To explore how the elderly and the disabled in Nigeria view lifelong learning and sports education, this study draws the perspectives of older faculty members and special students who reside in Edo State, Nigeria.
The overarching research questions are as follows: How do the older citizens and the disabled perceive lifelong learning and sports education for the elderly and the disabled as a paradigm shift in illiteracy and sports trajectory in Nigeria? And will the Nigerian government at various levels adopt strategies to support the elderly and the disabled in meeting sustainable development goals for lifelong learning and sports education in Nigeria?
Table of Contents
Introduction
Problem Statement
Research Questions
Methodology
Sampling Method
Results
Analysis Setting
Analysis of Research Question 1
Analysis of Research Question 2
Analysis of Research Question 3
Analysis of Research Question 4
Fidelity Measures
Hypotheses Testing
Summary of Results
Interpretations of Findings
Research Suggestions
Conclusion
Research Objectives and Themes
This study investigates the role of lifelong learning and sports education in addressing illiteracy and enhancing the quality of life for elderly and disabled individuals in Nigeria, while identifying current institutional and governmental support structures.
- Investigation of lifelong learning and sports education as a paradigm shift for elderly and disabled citizens.
- Evaluation of governmental strategies in meeting Sustainable Development Goals (SDG 4:6) regarding inclusive education and sports.
- Assessment of perceptions held by faculty members and special students toward existing educational and sports programs.
- Development of actionable recommendations for the establishment of centers for lifelong and sports education across Nigerian local governments.
Excerpt from the Book
Introduction
Like any other country in the world, Nigeria’s older citizens are increasing rapidly. In Nigeria, aged 65 and above are regarded as elders which make up 5.9 million (3.1%) of the total population of 191 million, which represents an increase of 600,000 from 2012 to 2017 (National Bureau of Statistics, 2018). World Health Organization (2020) reported that in sub-Saharan Africa, the number of older persons is expected to increase from 46 million in 2015 to 147 million by 2050. In 2018, the older literacy rate in Nigeria was 28.3 %. This represents an increase from 22.2 % in 1991 to 28.3 % in 2018 growing at an average annual rate of 9.5% (World Data Atlas, 2018). In the age of the knowledge economy, literacy is recognized as a crucial instrument for the pursuit of human rights. However, illiteracy continues to be a major challenge in Nigeria. According to the Sustainable Development Goals (SDGs 4.6), a substantial proportion of adults are expected to achieve literacy and numeracy by 2030.
World Data Atlas (2018) stated that the total number of elderly illiteracy in Nigeria stands at 3,859,132 with 60.4% women and 39.6% men. Fasokun and Cecilia (2008) reported that more than 22 million people in Nigeria are illiterate and 65% of this population are women. They further affirmed that none of the literacy efforts attempted in Nigeria so far have produced the district results and millions of people are still being denied access to literacy because of the lack of effective education policies. Therefore, to alleviate the depressing nature of the older citizens in Nigeria, lifelong learning and sports education are bound to check the imbalance and provide the needed pointer to longevity and reduce the problem of old age (World Data Atlas, 2018).
Summary of Chapters
Introduction: Provides demographic context on the Nigerian elderly and disabled population, highlighting the critical need for lifelong learning and sports education to combat illiteracy.
Problem Statement: Outlines the low performance of Nigeria in global sports and the lack of systemic support for disabled and elderly citizens, which hinders the attainment of SDG 2030 targets.
Research Questions: Defines the core inquiries regarding the perception of these programs and the government's role in implementing inclusive educational strategies.
Methodology: Details the survey-based research design using convenience sampling among 117 participants from higher institutions and special schools.
Results: Presents the statistical findings and hypothesis testing results obtained through t-tests and ANCOVA analysis.
Summary of Results: Offers a synthesis of the study's quantitative findings regarding the identification of educational gaps and participant perceptions.
Interpretations of Findings: Connects the empirical data to existing literature, confirming the need for structured integration of lifelong learning into the national policy.
Research Suggestions: Lists recommendations for policy enactment, including the establishment of dedicated centers and the modernization of educational curricula.
Conclusion: Concludes that while positive perceptions exist, systemic action and further research are required to implement lifelong and sports education effectively.
Keywords
lifelong, learning, sports, education, elderly, disabled, illiteracy, trajectory, Nigeria, SDGs, policy, curriculum, survey, perception, participation
Frequently Asked Questions
What is the primary focus of this research?
The research examines the implementation of lifelong learning and sports education programs specifically tailored to the needs of the elderly and disabled population in Nigeria.
What are the central themes discussed in the paper?
The study centers on literacy rates, the socio-economic benefits of sports for disabled persons, government policy implementation, and the role of higher institutions in social integration.
What is the overarching research goal?
The primary goal is to determine if lifelong learning and sports education can serve as a paradigm shift against illiteracy and improve the overall longevity and wellness of Nigerian citizens.
Which scientific methods were utilized?
The author employed a quantitative survey approach, utilizing Likert-scale questionnaires, frequency distribution, t-tests, and Analysis of Covariance (ANCOVA) to validate study hypotheses.
What does the main body cover?
The main body reviews existing demographic data, analyzes participant feedback from diverse educational institutions, and evaluates the efficacy of current governmental strategies.
Which keywords define this document?
Key terms include lifelong learning, sports education, elderly, disabled, illiteracy, Nigeria, and Sustainable Development Goals.
How were participants sampled for this study?
Convenience sampling was used to select 117 participants, including faculty members from two higher institutions and students from two special schools in Edo State, Nigeria.
What is the author's primary recommendation?
The author recommends that the Nigerian government enact policies to establish specialized lifelong learning centers across all 774 local governments to address the needs of older citizens and persons with disabilities.
- Citation du texte
- Dr. Timothy Okpeku Oziegbe (Auteur), 2023, Lifelong Learning and Sport Education for the Elderly and the Disabled. A Paradigm Shift in Illiteracy and Sport Trajectory in Nigeria, Munich, GRIN Verlag, https://www.grin.com/document/1361364
