Brief Introduction

The Nigerian education philosophy is based on the integration of individuals into a sound and effective citizen vis-à-vis the acquisition of appropriate skills, abilities, and competencies, both mental and physical, as equipment for the individual to live in and contribute to the development of his society. It is within this framework that adult education especially for women becomes relevant. Similarly, the United Nations Nairobi forward-looking strategies for the advancement of women recognize that education is the basic tool that should be given to women in order to fulfill their roles as full members of society.

The acquisition of skills and knowledge is essential to the development of autonomous and productive individual women. Therefore, adult education offers a second chance to women who could not benefit from the formal school system, the opportunity to get useful knowledge and skills to improve their lots in society.

The process of development and its socio-economic challenges have modified the roles of women in our society. These changing roles call for adequate preparation of women through formal career education or through adult and non-formal education. For instance, the establishment of women education units in the federal and state ministries of education in 1986 and the establishment and equipment of eighty-eight (88) women adult education centres in the country by the federal ministry of education attested to the belief that education of women is the cornerstone of development (Chukwuma 1993).

But that notwithstanding the proportion of women in adult technical fields has been low in comparison to the number of men engaged in skill supporting labour. Most women are teachers, nurses, librarians, and social workers with less preference for adult training as tradeswomen or craft women for possible careers in the industry or in self-supporting labour.

Surely, the inclusion of adult education in the National Policy on Education (1981) has ushered in an outlook to the concept of skill training with the introduction of pre-adult subjects such as woodwork, metalwork, electronics machines, local crafts, home economics, and business studies which are skill acquisition oriented.

Table of Content

CHAPTER ONE
Introduction
Statement of the problem
Purpose of the study
Research questions
Significance of the study
Basic assumption
Scope of the study
Limitations of the study
Definition of terms

CHAPTER TWO
Literature Review
CHAPTER THREE
Research methodology
Population of the study
Sample and sampling procedure
Instrumentation of the study
Validation of the instrument
The reliability of the instrument
Method of data collection

CHAPTER FOUR
Analysis of data
Discussion of findings

CHAPTER FIVE
Summary, Conclusion and Recommendations
Summary
Conclusion
Recommendations
REFERENCES
QUESTIONNAIRES