CHAPTER ONE

INTRODUCTION

Background of the Study

Education, which is officially perceived as an instrument “parexcellence” for effecting National development is also an instrument forstability and change in any progressive society (Federal Republic of Nigeria2004). According to the National Policy on Education and in line with thephilosophy and goals of education in Nigeria, education fosters the worth anddevelopment of individuals and society in general. It is geared towards selfrealization,better human relationship, individual and national efficiency,effective citizenship, national consciousness, national unity, social, cultural,economic, political, scientific and technological progress. Ameh (2005)described education as a corner stone for development, that is, the basis foracquiring literacy, vocational skills, technological advancement and the abilityto harness the natural resources of the environment. Ogbonnaya (2004) viewededucation as an essential factor for political development and emancipation ofthe citizenry, an instrument for socializing people and preparing them forpolitical positions. From the forgoing, it is clear that education broadensindividuals’ horizon, develop their physical, intellectual, affective and socialabilities thereby equipping them to improve the welfare of the society andadequately utilize the natural and human resources available to them.114Realizing the importance of education to civilization and world economy,as well as the observed direct and mutual relationship between education anddevelopment, investments in qualitative and sustainable educational systembecame the priority of all nations (Damar 2003). Educational reforms weresought world-wide to ensure widened access so that every individual in thesociety is enabled to have basic education whatever the age, sex, religion andthe status of the individual. In fact the concept of life-long education andEducation for All (EFA) were programmes which emphasized wide access toeducation (Aderinoye 2005).

In Nigeria, a lot of efforts worthy of note were made by national andinternational bodies to improve access to education for all, among which wereopening of primary schools and seminary colleges by the missionaries as earlyas between 1942 and 1946, introduction of Universal Primary Education (UPE)in 1976, launching of National Literacy Day on September 8, 1992 to generatefund for the management of free primary education all of which culminated inthe introduction of Mass Literacy Programmes. Mass Literacy Programmesdeals with the provision of fundamental education including acquisition ofreading, writing and numeracy skills which are to be applied for thedevelopment of the individual and the community (National Mass EducationCommission (NMEC) 2008). For the purpose of Mass Literacy, threeeducational programmes were adopted.