An investigation of lifelong learning: the policy context and the stories, pedagogies and transformational experience of young adults (a case study) in Nigeria

Halliru, Samir (2018) An investigation of lifelong learning: the policy context and the stories, pedagogies and transformational experience of young adults (a case study) in Nigeria. PhD thesis, University of Glasgow.

Abstract

Nigeria is beset with many educational, economic and social challenges, including poverty, unemployment, gender inequality, lack of skills and poor access to education, especially among young people. Lifelong learning is widely recognised as a means of addressing social injustices and economic instability in the 21st century. Although there has been much public discourse on lifelong learning (LLL) in Nigeria, the subject is under-researched. This study examines LLL policies and the practices that influence young adult engagement in lifelong learning, the pedagogies that influence the development of LLL skills, as well as the impact of lifelong learning on the transformation of young adults, and their communities in Nigeria.
This study adopted a quasi-longitudinal case study that involved two methods of data collection: document analysis and semi-structured interviews, underpinned by a social constructivist perspective. The study involved analysis of three national policy documents in Nigeria: The National Policy on Education (2013); Nigeria-UNESCO: Revitalizing Adult and Youth Literacy (RAYL) (2012); and the National Universities Commission (NUC) Benchmark Minimum Academic Standards (BMAS) (2011). Semi-structured interviews were conducted with 40 participants: national level policymakers (n=4); students (n=16), graduates (n=12), instructors (n=5), and management level officials (n=3) drawn from one institute (YCV) in Katsina State, Nigeria. The YCV is an LLL initiative that attempts to address social injustices and develop individuals’ lifelong learning skills for personal and economic growth. The YCV is a successful adult education initiative that empowers distressed young adults in Nigeria.
While in Nigeria the predominant goal of LLL are social justice and economic growth this research shows that lifelong learning is difficult to implement in Nigeria. The triggers for participation in LLL are life transitions such as divorce, examination failures and few opportunities to find employment which demoralise young adults, as well as a need to update knowledge and provide community services. The findings suggest that pedagogy of practice informed by critical pedagogy promotes lifelong learning skills, and that the principles of critical pedagogy can transform graduates into becoming economically and socially active individuals within a very challenging economic, political and social context.
The study contributes to the existing literature about the potential of LLL based on critical pedagogy to offer transformational experiences to young adults/adults. These include economic and social transformation beyond self-transformation to promotion of peace building, societal cohesion, social security and community wellbeing; a transition from ‘learning to earning; and a way to rebuild lives after divorce, particularly for women.
The study concluded that the challenges to implementing lifelong learning in Nigeria are not only cultural or peoples’ attitude to learning but structural and institutional. The study recommends that the implementation of LLL should take into account local knowledge and structures based on critical pedagogy to address internal challenges rather than being guided by internationally agreed development targets.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Additional Information: Supported by funding from Bayero University, Kano and Tertiary Education Trust Fund (TETFUND).
• Keywords: Lifelong learning, social justice and social change.
• Subjects: H Social Sciences > H Social Sciences (General); H Social Sciences > HN Social history and conditions. Social problems. Social reform; J Political Science > JF Political institutions (General); L Education > L Education (General); L Education > LB Theory and practice of education; L Education > LG Individual institutions (Asia. Africa)
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Slade, Dr. Bonnie and Osborne, Prof. Michael
• Date of Award: 2018
• Depositing User: Dr. Samir Halliru
• Unique ID: glathesis:2018-30961
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 31 Oct 2018 15:52
• Last Modified: 26 Apr 2024 13:30
• Thesis DOI: 10.5525/gla.thesis.30961
• URI: https://theses.gla.ac.uk/id/eprint/30961