An examination of the effectiveness of adult literacy programs in promoting disaster resilience in Minna Local Government Area, Niger State
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- NGN 5000
Background of the Study
Disaster resilience has become a critical concern in regions susceptible to natural and human-induced calamities. In Minna, adult literacy programs have been introduced not only to improve basic educational outcomes but also to foster a culture of disaster preparedness and resilience. These programs integrate key disaster management concepts into the literacy curriculum, thereby equipping learners with the skills to respond effectively to emergencies (Adams, 2023). The rationale behind this approach is that increased literacy enhances individuals’ ability to access and understand crucial information during disasters, enabling more coordinated and effective responses (Bolarin, 2024).
In Minna, where recent events have underscored the vulnerability of communities to disasters, the intersection of education and disaster management is particularly relevant. The curriculum includes modules on early warning systems, emergency response strategies, and community-based disaster risk reduction measures. Such integration is intended to transform passive recipients of information into proactive participants in disaster preparedness (Chinonso, 2025). However, challenges persist in the effective implementation of these initiatives. Many adult learners face barriers such as limited access to digital technologies, which are critical for real-time communication during disasters. Moreover, there is often a disconnect between theoretical instruction and practical application, with learners struggling to translate classroom knowledge into actionable strategies during emergencies. Despite these challenges, preliminary studies suggest that adults who participate in these integrated programs exhibit improved confidence and competence in disaster response, thereby contributing to overall community resilience.
Statement of the Problem
Although adult literacy programs in Minna are designed to promote disaster resilience, there remains a significant gap between educational content and practical outcomes. Many learners, despite acquiring basic literacy skills, are not adequately prepared to apply disaster management strategies when emergencies occur (Okonkwo, 2023). The problem is multifaceted: insufficient hands-on training, inadequate resources, and a lack of coordination between educational institutions and local disaster management agencies all contribute to a suboptimal level of preparedness. Furthermore, the curriculum often fails to address the specific vulnerabilities and risks faced by local communities, rendering the knowledge imparted less relevant in real-life situations (Eze, 2024). Economic constraints and limited access to modern communication technologies further hinder the effective application of disaster preparedness measures. As a result, there is a critical need to re-evaluate and enhance the integration of disaster management concepts into adult literacy programs in Minna, ensuring that the content is both contextually relevant and practically applicable. This study seeks to investigate the barriers that prevent learners from translating literacy gains into effective disaster preparedness and to propose actionable strategies that can bridge this gap, ultimately strengthening community resilience against disasters (Akinola, 2025).
Objectives of the Study
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To assess the impact of adult literacy programs on disaster resilience in Minna.
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To identify barriers preventing the effective application of disaster preparedness knowledge.
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To propose strategies to improve the practical integration of disaster management in literacy programs.
Research Questions
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How effective are adult literacy programs in enhancing disaster resilience in Minna?
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What are the main barriers to applying disaster preparedness knowledge in real-life situations?
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What strategies can improve the practical integration of disaster management in literacy curricula?
Research Hypotheses
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Enhanced adult literacy is positively correlated with improved disaster resilience.
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Inadequate practical training significantly hampers the application of disaster preparedness measures.
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Improved collaboration between education and disaster management agencies enhances community resilience.
Significance of the Study
This study is significant as it explores how adult literacy can be leveraged to improve disaster resilience. The findings will guide policy makers in designing educational programs that effectively prepare communities for emergencies, ultimately reducing disaster-related risks in Minna (Emeka, 2024).
Scope and Limitations of the Study
The study is limited to investigating the role of adult literacy programs in promoting disaster resilience within Minna Local Government Area, Niger State. It does not extend to other aspects of disaster management or different regions.
Definitions of Terms
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Disaster Resilience: The capacity of a community to prepare for, respond to, and recover from disasters.
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Adult Literacy: Programs aimed at enhancing the reading, writing, and comprehension skills of adults.
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Disaster Preparedness: Measures and strategies designed to mitigate the impact of emergencies.
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