Evaluation of the Adult Reduction Program’s Contribution to Education for Self-Actualization
Chapter One of the table of contents
Background information for the study
1.2 Statement of the Issue
1.3 Purpose of the investigation
1.4 Research Problem
1.5 Importance of the research
1.6 Scope and restriction
1.7 Definition of Key Phrases
APARTMENT TWO
An examination of related writing
Adult education options
adage about the value of adult education
The social role of adult education
the foundations of adult education
Adult education issues
SECTION THREE
Research Techniques
3.1 Research Approach
3.2 Study participants
3.3 Population sample
Instrumentation: 3.4
3.5 Reliability and validity
3.6 Gathering of information
3.7 Data evaluation
CHAPITER IV
data analysis and interpretation
CHAPITER 5
Summary \sFindings \sRecommendation
REFERENCE \sQUESTIONNAIRE
FIRST CHAPTER INTRODUCTION
1.1 THE STUDY’S BACKGROUND
Adult education is any education provided to an adult, male or female. Many people believe that education only occurs in a classroom setting, as a series of lessons on predetermined “subjects” followed by periodic exams and culminating in a “qualified” or ticket to determine the type and level of job. From this perspective, anyone who has never attended school is uneducated and ignorant. Such a viewpoint was typical of the colonial era, when foreign rulers were eager to encourage people to absorb a particular sort of knowledge—that which would make them competent storekeepers or clerks—and not to go beyond it to independent thought and inquiry.
The front page of a newspaper, a radio advertisement, or a conservation at the market can all provide informal learning opportunities. Learning becomes a component of the educational process when it is actively encouraged. Education may be undertaken at any age if it is a lifelong endeavor. The official achievement of maturity is frequently commemorated by specific ceremonies and rituals, ranging from traditional initiation to twenty-first birthday celebration, even though it is acknowledged that some forms of learning, notably talents, may depend on youthfulness.
These characteristics include physical maturity, the ability to marry and have children, at least the possibility of earning a livelihood and making a contribution to society via one’s job or thought, and the acknowledged right to exercise whatever civil rights the political system permits (such as paying of taxes and voting). Adults are expected to assume full accountability for their actions, whatever debt they accrue, and any agreements they enter into. A straightforward, practical definition of an adult is a person who has reached complete physical development and chooses to have the right to engage as a responsible parent, employee, and member of society. This definition applies to both men and women.
Any education provided to an adult, whether a man or woman, can also be viewed as adult education. It includes the adult’s acquisition of information and skills, and it includes literacy instruction that enables adult learning of reading and writing. It encompasses all adult education provided in conventional culture. This is the learning process that takes place at home, in traditional or secret organizations, or during gatherings of people of a similar age.
1.2 HISTORY OF THE PROBLEM
The study project aims to determine how adult education programs contribute to education for self-actualization. local government district of egor.
The formal school system is unable to address the needs of these adult learners owing to their age and the timetable for the lectures, thus adult education programs are a designed structure for them.
The adult education program’s planners should have broad goals and objectives that align with federal government education policy.
1.3 PURPOSE OF STUDY
Once the contribution of adult education to self-actualization in the egor local government area has been established, it is crucial to identify the goals and, thus, the aim of this study.
1. to ascertain how adult education affects self-actualization
2. to ascertain whether adults may actually obtain a white collar job after education
3. to determine if adult students can morally improve their homes toward knowledge acquisition during their period of education.
4. to keep the adult population at the level of proficiency in knowledge, insight, and skill that society demands
The following research questions were developed for the purpose of this study.
the significance of adult education
what were the motivating elements for adult education?
What percentage of people in the egor local government area are illiterate?
What role is society playing in the development of adult education programs? How can adult education benefit both men and women in society? Is there a connection between adult education and the elimination of illiteracy in our society? Is the level of illiteracy in the egor local government area permanent among men or women?
1.5 IMPORTANCE OF THE STUDY
The adult learner at this stage of learning must gain throughout this term of study. This program is for individuals who were unable to receive education at the appropriate time.
The adult learner is free to pursue education in any topic in which he believes he will excel; this will be his area of expertise. He must, however, be an expert in that field and cultivate the enthusiasm necessary to instruct others. Adult learners must be skilled instructional planners who clearly define the course’s objectives and outline the best evaluation strategies in order to meet the course’s stated educational objectives.
1.6 SUBJECT MATTER AND STUDY LIMITATIONS
The study’s foundation is the role that adult education plays in self-actualization. To understand the importance of adult education for future social, economic, and political growth as well as for self-actualization. It also highlights some of the benefits and drawbacks of working as a professional adult educator. The inquiry will be conducted with the help of students, parents, teachers, and principals at a few chosen local centers.
Definition of terms, section 1.7
Long life education refers to the idea that learning should be a continuous process from birth to death for each individual.
Adult: A person who has attained the legal age of 19 and is able to accept responsibility for their actions is considered to be an adult.
A person who lacks access to formal education is said to be illiterate. He is often a conservative peasant farmer who adheres to the established customs and ways of life in the neighborhood.
