




































American International Journal of Education and Linguistics Research; Vol. 3, No. 1; 2020 

ISSN 2641-7987   E-ISSN 2641-7995 

Published by American Center of Science and Education, USA 

 

18 

 

 

Staffing and Managing Human Resources of Higher Degree 

Programme of Adult Education for Inclusiveness in Universities in 

Nigeria 
 

 

 

 

Moshood Ayinde Hassan PhD 

Professor 

Department of Adult Education 

Faculty of Education 

Adekunle Ajasin University 

Akungba-Akoko, Ondo State, Nigeria 

E-mail: ayindeayindeayinde@hotmail.com 

 

 
 

Abstract 

The status accorded to adult education among universities-based educators and researchers appears to be very low. 

This may be due to scanty knowledge about the discipline and wrong perception held by the bureaucrats, policy 

makers and administrators within and outside the university system. The Hamburg Declaration in 1997 underscores 

the importance of adult education when it describes it as a key to the twenty-first century. Realising the fact that 

adult education is needed in this 21st century, it follows that provision of higher degree programme should be well 

staffed and properly managed in order to produce learners that will contribute meaningfully to the development of 

the society. Therefore, this study entitled: “staffing and managing human resources of higher degree programme of 

adult education in universities in Nigeria” is embarked upon. The aim of the study is to improve human and 

institutional capacity for required manpower in adult education for national development. The objectives of the 

study include: to identify and discuss framework for staffing higher degree programme in adult education in 
Nigerian universities; to find out how human resources for production of higher degrees students are sourced and 

managed; to assess framework for ensuring inclusiveness in managing higher degree adult education programme in 

universities; to explore strategies that can be employed to make adult education popular and acceptable among 

educators and researchers in universities; to explore motivational factors for students' enrollment in adult education 

higher degree programme; and to examine learning delivery techniques of lecturers/faculty in higher degree 

programme of adult education. The work employed research design of the survey type. Seven federal and state 

universities offering adult education at higher degree level were sampled. Statistical instruments were employed to 

analyse the data collected. All the results were decided at point 05 level of confidence with appropriate degree of 

freedom. The study revealed that 86.3% of the respondents opined that lack of understanding of the concept of adult 

education prevented people from enrolling into the course in the university, while 13.7% felt otherwise. Majority of 

the respondents (89.8%) held that Universities in Nigeria do not discriminate against any sex (male or female) when 
admitting students for any education programme including adult education, while 10.2% did not.  There is 

significant difference in the perception of staff and students on the framework that can be used for staffing higher 

degree programme in adult education in Nigerian universities (X2=2.882, df=3, p > .05). There was no significant 

difference in the perception of staff and students on how human resources are sourced and managed for production 

of higher degree students in adult education programme (X2=3.741, df=3, p > .05). There was a significant 

difference in the perception of staff and students on learning delivery techniques of lecturers/faculty in higher degree 

programme of adult education (X2=9.336, df=3, p < .05). It is recommended that efforts should be made by the 

stakeholders to popularise the discipline of adult education with a view to making people to understand its meaning 

and usefulness to the growth of the society. Adequate budgetary allocation should be made by the owner universities 

to adult education so as to attract qualified staff, regular payment of salaries and comprehensive welfare programme. 

 

Keywords: Staffing, Managing Human Resources, Adult Education, University Based-Educators. 

 



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1. Introduction 

The status accorded to adult education among universities-based educators and researchers appears to be very low. 

Perhaps this may be due to scanty knowledge about the discipline of adult education or disdain look cast on the 

discipline by the bureaucrats, policy makers and administrators within and outside the university system. Non-

recognition of the importance of adult education may have accounted for the paucity of funds allocated to education 

generally and adult education in particular. The Hamburg Declaration in 1997 underscores the importance of adult 
education when it states as follows: 

Adult education thus becomes more than a right; it is a key to the twenty-first century. It is both a 

consequence of active citizenship and a condition for full participation in society. It is a powerful concept for 

fostering ecologically sustainable development, for promoting democracy, justice, gender equity, and scientific, 

social and economic development, and for building a world in which violent conflict is replaced by dialogue and a 

culture of peace based on justice. Adult learning can shape identity and give meaning to life. Learning throughout 

life implies a rethinking of content to reflect such factors as age, gender equality, disability, language, culture and 

economic disparities. 

There are over 150 universities in Nigeria both public and private. Out of this number the universities 

offering adult education at both first and higher degree levels cannot be up to forty. There are state agencies for adult 

education and national commission for adult education which is coordinating the activities of other agencies, both 

public and private in Nigeria. In addition, there are other non-governmental organizations that are promoting adult 
education activities in Nigeria. Nigeria is a heterogeneous society in terms of ethnic groups, languages, natural 

resources, wildlife, landscapes, and cultural practices. All these are reflected in managing and educating Nigerians in 

institution of learning. Nafukho, Wawire and Lam (2010) conceive diversity as any dimension that can be used to 

differentiate groups and group from one another. Also, three broad dimensions of diversity namely: internal, 

external, and organisational are identified. In other words, diversity dimensions can be seen in differences among 

people, differences in creative ability, rationality and comprehension, problem solving skills, emotional intelligence, 

gender, ethnicity, language of instruction, sexual orientation, age, educational background, social economic 

background, physical and mental health and learning style. (Nafukho, Wawire and Lam 2010). Since higher 

educational institution is part of the society, the diversity noticed in the larger society is reflected in the former. For 

educational institution to achieve its set objectives there is the need to embark on adequate staffing and proper 

management of resources with a view to achieving inclusiveness. UNESCO (2005) describes inclusiveness or 
inclusion as a process of addressing and responding to the diversity of needs of all learners through increasing 

participation in learning, cultures and communities, and reducing exclusion within and from education. 

         Meanwhile, Out (2007) describe human resource management as the methods of integrating and maintaining 

workers in an organization so that the organization can achieve the purposes and meet the goals for which it was 

established. In order words, human resource management is the process of motivating workers in the organisation so 

as to obtain maximum output from them. Staffing involves hiring workers with required skills to manage positions 

in the organisation in order to achieve goals of organisation. It also involves developing and updating professional 

skills of workers in the organization.  

Realising the fact that adult education is a key to 21st century; it follows that provision of higher degree 

programme should be well staffed and properly managed in order to produce learners that will contribute 

meaningfully to the development of the society. Consequently, this study entitled: “staffing and managing human 

resources of higher degree programme of adult education in universities in Nigeria” is embarked upon. The aim of 
this study is to improve human and institutional capacity for required manpower in adult education for national 

development. Towards this end the objectives of this paper include: 

 

 To identify and discuss framework for staffing higher degree programme in adult education in Nigerian 

universities. 

 To find out how human resources for production of higher degrees students are sourced and managed. 

 To assess framework for ensuring inclusiveness in managing higher degree adult education programme in 

universities. 

 To explore strategies that can be employed to make adult education popular and acceptable among 

educators and researchers in universities. 

 To examine learning delivery techniques of lecturers/faculty in higher degree programme of adult 
education.  

 To explore motivational factors for students' enrollment in adult education higher degree programme. 

 

 



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Arising from these objectives, the following research questions are generated:  

 

 What form of framework can be used for staffing higher degree program in adult education in Nigerian 

universities? 

 How the human resources are sourced and managed for production of higher degrees students in adult 

education program? 
 What form of framework can be used to ensure inclusiveness in managing higher degree adult education 

program in universities? 

 What are the strategies to be employed to popularize adult education among educators and researches in 

universities? 

 What are the learning delivery techniques of lecturers/faculty in higher degree program of adult education?   

 What are the motivational factors for students' enrollment in adult education higher degree programme? 

 

2. Literature Review 

2.1 Staff Development  

Staff development or staffing is a key element in the production of higher programme in any type of education 

including adult Education. Stephenson (1983) states that higher education enables people to cope with a wide 

varieties of different situations, without being dependent upon the direction of others. In other words, students 
acquire educational experience which enables them to be generally competent and independent. It follows that staff 

that would work in higher education institution must be knowledgeable and skillful and be ready to be exposed to 

continuing education in order to discharge their duties expeditiously. 

The credibility of any academic system is dependent on the quality of academic input and the teaching-

learning apparatuses on the ground to create required learning experience. UNESCO (1994) notes that staff 

development is to promote cooperative and innovative action so as to strength the quality and relevance of higher 

education both now and in the coming years. To improve staffing development in higher education certain things 

must take place, according to UNESCO (1994), they are: increase demand for higher education; reform of higher 

education system; ensuring quality assurance in higher education provision; and inter university cooperation; others 

are upgrading of knowledge through sabbatical arrangement, visiting professorships and academic networking 

opportunities; and curricular innovation.  
 

2.2 Strategies for Popularizing Adult Education 

Adult education as a course of study is not receiving high enrollment subscription from the students because they do 

not understand its usefulness. To increase its popularity among prospective students, certain things need to be done 

by the adult education specialists in the Departments.  There is the need to improve on methods of delivery in 

teaching–learning process, improving on the contents of the programme of adult education to accommodate 

contemporary issues, and organising continuing education programme for adult education lecturers from time to 

time. Anderson (2008) identifies three strategies for increasing educational inclusivity. The first concerns the 

involvement of community in all levels of education. The second is provision of opportunities to increase the access 

to education, employing many of the techniques for mass education. Evolving a new model of production of 

education that engages learners and faculty to co-create their educational opportunities is the third one. 

        Furthermore, Tenebe and Mundi (2008) identify some strategies that can be employed to popularise the 
discipline of adult education. These include development of technology based on the students’ learning that can used 

to create things to satisfy human needs such as shelter, food production, transportation e t c; making adult education 

have bearing on the environment; increase access to education through programme to remedy lapses of people in the 

first education; and agencies of adult education to encourage people to enroll in adult education related programmes. 

The main objective of producing higher degree programme of any discipline is to provide manpower to 

drive economy. The recruited staff need to be exposed to induction programme that will familiarise them to the 

mechanics of their job as well as having opportunity for continuing education. Needless to state, that senior 

colleagues and heads of departments are to guide and provide mentorship for the rest of workers. Managing staff of 

universities demands the involvement of many stakeholders from among the community. There is the need for 

transparency and accountability in the resources supplied to the management of universities to achieve the goals of 

producing manpower for the development of the nation. Figure 1 contains the framework for the production of 
higher degree in adult education. 

 

 



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PRODUCTION OF HIGHER DEGREE IN ADE 

 

Exposure of University staff to continuing education 

 

                   

 

 

   

 

 

 

 

 

 
 

Figure 1. Framework for Staffing and Managing Human Resources Higher Degree of Adult Education 
Source: Author 

 

2.3 Learning Delivery Techniques  

These are numerous challenges confronting Teaching- learning process in adult education class. Some of these may 

include delivery method, use of equipment and classroom facilities. To address some of these and other challenges, 

some measures may be adopted. According to Biney (2015) lecturers could improve on methods of teaching that 

would encourage learners to engage in independent study and model intellectual attitudes of the learners.  Lecturers-

students interactions should be encouraged so that students could express their minds freely in the class on topics of 

discussion. The third approach recommended by Biney (2015) is for the lecturers to intermittently stop during the 

course of lectures in order to give opportunity for students to ask question on the topic being discussed. 

 

2.4 Inclusiveness in Managing Higher Degree Programme in Adult Education 

Diversity refers to any dimension that can be used to differentiate groups of people from one another (Nafukho, 

Wawire and Lam, 2010).citing Giovannini (2004) and Bruno (2004),the three scholars identify three broad 

dimension of diversity in organization. Citing Bruno (2004) they note: 

            The internal dimensions include characteristics such as age, gender, sexual orientation, ethnicity, race and 

physical ability. The external dimension characteristics influence our lives and value systems such as religion, 

geographic location, income, personal and recreational habits, education, appearance, and marital status. The 

organizational dimension affects our work experiences and includes work location, management status, union 

affiliation, functional classification, seniority, and work content. 

Diversity has implication for education organization including adult education. Two categories    of people 

can be seen in adult education in universities: the lecturers and the students. For lecturers, diversity can be noticed in 

their methods of teaching, problem- solving skills, teaching style, social economic status, educational background 
and world view. Diversity appears to have similar influence on the students and the supporting staff working 

Recruitment of qualified staff in ADE                   Head of Department and senior colleagues 

providing mentoring and guidance 

Collaboration between Town and gown in producing needed man power in Adult 

Education 

 

Products of Adult Education rendering services to the community 



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together with lecturers to achieve organization’s goals. Diversity and inclusiveness go together. UNESCO (2005) 

sees inclusiveness as a process of addressing and responding to the diversity of needs of all learners through 

increasing participation in learning, cultures and communities, and reducing exclusion within from education. For all 

the stakeholders in the education system to realise their goals, there is the need to harmonise their needs in order to 

accommodate everyone without any one being excluded.   

  

2.5 Inclusive Education 

Inclusive education presupposes that every segment of the society is taken care of in terms of educational provision 

without any discrimination of any kind. Anderson (2008) makes reference to the United Nations Declaration of 

Human Rights, Article 26, when defining inclusive education. On the declaration, the author writes: 

Everyone has the right to education, and that…..technical and professional education shall be made generally 

available. Education shall be directed to the full development of the human personality and to the strengthening of 

respect for human rights and fundamental freedoms. 

Citing Kisanji (1998), Anderson (2008) defines inclusive education as the meeting of the needs of all 

learners in a given community, in formal and non-formal setting, without sacrificing their uniqueness. Learners have 

different characteristics: Some are economically bouyant, while some have physical disabilities or impairments; 

while others may have been highly gifted. Thus, they should not be discriminated against if inclusive education is to 

be achieved. 
UNESCO (2005) and UNGEI (2010), inclusive Education means responding to the diversity of needs 

among all learners, through increasing, participation in learning, culture and communities, and reducing exclusion 

from and within education. It involves changes in content, structures and strategies, driven by a common vision that 

covers all children and the conviction that it is the responsibility of the regular system to educate all of them. 

 

2.6 Motivational Factors for Students’ Enrolment in Adult Education Higher Degree 

There are various factors that motivate students to enroll for adult education in Nigeria in spite of the fact that many 

people do not understand what adult education stands for. Some of these include: inability to get admission to other 

departments in the faculty of education and even other programmes in other faculties; poor financial status of the 

guardian or parent (based on the belief that financing adult education is cheaper); and the decision of the university 

to rake students from other departments into adult education. The question at this juncture is: what should be the 
major factor motivating students into adult education? Biney (2015) describes motivation, citing a number of 

scholars, as an internal state that arouses, directs and maintains behaviour. In other words, motivation is seen as a 

need or desire that energizes behaviour and directs it towards a goal. Invariably, students should enroll in adult 

education on voluntary basis without any compulsion. European Commission (2014) describes motivation as having 

intrinsic and extrinsic components. Intrinsic components include curiousity, involvement, importance and preference 

for challenges.  According to the Commission, the interplay between intrinsic and extrinsic (external motivation) 

motivations to learn may be important for adult learners. 

   

2.7 Managing and Sourcing for Human Resources  

Staff in higher education needs to be managed by ensuring that they are adequate and well equipped in terms of 

required knowledge and skills in higher education. UNESCO (1994) observes that higher education staff should 

extend their professional skills so as to meet the needs which arise during the course of their careers. Replacing the 
aging and redundant staff should be taking place every time in order to meet the National University Commission 

requirement on staffing. The need to hire qualified staff is dependent on financial resources at the disposal of the 

universities. The owner of the university system whether private or government need to provide adequate financing 

for the university system. The economic situation in the country demands that the university need to look inward in 

order to augment the finances obtain from the owner. 

 

3. Research Method 

The study was conducted in seven Universities in Nigeria, namely: Adekunle Ajasin University, Akungba-Akoko; 

Ekiti State University, Ado Ekiti; University of Ibadan, Ibadan; University of Lagos, Lagos; Obafemi Awolowo 

University, Ile-Ife; Ibrahim Badamosi Babangida University; and University of Benin, Benin. 

 

3.1 Research Design 

The study employed the descriptive research design of the survey type, which measured the phenomenon already 

present in the respondents. 

 



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3.2 Population 

There are over one hundred and fifty (150) universities in Nigeria, both public and private.     

 

3.3 Sample and Sampling Technique 

 The study employed random sampling technique in selecting the Universities that participated in the study. The 

sample for the study is contained in tables 1 and 2.  

 

4. Limitation of the Study   

The study set out to examine the staffing and managing human resources of higher degree programme of adult 

education in universities in Nigeria. However, all other aspects of education are not covered in the study. This serves 

as the limitation of the study. Thus, efforts should be made in subsequent research to address this limitation. 

 

5. Data Analysis 

 

       Table 1. Frequency Distribution showing Responding Staffs’ Personal Information 

 

Factors Option Sampled 

Frequency 

% 

Institution Population in selected 

Department of Education 

University University of Ibadan 13 (Department of Adult 

Education) 

8 19.5 

University of Lagos 15 (Department of Life 

Long and Continuity 

Education) 

7 17.1 

Adekunle Ajasin 

University, Akungba-

Akoko, Ondo State 

8 (Department of Adult 

Education)  

6 14.6 

Obafemi Awolowo 

University 

8 (Department of Adult 

Education and Life Long 

Learning) 

6 14.6 

Ekiti State University 6 (Department of Adult 

Education) 

4 9.8 

Ibrahim Badamosi 
Babangida university 

8 (Department of Adult 
Education) 

4 9.8 

University of Benin 10 (Department of Adult 

Education) 
6 14.6 

Total 41 100.0 

Education 

Qualification 

Master Degree 8 19.5 

Ph.D 33 80.5 

Total 41 100.0 

Years of 

Experience 

1 - 5 years 5 12.2 

6 - 10 years 8 19.5 

11 - 15 years 10 24.4 

16 - 20 years 14 34.1 

Above 20 years 4 9.8 

Total 41 100.0 

Job Status Assistant Lecturer - Lecturer 11 9 22.0 

Lecturer 1 5 12.2 



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Senior Lecturer 11 26.8 

Associate Professor 10 24.4 

Professor 6 14.6 

Total 41 100.0 

Source: Field work, February 2017 

 

 It was indicated in Table 1 that 19.5% of the responding lecturers were from university of Ibadan, 17.1% 

were from University of Lagos, 14.6% were from Adekunle Ajasin University in Ondo State, 14.6% also were from 

Obafemi Awolowo University in Osun State, 9.8% were from Ekiti State University, 9.8% were from Ibrahim 

Badamosi Babangida University, while 6% were from the University of Benin in Edo State. Their educational 

qualification was such that majority had their doctorate. The distribution showed that 19.5% had Master Degree, 
while 80.5% had Ph.D. Further test showed the years of experience of the responding lecturers and it was noted that 

12.2% had working experience ranging between 1 and 5 years, 19.5% had working experience ranging between 6 

and 10 years, 24.4% had experience ranging between 11 and 15 years, 34.1% had experience ranging between 16 

and 20 years, while 9.8% had working experience of above 20 years. Lastly indicated was the responding lecturers’ 

job status and it was observed that 22% were either assistant lecturer or lecturer II, 12.2% were lecturer I, 26.8% 

were senior lecturers, 24.4% were associate professor, while 14.6% were professors. 

 

Table 2. Frequency Distribution showing Responding Students’ Personal Information 

 

2Factors Option Sampled 

Frequency 

% 

Institution Population in selected 

Department of Education 

University University of Ibadan 70 (Department of Adult 
Education) 

15 19.7 

University of Lagos 46 (Department of Life 

Long and Continuity 

Education) 

12 15.8 

Adekunle Ajasin 

University, Akungba-

Akoko, Ondo State 

10 (Department of Adult 

Education)  

5 6.6 

Obafemi Awolowo 

University 

26 (Department of Adult 

Education and Life Long 

Learning) 

13 17.1 

Ekiti State University 15 (Department of Adult 

Education) 

7 9.2 

Ibrahim Badamosi 

Babangida university 

35 (Department of Adult 

Education) 
15 19.7 

University of Benin 22 (Department of Adult 

Education) 
9 11.8 

Total 76 100.0 

Education 

Qualification 

First Degree 12 15.8 

Master Degree 64 84.2 

Ph.D 0 - 

Total 76 100.0 

Source: Field work, February 2017 

         

On the responding students’ information, Table 2 indicated that 19.7% of the postgraduate students 

sampled were from University of Ibadan, 15.8% were from University of Lagos, 6.6% were from Adekunle Ajasin 

University in Ondo State, 17.1% were from Obafemi Awolowo University in Osun State, 9.2% were from Ekiti 

State University, 19.7% were from Ibrahim Badamosi Babangida University, while 11.8% were from the University 



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of Benin in Edo State. Their educational qualification revealed that 15.8% had First Degree as their highest form of 

qualification, while 84.2% had Master Degree. 

 

Research Question 1: What form of framework can be used for staffing higher degree programme in adult 

education in Nigerian universities? 

 
Table 3. Respondents view on framework for staffing higher degree programme in adult education in Nigerian 

universities 

 

 Items Response 

 SA A D SD Total 

Training of Adult education specialists should be 

undertaken in universities 

F 47 55 9 6 117 

% 40.2 47.0 7.7 5.1 100.0 

Provision of scholarship by universities and 

governments encourage people to study adult 

education. 

F 39 26 26 26 117 

% 33.4 22.2 22.2 22.2 100.0 

During the employment interview, priority should be 

given to those who perform better 

F 27 39 39 12 117 

% 23.1 33.3 33.3 10.3 100.0 

Employment of adult education specialists into 

faculties of Education is based on whom you know, 

in order words; employment is not based on merit 

F 38 26 26 27 117 

% 32.5 22.2 22.2 23.1 100.0 

Lack of understanding of the concept of adult 

education prevents people from enrolling into the 

course in the university 

F 62 39 4 12 117 

% 53.0 33.3 3.4 10.3 100.0 

The contents of adult education motivate some 

people to study the discipline in universities 

F 29 38 26 24 117 

% 24.8 32.5 22.2 20.5 100.0 

Source: Field work, February 2017 

 

In Table 3 it is revealed that majority of the respondents (87.2%) reported that training of adult education 
specialists should be undertaken in universities, while 12.8% expressed contrary view. Another notable point is the 

provision of scholarship. It was observed that majority of the respondents (55.6%) held that provision of scholarship 

by universities and governments encouraged people to study adult education, while 44.4% did not agree. For 

effective staffing, priority should be given to those who perform better during the employment interview. This was 

expressed by 56.4%, while 43.6% did not think in that line. Furthermore, 86.3% of the respondents opined that lack 

of understanding of the concept of adult education prevented people from enrolling into the course in the university, 

while 13.7% felt otherwise. Lastly, 57.3% of the respondents concurred with the statement that the contents of adult 

education motivate some people to study the discipline in universities. While 42.7% held contrary views. This 

implies that for effective supply of staffing, there should be improvement in the understanding of the concept of 

adult education in the university so as to increase enrollment into the programme. Some of the findings of the study 

here appear not in line with diversity principles as expressed by Nafukho, Wawire and Lam (2010), one of which is 

taking care of everyone in education system.  

 

Research Question 2: How are the human resources sourced and managed for production of higher degrees 

students in adult education program? 

 

Table 4. Respondents view on sources and management of production of higher degree students in adult education 

programme 

 

 Items Response 

 SA A D SD Total 

Adult education workers in universities are exposed 

to training & retraining programmes. 

F 25 41 12 39 117 

% 21.4 35.0 10.3 33.3 100.0 

Faculty members who specialize in adult education 

joined professional organization 

F 22 63 30 2 117 

% 18.8 53.8 25.6 1.7 100.0 

Staff are mentored by their senior colleagues F 27 83 5 2 117 



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Source: Field work, February 2017 

 

It was noted in table 4 that most of the respondents (56.4%) concur with the statement that adult education 

workers in universities are exposed to training & retraining programmes, while 43.6% did not agree. It was also 

observed that great number of respondents (72.6%) held that faculty members who specialize in adult education 

joined professional organization, while 27.3% expressed otherwise. Further test revealed that 94% of the 

respondents affirmed the statement that staffs are mentored by their senior colleagues, while 6% felt otherwise. It 
was indicated that the universities sponsor staff for national and international conferences. This was with 94% 

confirmation, while 6% did not. It was also observed that majority of the respondents (82.9%) held the statement 

that promotion of staff is hinged on university rules and regulations, while 17.1% expressed contrary view.  Majority 

of the respondents (88%) held that welfare programmes and salaries of workers were not paid as and when due, 

while just 12% felt otherwise. This finding is contrary to what Biney (2015) stated on motivation, that it is a need or 

desire tat energises behaviour and direct it towards a goal. Non payment of salaries and poor welfare of staff may 

not be a motivating factor for workers to put in their best. The finding has implication for the sourcing and managing 

of staff in adult education.   Staff that specialised in adult education maintains a reputable profile with the 

professional organizations that keep them intact with recent events around the field of adult education; the welfare 

and payment of salary of staff appeared not given priority of place. 

 
Research Question 3: What form of framework can be used to ensure inclusiveness in managing higher degree 

adult education programme in universities? 

 

Table 5. Respondents view on framework that could be used to ensure inclusiveness in managing higher degree 

adult education programme in universities 

 

 Items Response 

 SA A D SD Total 

Students are recruited from all sections/tribes in and 

outside the country 

F 25 53 24 15 117 

% 21.4 45.3 20.5 12.8 100.0 

Students with disability are not excluded from 

studying adult education programme in universities 

F 91 26 - - 117 

% 77.8 22.2 - - 100.0 

Teaching and learning in adult education involves the 

use of equipment and facilities that facilitate 

academic work in the classroom 

F 27 65 25 - 117 

% 23.1 55.6 21.4 - 100.0 

The needs of different learners may be difficult to 

meet in adult education degree programme 

F 7 81 8 21 117 

% 6.0 69.3 6.8 17.9 100.0 

Students from educationally disadvantaged states in 

Nigeria use lower scores in university Tertiary 

matriculation Examination (UTME) for admission 

into adult education programmed. 

F - 52 38 27 117 

% - 44.4 32.5 23.1 100.0 

Universities in Nigeria do not discriminate against 
any sex (male or female) when admitting students for 

any education programme including adult education. 

F 65 40 12 - 117 

% 55.6 34.2 10.2 - 100.0 

Source: Field work, February 2017 

      

Table 5 shows responses of respondent of the framework for ensuring inclusiveness in managing higher 

degree programme in adult education. Majority of the respondents (66.7%) were of the view that students are 

% 23.1 70.9 4.3 1.7 100.0 

The universities sponsor staff for national and 

international conferences 

F 53 57 5 2 117 

% 45.3 48.7 4.3 1.7 100.0 

Promotion of staff is hinged on university rules and 

regulations. 

F 46 51 18 2 117 

% 39.3 43.6 15.4 1.7 100.0 

No qualified staff is derived promotion at any time F 28 53 23 13 117 

% 23.9 45.3 19.7 11.1 100.0 

Welfare programmes and salaries of workers are 

paid as and when due 

F 5 9 64 39 117 

% 4.3 7.7 54.7 33.3 100.0 



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recruited from all sections/tribes in and outside the country, while 33.3% felt otherwise. Also, it was reported by 

almost all respondents that Students with disability were not excluded from studying adult education programme in 

universities. Similarly, 78.7% of the respondents held with the view that teaching and learning in adult education 

involved the use of equipment and facilities that facilitated academic work in the classroom, while 21.4% expressed 

contrary view. However, most of the respondents (75.3%) reported that the needs of different learners may be 

difficult to meet in adult education degree programme, while 24.7% did not agree. Furthermore, majority of the 
respondents (55.6%) opined that students from educationally disadvantaged states in Nigeria were not using lower 

scores in university Tertiary matriculation Examination (UTME) for admission into adult education programme, 

while 44.4% held contrary view.  The implication of this finding is that it appeared that some universities lowered 

their admission requirement in order to attract more students to their institutions. Lastly, majority of the respondents 

(89.8%) held that Universities in Nigeria do not discriminate against any sex (male or female) when admitting 

students for any education programme including adult education, while 10.2% did not. The implication of this 

finding is that it looked as if universities uphold principle of inclusiveness in admitting students for programmes in 

the universities. Anderson (2008) defines inclusive education as the meeting of the needs of all learners in a given 

community, in formal and non-formal setting, without sacrificing their uniqueness, whether male or female or 

whether Christian or Muslim or traditional worshippers.     

 

Research Question 4: What are the strategies to be employed to popularise adult education among educators and 
researchers in universities? 

 

Table 6. Respondents view on strategies to popularise adult education among educators and researchers in 

universities  

 Items Response 

 SA A D SD Total 

Changing the name of the department of adult 

education to other names that can attract young ones 

into enrolling in it 

F 79 36 2 - 117 

% 67.5 30.8 1.7 - 100.0 

Encouraging all university students to take courses 

in adult education with a viewing to solving 

illiteracy problem in the country 

F 64 37 14 2 117 

% 54.7 31.6 12.0 1.7 100.0 

Engaging in national public enlightenment 

campaign on the usefulness of adult education to the 

growth of the economy by the agencies of adult 

education at both federal and state levels is required. 

F 53 62 2 - 117 

% 45.3 53.0 1.7 - 100.0 

The Nigeria National Council for Adult Education 
should popularise its activities among adult 

education professionals and the generality in 

Nigeria 

F 73 36 3 5 117 

% 62.4 30.8 2.6 4.3 100.0 

Separating adult education from Ministry of 

Education in all states of the federation. 

F 40 49 28 - 117 

% 34.2 41.9 23.9 - 100.0 

University department of adult education to 

collaborate with non-governmental organizations in 

literacy advocacy campaign. 

F 61 46 8 2 117 

% 52.1 39.3 6.8 1.7 100.0 

Working with government policy makers in 

formulating relevant policy on adult education in 

Nigeria. 

F 86 25 4 2 117 

% 73.5 21.4 3.4 1.7 100.0 

Source: Field work, February 2017 

  

Table 6 shows that 98.3% of the respondents were of the view that changing the name of the department of 

adult education to other names that can attract young ones into enrolling in it is one of the strategies to popularise 

adult education, while just 1.7% felt otherwise. Majority of the respondents (86.3%) agreed that encouraging all 
university students to take courses in adult education with a viewing to solving illiteracy problem in the country, 

while 13.7% expressed contrary view. In a positive view, 98.3% of the respondents held that engaging in national 

public enlightenment campaign on the usefulness of adult education to the growth of the economy by the agencies of 

adult education at both federal and state levels is required, while just 1.7% held contrary view. Another point 



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supported by majority (93.2%) was that The Nigeria National Council for Adult Education should popularise its 

activities among adult education professionals and the generality in Nigeria.  

Further results indicated that separating adult education from Ministry of Education in all states of the 

federation could be a strategy to popularise adult education. This was such that 76.1% concurred, while 23.9% did 

not. Also, 91.4% of the respondents opined that university department of adult education should collaborate with 

non-governmental organizations in literacy advocacy campaign, while 8.5% reported otherwise. Lastly, 94.9% of 
the respondents affirmed the statement that working with government policy makers in formulating relevant policy 

on adult education in Nigeria could help popularise adult education, while 5.1% expressed contrary view. Findings 

of the study indicated that popularising adult education among the populace is needed for the development of the 

society. This is in line with   Anderson (2008) when the scholar identifies three strategies for increasing educational 

inclusivity which include the involvement of community in all levels of education; provision of opportunities to 

increase the access to education; and evolving a new model of production of education that engages learners and 

faculty to co-create their educational opportunities.  

 

Research Question 5: What are the learning delivery techniques of lecturers/faculty in higher degree programme of 

adult education? 

 

Table 7. Respondents view bon learning delivery techniques of lecturers/faculty in higher degree programme of 
adult education 

 

 Items Response 

 SA A D SD Total 

Making learning materials available before the 

beginning of the class. 

F 64 48 4 1 117 

% 54.7 41.0 3.4 .9 100.0 

Discussion method appears to be desirable method 

because it will elicit the participation of learners in 

classroom activities. 

F 87 11 16 3 117 

% 74.4 9.4 13.7 2.5 100.0 

Interaction between students and lecturer in a friendly 

and harmless manner 

F 49 48 19 1 117 

% 41.9 41.0 16.2 0.9 100.0 

Adult education students should have opportunity of 

field work experience 

F 85 25 6 1 117 

% 72.6 21.4 5.1 0.9 100.0 

Creation of awareness of employment opportunity in 

adult education 

F 87 13 4 13 117 

% 74.4 11.1 3.4 11.1 100.0 

Periodic workshop, conferences and seminars on 

topical issues in adult education 

F 75 25 4 13 117 

% 64.1 21.4 3.4 11.1 100.0 

Source: Field work, February 2017 

 

 One observes in Table 7 that 95.7% of the respondents affirmed that making learning materials available 

before the beginning of the class could facilitate delivery of lesson in adult education class, while 4.3% did not. 

Similarly, majority of the respondents (83.8%) concurred with the statement that discussion method appears to be 

desirable method because it would elicit the participation of learners in classroom activities, while 16.2% expressed 

contrary view. Another identified technique is the interaction between students and lecturer in a friendly and 
harmless manner. This was with 82.9% agreement and 17.1% disagreement. Further findings showed that majority 

of respondents (94%) agreed that adult education students should have opportunity of field work experience, while 

6% did not see it as a learning technique. The creation of awareness of employment opportunity in adult education 

was perceived by 85.5% of the respondents as a learning technique for adult education, while 14.5% of the 

respondents did not see it that way. Lastly, majority of the respondents (85.5%) confirmed that periodic workshop, 

conferences and seminars on topical issues in adult education were learning techniques for adult education, while 

14.5% did not concur with it.  The finding agrees with Biney (2015) when he reported that lecturers could improve 

on methods of teaching that would encourage learners to engage in independent study and model intellectual 

attitudes of the learners; and the lecturers to intermittently stop during the course of lectures in order to give 

opportunity for students to ask question on the topic being discussed. 

 

 



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Research Question 6: What are the motivational factors for students' enrollment in adult education higher degree 

programme? 

 

Table 8. Respondents view on motivational factors for students' enrollment in adult education higher degree 

programme 

 

 Items Response 

 SA A D SD Total 

Exposing students to job opportunities in adult 
education 

F 86 24 6 1 117 

% 73.5 20.5 5.1 0.9 100.0 

Knowledge of relevance of adult education to 
contemporary issues in the society 

F 60 49 4 4 117 

% 51.3 41.9 3.4 3.4 100.0 

Encouraging students to form students association in 
order to create platform for interaction and useful 

discussion in adult education. 

F 70 25 8 14 117 

% 59.8 21.4 6.8 12.0 100.0 

Level of communication between students and 

lecturers should be clear and unambiguous. 

F 69 37 11 - 117 

% 59.0 31.6 9.4 - 100.0 

Source: Field work, February 2017 

  

It was indicated in table 8 that exposing students to job opportunities in adult education is a motivational 

factor for students' enrollment in adult education higher degree programme. This was such that 94% of the 

respondents affirmed the statement, while 6% negated it. Also, it was observed that majority of the respondents 

(93.2%) held that knowledge of relevance of adult education to contemporary issues in the society motivates 

students to enroll in adult education higher degree programme, while 6.8% did not perceive it that way. Similarly, 

majority of the respondents (81.2%) opined that encouraging students to form students association in order to create 

platform for interaction and useful discussion in adult education motivates students to enroll in adult education 

higher degree programme, while18.8% did not agree. Lastly, 90.6% of the respondents affirmed that the level of 
communication between students and lecturers should be clear and unambiguous, while 9.4% felt otherwise. This 

implies that job opportunities, orientation on relevance of adult education, formation of associations and increasing 

communication levels are ways to motivational factors for students' enrollment in adult education higher degree 

programme. All the factors discussed in this finding fall within what Biney (2015) describes as intrinsic and 

extrinsic motivation.  According to the scholar, motivation is an internal state that arouses, directs and maintains 

behaviour. In other words, motivation is seen as a need or desire that energizes behaviour and directs it towards a 

goal. 

 

Test of Hypotheses 

 

Hypothesis 1: There is no significant difference in the perception of staff and students on the framework that can be 

used for staffing higher degree programme in adult education in Nigerian universities 

 

Table 9. Chi Square summary showing difference in the perception of staff and students on the framework that can 

be used for staffing higher degree programme in adult education in Nigerian universities 

 

 Respondents’ Status SA A D SD Total 

Concordance with itemised 

framework that can be used 

for staffing higher degree 
programme in adult 

education in Nigerian 

universities 

Staff F 15 11 6 9 41 

% 36.6 26.8 28.6 22.0 100.0 

Students F 25 27 15 9 76 

% 32.9 35.5 19.7 11.8 100.0 

Total F 40 38 21 18 117 

% 34.2 32.5 17.9 15.4 100.0 

Df 3 

X
2
 2.882 

P > .05 

Source: Field work, February 2017 



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 The result indicated that there is no significant difference in the perception of staff and students on the 

framework that can be used for staffing higher degree programme in adult education in Nigerian universities 

(X2=2.882, df=3, p > .05). This implies that both students and staff perceived and responded to the statements 

regarding framework that can be used for staffing higher degree programme in adult education in Nigerian 

universities. The summation revealed that 66.7% of the respondents concur with identified frameworks that could be 

used for staffing higher degree programme in adult education in Nigerian universities, while 33.3% did not agree. 
Based on the findings, the hypothesis 1 was rejected. 

 

Hypothesis 2: There is no significant difference in the perception of staff and students on how human resources are 

sourced and managed for production of higher degree students in adult education programme 

 

Table 10. Chi Square summary showing difference in the perception of staff and students on how human resources 

are sourced and managed for production of higher degree students in adult education programme 

 

 Respondents’ Status SA A D SD Total 

perception of on how 

human resources are 

sourced and managed for 

production of higher 

degrees students in adult 

education programme 

 

Staff F 12 17 5 7 41 

% 29.3 41.5 12.2 17.1 100.0 

Students F 17 34 18 7 76 

% 22.4 44.7 23.7 9.2 100.0 

Total F 29 51 23 14 117 

% 24.8 43.6 19.7 12.0 100.0 

Df 3 

X
2
 3.741 

P > .05 

Source: Field work, February 2017 

  

Table 10 indicated that there was no significant difference in the perception of staff and students on how 

human resources are sourced and managed for production of higher degree students in adult education programme 

(X2=3.741, df=3, p > .05). This implies that both staff and students responded in similar form on statements relating 

to how human resources are sourced and managed for production of higher degrees students in adult education 

programme. This confirmed the formulated null hypothesis 2 and it was accepted.  

 From the findings in Table 10, it was observed that in total, 68.4% of the respondents concur with the 

identified ways through which human resources are sourced and managed for production of higher degrees students 
in adult education programme. 

 

Hypothesis 3: There is no significant difference in the perception of staff and students on form of framework that 

can be used to ensure inclusiveness in managing higher degree adult education programme in universities 

 

Table 11: Chi Square summary showing difference in the perception of staff and students on form of framework that 

can be used to ensure inclusiveness in managing higher degree adult education programme in universities 

 

 Respondents’ Status SA A D SD Total 

Concordance with the form 

of framework that can be 

used to ensure 

inclusiveness in managing 

higher degree adult 

education programme in 

universities 

 

 

Staff F 12 20 1 8 41 

% 29.3 48.8 2.4 19.5 100.0 

Students F 24 33 17 2 76 

% 31.6 43.3 22.4 2.6 100.0 

Total F 36 53 18 10 117 

% 30.8 45.3 15.4 8.5 100.0 

Df 3 

X
2
 15.970 

P < .05 

Source: Field work, February 2017 

 



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It was indicated in Table 11 that there was significant difference in the perception of staff and students on 

form of framework that can be used to ensure inclusiveness in managing higher degree adult education programme 

in universities (X2=15.970, df=3, p < .05). This negates the formulated hypothesis 3 and it was rejected. The total 

summary of both sample revealed that majority concur with the statement such that 76.1% concur, while 23.9% did 

not. The percentage that strongly disagreed among the sampled staff (19.5%) was high, thus resulting to a valid 

variation in their responses compared to those of the students where just 2.6% strongly disagreed. This implies that 
students agreed with the form of framework that can be used to ensure inclusiveness in managing higher degree 

adult education programme in universities, compared to staff. 

 

Hypothesis 4: There is no significant difference in the perception of staff and students on strategies to be employed 

to popularise adult education among educators and researches in universities 

 

Table 12. Chi Square summary showing difference in the perception of staff and students on strategies to be 

employed to popularise adult education among educators and researches in universities 

 

 Respondents’ Status SA A D SD Total 

Concordance with strategies 

to be employed to popularise 

adult education among 

educators and researches in 

universities 

Staff F 23 15 2 1 41 

% 56.1 36.6 4.9 2.4 100.0 

Students F 43 26 6 1 76 

% 56.6 34.2 7.9 1.3 100.0 

Total F 66 41 8 2 117 

% 56.4 35.0 6.8 1.7 100.0 

Df 3 

X
2
 .595 

P > .05 

Source: Field work, February 2017 

  

The result in Table 12 indicated that there was no significant difference in the perception of staff and 

students on strategies to be employed to popularise adult education among educators and researchers in universities 

(X2=0.595, df=3, p > .05). This implies that both staff and students perceived the strategies to be employed to 

popularise adult education among educators and researchers in universities in similar form. The finding, thus 

confirmed null hypothesis 4 and it was accepted. 

 The summation revealed that 91.4% of the respondents were in concordance with the identified strategies 
to be employed to popularise adult education among educators and researches in universities. 

 

Hypothesis 5: There is no significant difference in the perception of staff and students on learning delivery 

techniques of lecturers/faculty in higher degree programme of adult education 

 

Table 13. Chi Square summary showing difference in the perception of staff and students on learning delivery 

techniques of lecturers/faculty in higher degree programme of adult education 

 

 Respondents’ Status SA A D SD Total 

perception on learning 

delivery techniques of 

lecturers/faculty in higher 

degree programme of adult 

education 

Staff F 20 16 4 1 41 

% 48.8 39.0 9.8 2.4 100.0 

Students F 54 12 5 5 76 

% 71.1 15.8 6.6 6.6 100.0 

Total F 74 28 9 6 117 

% 63.2 23.9 7.7 5.1 100.0 

Df 3 

X
2
 9.336 

P < .05 

Source: Field work, February 2017 



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 It was noted that there was a significant difference in the perception of staff and students on learning 

delivery techniques of lecturers/faculty in higher degree programme of adult education (X2=9.336, df=3, p < .05). 

Although, from observation, it was noted that both staff (87.8%) and students (86.9%) affirmed the statements 

regarding learning delivery techniques of lecturers/faculty in higher degree programme of adult education, the 

sample that strongly agree among students (71.1%) were greater than that of staff (48.8%); thereby proving that 

students confirmed the usefulness of the techniques more compared to the staff. This result negated the formulated 
null hypothesis 5, therefore, it was rejected. 

 

Hypothesis 6: There is no significant difference in the perception of staff and students on motivational factors for 

students' enrollment in adult education higher degree programme 

 

Table 14. Chi Square summary showing difference in the perception of staff and students on motivational factors for 

students' enrollment in adult education higher degree programme 

 

 Respondents’ Status SA A D SD Total 

perception on the 

motivational factors for 

students' enrollment in 

adult education higher 

degree programme 

 

Staff F 17 19 4 1 41 

% 41.5 46.3 9.8 2.4 100.0 

Students F 54 15 3 4 76 

% 71.1 19.7 3.9 5.3 100.0 

Total F 71 34 7 5 117 

% 60.7 29.1 6.0 4.3 100.0 

Df 3 

X
2
 12.328 

P < .05 

Source: Field work, February 2017 

 

The result showed that there was a significant difference in the perception of staff and students on 

motivational factors for students' enrollment in adult education higher degree programme (X2=12.328, df=3, p < 

.05). This implies that there are visible variations between the responses of staff compared to students in their 

opinions on the motivational factors for students' enrollment in adult education higher degree programme indicated 

in the statements discussed above in research question 6. Although, it was observed that majority of both staff 

(87.8%)) and students (90.8%) concur to the itemized motivational factors, majority of the responding students 

(71.1%) strongly agreed with the motivational factors compared to staff that strongly agreed (41.5%). This implied 
that students had stronger perception on the effectiveness of the identified motivational factors compared to the staff. 

This finding negate hypothesis 6 and it was rejected. 

 

6. Recommendations 

 Based on the findings of the studies the following recommendations are made: 

 All efforts should be made by the stakeholders to popularise the discipline of adult education with a view to 

making people to understand its meaning and usefulness to the growth of the society.   

 Adequate budgetary allocation should be made, by the owner universities to adult education so as to attract 

qualified staff, regular payment of salaries and comprehensive welfare programme. Also the universities 

should make efforts to embark on internal generation of income in order to supplement subvention from 

owner universities. 

 Lecturers are enjoined to employ method of teaching that recognises the independence and involvement of 
students in classroom situation.  

 Efforts should be made by the departments of adult education to explore avenue in order to increase 

enrollment in to adult education programme. 

 The need and involvement of the community in managing and sourcing for  funding adult education 

programme should  be priority by the universities. 

 

7. Conclusion 

The main objective of producing higher degree programme of any discipline, including adult education, is to provide 

manpower to drive economy. That is why funding of the university by its owners is sine qua non for increased 



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enrollment into the discipline. The need for the university to look inward for its financing is also germane. 

Managing staff of universities demands the involvement of many stakeholders from among the community and 

should be based on the principles of transparency and accountability.  

 

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Copyrights  

Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an 

open-access article distributed under the terms and conditions of the Creative Commons Attribution license 

(http://creativecommons.org/licenses/by/4.0/). 

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