwhi Department of Adult Education and Extra-Mural Srudies Urriversi~yof Nigeria, Nsuba. X4BZE OF CONTENTS PAGES CNJLFTTR ONE: TNTRODWTION 1 :I BACKGROUND OF THT STU RY 1 :2 STATERIENT OF THE PROBLEM I:3 SCOPE OFTHE STUDY l:J PlrHPOSE OFTWE STUDY
CHAPTER THREE: DESIGN OFTHE STVRY 3: 1 AREA OF THE STPJDY 3:2 POPULATION OF THE STIJDY 3:3 SARIPLWG TECHNIQIiE 3:4 INSTRIWENT USED (INCLIJDINGVALrDTTY AKR RELIABILITY ESTllZ4TES) CH AFTER FOtIR: 4:ll PRESENTATION AND ltNXLb'S1S OF DATA
CHAPTER FWE:
5:i SITMMARY OF FINDINGS 5:2 DlSClTSSION 5:3 RECOMMENDATIONS 54 IMPLICATIONS OF 3aCE STUDY FOR ADULT EDUUATTON 5: SBJCGESTIONS FOR F!JRTFTER RESEARCH RE FERCNC ES ;IPPEN DICES QIIESTTONNA lRES 1'. The purpose of this study wsts to stbdy the practice of commuliity education and its role in promoting community i act~vitiesin Ideato Norrh I~calGovernment Area in Imo State.
The following research questions guided the study: what are the character~sticsof th~ respondents? What are the nature and types of community education programme that haw taken ptace in Ideato North Local govern~nentArea? How did Community members participate in such cornrnunity education programmes irl terms of rnethod and strategy?
Did the cornlnunity education programme in Ideato North Local government area pro- mote improvement in the conlnlunities there? Who participated and benefited from the community education programmes in Ideato North LccaT piernment area'!
111 the study a total of 1498 sub-jectswere used. One s~ructuredquestionnaire was used in collecting dam. Percentages and weighted means with rankings were used to analyse the data collected.
Snme of the major findings were that: the fmale responcienls outnumbered the~rrnale counterparts. The community education activities often practiced were Better Life pro- gramme for women. Agriculturd exterision wrkshops, Manager training and Health education programmes.
Cornrnur~ityleaders, elites and staff of the local gcivemrnent were the resources. most used for such programmes. "Fhe target groups padcipated tlirough the programme plan- ning, prograrnnles executkn and obtained irnprtwernent.
The folIm~ingreconimendations were made: The IwaT government authority shou Id work tmt-ds allaving the communities tok primary initiators of their community education activities.
There sIlouId be room for community initiated prograrnlnes Iloi necessarily imposing, local, state and nationally planned community education programmes on the people. I People from the co~n~nunityshould be utilized more as resources in the community educacbn and activities that necessarily community leaders or elites,
The comrnuriity education programmes should he carried our in the communities not at the 10~3.1Rmernrnenc headquarters.
CHAPTER ONE
'INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Community education refers to zducational activities organized by or in collaboration w~rlithe community to meet its education and development needs, using resources in the community
including its institutions. A critical compOrient of this education is the involvement of the
community ir! determining e.ducational activities relevant to its needs. These involves
c0111 mitrnenr, co-operat~onand collaboration of all concerned to acquire the necessary resources
for community educat~onand development programme. Good comniunity projects generale
positive feeling of self-reliance and empowerment of all those involved, (Baba. 1994).
Writing on the same issue Nelson (1995). indicated that the most pressing need of each
community is the starting point for corn~nunityeducation and the development prograinnle of
self-help sllould be keyed to the expressed needs of the, people. Conimunity education is a
programme designed to help people achieve the social aud economic progress which will enable
them to take their proper place in rhe modern world. Therefore it is a programme that promotes
conmunity improvement.
Consequently, Poster (1977), noted that community education is an organized educational
process which deals comprehensively with the community in its entirety and with all the various
furictions of community life as an illtegrated part of the whole. As Baba (1994) puts it, more than just meeting the basic necessities, co~nmunityeducation must also provide one with critical consciousness that Freive emphasized. It must also enhance ones understanding of one's world. it &?ill certainly lead to progress towards liberation and canscientization. Cornnlunitp education should enable one not only to be able to read and write but also to be functionally literate.
Batmlly, community education could be said to be an indicator of change for better in an individual a~c!In a community. It assists in restoring the sense and pride to both the individual and the community. If the social programmes are covered in community education, the search and pursuit for quality of life is indeed ended. Community development Improvement activities.
Poster (1977) cuntinued that the ultimate goal of community education is to help evoive through a process af organized study, planning and action, a physical study thar is best suited'to the maxirnunl growth, development and happiness of human beings as individuals and as productive members of tlwr society.
To begin to draw a comparison between community development and cornrllunity education.
3arvis (1994) explail~edthat community development is a movement to promote the voluntary participation of people themselves in efforts aimed at iniproving econorn ic, physical and social conditions in their communities, ill order to raise standards of living with as ~nuclireliance as pssible on peoples own initiative and the provision of technical and other resources and services in the ways which encourage and assist initiative, self-help and mutual help and make rI~esemore effective. Comparatively, community education is not an alternative concept to corn~nunity development buc they share a cornnion terrni~iai goal. that is cornmunity improvement,
Community deveIopment IS built arwnd phys~caland human development while community education features processes which are, educational but which are at the same time geared towards the broad goal of community irriproven~enr.
The cflaracteristics of cum munity members in every cornntunity determilie the nature and types of comrriunity education programes that will he suitable for their improvement, It is assumed that such programmes embracing, agricultural extension, health education, fmily planning., water and sanitation, Better life raining, manager training, DFFKI, Literacy classes. Gender education etc. may have been carried out in different communities of Ideato North Lcxal Governn~entArea of Inlo State.
These programmes carried out, it. their utilized the available resources in the community. both human, financial and material both human, financial and materiai resources w~tli full participatiori of community members would have promoted community improvement and been of benefit to every member of the community.
I 2 STATEMENT OF THE PROBLEM
In reiation to the historical arid cultural characteristics of communities, there are certairl types of community education programmes [hat sl~ouldbe carried out in each colnmunity. These programmes ought to utilize available resources In the Community, coupled with full participation of community members in such community education programmes. The resul tam effect bcing that the cornmunity will be improved and the programme will be beneficial to every member of the cornttiunity.
Recently in tdeato Norrli Local Government Area of Inlo State. inspite of al! the effort employed
1 towards community improvement, it seems as if little clr nothing has been achieved, probably due to neglect at these ideals of community cducation.
A problem would arise if,tlie method of community improvement practiced does not take into account the characteristics of the participants in relation to the nature and types of cornrnurlity education activity planed for theln. It is also possible that the available resources in the area are not utilized or that the community members fail to participate in such programmes. As a result it appears that the rural needs may not be take11 care of.
The problem of this study is therefore ru ascertain why the twelve communities in ideato, North
Iml government area are not improved and members do not benefit as they should ti'om the community education programmes so far made available in the Local Government Area.
i.3 SCOPE OF THE STUDY
This study will cover .curnmunity education activities that had existed since 1997 adthose that are presently existing in Ideato North Local Government Area of Irno State. It will also examine their effect on the promotion of individual and community improvement.
1.4 PURPOSE OF THE STUDY
The ma-jor purpose of this study is to find out the effect of community education on rural people in initiating and executing community improvement activities. Fmd out the characteristics ot the respondents.
Ascertain the nature and types of colnlnunity education programmes that have been
carried out in Ideato North Local Government Area and by the bodies which organized
them.
4 Determine how comrnuni€yeducatiun programmes utilize the resources in the area.
Ascertain the extent of co~nrnunityparticipation in cornmu~iityeducation programmes.
Determine the extent to which these community education programmes promote
iuiprovement in tile communities.
Ascertain whether all community members participate in and benefit from the community
education programnics in Idem North Local Government Are2 of 11noState.
1.5 SIGNIFICANCE OF THE STUDY
The findings nf this study will wrov~de~nfor~nation on lcleato North Local Governmenr Areas in relation to the haw education needs around them.
The knoukdge of the findings will in turn sensitize the people to be fully involved in learning and co-operation in pooling their resources together towards the redization of common goal.
The knowledge of ttie problems of the study will serve as a useful information for the cnmmunity development supervisors and field workers in the planning and execution of community deveiopment progranllnes in Ideato North Local Government Area, Imo State. The findings of the study will senre as an autllentic and reliable information fm >future researchers irr the field and generate further discussions on the topic.
The findings of the study will. lastly serve as a guide to the government arid other agencies involved in cornniunity inipouer~n:activities to establish basic principles to adopt In their prograrn~nes.
1.6 RESEARCH QUESTIONS
The research questions of' the study are:- , What are the characteristics of the respondents:
What are the nature and types of community education programmes that have been taken
pIace in ideato North Local Government Area, by which bodies were tiley organized.
How did the cmnmunity education programmes util ~ze[lie resources In the area?
ifow did the commuruty members participate in such cornrnuriiry education programmes
in terms of method and strategy'?
Did the community educatio~lprogramme in ldeato North Local Government Area
Promote ilngrovement in the carnrnunilies there"?
Who prt~cipatedand benefited from the community education programmes in Ideato
North Local Government Area? CHAPTER TWO
REVIEW OF LITERATURE
This chapter provides a review of studies on the topic, "The practice of community education in ldearo North Local Government Area of !!no State and its role in nromoting mrnrnunitj~ improvement." It examines the corltribuzion of autliors who have articulated ideas relevant to the study. The literature IS reviewed undcr the foliowiiig subheading:
(1 1 Characteristics of participants in community education programmes.
(2) 'fie nature of arid types of' Cornrnuriity education programmes.
(3) Resources utilized !n Co~nmunityeducation programmes.
(4) Community participation in community education programmes.
(5) The beriefi ts of successful executio~l of comn:unr ty education progranimes to the
individual as we11 as the community.
(6) Summary of related l~terature
2.1 CHARACTERISTICS OF PARTICIPANTS IN C:OMMUNITY EDIJCXTION
PROGRAMMES
Participants in community education programmes art: basically those who will benefit from the programme. Decker (1975) confirmed this when he wrote that, an irnportarlt principle on which conlrnunrty zducation Is based. is that those affected by any programme or decision - making
1 process should have input in the planning and decision making. Thus a basic characteristics of the participants 111 co~nmunityeducation programme is that they are the beneficiaries of the programme.
Secondly, community ed-ucation is a programme that involves all of the people of the: community. As indicated by Seay (1977) that rr is a process rliat achieves a balance and a use uf all institutions forces in the education of the people - all of the people of rhe conimunity.
Recognizing this line of rhought, Minzey and Le Tente (1979) recorn~nendeclchat a good definition of community education sliould incl udes these ingred ienrs.
1) Traditional and extended programmes of education for both children and adults.
(2) ,411 explanatiou of the impacr of this programme on the entire cornmunity.
Writing on the same issue. the international Co~n~nunityEducation Association f 19987) in recent times. quoted the annual general meeting of the Canadian Association for Community Educarion in a process whereby learning is used for individual. com~nuniryand global betterment. All these emphasize one face, that cornmunity education is meant for every member of the community,
!lot for any class of people. It is for the young and old. weak and mighty even for the rich and the pnr. Nigerian and Cunningham f 1989) confirmed that community education is riot a poverty prupramnle. or a programme for the disadvantaged only - however great the need may be, for meaoingfd cornrnunrty educatio~l pragrarnmes, and acrwlties for these segment of any community population. its ideais are definitely tbcused on everybody within a given community.
Basically tlle ideals which cornmunity education seeks to achieve vary from one community to another, as Oduarari ( 1994) stated that no two com~nunitiesare exactly alike or the same: each community and its members have their history, problems, needs. interests, aims and objectives or orientation and resources. So it is expected that the points of empliasis ill community education in the communities would vary to some extent. lrispite of the diversity in the narure, goals and resources in the corn~nunities,which actually makes the participants what they are.
There are areas of similarity, for example, the overall goal in corninut~ityeducation in any given community in the world could well be the enhancement of its rnenibers in many instances.
,411 these emphasize the fact that each comrnu~iity,nic~bilizing its niernbers to participate in a community education prograrnrne is moved by a certain development need they intend to solve.
The need in one way of the mRe; is a burden to every member of that cornrnunity. If well handled will enhmce their livrng condition and irnprove the socrai life. 111 essence particrpants in every ccm~munityeducation programme are characterized by at least a need that compelled them to be ~nvolved.
Participants in community educatiori programmes are demcxratically involved C:lark k Olse
(1977) confi.rmd thus in their work titled "L,ife - centering education where they identified six essential features of community education. Out of the six they stated that Democratic involve~neritof community members in problem solvi~igis a basic characteristic of participants in community educatio~iprogramnie. Participants niust be de~iiocraticallyi~~volved.
2.2 NATURE AND TYPES OF COMMUNITY EDUCATION PROGRAMMES
A~iya~iwu(1982) pointed out while elahorari~igon the scope of cnni muni ty education in Nigeria that the subject matter of comriiunity educatio~i is as wide as the needs of the society.
Elaborating nti rhe nature and rypes ot comrnu~lityeducation, Baba (1994), smed thar comrnuriity education can be classified in at least three ways:
I In term of knowledge of skills being developed
ii) In terms of where the ieariling is based or related
iii) In terms of the orientation of the progr;tmme.
The first classification focuses 011 the type of knowledge beirlg developed whether tlie emphaqis
is on the training of skills or whether socia! attitudes, awareness and knowledge are also emphasized. Tlie shird classificatro~lIS based on the orienration or the goals of the programme.
Some programmes emphasize societal change, and some others emphasize knowledge as such.
The most prevalent type of community educ;ttion programmes are the institution based ones, that
is the sworn9 classification of co~n~nunitgeducation. Hence the prograrnrnes are aften instigated by officials of various governn~enrdepartments. whetlier it be agriculture, health. education., rural development, etc. According to Baba (1994) the departmental nfficials ofken determine the agenda, whether k be tlie growins of a particular export crop. the adoption of some pub1 ic 11ed tll techniques, tlle adoption 'ot some educatio~ai innovation, tlie employment of some Rslling ieckniques etc.
Commenting on the meaning of cotn~nuniryeducation, Jarvis (1991) stated the six aspects to community education. Tllese include: a supportive relationship between a school and the camrnrmity: a sharing of facility between schoo! and the community: a common oriented curriculum: iife long educatioii: conlriiunity involvement in rl~!nanagernent of the community school and cornnlunity deveiop~nenr.
While discussing extensively on the same topic, Auyanwu (1982). pointed out that community education consisted of the prnceas of inducing all the people ~u take an active part in moveinen[ for better living in all its forms. Such education. he said. was concerned therefore, not only with mass literacy and adult education generally, but with the better use of tlie land, better hygiene. better housing, social welfare. cooperation, and other activities aimed at betler living. Other areas mentioned by Anyanwu (1982) are improved health practices introduction to modern method of Agriculture, the adoption of inventions, tlic introduct~onof tnoney economy. and the use of better tools. :nachines arid sources of power in craf't aid industry
Corlclusively, Oduaratn (1994). made it clear that the ideals sought after in community education are SO intricate and tangible tliat its typical package would not only ~ncluclehard-care curr~cula contents but also such other matters as environmental education (comprising largely air. land, noise and water pollution. deforestation, poverty ett) health care. pre-natal. and post-natal care, proper nutrition, motivation of the people, political socializatian, aestheric education, parent effectiveness training among ntl~ers.
Nature nf community education as clear as it is, in the above literature from separate authors, clearly figures out that the issue of ~o~nniuriityeducation spreads into all aspects of human living, individual as well as co~nrnuniay.It is very necessary and indispensable if tlie social life of any com~nunityis to cliange for good. 3,3 THE UTlLIZATTON OF CXIMMUNITY RESOURCES IN COMMUNITY
EDUCATION PROGRAMMES
The utilization of cornn~unityresources is one of tlie basic principles that qualifies a programme to be referred to as a community education programme. This is evide~it in most bf the definitions of community education Baba (1994) made ~t clear that community edwahn comprises of actxities organized by Ciovernment or non-governmentaf organizations rn colIabnration with tne community, or wen by the communrty to meet ifs educatron and development needs using resources in the cc)~nrnunilvincludrng its institulims, Confirming this the international community education Association (1987) quoted the annual general meeting of the Canadian Association for Community Education (CACE). In tliac quotation the characteristics of community education were me~ltioned.Amongst diem is the prevalenr idea thar the u.se of colnrnunity learniug resources and research to bring about community change is one of rlie~n.
Wheaver (1969) enlptiasized tlie same issue that conmnnity education is an attempt to riiarsliall all tlie educationai tesources within the community to create opportunity for kTl~managemeril: of human behavinur.
These resources embrace material, human arid econonlic resources available in rile community.
Ilne (1488) pointed this out while discussing issue of policy tormulation in conlmunity educatron. Eventually it is the developmenr union of the community that wii1 determine what to do to raise funds, materials and Iocally available manpower so as t' brmg tkerr Felt needs rnto reality. After the inceptron of an idea to embark on any conlniulilty educatiori programme. it is wise to embark on district survey. The idea behind this survey is LO iielp [he local colnmurilty to understand its local conditrons, rhe capacity of its resources [economic.. material and hutnan) and the scope of felt need which should nor~nallyconform wirh the available resources (Ume
1988).
Consequently these class of resources human, rnaterial and fina~icialresources as the case may be are obtainable from clie immediate cmimunity relation (0 what [Reg are needed for. The communities use what they 'nave to meed i:l~eir,pressing needs. As smted by Rahari: (19943, it
is the clans who own their co~iimunity resources. lands, trees. rivers. reefs, community ckntres, fishing grounds etc. These centres are used for community education activities. Vaar (1994) specifically mentioned that Nauru centre of the University of the South Pacific has taken on the
leadership role en community education,. Similarly, Jones (1994) mentioned some of the cencres used for the purposes of community education in South Pacific. These include: South Pacific
Cotnniissio~is (SPC), Co~nmunity Education Training Centre, Centre for Appropriate
Technology. in Fi~jiand St martins Rural Trai~iirigCerltre in Solomori Islatids, for instance focus on community developnient, agriculture and ~nechanicsfor rural situarions.
Writing on the overview ot aduli and conimunity education i17 Solith Pacific, Jones (IY94j mentioned that national arid internatiorial NGO's are also involved in Tocalised pro-iects as well as monitoring, initiating. and plamiing liealtli, environniental, literacy, women education programmes and community development activi~iesacross districts ant! isiands. Many of the
initiatives are extremely creative and utilise rileti~odsand approaches which appeal to ordinary people, These include thriving arid blossoni ing corn rnuriity tlieatre groups operating in Fiii.
Kiriabati. Papua New Guinea, Solornon Islands and Vanuatu. There are cases of volunteers in community education programmes as poi~ltedout by Rahari (1994) that Church Women, and
Your outreach groups, nre also workiilg in the rural areas but because many of them are operating on a voluntary basis, their programmes depend on the availability volunteers.
Hagan (1994) confirmed this when he was writing on the benefits and limitations of community education in the Cmk IsIauds. He mentioned that cotnmunity education relies largely on
voluntary work, self reliance and enlphasises using existing resources in the community. I Karnikamical (1994) also commended the contribution by the voluliteer and charitable mganimtions to community education programmes in Fiji.
Economically, available resources in the Comniunity are also utilised in the process of carrying out corninunity education programmes Oduaran (1994) listed out several sources of funding ill community education programmes. These include: Levies 011 the comnlunlty members, voluntary contributions by community members, sale of community lands, contributions form chiidren
abroad, voluntary givmg of community members time and energy, and proceeds from
community income generating pro~ccts,for exarnple, garri processing mil Is, rice mils, cottage
industries, poultry farms, cornniuriity firms amongst aid host of others.
2.4 COMMUNITY INVOLVEMENT/PARTICIPATlONIN COMMUNITY EDUCATION
PROGRAMME
Community involvement or participatiorl according to Oduarari (1994) as a concept, describes
the involvement of commurlity members in the affairs or activities that are designed to enhance
the improvement of the comnlunity. As Anyanwu (1986) noted, citizen participation implies a right to so~neching. In the case of comrnl;nity educaiiu~l and co~nmunity improve~nent,
co~nrnunityparticipation implies the ~nvolvementof cotn~nunity lnernbers in the day to day
activitier of their community. Corn~nunity~arr~c~pation a5 Ckiuaran (1994) Furs ii implies muc!l
more than mvolvement. . It calls forth other features namely den~ocracy or dernwrai.rc
participation, self-help and education.
Elaborating further on the basis of community or citizen partic~pation,Oduaran (1W4) stated that
ihe idea of'ciiizenlcommunity participation is based on the.tested tradition nf fi-ee enternrise and
the rights of the community ~nernbers.When there is an effort towards effecting a change for
the well-being of community members, the point must always be remembered that the: individual
has his inherent and legal right to liuma~ietreatment. AppeaIs must be made to his conscience
and will. The ability to solicit his support arid participation are the primary ingredients of the
free enterprise and thereby dc.nocratic participat~on.
Specifically, democracy as Anya~iwu(1981) puts it is based on one precept, mmely free-will and
self-help. Democracy in community i~nproverner~tldevelopmentirnpTies development of the
people, by the people and for the wopte. Finally, it can be seen theretore that citize~rlcommuniry
participation emphasizes control by community members, de-emphasizing as a matter of cause
a [esser degree of government involvement. ,
Self-help and education are two concept5 or qualifies that are implied in the concept of cit~zen participation. Participation invites self-help, for when people participate actively in their owrl
affairs, they are helping rhemseliw The lessons of self-help are very clear even to the most casual wa~chersof community irnproveme~~t/educationprocess (Oduaran, 2 994). Participation is educative. and is rherefnre an essential i~lgredientof any eclucat ional process.
When people participate they derive some lessons from so doing. The lessons may be such that lead to beliaviour rnoditlicacion un even the consolidation or the values of self-help. in its education form, citizenlcornnlunity participation implies educative - psyclioIogicab properties of development. (Oduaran, 1994).
LJn~cef(1994) described participation as being actively involved in rhe develop~nenaproms, it would nmnbeing represented in the process of needs assessnient. probIem rdentification, prolect planning. management, implementation ma evaluatio~t.
According to Baba (1994). community education comprises activities organized by the government or any organisation in collaboration with the community, or the community itsei t'.
Ir?ternat~o~ialcorninuiiity education association in recent times quoted the annual generai meeting of rlic Canadian Association for conirnunq Education (CXCTE) as proposing the defillition of cumnlunity education ill which it is stated that community education is characte.rizeC1 by irlfegral involvement of people of all apes. C:omrnetiting on the sane subject, Decker (1975) stressed that inlierent within the philohphy of co~nmuriity Educatior! is the belief that each community
?ducation programme silould neglect the meds and desires of a particuiar corrinlu~iity.It should include a process based on citizen involvenlerit and participation wl~ichproduces esse~itial mod[t?catim as times and problerns cliatrge.
Community education as noted earlier by Unie (1988), nor~iiallgtakes pImat various levels in ilie process of community irivolve~nentideveTnprne~.This programme normally iiwolves planning, including needs and resources identificatiori and goal setting, executiou utilization and assessment of impacts. SpecificaIIy Oduaran (1994) stressed the need to encourage invnlvemenr or participation at all stages far obvious reasons. Such involvement pattern, he said is much more likely to make the people see the programme as their own is probably going to encourage them to support it whole heatedly.
Community participation is one ofthe stimulating elements in community education programmes.
It reflectq some of the main uivots on which the success of the process of community ebucatior! or devdopment rests, and this explains the debate it has often generated (Oduaran, 1994).
2.5 THE BENEFITS OF COMMUNITY EDUCATION
The significance of the process of community education lies In rhe abiliry to effect qualitative smial change in the fern! of seek~ngsolutions to commun~tiesproblems.
This explains that the qualitative changc mybe achieved through Programmes of compensation or positive discrimination by which a community education process may target a social problem such as poverty alienation, or inequality of educational opportunity and tailor its programmes towards the solution of the identified problems (Ume, 1981).
Anyanwu (1988) on his own emphasized the importance of community education ro development. According to him life of the people is to be improved training must be provided for the community as a whole, and that systematic and energetic measures would be adopted for their education. In addition, Brennan (1994) also observed that nothing is static, whether community life is deteriorating or developing, the purpose of community self-help that will spur is steadi1y broadening economic and cultural development. He continued that the ultimate
17 "...Community education has t11e potential to reach out to all the people lil the community. whereas formal educaricm tends to eliriii~iatethe vast majority of people owe they leave school.
It relies largely on voluntary work, self-reliance and emphasizes using existing resources in the Community.
Tt usually is less costly or self-supporting in cost. The emphasis is usuaily on the practical rather than the theoretical and in the field rather than in the cIx~sroo~ii. , It is a way to reach the out of school population and meeting the needs that formi duwrion canuoi: meet.
It is able to offer a wider variety of topics than is available in the formal system and interacts strongly between govertiment and NGO's.
It usually requires leisure time involvenienr and does nor hinder i~~ameearning capacities'.
Consequently coniniunity education could be said to bc an indication of cllange for letter in at1 individual and in a cornnlunitg. It assists in restoring the sense of identity and pride to both the inclividual and the community . If the social programmes are covered in cornmuni ty edubation, the search and pursuit for quality of life is indeed ended.
2.6 THE SUMMARY OF RELATED LITERATURE
Community education programme cannot be referred to as being comnlunity education programme without part~cipants.There are basic characteristics for which the participants are known. These include: the fact that they are members of the same cornmunity. secol~dlythere are specific needs, they are out to address thrdugli community education programme. In trying to handle the need through a particular programme. they work democratically as a team with one
19 objective of modern wmk in community education is the development of a democratic community organisation which has freed itself. from mainly traditional restraints and customs, and is intellectually prepared for continuing growth.
In his own contribution on community education and rural development, Baba (1994) emphasized the irnpmvemenc of the quality of life of people through community education. According t~ him, more than just meeting the basic necessities, community education must also enhance one's understanding of one's world. It must also provide one with critical consciousnesd that Friere emphasized, it will certainly lead to progress towards liberation and cunscientization, community education should also enable one not to onIy be able to read and write but also to be functionally literate.
Commenting on the same issue Ahai (1994) while writing on the role of adult and community education has a role in facilitating people centered development. Hagan (1994) still commenting on the benefits of community education in the Cook Islands, stated that: singular aim, to improve tlie standard of Ilving 111 their conirnunity.
The uature and type of need encountered by any community determines this riature of co~nrnunity,determined the nature of comniunity education programme, they wilr go inlo. There are different types and narure oi carnmunity education mq-alnmes, stretching out io
Agriculture, health, education, rural development, te.chr~oIogicaladvancement etc.
Basically, the resources available in the c.oniriiunity - human. material and financial resources will be attracted and utilised in planniug, irnulementation zrid evaluation of the progralnrne,
The corn tnunity rneriibers. often form the participanrs of any community education progranirne.
They are involved 111 plan~iir~g.execution and evaluatio~iactivrties of the prograninie, whether it is related to health. Nutrition. Education, Gender, iriconie generating activity etc. EveriruaIly the community benefits area whole, while inclividualiy an impact of every conimunity education programme carried out successfully, is made on all tlie community liiembers for good, CHAPTER THREE
DESIGN OF THE STUDY
This chapter deals with ihe procedure of the study designed as a plan under which rhe study was carrkd our for valid conclusions.
The headin,gi discussed include:
Area RF the study
Pnpt~latinnand sample
Sampling Technique
Tnrtrummt ilsed inclading validity
and reliability eslirnatesJ. -1
ColFection of Data
Method of data Analysis
Limitatinns
3.1 AREA OF STlJDY
The study focused on Jdeato North Imal Government Area of lrno State. The Local Goverr~ment is located a[ the South-East region of Imo State, boarded by Okigwe at the East. Anambra at the
North. Tdeatn S~uthto the South and Orlu icmil Government Area to the West. The local government area is made up of twelve autonomous communities namely: Uruala, Obodoukwu,
Osiila, Uzii. Umualaoma, Akpuru, !sinkpo, Urnuokwara. Ndiakaernc. Akokwa.
Ndiogbuonyeomcz and Arondizuogu. Map showing the area is in Appendix 1.
3.2 POPULATION AND SAMPLE
The r>opulation of the study iriciuded the lionie branch of Tow11 Ilrlio~imembers in the twelve cornmunities, and lionle branch members of Wonier~general meeting of the twelve cornmy ities in the Local govern~nent.Men were 1285. while wornen were 2356, the to~lbeing 3641.
Mernbers of five out of' the rwelve co~nrnuuitiesserved as the sample - that is 997 iirornen and
552 rnen giving a totai sarnple of 1549. The list ot the communities used for the population aud sample are in Appendix Ii.
3.3 SAMPLING TECHNIQUE
Simple random sampling techr~iqucwas used to select the sanlple. The narne of the twelve oomrnunitres were written our on piece of paper arlB numbered orderly. The nurnbef- were written on pieces of paper. folded and tlirown into a basket. Then a child was called to rando~nly pick five pieces.
The numbers that were picked represent the communities used as rile sarnple for the study.
CIusrer sanlpling ~nethcdwas used in that the popuiatioli was sampled in clusters represented by cornmurlities and are (home branch) member ot selected comrl~url~tieswere used as the sample.. 3.4 INSTRUMENT USED: ITS RELIABILITY AND VALIDITY.
One structured questionnaire designed by the researcher was used for collecti~~gdata for th~s
study. The ~uesricsnnaireswere admiuistered to the sarnple from the five communities. The
structured questionnaire covered all of the stipulated research questio~~s.Tlie questionnaire is in
Validation of' instrument was done by sending it to three senior academic staff of the Department
of Adult Education and Extra mural srudies, University oFNigeria Nsukka. This was ro expose
it to actual measure, what it is desigrled for.
Ali (1990) explains that the validatioll of a rruestiounaire meant to certify its relevance
apprapriaceness. language, difficulty and conreilr is besl dime by the researchers supmisor and
an expert from the sub-iect area. Thus the instrument was submitted to the scrutiny of my
supervisor as well as orhe; lecturers. The necessary corrections made by these colnprrent judges
helped to improve the clarity of' tile questionnaire. Tlie corrections were incorporated into the
- I fs-c instruments before distribut~ngthe~n ro the subjects. - d+?mlafi p The reliability of the instrument, which is said to be an estimate of its consistency and stabiliry.
was determined through pilot testing with a sample of 20 sub,ject.s. 10 men and 10 women t'rorn
one cisrnmuriity. Akpuru. This community was not included in the sample. Based on the resulc
cerhitin amendments were macie on the items. 3.5 COLLECTION OFDATA
A total of I549 questionnaires were distributed to t'he cammunities. Thc researcher personally distributed ard colkcted .the questbnnaira during tkAugust 1998 ge~~eralmeetings of the men and women town unions.
However only I498 of IS49 were fourlit properly completed and returned for data processing.
The rernaiuirig 5 1 were either riot returned at all or were not properly completed. The percentage return rate was 06.7 1 returned.
Table 3.1 QUESTIONNAIRE DISTRIBUTION AND RETURN TABLE
- Ca tegory No. Distributed No. Returned '36 Returned
Male 55 2 531 96.19 !
Female 997 967 96.99 I
i 3.6 METHOD OF DATA ANALYSIS
'The data from research question one were analysed using percentages. WIiile the remaining data from other research questions were arialpsed using weighted means.
A Likert - type four point scale was used and graded as tbllows:
Responses Weigllts
Strong agree 4
Agree 3
Disagree
Any finding with a mean sme nf 2.5 and above was therefore deemed inqxmant. CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
Zhe data collected are presented and analysed in this chapter using the methods already indicated in the pramtdfng chapter.
Research question one are:
What are the characteristics of the members of the town unjons in Ideato North local governmcnc area?
This research question is anal~sedin tables 4.1 - 4.5 using percent-ages.
Table 4.1: SEX OF RESPONDENTS
Table 4.1 above shows that 33.44% of the respo~deritswere made while 997 or 66.56% of the recpondents were female. .
That shows female respondent were more than the lriaie respo~ldents. Table 4.2 AGE OF RESPONDENTS
Age Range I Number
:h - 25 11 :2 !
36 - 45 I 276
46 - 55 240
56 - 66 87 66 and above 1 491
Table 4.2 shows that i2 or 0.80% of the respondents were between the ages of 16 - 25 years.
Three hundred and ninety two or 27.17% were between the ages of 26 and 35 years. Two hundred and seventy six or 18.42% were between die ages of 36 - 45. TWOhundred and fourty or 16.02%were between the ages of 46 - 55. Eighty seven or 5.8 1 % were between the ages of
56 and 66, while four hundred and ninety one were between the ages of 66 and above.
it can be seen that greater number of the respondents were between the ages of 66 and above,
while the lowest number of respor~de~ltswere between the ages of 16 - 25 years. Table 4.3 MARITAL STATUS
1 Marital Status Number 1% Married 1216 81.17 1 i
Ta'ile 4:3 sl~owsthat two hundred and eighty two or 18.83"/uf the resporide~itswere single. while one thousand two hundred and sixteen respondents were married.
It can be seen that the vast tmjority of the respondents were married. Table 4.4 EDkJCATlONAL QUALfFfCATTON OF RESPONDENTS
Educational Qualification Nu~nber (yo Primary school co~npleted 1 435 29.04 ! I Primary school nor completed I 374 1 24.97 I No sct~ooIat all 232 I 15.49 i I Secondary Schrw l completed
Secondary School not completed
Teacl~ersgrade 11
N.C.E.
Table 4.4. shows that four nundred and tl~~rtyfive or 29.04% of the respondents F~nishedtheir primary school education.'Two hundred and thirty two or 15.49% never attended school. 374 or 24.97% did not complete their primary education 197 or 13.25 % of them cornpleted their secondary education, while 146 or 9.45% did not complete secondary education. b2 or 4.30% of the resporidents were T. C.I1 holders, while 27 or 1.9O % of them were NCE holders. Degree holders were 15 or 1.60 5%.
It can be seen from table 4.4 that the greatest number of the respondelm had First school living certificate, while the next largest number did not complete primary educat~or~. Table 4.5 OCCUPATION OF RESPONDENTS
11 Occupation Number Fmmer
Trader I/ Artisan I Others Civil Service
Teach i ng !I Tailors 1 Pnultry Keeper Total
Table 4.5 indicates that 560 or 37.38% of the respondents were traders, 582 or 38.85% were
farmers, 30 or 2% of them were ceacliers while Sh or 5.74 of them were God's w-vallts. Six
or 0.40% of the respondents were tailors. 120 or 8.01 '% were artisan, 114 or 7.61 %I of the
respondent5 fall into several other occupatmls not outlisted.
It can be seen from table 4.5 that greater nunlber of respondents were farmers and traders.
In answering research question I. Tables 4: 1-45 sowed that majority of the people in Ideato
North 1,ncal gnvernmeni are were females. More of them were between the ages of 66 and
above years. Greater number of them were married. Majority of the respondents conlpleted ther
primary school education. wh~le!nost of them were farmers and traders Research Qi~estion2
What are the nature and type of cornrnunity of education programmes that have taken place in
Ideato Nmth Lmal government Area, by which bodies were they organized.
This recearch question is analysed in Tables 4:6 - 4:7 using weighted mean and ranking. Table 4.6 COMMUNITY EDUCATION ACTIVITIES CARRIED OUT
Total
Community education Ran- activities Weight Score king Re tter I i fe enlightenment programme 5048 3-36
Agric - extension workshops 4678 3.12 MAMSER Training 4520 3.01 Health Education programmes
Family pIanninp 4022 2..68
Women Educniton 3564 2.37 and skill centre
Family suport program me 3151 2.10
Literacy clmes 2.09
2920 1.94
Table 4.6 should that. Better life mliglitenment programme ranked Iiigliest among the
community education prograrme carried out it1 Ideato North Local Govern~neutArea with the
mean score. of 3.36. Agric extension worksliops ranked second with a Inearl sc.ore of 3.12. Manager training ranked 3rd with a mean score of 3.01. Health Education programmes ranked fourth with a rnean score of 2.t8. Family planning prograrnrrres ranked 5th with a mean score of 2.37. Women Education and skill development centre programmes ranked btii with a mean score of 2.10. Lireracy programme ranked 8th with a niean score of L -97. Family suwrt ac~ivitksranked 7th with a mean score of 2.09 white water arid sanitation ranked 9th with a rnean score of: I .34. The cornrnnnity education activities niostly carried out in Ideato North Local government Area were Better Life enlightenment progralnnie, Agric extension wurkslmps, and
Mamser training and Heahtr Education programmes. Tabk 4.7 BODIES THAT INITIATED THE PROGRAMMES
Total Mean
Initiators of tlie Ran- programme Weight Score king The local guvernnien t 4285 2.86 I
4246 2.83 2
The state government authority 305 8 2.03 3
The federal governmen; 2952 1 .(37 4,
NGO 2882 1.92 5
Table 4.7 showed that the. local government ranked I~igliestamong the initiators of communrty education programmes in Ideato North with a man score of 2.86. The community ranked srcnnd with a mean score of 2.83, the stare government ranked 3rd with a rnean score of 2.04.
The federa1 government ranked 4th with a mean score of 1.97, while NCKl's ranked 5th with a mean score of 192.
In answering research question two, table 4:6 and 4:7 revealed that Better Life prograrnnie,
Agric extension workshops, Health Education and blariiser trainings were the conirnunity education programmes mostly organized in Ideato North Local Government Authority. The progntnmes were jnitiated and organized by tlie local government Authority and the coinniunity. Re.wnrch Question 3
How did the community Education Programmes utilize the resources in the area?
Table 4.8 VENUES OF THE PROGRAMME
Total Mean - Venues of the Ran- programme SA Weight Score king Clornmunity hall 4475 2.98 I
Local government headquarters 3464 2.81 2 Village community square 2777 1-85 3 Village hospital
Cloninlunity scl~ool 2418 1.61 4
2066 1.37 5
Table 4.8 showed that community hall ranked highest among the venues used for comrnunlty education programmes in ldeato North local Government Area with tile niean score of 2.98.
Local Government headquarters ranked second with the mean score of 2.3 1. Villageicom~nunitg square ranked 3rd with the mean score of 1.85, Village hospital ra11kc.d 4th with the mean score of L .37. It can be seen tllar most of the ch~nunityeducation activities were held at the community hall and at tile local government headquarters,
35 Table 4.9 HUMAN RESOURCES USED FOR THE COMMUNITY EDUCATION PROGRAMME
Total Mean
Human Resources Ran - used Weight Score king Community leaders 5 102 Elites from tile cnrnmunity 44 84 village school teacher
local government 3937 staff
Outsiders 3916 VilIage scltnol head rnaster 3 805
Village NursesiDoctors 1949
1356
Table 4.9 slmwed tllal, community leaders ranked highest among the human resources used in lrleato North local Govern~!lent Area in carrying out corn~ilunityeducatiori activities, with a mean score of 3.40. Elites from the conirnunity ranked second with a mean score of 3.99. Village school teachers ranked 3rd with a mean score of 2.62. Local Governnlellt authority ranked 4th with a rnean score of 2.64. Outsiders ranked 5th with a.incan score of 2.54. Village schooi headmasters ranked 6th with the inearl score of 1.30 while village Nurses and Doctors ranked
7th with the nian score of 0.90.
It can be seen from table 4.9 that the human resources used in carrying out such cornrnur~iry education activhies include, cotnrnurlity leaders, Elites frorn the communiry, village school tears, local government staff and outsiders.
Table 4. I0 SOURCES OF FUNDS USED FOR THE PROGRAMMES
Total Mean 1 Sources of fund used I1 Weight Score I king I Money from lorn1 I I---launching 5 124 ( Money from levies 477 6 NGQ Grant/ support
Money from 2688 donat ions I1 Goverl~rner~tfunds 3 628
3286
The data on Table 4.10 showed that rilouey from local launching ranked highest as the source of income for community education activities it] Ideato North Local Goverrirnei~tArea with 3 mean score of 3.42, Money from levies ranked 2nd with a mean score of 3.18. NCKI grant support ranked 3rd with a mean score of 3.12. Motley from donations ranked 4th with a mean score of 2.42, while government granr ranked 5th with the mean score of 2.19.
It could be seen that mainly, the funds used for cornrnunitp education programmes in ldeato
North LGA were sourced from local launching, levies and grants or support from rmrl- governmend organisation.
In answering Research Quesrion three. tables 4.8,d.q and 4.10 revealed that community hall and
Iml government headquarters as a venue, C;ornmun~tyleaders. Elites of the community, village school teachers, IocaI goverment staff, and outsiders as human resources and money from local launching and levies as sources of fund were the co~nmu~iitpresources most used for commu~litp education activities in Ideato North local Government Area.
Rwarcb Quertion Four
How did community niembers participate in the community Education programme?
This Research Question is analysed in Tables 4.11 and 4.12 using weighted Inearl and ranking. Table 4.1 I TARGET GROUPS FOR THE PROGRAMME
Table 4.1 1 shows that the whole community ranked highest among the target groups for cornmunity education in Ideato North local government area with the nlean score of 3.21.
Women ranked 2nd with the mean score of 3.13. Tile Youth ranked 3rd with the mean score of
1.62. Men ranked 4th with the mean score of 1.50. while children ranked 6th with the mean score cf 1.41.
It can be seen from table 4.11 that the whole community and women were the main target's from community education activities in Ideato North LGA. Tab12 4.12 PARTICIPATION LEVEL IN THE PROGRAMME
Totai Mean Participation Level Ran: Score king Programme pImn i ng 3 -04 Benefited from the programme 2.50 Programme exscu tion
Participation in 2.56 problem identification 1.31
Table 4.12 shows that the participatiori of the target groups in the programme planning yanked highest among the other activities in the process nf carrying out community education programmes, with tile mean score of 3.04. Their benefitting from the programme ranked 2nd wit the rnean score of 2.60. Participarion ill programlne execution ranked 3rd with the mean score of 2.59. while participation in problem identification ranked 4th with the mean score of
1.8 1.
Ir could be seen in table 4.12 that the target group really participated in programme planning. gaining benefits of the programme and in programme executio~~.
In answering Research Question from tables 4. I1 and 4.12 revealed tbat in terrns df post exception the whole conlmunity and the women participated 11mt in corninunity eciucation progratnmes carried out in ldeato North LGA. Also, the target group participated mainly tIiroup,h planning the community educatior~ programmes. benefitting frorti the programmes and in execution of the programmes.
Rwearch Question Five
Did the corn~nunityeducation programme carried out promote iinprovement in the com~dunity?
This research question is analysed in tables 4.13, 4.14, 4. IS, 4.16 and 4. I7 using weighted
Inan and ranking. Table 4. I3 GENERAL IMPROVEMENTS FROM THE COMMUNITY EDUCATION ACTIVITIES
Total Mean
(1 improvement from Ran- community education Weight Score king
Food production 4326 2.88 I
Human Dev. 4298 2.86 2
Economic Dev. 3 874 2.38 3
Provision of ( electricity 33h4 2.3 1 4
Inftastructural development 3 152 2. I0 5,
' Building of roads 2824 1.88 h Provision of water
2427 1.61 7 Table 4.13 above sllows tllat food production ranked highest anrong rhe general i~nproveme~its
Coained from cotnrnunity education programmes carried out with the rnen score of 2.88. Hurr~an devehpmen~ranked 2nd. with the mean score 2.86. Econolnic development ranked 3rd with a
Inem scvrc of 2.58. Provision of electricity ranked 4th with a mean score 2.31. Irifrastructura~ developme~icranked 5th with a man score of 2.10. building of roads ranked 6th with a tnean score of 1.88, while provision of water ranked 7th with the mean score of 1.hl.
It could he seen that corn~nunityeducation programmes carr~ednut resulted in reasonable general improuerneiits in food production, human development and ecorlomic development. Table 4.14 EDUCATIONAL IMPROVEMENTS ATTAINED FROM COMMUNITY EDUCATION PROJECTS
Total
I Mean Educational Ran- mprovernent Weight Score king Women education 463 I 3.09
SkilI acquisition tbr women & youth 4038 2.69
39 13 2.6 1 jl Literacy education
European education 3887 2.59
2869 1.90
Table 4.14 shows that woman education ranked highest among the educational improvements gained from community educatio~lactivities in Ideato North Local Government Area with h mean score of 3.69. Skill acquisition for wornell and Youths ra~iked211d with a mean scare of 2.69.
Empowrment Education ranked 3rd with a mean score of 2.61 ., Literacy Education ranked 4th
with a mean score of 2.59 while Europeali or fmnal school sysrenl ranked 5th with the mean score of 1.90.
It can he seen that educationally, ccmsiderably, improvements were made in women education,
skill acquisition for women and yuutlls, empowerlnent education and literacy education. -
Table: 4.15 PROMOTION OF HEALTHY LIVING
Total Mean Promotion of Healthy Ran- living Weight Score king Primary HeaTth care 33 14 1 Env ironmen tell sanitation training
Disease prevention 3784 2 techique
Ma.ternal/Child health care 3012 3
2955 4
29 19 5
Table 4.15 shows that primary health care activities ranked higliesr as the I~ealthyl~virig activity irnprnverncnr derived from community in Ideato North Local Governlne~ltArea, with a mean score of 2.21. Environmental sanitation ranked 2nd with a Ineall score of 2.12. ~iseasc prevention ~echniyueranked 3rd w~tha mean score of 2.01. Maternal and child health care ranked 4th wit11 a mean score of 1.97, while perwnal hygiene ranked 5th with a rneari score of
1.94.
It could be seen from table 4.15 that community education programmes did Not result in reasonable improvenients in the promotion of IieaIthy liviag sine nolie of the items had a mean score up to 2.5.
46 Table 4.L6 AMENITIES PROVIDED THROUGH THE COMMUNITY EDUCATION ACTIVITIES
Tot,?! Mean -- A~neinitiesProvided Ran- Weight Score king
ppppp Scl100ls 4627 3.08 1
WeUs 4162 2.77 2 1
Hospitals 3550 2.36 3
Electrici?y 3520 2.34 3
Bore-hole 28 10 1.87 5
Building of roads 2694 1.79 6 Pipe Borne water
2538 1-69 7
'Table 4.16 shows that provision of schools ranked Iiigllest among the amenities provided througl~
I comrriunity education in Ideato North local goverrmetit area with a mean of 3.08. Well water provisio~iranked 2dwitli a mean score of 2.77. Hospitals ranked 3rd witli a mean score of
2.36. Ekctricity ranked 4tli with a mean score of 2.34, boreholes ranked 5th with a mean score of 1.87. Building of roads ranked 6th with the mean score of 1.79 while pipe-borne water ranked 7th with a mean score of 1.69.
It could be seen from Table 4.16 that the co~n~nu~iitiesbenefilted from com~nunityeducation activities in that schools were provided for them and wells were dug in the comrtiunities. Table 4.17 IMPROVEMENTS IN AC;RICI!LTURAL PRACTICE
I Total Agricultural practice Ran - il improvements Score king 1 Food yield 1
Cash crop yield 2
Fertilizer 3
Provision of Mechanized 4 Agriculture
Table 4.17 shows that fdyield ranked highest among the improvements in agriculture from
community education practice in Ideato North Local Government Area with a rnean sdore of
3.43. Cash crop yield ranked second with a Ineau score of 2.63. Fertilizer procurement ranked
3rd with a mean score of 2.60 while provision of ~neclmisedmeans of farming ranked 4th with
a mean score of 1.57.
It could be seen from table 4.17 that generally there was improvenlent in the area of food yield,
cash crop y ieId and fertilizer procurement.
In answering research question 5, tables 4.13, 4.14, 4.15, 4.16 and 4.17 revealed that food
production increased. There was hurnan developnient and economic development. Women
education, skill acquisition for wornen and youths. Enipowerrnent educatiotl and literacy
education improved. Tliere was no sigrlificanl impact in the promotim of healthy living. Certain anmities were provided, exan~plescllnuis, and wells. Tkre was a reasonable Improvemeti t in
food yield, cash crop yield arid rate of fertilizer procurement.
Did all lthe members of the comrtlunity participate and benefit from the cummurlity education prog~anirnes?
This research question was analysed in tables 4.18. 4.19 and 4.20 using percentage, weighted
mean and ranking. Table 4.18 GROUPS FOR WHOM THE PROGRAMME WAS PLANNED
Total Mean
Group for whom Rart- prngrarnme was Weight king planned All classes of peopIc 4739 i
Fartners 3925 2
The poor class 3369 3
Well to do members of the conitnunicy 324 4'
Elites 2890 5
28 12 6
Table 4.18 shows chat all classes of people ranked highest a~nongrhe groups for which community education programmes were planned for in Ideato North Local Government Area with a mean score of 3.16, Farmers ranked 2nd with a Inearl score of 2.62. Poor class ranked
3rd with a man score of 2.24. Rich class ranked 4th with a mean score of 2.16. Elites ranked
5th with a man scare of 1-92>while the illiterates ranked 4th with a man score of 1-87.
It car1 be seer1 that community education activities in Ideato North local government area were planned fur all classes of peopIe and tanners basically. Table 4.19 MAJOR PARTICIPANTS IN THE COMMUNITY EDUCATION ACTIVITIES
Total Mean Major Part- Ran- icipan ts Weight Score king Farmers 4394 2.93 1
I Women 4353 2.90 2
Elite 4266 2.84 3
The rich 3783 2.54 4
Illjterates 3415 2.27 5
The Poor 3320 2.21 6
Men 2017 I .34 7
Table 3.19 showed that far~nersranked highest amorlg the groups that participated most in community educatior~activities carried out in Ideato North Local Governnlent area, with a mean score of' 2.93, Women ranked 2nd with a mean score of 2.90. Elites ranked 3rd with a nlcan score of 2.83. The rich ranked 4th with a mean score of 2.52. Illiterates ranked 5th w it11 a meall score of 2.27'. The poor class ranked 6th with the mean score of 2.2 1, while the men ranked 7th with the mean score of 1.34.
The groups that actually participated, as it can be seen using the criteria rllean of 2.5 are the farmers, wornen, eli tcs and the rich class. CHAPTER FIVE
SU3TMARY OF FTNDINGS DISCUSSION AND RECORIMENDATIOKS
This chapter prpsen ts ;1 summary of Ithe findings on the tayic "The role of crnnimuni~ ebtlratinn in the pnmotian dr~n~rnl~ni+iiliiprovement in Idmto LnmI Gavernnient 5.2 DISCUSSION
'The summary of the findings earlier presented are hereunder discusseti.
From table 4.1, it was seen that the fernaIe respondents outnurnbercd their rnale counterparts.
What coutci be inferred Erorn this finding is that there is female donlinance within the respondents, and among those who reside in the co~nmunities.
This may be attributed to the fact that Itfeato men are out for white-collar jobs and business in towns and cities. The wives are left at horne, leaving community development work in the hands of the few at home. However it sliould be noted that development is for everybody, it should rrot be left for the few.
Table 4.2 revealed that most of the respondents were aged 66 and above. This seem to indicate the absence of youths In the village. This could lead to non-integration. non-identification of education activittes and youth development. Both young and old are needed in our communities.
Most of the respondents were married and :lad first scl~ool leaving certificates or nearly completed primary school education. Greater number of them were also farmers or traders. This shows that they actually were in need of cu~~~~nnnityeducation activities, to aid effectiveness in development programmes.
Table 4.6 revealed that better life enlightenmerit programmes. agricultural exterision work wit11
MAMSER training and health education programmes were primarily initiated and run by local government authority and the communities. This infers that the people are just living a life without any serious thought of their cfevelopment except the one brought to them. There is no programme, either, to motivate them. The comrnullity halls and local governmerlt headquarters were the venues of ten used for community education activities.
Community leaders ranked highes! among the local human rmurces used for community educatbr, programmes. Elires from the communities, village school !eacl~ers, Imt government staff ad other outsiders were also used as human resources 'in the programmes.
Morley from local launchings, levies and NGO grants/supplements ranked higliest as sources of funding for community education progranlmes.
The target groups for com~nunityeducation programmes were primarily the whole cornnlunity and women.
The target groups participated mainly through programme planning. obtaining the benetlits of the programme and programme execution.
Comrnuriity education programnles generally improved food production, human and economic developlnent.
Educationally the programmes improved women's education. ski11 acquisi ton for women and youths, empowermen? and literacy education.
Healthwise community education moderately inlproved, priltlary health care practice and environmenta1 sanitation training.
Schools were provided as a basic amenity through community education. Wells were also nude availabk.
Agric,ultural practice was improved througb greater food and cash crops yields and better fertilizer procurelnent.
The programmes were planned for all classes of people in the community and especiaIly for farmers.
Participants in suclt programmes were niainIy far~ners.wornen, elites, and the rich, class. This is basici~llyagainst one of the basic principles of coni~nunityeducation as stated by Ume
(1988), that general[y tlie planriing and execution of conimu~iityeducatiori projects shouId be completely handled by tlie comniunity and the Iocal government becomes the co-ordinating body.
TabIe 4.9 revealed that cornrnunity leaders were mainly the local liiltnan resources used as well as elites from the communities, village schoo1 teachers. local govcrnrnent staff arid orher outsiders. The researcher discovered that these worksliops often took place at the community tiaIls and at the IomT government headquarters. The fu~idsused for the prograrilliles were gotten from locd Taunchings, levies and NGO grants/support.
What could be inferred fiorn all these is that the basic decisions in relation to tfre programmes carried out were taken mainly by tlie local government authority, cor~sultirigthe community heads and the elites in the co~nmunity.
Table 4.11 revealed that the progranimes were targeted at every member of tlie comrnuriity and women. This means that the programmes were planned basically for every ~ncmberof the commu~iitywithout exception and then women.
Table 4.12 revealed that. the target group tnainly participated at the ~lanrii~igstage of the programme, in programme executiori and in obtairiirig the benefits of the program me. Tliis could mean that they were often i~ifurniedthat a programme will be coming up at so and so date, at each stage ot the platining. CounseIled to do one thi~igor the other to ensure its success, bcing assured that the programme was theirs to benefit from.
Progmm~nes carried out, generally iniproved food yield in the comrnuriities. human and I economic develop~iient.It marginaily seilsitised che people ro the practice of primary he;tlth care practice and env~ronmentalsarl~tation. Educationally, it was of help as scl~oolswere buil~in some places. 11nproved women education. skill acquisition for women and youtlis ad empowerment and Titeracy edu~7tion.Well warers were also rnade available. These interred that the programmes yielded positive results indeed.
Table 4.20 indicated that the benefits of' the programmes were not accessible to all the people, as a result not all of the people acrually benefited.
There is a significant difference between the practice of cotnmunity education and its practice
in Ideato North Local Govern~nentArea: hno State. The planning, execution, co-ordinating and
evaluation of the programme were carried out by the local goverlinlerlt authority and is imposed
Qn the people at the grassroots after liaising with the cornrr~unityleaders and elites 111 the
community. Against the idea of the progralnrnes being organized by or in collaboratron with the community to meet its education and developrnenr needs using resources in the con1 mututy
(Baba . 1994).
5.3 RECOMMENDATIONS
Based on the findings drawn from the data previously presented and discussed in the study. ihe
follosving recommendations are rnade.
(I) The local government authority sliould encourage the communities to get more men
committed to corrimunicy education activities than wotneti. EducationaT prograrnrnes may be extended to identified target groups by both non-g,overnmencal and governmental agencies to ensure greater success of adult education.
Understanding arid awareness of their educat~veroles towards the communrties, community development inspectors will go a long way in promoting commuti~tyeducation.
ECHcar 5.5 SUGGESTIONS FOR FURTHER RESEARCH -
From tlic findings of this research the following suggestions are made for further research.
The educational needs of different target groups ill rural co~ntnutiitiesin relation to corntnunrty developnlcnt.
Community education: A tool tor ranid rural development.
StmtegieS for effective comtnunitp education practices.
The educative role of community development inspectors at the state level. Communities should be allowed to be primary initiators of their community education
prnpran-cnies.
Community initiated programmes should be given room tiat necessarily imposing local,
state and national programmes on the people.
Community members should be uriIised more in com~nu~~ityeducation programmes not
necessarily con~munityleaders and elites.
All community education programmes slioulrl be carried out at the com~nunitresto
encourage mass participation, not at the local government headquarters.
Decisions relating to conlmunity education activities should not be left in the hands of
aged people, but youths thar are supposed to take over from them should be part of it.
ModerateIy the health facilities were improved but not enough. The health department
at the local government should work in collaboration with the cornrnunity to discover
their basic health needs :tnd plan on how to solve tliern.
lMPLlCATIONS OF THE STUDY FOR ADIJLT EDUCATION
The findings of this srudy Iwe a number of implications for Adult educators.
Bmd on the results of this study, it was discovered that c.o~ntnunitiesin Ideato North local government area had a Iot of pressing educational needs. These needs as gaps in kriowIedge need to be filled. It could be that this situation is applicable to other commuuities in tlie sue. The adult educators and community developers liave tlie tasks of providing for these needs in the communities. REFERENCES .
Ahai. N. (1994) AdultlComniunity Education and people centered development in papua New Guinea, in Veramu, J Adult and Community Education in the Sonth Pacific. Innovation and Cliange. Supplement to Adult Education and Development 43.
(1997) Note in class on Research Methodology in Education. Unpublished Note Book, Department of Education. University of Nigeria. Nsukka.
Anyanwu, C.N. (6982) Qmmu~iity Education and Development; the Experience in West Africa. Lagos: Abipririt Publ ishitig Company Limited.
Anyanwu, C.N. (19862 "Non-Formal Education and training for citizen participakn in rural development prograinmes" in Onioliewa. in M and Elieazu B. The right to learn: Role of non-Formal Education in Nigeria. Ibadan: Nigerian National Council for Adult Education (NNCAE)
Anyanwu, C.N. (1981) Prirlciple arid Practice of Adult Education and Co~iirnunitv -Development. Ibadan: Abiprint Pubiisliers
Anyanwu, C.N. (1985) Perspectives in Nigerian Community Education, Ibadan:
, Faculty of Education Lecture Series.
Baba, T.L. (1994) "Community Education Agenrs for the pacific in the 90's" in Veramu, Comrnunitv Education in the South Pacific. 1nnov;i~ and Change. Supplement to Adult Education and Development 43.
(1994) Adult and Community Education in South Pacific in Veramu, J. Adult and Con~munityEducation in South Pacific, -Innovation and Clianne. Supplement ro Adult Education and Development 43..
Clark, P.A. (1977). Life Centering Education, Midland: Reridecl Publishng and Olse E. G. Company.
Decker, E.L. (1975), Community Education, the need for conceptual franiework NASSP Charlottesville Virginia. Mid-A tlantic Centre for Community Education: University of Virginia 59 (394) 4 - 16. (1994) Community Education in the Cook Islands in Verarnu. J. Adult arid Cnmntunity Educarion in the South Pacific. Innovation -5upplernent to Adult Education a~idDevelopment. 43. larvis, P. (1994) An International Dictionary of Adult Education, London: Boutledge.
James, M.E.A. (1994) "An Overview of' Adult and Community Education 111 the South Pacific in Veramu, J. Adult and Co~nlnu~iit!;Erlucation in the South Pacific. Innovation and Clian~e.Supple~nent to Adult Education and Development. J3.
(1994) "Adult Educat~ori in Fiji'' In Vcramu, J. Adul~and Community Educario~i in rhe South Pacific: Innovation and Chan~e.Supplel~ient to Adult Education and Developmenr. 43.
Minzey, T. D. and (1 979) Community Education from prorramrne to Process: Le Tente, C.E. Midland: Penchnieat Publishing Chrnparly.
Meriarn. 0.S. and (1989) Handbook of Adult and Corltinuiiig Education: London: Gunnipham. M. P lossey - Bass Publishers
Nelson, B.H. (1995) A World-wide Ex~eriencrof a fif /-eight year. b& of the NSSE Part 1 (Prepared by the Year Book Committee).
Oduaran, A.B. (1994) An introduction to Crminiu~iitvDevelopment: Benin-city. 'IJNIREN Press.
Poster, Cir. (1977) The Scho~tand the Coinmunitv. London: Macrnillian Education Limited.
Rahani, M. (1994) "Adult and Coiiiniuriity Education in the SoIornon Isiand" in Veramu, J. Adult and Cornmuuitv Education, in the Soutt! pacific f rlnovation and Clianpe. Supplement to Adult Education arid Developrnent. 43.
Seay. D.C. ( 1977) Comriiunity Education and Social Ciiange. Inrernatinnal --Journal on Deve!anmenr 4(l j i5-23. I
Ume. T.A. ( 1988) Class Note on Comtnunity Devclnpn~ent: Theory and Practice 11. Departinent of Adult Education, University of Nigeria; Nsukka. 23. Ume, T.:4. (1981) "Towards a nod el of the Community - based institutions as a Technique for mass education". Adult Education in Nigeria fiA 29-47.
24. Unicef (1994) Gender equal it^ and Women Empowerment. Lagos: Gender and Deveiopment Section and Training and Staff Development Sect ion.
25. Vaar. hf. (1994) "Adult and Comlnunitp Education". 111 che Nauru University Centre, in Veraniu, J. Adult and Chmrnunity Education in the South Pacific Innovation and Chan~e.- Supplement to, Adult Educatrun and Development, 43.
26. Weaver. D.C. (1969) "Community Education a Cultural itnperative" Cosnmunitv School arid ir~Ad~ninistsatim. Midland: Penchel . Publishing Company. APPENDIX 1
MAP OF JIIEATO NORTH LOCAL GOVERWIENT AREA OF IhIO STATE APPENDIX III
AUTONOMOUS COMMUNITIES IN IDEATO NORTH LGA POPULATION AND SAMPLE OF TOWN UNION MEMBERS (VILLAGE BRANCH) COMMUNITY MEN WOMEN POPULATION SAMPLE Uruala 140
Obodoukwu 107
Osina I40
Utii 6 8
llmualaoma 9 8
Akpuru 94
Isiokpo 115
Urnuokwara 60
Ndiakaerne 120
Akohva 200
Ndiogbuoryeon~a 97 Arondizuogu -112 1336 Department. of Adut t Education University of Nigeria Nsukka , . . , . . _;- , ...... - . .--- - -.------______, ..__._ _. -- _.. " __.______- . . ------5th Wober , 1997
I am currently undertaking a Masters Degree Study on: The Role of Commrrnity
Education in Effective Community Development. A case study of ldeato North hcal
Government Area of Irno State.
Kindly complete the questionnaire. All infor~nationcollected will be treated in strictest
confidence.
Yours faithfully,
. .- . -.. . -. .--.-,- OflIn. r;ovETH. mocH.r..------. THE QUESTIONNAIRE (PART A)
PERSONAL CHARACTERISTIC OF THE RESPONDENTS
I (a) Male
.- . 2 Your age is.bemeen: .. . . .
(a) 16 - 25
( 66 and above
(3) Your Marital Status is:
(a) Single
(b) Married
(4) Your highest level in school is:
:a) No school at all (5) Your occupation is:
(a) Trader
(b) Farmer
(c) Civil Servant
(d) Teacher
(e) PouItry
(f Tailor ABPENDlX 111
PART B (OTHER INFORMATION)
(6) Please tick ( ) for only one of the following com~n"nit~education that have taken place in your community.
(a) Agricul~uralextension worksho;:,
(b) Health Education Progral~rnle
(cj Family planning for the married
(d) Water and Sanitation
(e) Better life enlightenment workshop for wornen
(f) MAMSER training
(g) Literacy classes
(h) Women EducationISkil t Centre
(i) Ohem (specify) ------
(7) The above indicated . i- - ' (c) The 61Govehment (d) Non-Governmental Organisation (e) Tile Community The pmgrarnrne was organized in (tick one) Cornmuni ty School Community Hal\ ViIlageiComrnrlnity Hmpita Village/Comrnunity Square Resource persons used in the programme (tick one the ma@ one): Village Schaol Headmasters Village Scfmol Teachers Village NurseslDoctors Community kaders Source of funds fbr the programme is (tick ou the major one); Money fiGm levies Money from Local Launching (c) Money from Donations (d) Government Grant . . . . -, -. NGO .- {el -pntlsupport -. .. - - .---* --- - ....-- -. . - - - ..--- - . - - . & .. .-I . .-... .- , . . . . - - . . (a) The whole community (c) Men -. . , ...... (dj The Youth -. . . .. (el Tne Adolescent In Nos. 12 - 17, respond to each question using one these answers: Stron& Agree S A. Agree . . A Disagree D Strongly Disagree SD (12) In the community Education programme organized ill yvur community: The target group participated in problem identificatiori The target group participated in programme planning The target group participated in programme execution The target group benefited from the programme (13) The community Education programme that was carried out aided in: SA A U D SD a Building of Roads b Human Development c Economic Development d Food Production ...... e - . Infrastructural--Development ...... i f Provision of Water g Provision of Electricity 1 i The community education programmes carried out aided the community educationally through the promotion of: SA A U D SD a Literacy Education b European Education I c Skill Acquisition for Youth and Women d Women Education e Empowerment Education 1 I f Others (specify) ...... i The community education programme carried out helped the community in healthy living promotion through: Primary Health Care Environmental Sanitation training Maternal and Child health Personal Hvgiene Disease prevention technique None of the above Others (specify) (16) The community education carried out help i11 the provisim of amenities like: S A A U D SD a Pipe borne water b Borehole c Well d Electricity e Building of Roads I f Hospital g School i i h Others (specify) I ...... (17) The community education programme carried out helped to increase agricultural practice and provision in areas like: SA A U D SD a Food yield b Cash crop yield c Fertilizer procurement d Provision of mechanized means of farming e Others (specify) . I ...... (18) The community education programme were planned only for the: (tick only one) (a) Elite (b) Farmers (c) Illiterates (d) Well to do members of the community (e) The poor class of the society (0 All classes of people i (g) None of the above Others (specify) Participants in the programme were mainly (tick only one) The Poor The Rich The Elite Farmers Women -Men Illiterate None of the above Others (specify)