CHAPTER ONE
INTRODUCTION
Background of the Study
Education, which is officially perceived as an instrument “par excellence” for effecting National development is also an instrument for stability and change in any progressive society (Federal Republic of Nigeria 2004).
According to the National Policy on Education and in line with the philosophy and goals of education in Nigeria, education fosters the worth and development of individuals and society in general. It is geared towards selfrealization, better human relationship, individual and national efficiency, effective citizenship, national consciousness, national unity, social, cultural, economic, political, scientific and technological progress. Ameh (2005) described education as a corner stone for development, that is, the basis for acquiring literacy, vocational skills, technological advancement and the ability to harness the natural resources of the environment. Ogbonnaya (2004) viewed education as an essential factor for political development and emancipation of the citizenry, an instrument for socializing people and preparing them for political positions. From the forgoing, it is clear that education broadens individuals’ horizon, develop their physical, intellectual, affective and social abilities thereby equipping them to improve the welfare of the society and adequately utilize the natural and human resources available to them.
Realizing the importance of education to civilization and world economy, as well as the observed direct and mutual relationship between education and development, investments in qualitative and sustainable educational system became the priority of all nations (Damar 2003). Educational reforms were sought world-wide to ensure widened access so that every individual in the society is enabled to have basic education whatever the age, sex, religion and the status of the individual. In fact the concept of life-long education and Education for All (EFA) were programmes which emphasized wide access to education (Aderinoye 2005).
In Nigeria, a lot of efforts worthy of note were made by national and international bodies to improve access to education for all, among which were opening of primary schools and seminary colleges by the missionaries as early as between 1942 and 1946, introduction of Universal Primary Education (UPE) in 1976, launching of National Literacy Day on September 8, 1992 to generate fund for the management of free primary education all of which culminated in the introduction of Mass Literacy Programmes. Mass Literacy Programmes deals with the provision of fundamental education including acquisition of reading, writing and numeracy skills which are to be applied for the development of the individual and the community (National Mass Education Commission (NMEC) 2008). For the purpose of Mass Literacy, three educational programmes were adopted. These include basic literacy, functional literacy and