THE LEVEL OF IMPLEMENTATION OF ADULT LITERACY PROGRAMME CONTENTS TO FOSTER SUSTAINABLE MASS LITERACY IN SOUTH-EAST NIGERIA.

Abstract

Adult literacy programmes are critical for fostering sustainable mass literacy in Nigeria, particularly in the South‑East region where illiteracy remains prevalent among rural dwellers and women. This study examined the level of implementation of adult literacy programme contents, focusing on Basic English Language skills, Civic Education, HIV/AIDS prevention, Basic hygiene and nutrition, Entrepreneurship, and Basic technology. A descriptive survey design was adopted, with a sample of 250 respondents drawn from teachers in both rural and urban literacy centres. Data were collected using structured questionnaires and analyzed using simple percentages to determine the extent of content implementation across the two contexts. The analysis revealed that Basic English Language skills were relatively well implemented, with 30.8% of rural and 39.2% of urban teachers agreeing they taught reading, writing, and speaking. Civic Education contents were moderately implemented, with 27.2% of rural and 36.4% of urban teachers reporting inclusion of peace‑building, democracy, and good governance. Similarly, HIV/AIDS prevention and Basic hygiene and nutrition were taught by a fair proportion of teachers in both rural and urban centres. However, Entrepreneurship education and Basic technology contents were poorly implemented, with low agreement rates and high levels of disagreement among respondents. The findings suggest that while foundational literacy and civic contents are being delivered, transformative skills such as entrepreneurship and technology remain neglected. The study concludes that adult literacy programmes must broaden their scope to include vocational and technological skills to empower learners and achieve sustainable mass literacy.