ASSESSMENT OF THE IMPACT OF ADULT EDUCATION

PROGRAMMES IN REDUCING UNEMPLOYMENT AND POVERTY

AMONG YOUTH IN GWALE LOCAL GOVERNMENT KANO STATE

BY

HUSSAINI YUSUF FALALU EDU/20/ADE/00897

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF ADULT

EDUCATION AND COMMUNITY DEVELOPMENT, FACULTY OF EDUCATION,
BAYERO UNIVERSITY, KANO IN PARTIAL FULFILMENT FOR THE
REQUIREMENT FOR THE AWARD OF BACHELOR DEGREE IN ADULT
EDUCATION AND COMMUNITY SERVICES.

FEBRUARY, 2025

1
 DECLARATION
I hereby declared that this project titled “Assessment of the Impact of Adult Education

Programmes in Reducing Unemployment and Poverty Among Youth in Gwale Local

Government Kano State" is a project work carried out by us under the supervision of Dr. Auwal

Halilu submitted to the Department of Adult Education and Community Development, Faculty of

Education.

_______________________ _______________________
Hussaini Yusuf Falalu EDU/20ADE/00897

2
 APPROVAL / CERTIFICATION PAGE
This is to certify that project written on “Assessment of the Impact of Adult Education

Programmes in Reducing Unemployment And Poverty Among Youth in Gwale Local

Government Kano State " is a work written by Hussaini Yusuf Falalu with registration number

EDU/20/ADE/00897 and Naziru M. Rabi’u EDU/20/ADE/00871

___________________________ __________________
Dr. Auwalu Halilu Date
Project Supervisor

___________________________ __________________
Dr. Samir Halliru Date
Project Coordinator

___________________________ __________________
Prof. Ghali Sa’id Date
Head of Department

___________________________ __________________
External Examiner Date

3
 DEDICATION

This project is dedicated to our lovely families for their financial support and necessary assistance

throughout academic journey and also dedicated to the department of adult education and

community services.

4
 ACKNOWLEDGEMENTS
All praise and glory be to Allah Almighty, The Most Grateful and The Most Merciful, The Creator

of heaven and earth, who in His divine power made the completion of this project a reality. May

peace and blessing of Allah be upon the our beloved holly prophet Mohammad (SAW) and his

nobles companions. May Almighty Allah forgive our parents and grand them jannatul firdausi.

We express my profound gratitude to our great Project supervisor Dr. Auwalu Halilu who has

provided us with kindness, guidance, support and for his constructive criticisms throughout this

research work. May all Almighty Allah open the shower of blessing to him and his family.

Special gratitude goes to our wonderful Level coordinator Dr. Samir Halliru for his guidance,

encouragement and friendliness throughout the year of my programmes, thank you Sir.

We are also grateful to all our lecturers Prof. M.B Shittu, Prof. Bala Zakari, Prof. Ya’u Haruna

Usman, Prof. Fatima M. Umar, Prof. Idris Wada Aujara, Prof. Ghali Sa’idu, Dr. Babangida Ladan,

Dr. Usman Abba, Dr. Samir Halliru, Dr. Biyaminu, Mr. David Usuwe, Mal. Jamilu Ahmad,Malam

Muhammad El-Gambo, Malam Sanusi Shehu Gaske, Malam Aliyu Abdulrahman Sa’ad, Dr.

Hauwa Muhammad Gimba, Dr. Ummu Hassan Ba zata, Malama A’isha Muhammad Ashir, and

all non-academic staff of the department etc for nurturing the seed of knowledge in us, most

especially who took their time, knowledge and guidance to see the successful completion of the

during the period of my academic struggles. Thanks a lot, may God bless you all.

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 ABSTRACT

This research study investigates the Assessment of the Impact of Adult Education Programmes on
reducing unemployment and Poverty among youth in Gwale local government Kano State. To
achieve the study; four objectives, three research questions and three hypotheses were raised to
guild the study. The study will adopt descriptive survey design with a population of 835 adult
learners from Gwale Local Government Area. Simple random sampling techniques will be used to
get sample size of 200 adult learners from the Gwale Local Government Area of Kano State. Self-
designed questionnaire tagged “Questionnaire on assessment of the Impact of Adult Education
programmes in reducing poverty among youth in Gwale Local Government Area” will be used for
the study. Two theories will be adopted. Face and content validity was used while Split-Half was
used to determine the reliability of the instrument, the scores will be correlated using the Pearson
Product Moment Correlation Coefficient (r) at 0.78 level of significance. The data will be analyzed
using mean and standard deviation, while Z-test was used to test the null hypotheses at 0.05 level
of significance.

Keywords: Adult, Adult Education, programmes, unemployment, Poverty, youths. Gwale Local
Government Area of Kano State.

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 TABLE OF CONTENT

Title Page - - - - - - - - - -i

Declaration - - - - - - - - - -ii

Approval / Certification Page -- - - - - -iii

Dedication - - - - - - - - - -iv
Acknowledgements - - - - - - - - -v
Table of Content - - - - - - - - -vi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study - - - - - - -1
1.2 Statement of the Problem - - - - - - -5
1.3 Objectives of the Study - - - - - - -6
1.4 Research Questions - - - - - - - -6
1.6 Significance of the Study - - - - - - -6
1.5 Scope and Limitation of the Study - - - - - -8
1.7 Operation Definition of Terms - - - - - -9

CHAPTER TWO: REVIEW OF THE RELATED LITERATURE

2.1 Theoretical Framework - - - - - - - -11

2.1.1 Human Capital Theory - - - - - - - -11

2.2 Conceptual frame work - - - - - - - -13

2.2. 1 Concept Of Adult Education - - - - - - -13

2.2.2 The Concept of Unemployment - - - - - - -15

2.3 Types of Adult Education Programmes - - - - - -16

2.4 Types of Unemployment - - - - - - - -18

2.5 The Prevalence of Unemployment in Nigeria - - - - - -20

2.6 The Concept of Poverty - - - - - - - -21

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2.6.1 The Rate of Poverty in Kano State - - - - - - -23

2.7 The Impact of Adult Education in Reducing Unemployment and Poverty - -23

2.8 Relationships Between Poverty, Unemployment, and Adult Education - -26

2.9 Review of Empirical Studies - - - - - - -28

2.10 Summary of Literature Review and Uniqueness of the Study - - -30

CHAPTER THREE: METHODOLOGY

3.1 Research Design - - - - - - - - -31

3.2 Population and Sample - - - - - - - -31

3.2.1 Population of the Study - - - - - - - -31

3.3 Sample Size and Sampling Techniques - - - - - -32

3.4 Instrument for Data Collection - - - - - - -33

3.4. Validation of the Research Instrument - - - - - -34

3.4.1 Validity - - - - - - - - - -34

3.4.2 Reliability of the Instrument - - - - - - -

3.5 Procedures for Data Connection - - - - - - -34

3.6 Method of Data Analysis - - - - - - - -35

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1 Socio-Demographic Characteristics of Respondents - - - -36

4.2 Data Analysis and Presentation - - - - - - -36

4.3 Summary of the Findings - - - - - - - -44

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4.4 Discussion of Findings - - - - - - - -45

CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary - - - - - - - - -46

5.2 Conclusion - - - - - - - - -46

5.3 Recommendations - - - - - - - -48

References - - - - - - - - -49

Appendix A - - - - - - - - -52

Appendix B - - - - - - - - -54

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 CHAPTER ONE

INTRODUCTION

1.1 Background to The Study.

According to the latest poverty statistics, approximately 9.2% of the global population, or about

700 million people, live in extreme poverty. Extreme poverty is defined as living on less than $1.90

per day. This population is largely concentrated in developing countries, with about 90% of people

living in extreme poverty residing in sub-Saharan Africa and South Asia.

In addition to those living in extreme poverty, about 26% of the global population, or about 1.3

billion people, live in moderate poverty. Moderate poverty is defined as living on between $1.90

and $3.20 per day.

Poverty disproportionately affects children, with about half of the world’s poor being children

under the age of 18. Poverty has serious consequences for children’s health, education, and overall

well-being. It can also have intergenerational impacts, as children who grow up in poverty are

more likely to experience poverty as adults.

In Nigeria, poverty and penuriousness is pervasive to the extremity, which is over 140 million of

people out of 280,0 million of 2022 estimated population, that is to say; half of the population is

said to live below poverty level, one dollar in a day, with over 40 million children having no access

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to education. Nigeria is a multi-ethnic and culturally diverse federation of 36 autonomous states

and the Federal Capital Territory.

Between 2000 and 2023, Nigeria’s economy experienced broad-based and sustained growth of

over 15% annually on average, benefitting from favorable global conditions, and macroeconomic

and first-stage structural reforms. From 2015-2022, however, growth rates decreased and GDP per

capita flattened, driven by monetary and exchange rate policy distortions, increasing fiscal deficits

due to lower oil production and a costly fuel subsidy program, increased trade protectionism, and

external shocks such as the COVID-19 pandemic. Weakened economic fundamentals led the

country’s inflation to reach 24-years high of 31.7% in February 2024, which, in combination with

sluggish growth, has pushed millions of Nigerians into poverty.2001: National Poverty Eradication

Programme (NAPEP).

Despite having the largest economy and population in Africa, Nigeria offers limited opportunities

to most of its citizens. Nigerians born in 2020 are expected to be future workers 36% as productive

as they could be if they had full access to education and health, the 7th lowest human capital index

in the world. Weak job creation and entrepreneurial prospects stifle the absorption of the 3.5

million Nigerians entering the labor force every year, and many workers choose to emigrate in

search of better opportunities. The poverty rate is estimated to have reached 45.9% in 2024, with

an estimated 137 million Nigerians living below the poverty line — the world’s second-largest

poor population after India.

Spatial inequality continues to be large, with the best-performing regions of Nigeria comparing

favorably to upper middle-income countries, while the worst performing states fare below the

average for low-income. In most areas of Nigeria, state capacity is low, service delivery is limited,

and insecurity and violence are widespread. Infrastructure gaps constrain access to electricity and

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hinder the domestic economic integration that would allow the country to leverage its large market

size, which is aggravated by trade protectionism. Emerging problems such as the increased severity

and frequency of extreme weather events, especially in the northern parts of the country, add to

this long-standing development challenges.1976: Operation Feed the Nation.

Nigeria had one of the world's highest economic growth rates, averaging 9.4% according to the

Nigeria economic report that was released in July 2021 by the World Bank. Following the oil price

collapse in 2014–2016, combined with negative production shocks, the gross domestic product

(GDP) growth rate dropped to 2.7% in 2015. In 2016 during its first recession in 25 years, the

economy contracted by 1.6%. Nationally, 43 percent of Nigerians (89 million people) live below

the poverty line, while another 25 percent (53 million) are vulnerable. For a country with massive

wealth and a huge population to support commerce, a well-developed economy, and plenty of

natural resources such as crude oil, and human resources, the level of poverty remains

unacceptable. However, poverty may have been overestimated due to the lack of information on

the extremely huge informal sector of the economy, estimated at around 60% more, of the current

GDP figures. As of 2018, the population growth rate is higher than the economic growth rate,

leading to a slow rise in poverty. According to a 2018 report by the World Bank, almost half the

population in Nigeria is living below the international poverty line ($2 per day), and

unemployment peaked at 25.1%. Most of the citizens are faced with limited financial

opportunities, extreme lack of opportunities to the access of education, relative poverty and

absolute poverty, unemployment, a lack of access to information technology resources, and other

uniquely debilitating environmental circumstances as poverty.1972: National Accelerated Food

Production Programmes and the Nigerian Agricultural and Co-operative Bank.

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This however, the lopsided distribution of poverty amongst the citizenry of this country is acutely

pronounced regionally, with the North-West and North-East regions bearing the brunt of its burden,

reporting the highest poverty rates in 2023,at 87.7 percent and 86.3 percent, respectively. Despite

the establishment of various anti-poverty Programmes such as : the Directorate of Food, Road, and

Rural Infrastructure (DFRRI), the National Directorate of Employment (NDE),and the National

Poverty Eradication Programme (NAPEP), recently under this administration of Bola Ahmed

Tinibu created New poverty reduction Programmes like; Renewal Hope Program (RHP),

Conditional Cash Transfer (CCT),2024 Nigerian Educational Loan Funds (NELFUND), Federal

Government Grants Loan (FGGL), Permeative, corruption and mismanagement have considerably

compromised their efficacy, yielding limited success (Ihonvbere,2008; Kankwenda,2001).

Therefore, Adult Education is a human resource development (HDR), which accommodates the

educational needs of the citizens of this country according to their differing age levels, growth and

development needs. As Adult Education passes through its burgeoning years of increased

recognition and attention by governments and non-governmental organisations as a tool for

development, the multi-Variated and multi-faceted nature of its programmes and structures

coalesced to form a comprehensive whole. It fills the psychological, socio-economic, political,

physical and cultural vacuum created by dearth of locally and non-locally untapped resources at

the country's disposal. Denga, D.I. (1986).

Hence, in Kano state, government created Some empowerment programmes to reduce sharp of

poverty in the state. In Adult Education Programmes play a pivotal role in harnessing and

mobilizing the necessary material resources, human resources, natural resources and capital

resources in addressing this poverty and the state of penuriousness, and unemployment as menace

to our various communities, be it local, state and federal; by equipping the citizens with the

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necessary skills and knowledge to enhance their local skills, talents and potentiality in a rapidly

evolving world of change. “Adult Education is more than literacy or remedial education to fill the

gaps. It is something people need, and want as long as they are alive, and regardless of the amount

of their literacy development, and functional skills. It must therefore be an integral part of any

modern country's education system ". Tugbiyele (1975).

Furthermore, the UNESCO Global Report on Adult Education (2019),highlights the paramountcy

of Adult Education in fostering a culture of lifelong and life-wide learning as a means to counteract

poverty and unemployment and promote sustainable development. These programmes not only

empowering the individuals no navigate challenges and complexities in life, but also contribute to

overall economic resilience by cultivating a skilled and inspired workforce.

1.2 Statement of The Problem

Nigeria is a "Third World" country. The term equates poverty, corruption, unemployment,

kidnapping, wonton murder, mismanagement of local and national resources, electoral fraud,

nepotism, graft, and the likes. Nigeria's disheartening rank as the " third world ",the poorest nation,

unautonomous, as indicated in the World Bank (2014) report, starkly contrasts its abundant natural,

human and capital resources. The critical reality is that a substantial portion of its population

remains trapped, enslaved in the bondage and scourge of poverty, and unemployment. Recent

statistics paint an even bleaker picture : Relative poverty and absolute poverty in (2022),

earmarked at an alarming 81.5 percent of relative poverty ,and 71.9 percent of an absolute poverty

; and those forced to survive on less than a dollar a day at a staggering direction 82.8 percent (NBs,

cited by Subair,2012).This persistent and escalating situational poverty stands in stark

contradiction to Nigeria's vast potential for economic and social development. Many of the

countries formerly lumped together as ‘Third World’ have been shown to possess differing levels

14
of economic and technological advancement. For instance, ‘Third World’ India, Singapore,

Malaysia, Brazil etc, are industrial and technological giants rivaling any in the world.

Against this backdrop, this study endeavors to comprehensively assess the Impact of Adult

Education Programmes on the twin issues of poverty and unemployment in Gwale Local

Government, Kano State.

1.2 Objectives of the study

The Research Study explores to achieve the following Objectives:

1. Identify Adult Education Programmes for Poverty and Unemployment Alleviation in

Gwale Local Government Area, Kano State.

2. To Examine and scrutinise the critical relationships Adult Education Programmes and

Poverty and Unemployment in Gwale Local Government Area of Kano State.

3. To determine the impact of Adult Education Programmes on Poverty Alleviation and

Unemployment Eradication in Gwale Local Government Area.

4. Examine the challenges faced by adult education programmes in reducing unemployment

and poverty amongst youths in Gwale Local Government Area, Kano State.

1.4 Research Questions

1. What are the Adult Education Programmes for Alleviation of Poverty and Unemployment

in Gwale Local Government Area?

2. What are the Relationship between Adult Education Programmes on Poverty alleviation,

and Unemployment amongst youths Gwale Local Government Area?

3. What are the Impacts of Adult Education Programmes on Poverty alleviation and

Unemployment eradication amongst youths in Gwale Local Government Area?

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1.5 Significance of the Study

This Research underpins profound significance as it addresses a critical issue that continues

degrading the Nigeria's progress. By critically examining the depth of the dynamics between Adult

Education Initiatives and their potentials in order to alleviate both poverty and unemployment,

particularly within the specific context of Gwale Local Government Area Kano State, this research

contributes to a deeper length of understanding of these cross-contextual challenges.

One of the macro domains of the importance of this study is to redirect focus and concentration on

theses persistent socio-economic issues of poverty and unemployment. Theses challenges remain

inextricably injected and have far-aching consequences on the well-being of the individuals, and

the nation as a whole. By adhering to the microcosm of the scope to Gwale Local Government

Area, the research recognises the contingency to tailor the interventions to the local circumstances,

thus fostering a nuanced understanding of these socio-economic conundrums. The significance of

the study underscores the following bodies towards immediate interventions to the identified

problem, namely:

1. Policy makers.

2. Researchers.

3. Department of Adult Education and Community Services.

4. Academia.

5. Community Members.

6. Non-governmental Organizations.

7. Pressure group.

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This is however, has the tools to empower the local community, by understanding how adult

education Programmes and project can contribute towards alleviating poverty and unemployment

in Gwale Local Government Area, Kano State. The research findings can foster awareness and the

significance of adult education in the context of poverty and unemployment eradication, which

allows and empower the local community to stir the mantle of local ownership of their socio-

economic domains.

In conclusion, the research's significance transcends academic inquiry, offering practical values

through its potential programmes and projects to influence the aforementioned academic and non-

academic bodies, to contribute to academic discourse, and empower the community. By casting

some blue light on the intricate relationships between adult education, poverty reduction, and

unemployment alleviation, this study aims to contribute to meaningful change in Gwale Local

Government Area, and potentially serves as a model for addressing similar challenges in other

regions.

1.6 Scope And Delimitation Of The Study

The scope and delimitation of the study focuses on alleviation of poverty and unemployment

amongst youths in Gwale Local Government Area, Kano State, which encompasses a

comprehensive investigation and probing into an empirical study of various Adult Education

Initiatives implemented within the trajectory of the geographical location. The study aims at

assessing the direct and indirect effects of these Programmes on the levels of poverty and

unemployment amongst the youths of the population. The scope includes:

1. Examination of the current curricular of Adult Education Programmes in reducing poverty

and unemployment in Gwale Local Government Area.

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 2. The Teaching Methodologies and Outreach Strategies of Adult Education Programmes

within the trajectory of Gwale Local Government Area.

3. The scope explores the demographic characteristics of the youth participants such has, age,

gender, educational background, socio-economic status in order to provide flexible

understanding of the impact of education Programmes and projects on the group.

However, it is a quintessential to acknowledge certain delimitations to ensure the study's focus and

manage the research constraints in relation to the identified problem of the local vicinity as follow:

1. The study concentrates specifically on Gwale Local Government Area, Kano State,

limiting the generalisation of findings to other regions.

2. The research primarily assess the positive impact of adult education programmes and

project on youth and the findings may not be applicable to other regions or age groups .

3. The study will not delve into a detailed analysis of broader economic or policy factors that

may influence poverty and unemployment, but rather will concentrate on the direct impact

of adult education Programmes. By clearly defining the scope and delimitations, the

research can maintain a critical focus and manageable approach to provide valuable

insights into the impact of adult education Programmes on alleviation of poverty and

unemployment amongst the youths in Gwale Local Government Area, Kano State.

1.7 Operational Definition of Terms

1. Adult: Is a person rates from 18 years to above , biologically ,socially, politically,

economically, and chronologically independent, whose roles in economic, social

,biological, and political, cannot be overemphasised due to dimensionally varied of

18
 responsibilities, and charges of different obligations ,and autonomous life in socio-

economic development, and personal growth in Gwale Local Government Area, Kano

State.

2. Adult Education: Refers to the potent instrument for social, economic, and political

development that added impetus in Programmes, initiatives, learning activities, and other

courses of localisation of resources within Gwale Local Government Area, Kano State, in

relevant association for poverty reduction and unemployment rates.

3. Programmes: Refers to the investigated and analysed documents approved by the Adult

Education and Community Development experts in order to implement a Community

interventional framework and comprising a consistent set of priorities and specific annual

measures, and which may be implemented through recourse to one or more initiatives or

interventions, to one or more of the existing identified challenges in Gwale Local

Government Area.

4. Unemployment: Refers to the condition of which the youths in Gwale Local Government

Area, who are capable of working potentially actively seeking work, but unable to find any

relative work. It is important to note that to be considered unemployed a person must be an

active member of the labour force and in search of remunerative work.

5. Poverty: Poverty is a state or condition in which the youths or community members of

Gwale Local Government Area, lack the prerequisite resources and other financial

resources for a minimum standard of living.

6. Youths: Refers to the young persons who are transiting from childhood to adulthood, that

is, from 15 years to 18 years in Gwale Local Government Area.

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 CHAPTER TWO

REVIEW OF THE RELATED LITERATURE

2.1 Theoretical Framework

2.1.1 Human Capital Theory

Human Capital Theory or Human Assets Theory is a concept used by economists to designate

personal attributes considered useful in the production process. It encompasses that individuals

can improve their knowledge, skills, technical know-how, good health, and education. Human

capital has a substantial impact on individual development, employability and income generation.

Research indicates that human capital investments have high economic returns throughout

childhood and young adulthood.

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However, according to Becker (1964) defined Human Capital Theory as " a well-established

economic theory that posits that individuals can improve their socio-economic outcomes by

investing in their education, skills, and knowledge". This denotes that individuals who acquire

more human capital through education and training are likely to have higher earning potential and

improved socio-economic well-being. Investment in education: according to the theory

,individuals make investments in education, and life-long learning attitude in order to enhance

their skills and knowledge.

The National Youth Council of Nigeria (NYCN) was established In 1964. It is charged with the

responsibility of policy formulation and implementation on issues relating to youth development

in Nigeria. It is the umbrella body and the mouthpiece of the Nigerian Youths. It was established

and given legal recognition in 1990. The NYCN has three branches; the National, Zonal and the

State chapters. The NYCN is also affiliated to the World Assembly of Youth, Pan-African Youth

Union. It has the Ministry for Youth and Sports Development as its supervisory body. The NYCN

body has been instrumental to many empowerment, scholarship and support Programmes.

Productivity and Earnings: Human capital is seen as a factor that enhances an individual's

productivity, cumulative growth and, subsequently, their earning capacity.

Life-long Learning : Human capital Theory acknowledges the paramountcy of continuous and

longitudinal learning throughout one's life in order to adapt to changing climate of labour market

demands .

You can utilize the framework of Human Capital Theory as the theoretical foundation for your

research on the impact of life-long learning Programmes on the economic well-being of youths,

early, middle and late adults . Here is how it can guide and showcase your study :

21
Hypothesis Formulation: Develop hypotheses based on the Human Capital Theory. For example ,

you can hypothesis that youths ,early, middle and late adults who engage in life-long learning

Programmes are seemingly to experience an increase and enhancement in their earning potential,

processes and economic well-being.

Variables and Relationships: Identify key variables such as education, skills acquisition, and

income ,and specify their expected relationships based on the theory.

Data Analysis: Utilize the theory to inform your data analysis methods. You can employ regression

analysis to examine the relationship between participation in life-long learning, and economic

outcomes.

Policy Implications: Discuss how the findings of your study align with Human Capital Theory,

and what policy recommendations or interventions could enhance the economic well-being of the

youths, early middle, and late adults through life-long learning.

Selecting and Organizing Human Capital Theory as your theoretical framework can increase the

impetus ,and sold groundwork for understanding and analyzing how investments in learning,

especially Adult and Non-Formal Education throughout life trajectories can influence the

economic well-being of the adults. It offers a critical framework and relative mechanisms for

examining the economic generations of life-long learning Programmes in the context of your study.

2.2 Conceptual frame work

2.2. 1 Concept Of Adult Education

Adult Education, critically refers to life-long learning, which is multi-variegated, keeps on

crystallizing based on the individuals' needs, wants and demands, encompassing a cross a

pollinated approaches of learning opportunities tailored to adults learners. As (Okedara,1981),

Adult Education... " cover(s) many of the subjects learned at schools for those who never had the

22
opportunity. It applies to everyone of us, without exception we can all learn more : those who have

never been to school, those who have attended primary school and those who have attended

secondary school or university-there is much more that everyone can learn about our work and

about areas of knowledge that they were not taught when thy were at school... The first objective

of Adult Education must be to shake ourselves out of resignation to the kind of life of Tanzanian

people have lived for centuries past .We must become aware of things that we, as members of the

human race,can do for ourselves and our country ".

Therefore, Adult and Non-Formal Education is intentional and systematic process of educating

adults beyond their initial formal education. As Darkenwald and Merriam (1982) assert, " adult

education encompasses various forms of learning activities, including formal classroom

instructions online courses, workshops, seminars, and self-directed learning (heutagogy)". The

scope of adult education is intensive and extensive addressing everything from basic literacy and

numeracy Programmes to vocational training, continuing education, and personal enrichment. The

significance so f adult education lies units ability to address the evolving needs of individuals and

societies in this ever-changing world. It plays a sedimentary roles in personal and societal

development. According to the Organization for Economic Cooperation and Development

(OECD), "adults engaged in life-long learning are more seemingly to find socio-economic

penetrations and experience for self-sustainability, actualization and flexibility, highlighting its

pivotal role in employability and economic growth " .(OECD 2019).

Furthermore, " Adult Education contributes considerably towards a personal development and

empowerment. It spurs the acceleration of intellectualization, and rationalization ,and enhances

self-confidence. This goes in line with the learner-centered approach, a key principle of adult

23
education, ad it considers the unique needs, experience, and motivation of adult learners ".

(Henschke 2005).

Several key principles underpin adult education. Theses principles, as identified by

Henschke(2005),include a learner-centered approach, relevance, flexibility, experiential learning,

and recognition of prior learning. A learner-centered approach recognizes the importance of

tailoring education to individual needs, encouraging active participation and self-directed learning.

Relevance endures that learning experiences are directly applicable to the learner's goals and

interests. Flexibility in scheduling ,location, and delivery methods accommodates the diverse life

circumstances of adult learners. Experiential learning and recognition of prior learning

acknowledge the value of real-world experiences and existing knowledge brought by adult

learners.

The landscape of adult education is continually evolving to adapt to the change demands of the

modernity. Digitalization has played a momentous role making education more accessible though

online learning platforms, allowing adults to learn at their own pace and their own space of time

.Personalization, facilitated by adaptive learning technologies, tailors education to individuals'

needs and preferences. Workplace has gained prominence as employers, and entrepreneurs invest

in employee training and development Programmes to enhance skills and adapt to industry changes

. Globalization demands a more global perspective in adult education, emphasizing cross-cultural

competencies and language development skills.

2. 2. 2 The Concept of Unemployment.

Unemployment, according to the OECD (Organization for Economic Co-operation and

Development), is people above a specified age (usually 15) not being in paid employment or self-

employment but currently available for work during the reference period. Unemployment is

24
measured by the unemployment rate, which is the number of people who are unemployed as a

percentage of the labour force (the total number of people employed added to those unemployed).

There are several types of unemployment, including frictional, structural, cyclical and seasonal .

The Frictional unemployment is voluntary since it reflects individual search behavior. Voluntary

unemployment includes workers who reject low-wage jobs. It occurs when individuals are

temporarily and voluntarily between jobs. This type of unemployment is often considered

inevitable as people transition from one job to another, and it is often seen as a sign of a dynamic

labour market ( Krugman & Wells,2008).

Structural unemployment: Occurs when a labour market is unable to provide jobs for everyone

who wants one because there is a mismatch between the skills of the unemployed workers and the

skills needed for the available jobs. Structural unemployment is hard to separate empirically from

frictional unemployment except that it lasts longer. As with frictional unemployment, simple

demand-side stimulus will not work to abolish this type of unemployment easily. Structural

unemployment may also be encouraged to rise by persistent cyclical unemployment: if an economy

suffers from long-lasting low aggregate demand, it means that many of the unemployed become

disheartened, and their skills (including job-searching skills) become "rusty" and obsolete.

Problems with debt may lead to homelessness and a fall into the vicious cycle of poverty, which

means that people affected in this way may not fit the job vacancies that are created when the

economy recovers. The implication is that sustained high demand may lower structural

unemployment. This theory of persistence in structural unemployment has been referred to as an

example of path dependence or "hysteresis”. Farmer, Roger, E.A. (2001).Unemployment, is an

elusive economic and social concept, which denotes the condition of individuals sans employment

opportunities at the active porosity of jobs.

25
2. 3 Types of Adult Education Programmes

Formal Adult Education:

Formal Adult Education Programmes are typically offered by conventional educational institutions

and includes courses, degree Programmes and certifications designed for adult learners. Theses

Programmes are often focus on academic and vocational skills, enabling adults to pursue career

development and advancement and personal growth. Research by Tuijman(2002), emphasizes the

paramountcy of formal education in the global context of life-long learning. It is systematically

structured and sequenced in a co-coordinated form.

Non-Formal Adult Education: Non-Formal adult education is a polymorphic, comprises the

organized learning activities outside the traditional education system. Workshops, seminars ,and

training sessions offered by community organizations, NGOs, and employers fall into this

category. Field's work (2006) discuss the role of Non-Formal education in life-long learning and

its impact on training markets. It also, includes all forms of apprenticeship training, vocational

education, and other differentiated range of life-size educational activities.

Informal Adult Education: Informal adult education occurs through self-directed learning,

community engagement, and social interactions. Livingston's (2001), explores the definitions and

findings related to adults' informal learning, highlighting the significance of learning outside

structures. "This also implies that the life-long process by which every individual acquires and

accumulates knowledge, skills, attitudes, and insights from daily experiences and exposure to the

environment-at home, at work, at play: from travel, reading newspapers and books; by listening to

the radio or viewing films or television. Generally, informal adult education is unorganized,

unsystematic, and even unintentional at times, yet it accounts for the great bulk of any person's

26
total lifetime learning- including that of even a highly "schooped person". Ahmed and Combs

(1974).

Distance Education: The France Law of (1971), defined distance education as "education which

is either does not imply physical presence of a facilitator appointed to dispense it the place where

it is received or which the facilitator is present only occasionally or for selected learning tasks".

Markowitz, (1990; Garrison, 1989), provide an overview of distance education in higher

education, discussing its various forms and impact.

Adult Literacy Programmes: Adult Literacy Programmes focus on improving basic literacy

skills amongst adults with limited reading and writing abilities. Such Programmes contribute to

enhancing employability and community participation. Comings, Sum, and Bettinger (2006),

discuss the role of information and assistance in adult education, emphasizing the importance of

literacy.

Assessment; Assessment strategies differ for adult learners due to their unique characteristics

and needs. Unlike children or adolescents, adult learners bring a wealth of prior knowledge and

experiences to the learning process. They are self-directed and motivated by practical goals, such

as career advancement or personal growth. Adult learners often have diverse learning styles,

preferences, and life contexts that require tailored assessment approaches. This chapter explores

various assessment methods, including formative and summative assessment, authentic and

performance-based assessment, as well as the recognition of prior learning. It emphasizes the

importance of self-assessment techniques, promoting self-reflection and self-awareness among

adult learners. It also discusses the integration of technology in assessment strategies. It concludes

by discussing emerging trends and future directions in assessment, empowering educators to refine

their approaches and optimize the learning experience for adult learners.

27
2.4 Types of Unemployment

There are several types of unemployment that economists categories to understand the dynamisms

of labour markets. Each type reflects different rationale for individuals being unemployed.

According to Pau & Moser,(2009). The following are the types of unemployment:

1. Frictional Unemployment: Frictional unemployment is a form of unemployment reflecting the

gap between someone voluntarily leaving a job and finding another. As such, it is sometimes called

search unemployment, though it also includes gaps in employment when transferring from one job

to another.

Frictional unemployment is caused due to the nature of the job opportunities, services, salary and

wages, dissatisfaction with the previous job, and strikes by trade unions and other forms of non-

unionized work actions. Frictional unemployment exists because both jobs and workers are

heterogeneous, and a mismatch can result between the characteristics of supply and demand. Such

a mismatch can be related to skills, payment, work-time, geographical location, attitude, sensual

competiveness, and a multitude of other set of factors.

2. Structural Unemployment: Structural Unemployment is a form of involuntary unemployment

caused by a mismatch between the skills that workers in the economy can offer, and the skills

demanded of workers by employers (also known as the skills gap). Structural Unemployment is

often brought about by technological changes that make the job skills of many workers obsolete.

The National Youth Council of Nigeria (NYCN) was established in 1964. It is charged with the

responsibility of policy formulation and implementation on issues relating to youth development

in Nigeria. It is the umbrella body and the mouthpiece of the Nigerian Youths. It was established

and given legal recognition in 1990. The NYCN has three branches; the National, Zonal and the

State chapters. The NYCN is also affiliated to the World Assembly of Youth, Pan-African Youth

28
Union. It has the Ministry for Youth and Sports Development as its supervisory body. The NYCN

body has been instrumental to many empowerment, scholarship and support Programmes. Cyclical

unemployment is a type of unemployment whereby labour forces are reduced (Theoretical

framework of Reductionism),as a result of business cycles or fluctuations in the economy, such as

recessions (periods of economic decline). When the economy is at its peak or experiences

continuous growth, the rate of cyclical unemployment is low. During the period, sales and income

increase; therefore, more people are needed to meet the demand.

On the other hand, during a recession, the rate of cyclical or involuntary unemployment is high,

due to the decline in consumer demand for goods and services. In other words, there is a decrease

in production; therefore, fewer workers are needed, resulting in job lay-offs. The number of

unemployed workers exceeds the number of job vacancies in the labour market.

4. Seasonal Unemployment: Seasonal unemployment occurs when people are unemployed at

particular times of the year when demand for labour is lower than usual. Seasonal unemployment

refers to a temporary window of time where the number of available employment opportunities

decreases.

5. Voluntary Unemployment: Voluntary unemployment refers to the situation where an

individual is not working, but is able and willing to work and is actively seeking employment.

6. Involuntary Unemployment: Involuntary unemployment refers to the situation where an

individual is not working, but is willing and able to work, and is actively seeking employment.

This type of unemployment occurs when there are not enough jobs available for the number of

people looking for work. It can also occur when an individual loses their job due to circumstances

beyond their control, such as a company downsizing or going out of business.

29
2.5 The Prevalence of Unemployment in Nigeria

Nigeria’s unemployment rate increased marginally to 5.3 per cent in Q1 2024 from 12.3 per cent,

10.6 per cent under employment and 8.4 per cent are youths in Q2 2024, as a result of higher

inflation of food, with females recording a higher number of unemployment rate of 5.7per cent

compared to males at 4.3 per cent.

According to the latest report from the National Bureau of Statistics on Tuesday, in urban areas,

the unemployment rate remained unchanged at 6.0 per cent, while rural unemployment stood at

4.3 per cent. “The unemployment rate increased to 5.3 per cent in the first quarter of 2024 from

5.0 per cent in Q3 2023.“The unemployment rate among males was 6.3 per cent and 8.2 per cent

among females. The unemployment rate in urban areas was 7.0 per cent in Q1 2024, the same in

Q3 2023,” the NBS report read.

Therefore, unemployment remains a significant challenge in Nigeria, with various factors in ration

to both rural and urban sectors in lines with their socio-economic domains. The country has

experienced fluctuations in its unemployment rates over the years, reflecting both structural and

cyclical issues within its economy. High population growth, particularly amongst the youths,

exacerbating the challenges as job creation struggles to maintain pace with the expanding labour

force (World Bank,2021). Structural factors, including a mismatch between the skills possessed by

the workforce and the demands of the nob market, contributed to persistent unemployment issues

(Adejumo,&Olaniran,2019). Additionally, the Nigerian economy is heavily reliance on crude oil

to external shocks, impacting employment opportunities, especially when global petroleum prices

fluctuate (Opeyemi &Ibukun,2019).

Hence, efforts to address unemployment in Nigeria require a multi-faceted approach that includes

targeted skills development Programmes ,improvements in the business sectors ,and policy

30
measures aimed at diversifying the economy. Addressing the root causes of unemployment is

essential for sustained economic growth and social stability in the country and price fixation of the

produced goods and services.

2.2.3 The Concept of Poverty

Poverty is an elusive construct and cross-contextual pollinated concept, but it often depends on the

context of the situation it is related toward to. It usually references a state or condition in which a

person or community lacks the prerequisites and financial resources for a certain standard of

living.

The international policy frameworks for poverty alleviation, established by the United Nations in

(2015), are summarized in Sustainable Development Goal 1: "No Poverty".

Social forces, such as gender, disability, race and ethnicity, can exacerbate issues of poverty—with

women, children and minorities frequently bearing unequal burdens of poverty. Moreover,

impoverished individuals are more vulnerable to the effects of other social issues, such as the

environmental effects of industry or the impacts of climate change or other natural disasters or

extreme weather events. Poverty can also make other social problems worse; economic pressures

on impoverished communities frequently play a part in deforestation, bio-diversity loss and ethnic

conflict. For this reason, the UN's Sustainable Development Goals and other international policy

Programmes, such as the international recovery from COVID-19, emphasize the connection of

poverty alleviation with other societal goals.

The repercussions of poverty are far-reaching and affects various aspects of an individual's life.

Poverty can lead to limited access to health-care ,mal-nutrition, inadequate housing ,and lower life

expectancy. It can also hinder educational attainment, limit economic opportunities, and perpetuate

31
cycles of poverty across generations (Duflo,2012). Poverty is a global issue with varying degree

of severity across countries and regions.

Governments, international organizations and non-governmental organizations implement a range

of strategies to alleviate poverty. These interventions may include social safety nets, education and

health-care Programmes ,job creation initiatives ,and micro-finance Programmes ,among others

(Banerjee &Duflo,2019).

2.5 The Rate of Poverty in Kano State

Kano – The state get the highest number of poor population in Nigeria. They have over 13 million

poor population out of about 20 million people of the state. According to senatorial districts has

the highest numbers of poor with 4.7, Kano south have 5.3 million population poor, while Kano

North get 4.0million are poor.

Based on historical data, Kano State, like any other regions in Nigeria, has faced challenges related

to poverty. The prevalence of poverty is often influenced by a combination of factors including

population growth, economic conditions, and access to education, and health-care. Kano State,

being almost second of the populous commercial states in Nigeria, has encountered difficulties in

managing the socio-economic needs of its large and diverse population.

Efforts and initiatives to tackle poverty in Kano State typically require a multi-sectoral and

comprehensive, and integrated approach, addressing not only income disparities, but also focusing

on education, health-care, and infrastructural development. Government initiatives ,both at the

state and federal levels, play a crucial role in poverty alleviation. For instance, Programmes aimed

at promoting economic empowerment, improving small scale business and skills practices, and

enhancing educational opportunities employment opportunities contribute to poverty reduction.

32
Therefore, to procure and obtain most reliable and authentic information on the prevalence of

poverty in Kano State, it is required to refer to the recent reports and publications by Adult and

Non-Formal Education Programmes.

2.6 The Impact of Adult Education in Reducing Unemployment and Poverty

Adult Education Programmes has a significance impact in reducing unemployment and poverty,

supported by relevant references and citations. This aimed at equipping individuals with the

rudimentary skills ,knowledge, and opportunities that are required to secure stable employment

and improve their socio-economic well-being. This discussion will explore the significant

contributions of adult education Programmes in addressing unemployment, and poverty,

supported references and citations of the adult education Programmes, and expertise.

Skills Development and Employability: Adult Education Programmes provide opportunities for

individuals to acquire new skills or upgrade the existing ones. Theses Programmes offer vocational

training, job readiness ,workshops, and skill- building capacity courses that enhance participants'

employability. As stated by Pfeffermann and Madarasz (2006), theses skills can help youth

transition into new industries ,find better job prospects, and ultimately reduce unemployment rates.

Addressing Structural Unemployment: Adult Education Programmes can play a crucial role in

addressing structural unemployment, which arises from mismatch between the skills of job seekers

,and the requirements of available jobs. By offering practical training Programmes aligned with

the needs and demands of the labour market, these Programmes bridge the identified lacunas and

enable individuals to access employment opportunities that were previously inaccessible

(Blanchard &Fischer, 1989).

33
Life-Long Learning and Adaptation: Unemployment and Poverty often result from changing

economic conditions and evolving job markets. Adult Education therefore, promotes life-long

learning, empowering individuals to adapt to the paradigm-shift of employment landscapes.

According to Be der (2006), an ongoing education and training help individuals stay competitive,

and resilient in the face of economic fluctuations.

Entrepreneurship and Self-Employment: Several of adult education Programmes are offering

entrepreneurship and small business development courses. These Programmes encourage Self-

employment, and the creation of micro-enterprises, offering an alternative framework to traditional

employment, by fostering entrepreneurship, adult education Programmes promote and contribute

to poverty reduction and foster sustainable socio-economic development and empowerment

(Krueger,2010).

Inclusivity and Social Equity: Adult Education Programmes often routinize and prioritize

inclusivity and aim at reaching out the marginalized and disadvantaged populations. Theses

Programmes provide opportunities for individuals who face barriers and structural disparities to

traditional education or employment, such as low-income youths, refugees ,and people with

disabilities. By doing so, they are in tandem for promoting social equity and reduce poverty

(OECD,2018).

Monitoring and Evaluation: To ensure the effectiveness of adult education Programmes in

reducing unemployment, and poverty. This occur through a rigorous monitoring and evaluation

processes which are essential. This involves assessing Programmes outcomes, tracking

employment rates, income levels, and overall well-being of the participants. Evaluation data can

inform Programmes improvements, and manifest the impact of these Programmes on poverty and

unemployment reduction (Desjardins,2016).

34
In conclusion, adult education Programmes play a pivotal role in reducing unemployment, and

poverty, by offering the quintessential skills acquision processes, addressing structural

unemployment, promoting life-long learning attitude, encouraging entrepreneurship, and fostering

inclusivity. Theses Programmes contribute to enhancing employability, increasing income levels ,

and improving the overall economic well-being of the individuals and communities.

2.7 Relationships Between Poverty, Unemployment, and Adult Education.

The relationships between poverty, unemployment, and adult education is an elusive and inter-

dependent one, with adult education Programmes often playing a critical and experimental role in

addressing both poverty and unemployment. This discussion will explore how these three variables

are inter-connected, and inter-dependent, supported by relevant references and citations.

1. Poverty and Unemployment as Barriers to Adult Education: Poverty and unemployment

can act as catalytic barriers to adult education. Individuals facing financial hardship a my struggle

to access educational opportunities due to the costs associated with tuition, materials ,and

transportation. More so, unemployed individuals may perceive education as a luxury that cannot

afford to in terms of (time and resources). Consequently, they may remain trapped in a cycle of

poverty and unemployment (Baldwin et al,2009).

2. Adult Education as a Pathway out of Poverty: Adult Education Programmes can serve as a

fulcrum or pathway out of poverty by equipping individuals with the necessary skills, and

knowledge to secure employment or advancement in their careers. Theses Programmes provide

training and educational opportunities that enhance employability, increase earning potential, and

35
open doors to better Job prospects. Research by Krueger (2003),demonstrates that participation in

adult education Programmes is associated with increase wages and reduced poverty rates.

3. Addressing Structural Unemployment Through Adult Education: Adult Education also

plays a critical role in addressing structural unemployment, which is often inked to a mismatch

between the skills of job seekers and the requirements of available jobs. By offering training and

re-training Programmes tailored to the demands of the labour market, adult education Programmes

help bridge the identified lacunas and enable individuals to engage and access employment

opportunities that may not have had otherwise been qualified for ( Blanchard & Fischer,1989).

4. Life-Long Learning and Adaptation to Economic Changes: Unemployment and Poverty can

result from changing climate of the economic conditions and evolving job markets. Adult

education promotes the concept of life-long learning attitude, encouraging individuals to adapt to

shifting employment status or landscapes. Theses Programmes help adults stay competitive and

resilient in the face of economic fluctuations, reducing the risks of unemployment and poverty (

Bender,2006).

5. Inclusivity and Social Equity: Effective adult education Programmes prioritize inclusivity and

aim at reaching out the marginalized and disadvantaged populations, including those experiencing

poverty and unemployment. These Programmes provide opportunities for skills development and

education to individuals who face various barriers to traditional employment. By doing so, they

contribute to reducing social inequality and increasing economic mobility (OECD,2018).

Youth empowerment: Is an idea or Programme fashioned to enable the young Learn skills, a trade

or a profession whereby giving young people the tools, resources and Opportunities they need to

take control of their lives. Youth empowerment is also a process Where young people are

36
encouraged to take charge of their live by addressing their Situation and then take action in order

to improve their access to resources and transform Their lives.

According to Olusola (2019), youth empowerment can be defined as a process Where people gain

the ability and authority to make informed decisions and implement Change in their own lives, the

lives of other people, and a means of encouraging youths to Do great things for themselves in order

to make great impact in their society. Also to buttress more on youth empowerment and its

importance to the youth, Governor Ifeanyi Okowa (2023) of Delta State caught the vision and

made the remark that One of his administration’s greatest legacies to be bequeathed to the

incoming regime in The state is the youths’ empowerment Programme. He said that the

administration devoted Reasonable resources in its various schemes for the youths to acquire skills

that would Make them self-reliant and able to contribute to the nation’s economic growth.

According To Boyadjieva & Ilya (2023) empowerment through adult education relates to its role

in Further developing individual capability sets, thus increasing their potential to make high-

Quality choices and allowing them the freedom to act. It is about developing capabilities. That

enable engagement in social change processes. More so, adult education with its Humanitarian

Programmes for youth empowerment has a major role to play in other to make Youth capable of

helping themselves and the society.

In conclusion, the relationships between poverty, unemployment, and adult education is pervasive

and intricate ,and reciprocal. Poverty and unemployment can deter access to education,

perpetuating the cycles of economic hardship. Conversely, adult education Programmes offer a

path way out of the shacks of poverty by enhancing employability, addressing structural

unemployment, promoting life-long learning attitude, and fostering inclusivity. As such, these

37
Programmes play a critical role in compartmentalizing the linkages between poverty and

unemployment, ultimately contributing to social and economic well-being of individuals.

2.8 Review of Empirical Studies

Van Den Needs et al.,(2020).This longitudinal study examined the positive impact of Non-Formal

Adult Education on the income and employment of older adults. The researchers collected panel

data from a representative sample of adults over decades. They found out that participation in life-

long learning Programmes was positively associated with increased income and reduced

unemployment amongst older adults. The study suggests that ongoing education can have a

significant positive impact on the economic well-being of older adults.

Folk et al.,(2019). This national survey-based study explored the relationship between life-long

learning participation and socio-economic well-being amongst older adults. The researchers

analysed survey data from a multitudinous sample of older adults, and four out that those who

engaged in life-long learning activities reported higher levels of life satisfaction, and financial

well-being. The study highlights the prospective and positive associations between life-long

learning and various dimensions of the socio-economic well-being.

Wilson et al.,(2012). Thai study investigated the cognitive benefits flog life-long learning in older

adults. Using longitudinal design, the researchers assessed the cognitive functioning of older adults

who participated in various life-long learning activities over a period of years. The findings

indicated that engagement in life-long learning was associated with better cognitive outcomes ,and

a lower risk of cognitive decline in older age, which can indirectly impact socio-economic well-

being.

Cheng et al.,(2018). This study examined the relationship between life-long learning, social

engagement, and socio-economic well-being amongst older adults. The researchers found out that

38
participation in life-long learning Programmes positively influenced social engagement, which in

turn, was associated with improved socio-economic well-being. Social support was identified as a

mediating factor in this relationship, highlighting the role of social networks in enhancing the

fruitions of life-long learning for older adults.

Thaws empirical studies provide valuable insights into the relationship between life-long learning

and the socio-economic well-being of older adults. They collectively suggest that life-long learning

Programmes can have a positive impact on older adults' income ,employment ,cognitive

functioning, life satisfaction, and social engagement, contributing to the improved overall well-

being in later life .Youth empowerment

2.9 Summary of Literature Review and Uniqueness of the Study.

The study presented in this framework draws on the established Human Capital Theory to

investigate the positive impact of life-long learning Programmes on the economic well-being of

older adults. By examining the relationship between participation in adult education and outcomes

such as income, employment, and overall socio-economic well-being, the study contributes to the

understanding of how ongoing learning can positively influence the lives of older individuals.

What sets this study apart and unique is its focal points on a specific demographic--older adults--

and its longitudinal design, which allows for the analysis of the long-term effects of life-long

learning on their economic and cognitive outcomes. This uniqueness lies in its exploration of how

investing in education, and skills acquisition throughout life can have substantial implications for

the fruition of financial stability and fixation, and the overall quality of life of older individuals.

Furthermore, the study's incorporation of empirical evidence from relevant research studies ,such

as Van Den Hesse et al.,(2020), Folk et al.,(2019), Wilson et al.,(2012), and Cheng et al.,(2018),

adds rooted impetus to the magnitude of the analysis by offering critical insights into various

39
dimensions of socio-economic well-being influenced by life-long learning. By synthesizing and

building upon existing research ,this study aims to provide a comprehensive understanding of the

multi-faceted relationship between adult education, economic outcomes, and overall well-being in

the context of an aging population. It underpins the paramountcy of continued learning as a means

of enhancing the lives of older adults and offer valuable implications for policy and practice in the

field of adult education and youth empowerment to reduce unemployment and poverty in Gwale

Local government area Kano state.

CHAPTER THREE

METHODOLOGY

This chapter outlines overarching methodology employed in this study. The researchers delineate

the research design, define the target population and sample, determine the sample size, select the

sampling techniques, and introduce the instrument for data collection. Additionally, attention is

given to establishing the validity and reliability of the instrument. The administration process of

the research instrument is discussed, along with an elucidation of the chosen method or data

analysis.

3.1 Research Design

This study adopts survey research design. Rasaq (2000) viewed survey as a study which involves

an investigation on entire population of people or items by collecting data from sample drawn from

40
the population which will serve as the representatives of the entire population. He points out that

those study are the only interested in describing certain variables in relation to the population. The

researcher adopted this because the study involves studying and describing certain variables in

relation to the population.

3.2 Population and Sample

3.2.1 Population of the Study

Gwale is a Local Government Area in Kano State, Nigeria within Greater population and surface

area at the center of the Kano city. Its headquarters are in the suburb of Gwale around the Kofar

Na’isa Area. It has an area of 18 km2 and a population of 362,059 at the 2006 census. Kano State

has 44 Local Government Areas (LGAs).

The population of Kano State, Nigeria in 2006 was 9,401,288. Here are some other population

statistics for Kano State: 2022 projection: 15,462,200 Population density: 764.3 people per square

kilometer in 2022. Annual population change: 3.2% from 2006 to 2022 Kano State is located

between 10° 30’N and 13°N latitude and 7° 40’E and 10° 35’E longitude. It covers an area of about

20,760 square kilometers.

Kano is the capital of Kano State and the second largest city in Nigeria. It is known for its handcraft

industries, including weaving, dyeing, and smithing. The main ethnic groups in Kano State are the

Hausa and Fulani, with minority groups including the Yoruba, and Igbo. Islam is the primary

religion in the state.

Therefore, the population of the study comprises of all the adult learners attending various learning

programmed in Gwale Local Government Area of Kano state. The Total population of the Study

is eight hundred and thirty five (835), learners.

3.2.2 Sample Size and Sampling Techniques

41
To determine the sample size of the study the researcher used Krejcie and Morgan (1979) table to

determine the sample size of a given population. According to the table ,the sample size of 835

attending learners of this study is (200) respondents. This is because a population of 835 attending

learners would require the use of (200) as sample.

The sampling techniques employed in this study were systematic random sampling. Maiwada

(2009) stated that systematic random sampling is a method which ensures that each unit in the

population has an equal or anonymous chance of being included in the sample. Two most common

techniques for obtaining a random sample are: (a) Thrusting the names of every member of the

population into a container and drawing out names one at a time, or (b) Using a “table of random

numbers” ( which is found in the back of most statistics texts).

This therefore, justifies that, systematic random sampling entails the selection of the respondents

into a specific portion of analysis,and assign the necessary attributes to the object of the study. As

exemplified above, each respondent should be assigned with a name, and into a specific portion or

container, and drawing out names of the objects at a time; and also using a table of random

numbers, with related color for easy identification.

3.3 Instrument for Data Collection

The researchers use a researcher made questionnaire as an instrument to collect data. A

Questionnaire for Reducing Poverty and Unemployment (QRPU), is a list of items or questions

regarding a problem or an issue under investigation or study to which respondents are required to

provide answers. It is an instrument constructed for the purpose of soliciting information or

responses based on the focus of the study. Thus, the type of questionnaire used in this study is

close-ended questionnaire. It is a questionnaire In which options are provided for the respondents

42
to choose. The questionnaire is divided into two sections, A and B. Section A requires demographic

data of the respondents, and section B consists of information relating to the variables of the topic

. Section A consists of gender and age of the respondents. And section B contains fifteen (15)

research questions on 4 points reviewed Likert Scale of Agreed (A), Strongly Agreed (SA),

Disagreed (D), and Strongly Disagreed (SD). As such, the respondents were asked to tick the items

that best describe their views.

3.3.1 Validation of the Research Instrument

3.3.1 Validity

The validation of an instrument refers to the extent to which it measures what it is intended to

measure. It is a crucial aspect of research and ensures that the instrument accurately reflects the

concept or construct that is under investigation. To ensure the validation of the instrument, the

instrument was given to the research supervisor and other two experts for corrections and

observations. This entails how Dr. Auwal Halilu have exhausted his time for analysis, and

corrections of errors and mistakes for ensuring that the research instrument follows the

standardized form and pattern which simplifies the mole of complexities

3.3.2 Reliability of the Instrument

Reliability of the instruments : Test-Re-test Method (stability: measures error because of changes

over time).The same instrument is given twice to the same group of people. The reliability is the

correlation between the scores on the two instruments. If the results are consistent over time, the

scores should be similar. The trick with test-re-test reliability is determining how long to wait

between the two administrations. The researchers use test and re-test method in Kano State

Cooperate Affairs Commission (KSCAC) The instrument was tested using two weeks interval,

then the results will be correlated using Pearson Product Correlation, (PPMC).

43
3.4 Procedures for Data Connection

The method of data collection is that the research provides the basis for reliability estimations.

Thus, the data collection procedure is crucial to ensure that the researchers administer the

instrument, that is, questionnaire and distribute it to research respondents. The data for this study

is generated through both primary and secondary sources. However, the data generated through

these sources are used to a greater extent. The researchers sought for an Introductory letter from

the Department of Adult Education and Community Services, and took the letter to Gwale Local

Government Area Secretariat in order to have access to certain information relevant to the study.

The (200) questionnaires will be administered to adult learners attending various learning

Programmes in Gwale Local Government, Kano State.

3.5 Method of Data Analysis

In this research, simple percentage was used for the analysis. Simple percentage was used to

analyses the responses of respondents in the questionnaire. Gilbert (1994), stated that percentage

is the most suitable for educational planners, policy makers and a layman who may come across

the research. The researchers used quantitative research method in order to provided equal

assignment of values or scores and justification to each of the assigned variable.

Formula = X

Where F = Total no of Frequency x 100

N= Total no of Respondent 1

Percentage= x

44
 CHAPTER FOUR

DATA ANALYSIS, FINDINGS AND DISCUSSION

This chapter discussed the data presentation and analysis. The data was presented in tabular form,

four tables were designed, one from the tables present the bio data of the respondents while the

remaining three table presented the items of questionnaire base research questions of the study.

4.1: Demographic Data of the Respondents

4.2 Data presentation

Gender of the Respondents

S/N Option Frequency Percentage

1 Male 78 55.71%
2 Female 62 44.29%
Total 140 100%
Age of the Respondents

S/N Option Frequency Percentage

1 15-20 12 8.57 %
2 21-30 29 20.72%
3 31-40 61 43.57%
4 41-Above 38 27.14%
Total 140 100%

The analysis of gender distribution among the respondents is presented in Table 1. The data

indicates a total of 140 respondents, with 78 identified as male (55.71%) and 62 as female

(44.29%). This distribution reveals a gender imbalance among the participants, with a higher

representation of males. Such disparities in gender representation could potentially influence the

45
study's outcomes, as different genders may perceive and experience adult education programs

differently.

The table also provides an overview of the age distribution within the respondent population. The

age categories include 15-20, 21-30, 31-40, and 41 and above. Among respondents, 8.57% fall

within the 14-20 age range, 20.72% in the 21-30 range, 43.57% in the 31-40 range, and 27.14%

are 41 years and above. The total percentage column confirms that all respondents fall within these

specified age groups

4.2.2 Research Questions Two

Table 2: What are the Adult Education Programmes for Reducing Poverty and
Unemployment in Gwale L.G.A?

Items SA A D SD
Adult education programs addressing poverty 27 45 20 48
(19.28%) (32.14%) (14.28%) (34.28%)
Adult education programs targeting 25 57 19 39
unemployment reduction (17.85%) (40.71%) (13.57%) (27.85%)
Programs on skill development for poverty 27 51 22 40(28.5=
allevation (19.28%) (36.42%) (15.71%) 7%)
Initiatives specifically designed for youth 15 49 31 45
employment (10.71%) (35%) (22.14%) (32.1.4%)
Adult education programs integrate 53 27 20 40
entrepreneurship training (37.85%) (19.28%) (14.28%) (28.57%)

The table above illustrates respondents' perceptions of adult education programs in relation to

various key aspects, including poverty reduction, unemployment reduction, skill development,

initiatives for youth employment, and the integration of entrepreneurship training, Examining the

responses to the statement "Adult Education Programs Addressing Poverty," it is evident that a

46
significant portion of respondents, comprising 53.42%, expressed agreement (Strongly Agree and

Agree) regarding the effectiveness of adult education programs in addressing poverty. However, a

notable 48.56% expressed disagreement, indicating a substantial level of skepticism or

dissatisfaction within the surveyed population.

Tuning to the statement "Adult Education Programs Targeting Unemployment Reduction." 58.56%

of respondents agreed that these programs affectively target unemployment reduction. Conversely,

41.42% held differing views, signaling a need for further exploration to understand the factors

contributing to the variance in perceptions regarding the effectiveness of adult education in

reducing unemployment.

Regarding the statement "Programs Focus on Skill Development for Poverty Alleviation," a

considerable 56% of respondents agreed that adult education programs indeed focus on skill

development for poverty alleviation. However, a substantial 44.28% disagreed or strongly

disagreed, indicating a significant discrepancy in perceptions. Further investigation is necessary to

understand the reasons behind the skepticism towards the role of skill development in poverty

alleviation within adult education programs.

For the statement "Initiatives Specifically Designed for Youth Employment," the data reveals a

mixed response with 45.71% of respondents in agreement. However, a significant 54.28=%

expressed disagreement, pointing to a lack of consensus or awareness regarding initiatives

targeting youth employment within adult education.

Finally, examining responses to the statement "Adult Education Programs Integrate

Entrepreneurship Training," 57.13% of respondents agreed that these programs integrate

entrepreneurship training. Yet, a substantial 42.85 disagreed, emphasizing a significant divide in

47
opinions. Further exploration is essential to uncover the factors contributing to skepticism or

disagreement, concerning the integration of entrepreneurship training in adult education programs.

In conclusion, the analysis suggests varying perceptions among respondents concerning the impact

of adult education programs in addressing poverty, reducing unemployment, focusing on skill

development, and incorporating initiatives for youth employment and entrepreneurship training.

Deeper insights could be gained through qualitative research or follow- up surveys to understand

the underlying reasons behind these divergent perspectives and inform potential improvements in

adult education program design and communication strategies.

4.2.3 Research Questions Three

Table 3 What are the Relationship Between Adult Education Programmes on Poverty and
Unemployment Reduction among youth in Gwale L.G.A?

Statements SA A D SD
Established connections between education and 27 43 23 47
poverty reduction (19.28%) (30.71%) (16.42%) (33.57%)
Recognized correlation between adult 15 50 30 45
education and reduced youth unemployment (10.71%) (35.71%) (21.42%) (32.14%)
Studies suggesting a positive relationship 29 54 21 30
between education programs and poverty (20.71%) (38.57%) (15%) (21.42%)
reduction
Evidence supporting the notion that education 31 59 31 19
lowers youth unemployment rates (22.14%) (42.14%) (22.14%) (13.57%)
Stakeholders acknowledge the role of adult 46 52 24 18
education in addressing poverty and (32.85%) (37.14%) (17.14%) (12.85%)
unemployment

The table above provides a comprehensive view of respondents' perceptions concerning various

48
facets of education's impact on poverty reduction, youth unemployment, and stakeholder

acknowledgment. Examining the first statement, Established Connections Between Education and

Poverty Reduction," a significant majority of respondents, totaling 49.99%, express agreement

Strongly Agree and Agree) regarding the recognized link between education and poverty

reduction. However, a noteworthy 49.99% either disagree or strongly disagree, underscoring a

considerable subset of respondents skeptical about the established connections between education

and poverty reduction.

Moving on to the second statement, "Recognized Correlation Between Adult Education and

Reduced Youth Unemployment," the data reveals a split perspective. While 46.42% acknowledge

a correlation between adult education and reduced youth unemployment, a substantial 53.56%

express disagreement, indicating a significant segment of respondents who do not perceive a clear

connection between adult education and reduced youth unemployment.

For the third statement, "Studies Suggesting a Positive Relationship Between Education Programs

and Poverty Reduction, respondents generally exhibit a positive stance, with 59.28% in agreement.

Nonetheless, a significant 36.42% express disagreement, indicating a divergence in perceptions

regarding the efficacy of education programs in poverty reduction.

Examining the fourth statement, "Evidence Supporting the Notion That Education Lowers Youth

Unemployment Rates," a clear majority of respondents, constituting 64.28%, agree that there is

evidence supporting the notion that education lovers youth unemployment rates. However, 35.71%

express some level of disagreement, suggesting the presence of a subset of respondents

unconvinced by the available evidence.

49
Lastly, the fifth statement, "Stakeholders Acknowledge the Role of Adult Education in Addressing

Poverty and Unemployment," reveals that 69.99% of respondents agree that stakeholders ecognize

the role of adult education in addressing poverty and unemployment. Nevertheless, a significant

29.99% express disagreement, highlighting a need for further exploration to understand the factors

contributing to skepticism or disagreement among respondents

In summary, the analysis firm the table portrays varying perspectives among respondents on the

effectiveness of education in poverty reduction, the impact of adult education on youth

unemployment, and the recognition of adult education by stakeholders. The presence of dissenting

views underscores the complexity of these issues and emphasizes the importance of exploring the

underlying reasons behind the diverse perceptions expressed by the surveyed individuals. Further

qualitative research or targeted surveys could provable deeper insights into these perspectives and

guide potential improvements in education programs and communication strategies.

50
4.2.4 Research Questions Four

Table 4: What are the Impact of Adult Education Programmes on Poverty and
Unemployment Reduction Among Youth in Gwale L.G.A?

Statements Sa A D Sd
Noticeable positive impact on poverty 36 23 47 34
reduction from adult education (25.71%) (16.42%) (33.57%) (24.28)
Evidence of decreased youth unemployment 46 34 20 40
due to adult education programs (32.85%) (24.28%) (14.28%) (28.57%)
Stakeholders observed improvements in 34 48 17 41
economic conditions related to these programs (24.28%) (34.28%) (12.14%) (29.28%)
Data indicating a decline in poverty rates 15 53 27 45
associated with adult education initiatives (10.71%) (37.85%) (19.28%) (32.14%)
Youth employment rates improved as a result 44 48 28 20
of adult education interventions (31.42%) (34.28%) (20%) (14.280%)

The table above illustrates respondents' perceptions regarding the impact of adult education

programs on various socio-economic indicators. Examining the statement "Noticeable Positive

Impact on Poverty Reduction from Adult Education," the data reveals a diverse range of opinions.

While 42.13% of respondents express agreement (Strongly Agree and Agree) that adult education

has a positive impact on poverty reduction, a significant 57.85% either disagree or strongly

disagree with this notion. This indicates a noteworthy divide in perspectives, suggesting that a

substantial portion of the surveyed individuals does not observe a noticeable positive impact on

poverty reduction resulting from adult education.

Moving on to the statement "Evidence of Decreased Youth. Unemployment Due to Adult

Education Programs, the majority of respondents constituting 57.13%, agree that there is evidence

supporting a decrease in youth unemployment due to adult education programa. However, a

51
substantial 42.85% express disagreement, highlighting a considerable segment of respondents who

do not perceive a clear connection between adult education programs and a reduction in youth

unemployment. This suggests lack of consensus or awareness among respondents regarding the

effectiveness of adult education in addressing youth unemployment

For the statement "Stakeholders Observed Improvements in Economic Conditions Related to

These Programs," 58.56% of respondents express agreement that stakeholders have observed

improvements in economic conditions resulting from adult education programs. However, 41.42%

either disagree or strongly disagree, indicating a substantial portion of respondents who do not

believe that stakeholders have observed positive economic impacts associated with these

programs.

Turning to "Data Indicating a Decline in Poverty Rates Associated with Adult Education

Initiatives, a total of 47.85% agree that there is data indicating a decline in poverty rates due to

adult education initiatives. Conversely, 51.42% express disagreement, emphasizing a lack of

consensus or belief among respondents regarding the availability or effectiveness of data

supporting a decline in poverty rates associated with adult education initiatives,

Finally, for "Youth Employment Rates Improved as a Result of Adult Education Interventions,"

65.7% of respondents agree that youth employment rates have improved due to adult education

interventions. However, a significant 34.28% express disagreement, underscoring a notable divide

in opinions regarding the impact of adult education on youth employment rates.

In conclusion, the table provides insights into the varied perceptions among respondents

concerning the impact of adult education programs on poverty reduction, youth unemployment,

and economic conditions. The notable discrepancies in opinions suggest the need for further

52
exploration to understand the underlying reasons and factors contributing to the diverse

perspectives within the surveyed population

4.3 Summary of the Findings

1. The findings of this study revealed that adult education programmes in the study area tend

to reduced poverty and unemployment is the study area as it prove entrepreneurship

training and provide employment opportunities to the people of Gwale Local Government

area of Kano state.

2. The findings of the study revealed that adult education provide link between education and

Kano state employment to the people of Gwale Local government area of Kano state.

3. The findings of the study revealed that adult education programmes has impact of adult

education programmes on poverty and unemployment reduction among youth in Gwale

Local Government Area of Kano State.

4.4 Discussion of Findings

The study reveals a divergence in opinions regarding the impact of adult education programs in

addressing poverty. Rasaq (2000) views survey research as instrumental in investigating entire

populations. A substantial portion of respondents (53.42%) expresses agreement on the

effectiveness of adult education programs in addressing poverty.

However, the skepticism or dissatisfaction among 48.56% of respondents indicates a need for a

nuanced understanding. This aligns with the findings of Alkire and Santos (2010), who argues that

the success of adult education programs in poverty reduction may vary based on factors such as

program design and implementation. Regarding unemployment reduction, the study shows that

58.56% of respondents agree that adult education programs has the impact on unemployment

53
reduction. This finding corresponds with the argument presented by Baldwin et-al (2015), who

highlights the potential of adult education in reducing unemployment rates

However, the 44.85% holding differing views necessitate further exploration Mankiw's work

emphasizes the importance of aligning educational programs with the needs of the job market.

suggesting that discrepancies may arise when there is a mismatch between educational offerings

and employment opportunities.

The study indicates a significant discrepancy (56%) in perceptions about whether adult education

programs focus on skill development for poverty alleviation. This finding may be linked to the

ongoing discourse in the literature Paul, and Moser (2009) on the role of skill development in

poverty alleviation through adult education.

Krueger (2003) argues that a clear emphasis on practical, job-relevant skills within adult education

curricula is crucial for effective poverty alleviation. The study's results suggest a need for a closer

examination of the alignment between educational content and the practical needs of learners.

The findings reveal mixed views on initiatives specifically designed for youth employment within

adult education Sen, (1999) highlights the importance of targeted programs for youth employment,

aligning with the 58.56% of respondents in agreement. However, the significant disagreement

(41.42%) signals a potential gap in awareness or consensus among respondents, warranting further

investigation.

In terms of integrating entrepreneurship training, 57.13% of respondents agree. However, 42.85%

express disagreement, emphasizing a significant divide in opinions. Henschke's work emphasizes

the role of entrepreneurship in socio-economic development, suggesting that effective integration

within adult education could contribute positively.

54
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter present the summary, conclusion and recommendations to the study.

5.1 Summary

Chapter one the introduction provides an overview of the study on the impact of adult education

programs aimed at reducing poverty and unemployment in Gwale Local Government Area of Kano

State. It outlines the importance of adult education in addressing socio-economic challenges and

highlights the specific focus on poverty and unemployment reduction. The researcher introduces

the research problem and justifies the significance of the study

Chapter two the literature review explores existing research and theories related to adult education,

poverty reduction, and unemployment. It discusses the role of education in addressing socio

economic issues and reviews studies that examine the impact of adult education programs in

similar contexts. The researcher identifies gaps is the literature, paving the way for the current

study

This chapter three outlines the methodology employed in the study It details the research design,

target population, sample size determination, sampling techniques, and the instrument used for

data collection (a researcher-made questionnaire). The section also addresses the validity and

reliability of the instrument. The data collection process, using both primary and secondary

sources, and the method of data analysis (simple percentage) are explained.

Chapter four presents the findings obtained through the questionnaire. It includes tables

summarizing respondents' perceptions on various aspects, such as adult education programs

55
economic issues and unemployment, the relationship between education and poverty reduction,

and the impact of adult education programs on socio-economic indicators. This chapter interprets

and discusses the results presented in the previous chapter. It explores the varying perspectives

among respondents, analyzes the implications of the findings, and relates them to the existing

literature. The researcher delves into the reasons behind the diverse perceptions and suggests

potential improvements in adult education program design and communication strategies. The

final chapter summarizes the key findings of the study and draws conclusions based on the results.

The researcher provides recommendations for policymakers, educators, and other stakeholders

based on the insights gained for the study. The limitations of the research are acknowledged, and

suggestions for future research in this area are proposed.

5.2 Conclusion

In conclusion, the findings of this study illuminate the nuanced and varied perspectives among

respondents regarding the impact of adult education programs on critical socio-economic

indicators. The divergent opinions observed in the survey results underscore the complexity of

evaluating the effectiveness of adult education Initiatives in addressing poverty, reducing youth

unemployment, and improving economic conditions. This suggests that stakeholders and

policymakers must consider a range of viewpoints when formulating strategies and interventions

related to adult education, taking into account both the positive perceptions and the skepticism

expressed by the surveyed individuals.

Furthermore, the study emphasizes the need for additional research and exploration to delve into

the underlying factors contributing to the disparities in respondents' viewpoints. Understanding the

root causes of skepticism or disagreement will be crucial for refining adult education programs

and communication strategies to ensure that they effectively address the concerns and expectations

56
of the diverse population surveyed. Future research could employ qualitative methods such as

interviews or focus groups to capture the richness of participant experiences and provide deeper

insights into the factors shaping their perspectives on adult education initiatives.

Lastly, the study highlights the importance of ongoing dialogue and collaboration among

stakeholders, policymakers, and educators to bridge the gaps in perception and align strategies

with the diverse needs of the community. By fostering a more inclusive and participatory approach

to adult education initiatives, it is possible to enhance the programs' impact and ensure they

resonate more effectively with the varied expectations and experiences of the individuals they aim

to serve.

5.3 Recommendations

1. Kano State Government should make additional vocational training programs in Gwale

LG.A that target specific skills needed in the local job market. Collaborate with industries

to design courses addressing identified skills gaps, thereby directly contributing to poverty

and unemployment reduction.

2. Adult individual in Gwale Local Government should be encourage to actively participate

in adult education programmes in order to overcome the win evil of poverty and ignorance.

3. Kano state agency for mass education and other stake holders concern in Gwale Local

Government should devise other mechanism to sustain adult education programmes

considering the huge roles its plays.

57
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60
 Appendix A
Bayero University, Kano
Faculty of Education
Department of Adult Education and Community Services
Questionnaire for Reducing Poverty and Unemployment (QRPU)

I am student in the above named institution currently conducting a study on "Assessment of the

Impact of Adult Education Programmes in Reducing Unemployment and Poverty among Youth in

Gwale Local Government Area, Kano State" Therefore, I need your maximum cooperation by

ticking the appropriate from the available options provided in the questionnaire Thanks.

Section A: Demographic Data of the Respondents

Gender: Male Female

Age: a) 15-20 b) 21-30 c) 31-40 d) 41-Above

Research Question 1: What are the Adult Education Programmes for Reducing Poverty and
Unemployment in Gwale L.G.A?

No. Question Item Yes No

1 Are there adult education programs addressing poverty in Gwale L.G.A.
2 Are there adult education programs targeting unemployment reduction?
3 Do these programs focus on skill development for poverty alleviation?
4 Are there initiatives specifically designed for youth employment?
5 Does the adult education programs integrate entrepreneurship training?

61
Research Question 2: What are the Relationship Between Adult Education Programmes on
Poverty and Unemployment Reduction among Youth in Gwale L.G.A?

No. Question Items Yes No

1 Are there established connections between education and poverty
reduction?
2 Is there a recognized correlation between adult education and reduced
youth unemployment?
3 Have studies suggested a positive relationship between education
programs and poverty reduction?
4 Is there evidence supporting the notion that education lowers youth
unemployment rates?
5 Does the stakeholders acknowledge the role of adults education in
addressing poverty and unemployment?

Research Question 3: What are the Impact of Adult Education Programmes on Poverty and
Unemployment Reduction Among Youth in Gwale L.G.A?

No. Question Items Yes No

1 Has there been noticeable positive impact on poverty reduction from
adult education?
2 Is there evidence of decreased youth unemployment due to adult
education programs?
3 Have stakeholders observed improvements in economic conditions
related to these programs?
4 Is there data indicating a decline in poverty education initiatives?
5 Have youth employment rates improved as a result of adult education
intervention?

62
 APPENDIX B

Table 1: Krejcie and Morgan Table

N S N S N S
10 10 220 140 1200 291
15 14 230 144 1300 297
20 19 240 148 1400 302
25 24 250 152 1500 306
30 28 260 155 1600 310
35 32 270 159 1700 313
40 36 280 162 1800 317
45 40 290 165 1900 320
50 44 300 169 2000 322
55 48 320 175 2200 327
60 52 340 181 2400 331
65 56 360 186 2600 335
70 59 380 191 2600 338
75 63 400 196 3000 341
80 66 420 201 3500 346
85 70 440 205 4000 351
90 73 460 210 4500 354
95 76 480 214 5000 357
100 80 500 217 6000 361
110 86 550 226 7000 364
120 92 600 234 8000 367
130 97 650 242 9000 368
140 103 700 248 10000 370
150 108 750 254 15000 375
160 108 800 260 20000 377
170 118 850 265 30000 379
180 123 900 269 40000 380
190 127 950 274 50000 381
200 132 1000 278 75000 382
210 136 1100 285 1000000 384

Note:- is population size, is sample size

Source: Krejcie and Morgan, 1970

63