Browsing by Author "MURTALA AKANBI YUSUF"

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    Bridging The Gap: Integrating Non-Formal Education Entrepreneurship Skills Into Adult Literacy Programmes in Nigeria
    (Published by Faculty of Education and Teacher Training, State Islamic University Sulthan Thaha Saifuddin Jambi, 2024-12-31) MURTALA AKANBI YUSUF; ADULSALAM OLADIMEJI SHOLAGBERU
    This study explores the integration of innovative and creative non-formal entrepreneurship skills into adult literacy programs in Nigeria, responding to the persistent challenge of adult illiteracy and the limited relevance of traditional literacy curricula to current socioeconomic realities. Despite government efforts, a substantial proportion of adults remain without functional literacy, which hinders their personal growth and economic participation. Through a descriptive and analytical approach grounded in the literature and experiential insights, this study identifies key entrepreneurial skills, such as business idea generation, business planning, financial literacy, new venture creation, fund sourcing, advertising, and networking, as critical tools for empowering adult learners. This study further outlines a strategic implementation framework that includes needs assessment, curriculum redesign, facilitator training, resource development, mentorship, and ongoing evaluation. The findings suggest that embedding these skills into literacy education not only enhances the practicality and attractiveness of programs but also enables learners to contribute to sustainable development. The paper concludes by advocating for policy and institutional support to facilitate transformative integration.
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    Paulo Freire's Adult Education Philosophy as an Alternative for Instructional Delivery in Universities in Nigeria.
    (Published by Faculty of Education and Extension Services, Usmanu Dan fodiyo University, Sokoto, Nigeria., 2016) MURTALA AKANBI YUSUF; SHOLAGBERU ABDULSALAM OLADIMEJI
    This paper argues that Nigerian universities instructional delivery mechanism is faulty and cannot guarantee effective teaching and leaning which will result to production of sound informed, critical and productive graduates. The Nigerian university teachers through their approaches to teaching domesticate, repress and intimidate learners. This process grows and develops narrow consciousness and narrow-minded individuals who cannot champion the course of addressing Nigerian problems and efforts towards national sustainable development. Thus, the need for searching alternative approach to teaching in order to reposition the system with a view to producing graduates who are skilled to move the country forward. Against this background. the paper calls for exploration of Paulo Preive's Adult Education Philosophy as an alternative for instructional deliver in universities in Nigeria. To this end. the paper examines the situational analyses of instructional delivery in universities in Nigeria. Also, philosophy of Paulo Freive and its implications to teaching and learning in universities in Nigeria were discussed. The paper concludes that the quest for producing university graduates who will be able to confront Nigerian problems and promote sustainable national development will be realized Nigerian university teachers move away from "banking" education and embrace problem-posing model of education through conscientization where learners and teachers are seen as co-partners in learning. The paper recommends among others that Faculty of Education in Nigerian universities should continue to pressurize their university senates to mandate all academic staff who do not have teaching qualification to undergo postgraduate course in education in order to acquire relevant teaching qualification with a view to understanding rudiments of reaching and leaming where leaners and teachers are co-partners in learning.