Repositioning Adult Education Curriculum through Information and Communication Technology (ICT) and Peace Education for National Development in Nigeria

Blessing Akaraka Mbah


This study deals on repositioning adult education curriculum for national development. It was a survey carried out in Abakaliki urban, the capital city of Ebonyi State, Nigeria. Thirty adult instructors and 138 adult learners formed the sample of the study. Two research questions and two null hypotheses guided the study. A researcher-made questionnaire consisting of 20 items was used for data collection. The reliability of the instrument was ascertained through test-retest method, and using Pearson Moment correlation coefficient, a reliability coefficient of 0.84 was obtained. Mean and t-test statistics were employed to analyze the data in order to answer the research questions and test the two null hypotheses. The alpha level for test of hypotheses was set at 0.05. Results showed that inclusion of ICT into adult education curriculum will help the adult learners among others to become independent learners; acquire entrepreneurship skills; obtain information literacy; help improve the jobs and careers of the adult learners, and motivate adult learners for life-long learning. The results also showed that inclusion of peace education in the curriculum of adult education in Nigeria will go a long way to conscientize, sensitize and educate the adult learners to maintain peace in their communities and the country at large. It was therefore recommended that ICT and peace education be included in the adult education curriculum in Nigeria.

Keywords: Adult education curriculum, ICT, peace education, national development

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