ABSTRACT

The major purpose of the study was to find out the influence of proliferation of adult education centres on the development of qualitative education in Enugu State. Five research questions were. posed to guide the study. The study adopted the descriptive survey research design. Stratified proportionate random sampling technique was used to sample out four hundred adult learners and fifty facilitators from a population of 1689 adult learners and 145 facilitators in the state. The instrument used for data collection was the researcher designed questionnaire. The data collected were analyzed using statistical mean and standard deviation. Findings of the study revealed that proliferation of centres enable the beneficiaries to acquire functional literacy education to a low extent; Proliferation of adult education centres enable the beneficiaries to acquire functional literacy education to a low extent. The proliferation of adult education centres has helped the beneficiaries to acquire functional and remedial education to a low extent. The beneficiaries of adult education programme do not acquire basic knowledge and skills to a high extent as a result of the proliferation. The beneficiaries of adult education programme are not provided with in-service, vocational and professional training to improve their skills to a high extent. Proliferation of centres does not give the beneficiaries the necessary aesthetic, cultural and civic education for public enlightenment to a high extent. Based on the findings, some recommendations were made which includes: Sensitization campaigns should be carried out in the communities by the government on the need for functional adult literacy rather than proliferation of the centres. More professional adult educators should employed by the agency for mass literacy rather than proliferation. Acquisition of basic knowledge and skills should be emphasized in the programme rather than proliferation of the centres. The government sector that is in-charge of adult literacy and mass education should include in the curriculum of the adult education programme, vocational, and professional skills. Aesthetic, cultural and civic education should form part of the curriculum of the programme rather than proliferation of centres.