Research
Globavasity Literacy Methodology: The Magic Bullet for Literacy Education in Nigeria
There has been increasing concern for what works and the best practice in adult literacy education. This search has resulted in the multiplicity of models of literacy delivery. Globavasity methodology is one such model of literacy practice. This paper examines the structure and delivery of literacy education, how adult learners could within shortest possible time acquire the skill of reading and writing. The paper focuses on how to motivate adult learners, the arrangement of the vowel, the consonant, letter, and word combinations as contained in the primer to build a fast reading, writing, and numeracy skill and how literacy could be embedded with other social practice to make literacy education practical and functional. The Globavasity is a magic bullet for literacy education, a model that works in adult literacy education.
Civic Education for Adult as Placebo for Deepening Democratic Practice in Nigeria
This paper examines the methodological challenges in the infusion of civic education curriculum in adult basic and post literacy education and other forms of adult learning both in-formal, non-formal and formal education. The paper sees civic education as citizenship, democratic and human right education necessary for deepening democratic in any society but argued that the content and manner of teaching and learning civic education in Nigeria cannot ensure the achievement of the avowed objectives of the subject. As placebo, and not a medicine, the civic education curriculum content and the pedagogical strategies create the false impression of enhancing citizens’ participation in Nigeria’s democratic project. Thus the paper proposed four pedagogical frameworks such as the pedagogy of human right, resistance, citizenship and peace.
Intergenerational Learning and Social Capital in Choba Urban Indigenous Community in Port Harcourt Nigeria
This paper examines intergenerational learning an informal aspect of adult learning in an indigenous community. Intergenerational learning involves older people and young people where both are teachers and learners in a shared learning process. The study examines the pattern of intergenerational learning in urban indigenous community. What informed the conduct of this study is the increase intergeneration gap and perhaps the individualistic lifestyle that characterized urban indigenous communities. The study was carried out in Choba an urban settlement in Port Harcourt. To collect data, we conducted Focus Group Discussion and key personality interview in the study area. The findings reveal that intergenerational learning is reciprocal and empowering and can be used to foster social capital and social cohesion. It also shows that the three forms of intergenerational learning are applicable in the urban indigenous communities. These forms are transferred learning, transactional learning, and transformational learning.
