Community Education Needs of Community Based Organizations Leaders in Anambra State, Nigeria
Community Education Needs of Community Based Organizations Leaders in Anambra State, Nigeria.
ABSTRACT
The central focus of this study was to ascertain the community education needs of community based organizations leaders in Anambra State of Nigeria. To guide this study, five research questions were posed and three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted a descriptive survey design.
The population for the study comprised 1,701 executive members of the 189 registered community based organizations in the 21 local government areas that make up the three senatorial zones of Anambra State.
The sample consisted of 1071 executive members of community based organizations selected through stratified random sampling.
The internal consistency reliability coefficient obtained for each of the clusters I-V were 0.89, 0.88, 0.87, 0.86 and 0.92 respectively while the overall reliability coefficient was 0.88. Questionnaire was the instrument used for data collection. Mean was used to analyze the research questions while t-test was used to test the null hypotheses.
Among the major findings of the study were that the respondents agreed that they need basic, social, political, economic, and cultural education to improve or further lead as required, there was no significant difference in the mean ratings of the literate and non-literate.
Respondents on the basic education needs there was significant difference in the mean ratings of married and single respondents on social education needs; and there was no significant difference in the mean ratings of the urban based and rural based respondents on political education needs.
INTRODUCTION
Within the community framework, there is need for people to be educated. It is vital because without it, people may not function effectively. Community education is one form of education that will bring about positive change among the people in the community.
Ezumah (2004) sees community education as a process aimed at raising consciousness, spreading understanding, and providing the necessary skills, including the human and material resources for the social, economic, political and cultural development.
Findsen (2006) defined community education as an organized learning activity that groups or individuals undertake for the personal, community, cultural or economic development. It touches all other areas of learning but its primary focus is the adult as learner and the community as the context.
Akande (2007) sees community education as the type of education needed to engender self-confidence, self-respect, and personal independence as well as to safeguard human rights and achieve social equality. Contextually, community education is the education that promotes the integrated involvement of community members in the effort to bring about desirable social change.
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CSN Team.
