SOCIAL STUDIES FOR ADULT EDUCATION

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dc.contributor.authorABOKI, MAIMUNATU (MRS)
dc.date.accessioned2014-03-14T09:18:01Z
dc.date.available2014-03-14T09:18:01Z
dc.date.issued1985-09
dc.descriptionIN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS OF EDUCATION DEPARTMENT OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA SEPTEMBER, 1985en_US
dc.description.abstractThis study has been undertaken as a result of the concern in the Adult Education Section, Federal Ministry of Education to examine the Grade II Teachers' Education curriculum as amended by the inclusion of Adult Education principles, methodology and techniques. My enthusiasm in this study was further kindled and encouraged by Professor and Mrs, DuBey, who actually saw a new dimension of establishing and firmly too, the social studies in all levels of educational system in the federation. Also, this study has been further motivated by the realization of the fact that, one of the factors that led to the downfall of last civilian government was due to the lack of adequate political and citizenship education for our adults who, according to the laid down regulations, were eligible to vote and be voted for. With this in view, I therefore, took up the challenge as a social studies graduate, who has been involved in Adult Education programme in Kaduna Polytechnic to undertake a study with the aim of preparing methodology and learning activities for teaching social studies to adults in post literacy classes using the post literacy syllabus designed by Agency for Mass Literacy, Kano State. In chapter one, an attempt is made to discuss the concept of Adult Education and to review the existing definitions and assumptions. The emphasis is on the methodology used in teaching adults. Different methods that have been used, are reviewed and an appropriate method for teaching social studies is discussed. In chapter two, the existing literature is reviewed; what educationists, political leaders, and world professional organizations have said about Adult Education is discussed. The need for social studies in Adult Education programmes is highlighted. Chapter three contains the procedure followed, that is, how learning activities were developed and tested in a class room situation. The problems I am likely to enounter and how these problems will be solved. Chapter four contains the learning activities for post literacy class one to three. These activities are divided into themes, sub-themes. Objectives, skills, resources to be used in teaching-learning situation, attitudes supposed to be acquired or improved upon, and literacy to maintain its permanency in adult. In chapter five, it is pointed out how these activities were developed, tested and their impact on adults. The results and how the problems encountered were solved. These are suggestions for teachers on how the activities can be used in teaching learning situation. Finally, these activities are provided to stimulate thinking of adults and to assist them in learning social studies. The study is addressed to all the teachers of adult education particularly, those teachers who teach social studies to adults in post literacy classes, with the hope that, it will serve as a guide to both the teachers and the adult students.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3941
dc.language.isoenen_US
dc.subjectSOCIAL,en_US
dc.subjectSTUDIES,en_US
dc.subjectADULT,en_US
dc.subjectEDUCATION,en_US
dc.titleSOCIAL STUDIES FOR ADULT EDUCATIONen_US
dc.typeThesisen_US
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