Paulo Freire’s Adult Education Philosophy as an Alternative for Instructional Delivery in University in Nigeria.
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Date
2016-03-11
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Faculty of Education & Extension Services, Usmanu Danfodiyo University, Sokoto, Nigeria,
Abstract
This paper argues that Nigerian universities' instructional delivery mechanism is faulty and cannot guarantee effective teaching and learning 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 an 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 Freire’s Adult Education Philosophy as an alternative for instructional delivery in universities in Nigeria. To this end, the paper examines the situational analyses of instructional delivery in universities in Nigeria. Also philosophy of Paulo Freire 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 if 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 teaching and learning where learners and teachers are co-partners in learning.
Description
Joint Authorship
Keywords
Adult Education, Instructional Delivery, Philosophy of Adult Education, Alternative