What We Do

Education
Adult Education programme

A LITTLE ABOUT THE IKEOHA FOUNDATION ADULT EDUCATION PROGRAMME

BACKGROUND

Ikeoha Foundation has been implementing an adult education programme since 2009. The Foundation began the programme to help in eliminating the pervasive illiteracy and poverty in the Enugu West Senatorial Zone of Enugu State, Nigeria, consisting of five local government areas of Aninri, Awgu, Ezeagu, Oji River and Udi, the constituency limit of its founder and chairman, Senator Ike Ekweremadu. Two thousand adult learners (98 per cent women) enrolled in the 22 literacy centres opened that year. Their utmost desire was to learn to read and write and to manipulate mobile phones and calculators, and in general to do arithmetic especially with regard to banking.

Programme Objectives
  • To promote sustainable livelihood in rural communities in Nigeria by transferring basic literacy, numeracy, vocational, family life and health skills to adults who did not receive or complete formal basic education earlier in life.
  • To facilitate acquisition of basic school certificate and consequent expansion of earning potentials by adults in rural communities in Nigeria who did not receive or complete formal basic education in the past.

Structure of the Programme

The Foundation relies heavily on the teaching staff of public primary schools in the communities where the programme operates. Each centre has three pedagogues one of whom (in most cases the head teacher) is the Centre Supervisor. Activities of the centres in a local government are in turn supervised by a local government Coordinator. Classes hold three times a week in each of the centres. Each centre has three categories of learners:

  1. Basic Literacy category made up mostly of those who have never attended any formal school and as such can neither recognise letters nor numbers.
  2. Post Literacy Class 1 made up of those who did not receive more than two or three years of formal education before dropping out of school.
  3. Post Literacy Class 2 (Exam Class) made up of those who have received at least four years of formal education. Learners in this category are registered to sit for the First School Leaving Certificate.
Current status

There are 32 centres operational in 29 communities in five local government areas of Enugu State, while there are 1, 241 learners currently enrolled in the programme. The Foundation provides instructional materials and all teaching and learning aids in the centres and pays monthly stipend to 64 teachers and 5 local government Coordinators.

Achievements
  • Over 10, 000 adult learners have received basic education
  • 1320 persons have obtained the First School Leaving Certificate, FSLC
  • Sustained mass media campaign on the imperative of a literate adult population
  • Awareness creation on the benefits of adult education through consistent observance of an Adult Literacy Day since 2014. This event brings together the greatest number of policy makers in Enugu State
Benefits to communities
  • More people competent and confident to participate in mainstream social, economic and political activities of communities
  • Reduced maternal and child mortality
  • More people with health-seeking behaviours
Partnership with NMEC

Ikeoha Foundation is pleased to be recognized as a partner by the National Commission for Mass Education, Adult and Non-Formal Education, NMEC. This recognition has encouraged us to put more effort into bringing literacy and life skills to rural people (mostly women) in our communities.

IMPACT

The greatest impact of this programme is that it has assisted in transforming the cultural practices of more than a million people in the Enugu West Senatorial District of Enugu State, Nigeria, as evidenced by increasing gender parity, increasing financial independence, and a high level of environmental awareness especially on water and sanitation and climate change. This outcome is possible because, inclusive of opinion leaders with enormous influences on various aspects of community life, the over 12000 people who have obtained basic education through this programme – mostly rural women, peasant farmers, market women and men, out-of-school adolescents, and illiterate and semi-skilled workers and artisans – have become more competent and confident to participate in mainstream activities of their communities.

MILESTONES
  1. July 2017:  5th Batch of learners sat for the FSLC with Ikeoha Foundation providing registration fees and other logistics
  2. July 12, 2016 : Fourth batch of learners sat for the First School Leaving Certificate Examination. The examinations are moderated and invigilated by the Examination Development Center (EDC), Enugu
  3. July 17, 2014 : Third batch of adult learners sat for the First School Leaving Certificate Examination.
  1. July 4, 2013: Second batch of learners sat for the First School Leaving Certificate Exam (FSLC).
  1. May17, 2014 : The Foundation celebrated her maiden Adult Literacy Day to graduate the 2012 and 2013 (1st and 2nd batches) of the adult learners. The ceremony was witnessed by the Chairman of Ikeoha Foundation, Distinguished Senator Ike Ekweremadu, CFR, Trustees of the Foundation, Directors from the National Agency for Mass Literacy, Adult and Non-Formal Education, NMEC, prominent Nigerians and members of the public. It was indeed an epochal event.   Our graduating adult learners received their testimonials and FSLC Certificates and empowerment prizes. The event featured March past, recitations, debate, cultural dance, craft exhibition, drama and spelling bee competition by the learners.
  1. July 5, 2012: The first batch of adult learners sat for the First School Leaving Certificate Exam (FSLC). Learners were registered for free by the Foundation to sit for the exam.

OUR THEORY OF CHANGE

(WHY AND HOW WE INTERVENE IN THE ABOVE AREAS)

1. Education

Challenges

  • High illiterate adult population
  • Students cut corners to pass exams due to poor motivation to learn and lack of confidence in their abilities
  • Cost of university education is a barrier to entry for many low-income students
  • Poor students are more likely to drop out of school
  • Demands for a new workforce to meet the challenges of a global economy is rapidly increasing

Assumptions

  • Education, particularly basic literacy, is a powerful tool for promoting opportunity, inclusion, prosperity and growth
  • A university education improves quality of life and lifetime earning power
  • An effective reward system will motivate students to pursue self-directed academic excellence and compete fairly and strongly in the global economy

Target Groups

  • Senior secondary school students
  • Undergraduate students from low-income families
  • Rural adults at the fringes of communal life due to illiteracy

Expected Outcomes

  • University education is accessible to disadvantaged students through scholarships, bursaries and other support programs
  • Students are confident of their abilities and are primed for academic excellence
  • Improved student achievement and life skills
  • Improved human capital in rural communities
  • Expanded economic opportunities in communities

 

2. Women and Youth Empowerment

Challenges

  • Cultural stereotypes deny women and youths marketable skills
  • Lack of skills and access to capital keep women and youths away from productive sectors of the economy
  • Lack of safety nets worsens the burden of poverty on vulnerable sectors of the population

Assumptions

  • Possession of skills broadens people’s opportunities to participate in mainstream social, economic, and political activities of their communities
  • Social welfare schemes can cushion the effects of poverty on vulnerable members of society
  • Access to capital can empower people to break out of poverty
  • Successes recorded by previously excluded members of society can help break down stereotypes

Target Groups

  • Young school leavers
  • Widows
  • The unemployed

Expected Outcomes

  • Women and young people are part of mainstream communal life
  • Reduced rate of poverty
  • Break down of gender stereotypes

 

3. Health

Challenges

  • High rate of morbidity is slowing down economic progress of local communities and keeping more people in poverty
  • High proportion of people in rural communities have limited access to public, basic healthcare
  • High maternal and child mortality is disrupting community cohesion and functioning

Assumptions

  • Savings in disability-adjusted life years (DALY) can be invested to help poor people escape poverty
  • A population in good health can overcome poverty through innovation, entrepreneurship and increased productivity.

Target Groups

  • Rural dwellers
  • Children
  • Young people

Expected Outcomes

  • Increased life expectancy
  • Abundant, quality human resources
  • Improved maternal and child health