An evaluation of the challenges faced by adult learners in urban centers of Jos South Local Government Area, Plateau State
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- NGN 5000
Background of the study
Adult learners in urban centers have increasingly become a focal point of educational research as society grapples with rapid urbanization, economic pressures, and evolving educational needs. In Jos South, a vibrant yet complex urban setting, adult education has emerged as a critical tool for social and economic empowerment. Historically designed to offer flexible learning pathways for non-traditional students, these programs are now confronted with multifaceted challenges that impede academic progress (Adebayo, 2023). Urban environments present unique difficulties including overcrowded learning centers, inadequate infrastructural support, and an ever-widening digital divide that limits access to modern educational technologies. Additionally, many adult learners in Jos South juggle multiple roles as employees, caregivers, and community members, which compounds the stress associated with pursuing further education (Bello, 2024). Rapid demographic changes have further intensified these challenges, as institutions struggle to adapt curricula that address the diverse cultural, socio-economic, and technological needs of their learners. The increased reliance on technology for instruction, while offering flexibility, often highlights discrepancies in digital literacy and internet accessibility, leaving many adult learners at a disadvantage (Chinwe, 2025). Moreover, policy frameworks intended to support adult education are frequently outdated, failing to respond to the evolving needs of an urban populace. Such policies do not always account for the distinctive realities of urban life, including long commuting hours and erratic work schedules, thus limiting effective participation in educational programs. In response, recent studies emphasize the need for localized research to understand the specific challenges faced by these learners. This research is crucial in providing insights that can inform the development of innovative educational strategies and the realignment of policy interventions to better support adult education. Enhanced collaboration among government agencies, educational institutions, and local communities is paramount to addressing these obstacles, ensuring that adult learners are not left behind in the pursuit of lifelong learning. The interplay between institutional inadequacies, economic disparities, and societal expectations creates an intricate network of challenges that calls for systematic investigation and targeted reform. By closely examining the lived experiences of adult learners in Jos South, this study seeks to uncover the underlying factors hindering academic success and to propose viable recommendations for sustainable educational development (Adegboye, 2023).
Statement of the problem
Despite considerable investments in adult education initiatives, many learners in Jos South continue to face severe challenges that undermine their academic success and personal development. The urban context, marked by rapid population growth and economic instability, has exacerbbate issues such as overcrowded classrooms, limited access to modern learning technologies, and insufficient infrastructural support. These conditions contribute to high dropout rates and poor academic performance among adult learners. Socio-economic pressures further compound the problem; many adults must balance demanding work schedules and family responsibilities alongside their studies, leading to fatigue, stress, and ultimately, disengagement from the learning process (Adebayo, 2023). In addition, institutional challenges—ranging from outdated curricula to a lack of culturally responsive teaching methods—create a disconnect between the educational programs offered and the actual needs of the learners (Bello, 2024). The rapid pace of urbanization in Jos South has left many educational institutions ill-equipped to handle the influx of students, resulting in diminished quality of education and support services. Furthermore, the reliance on digital learning platforms, without adequate training or technological infrastructure, has left many learners struggling to keep pace with their studies (Chinwe, 2025). These challenges indicate a critical gap between policy formulation and effective implementation, highlighting the need for targeted research that addresses both the systemic and personal barriers faced by adult learners. Without comprehensive intervention, the persistent educational shortcomings will continue to hinder the overall socio-economic development of the region. Thus, it is imperative to explore these challenges in depth to provide a foundation for innovative policy solutions and sustainable improvements in adult education.
Objectives of the study
• To identify and analyze the socio-economic, infrastructural, and technological challenges affecting adult learners.
• To evaluate the impact of existing educational policies and institutional practices on adult learning outcomes.
• To propose actionable recommendations for reforming adult education programs in Jos South.
Research questions
• What are the primary challenges faced by adult learners in urban centers of Jos South?
• How do socio-economic and infrastructural factors affect the academic performance and retention of adult learners?
• What policy reforms can be implemented to better support adult learners in the region?
Research Hypotheses
• H1: There is a significant relationship between socio-economic challenges and the academic performance of adult learners.
• H2: Inadequate infrastructural support negatively impacts the retention rates of adult learners.
• H3: Tailored policy reforms will lead to improved educational outcomes among adult learners.
Significance of the study
This study is significant as it provides critical insights into the multifaceted challenges faced by adult learners in Jos South, highlighting the interplay between socio-economic factors, infrastructural deficits, and educational policies. By examining these challenges, the research offers a foundation for developing targeted interventions and policy reforms that can enhance educational accessibility and quality. The findings will benefit policymakers, educational institutions, and community organizations, contributing to broader discussions on lifelong learning and educational equity (Okeke, 2023; Ibrahim, 2025).
Scope and limitations of the study
This study is limited to examining the challenges faced by adult learners within urban centers of Jos South Local Government Area, focusing exclusively on institutional, socio-economic, and infrastructural factors affecting adult education.
Definitions of terms
• Adult Learners: Individuals, typically over 25, engaged in formal or informal education.
• Urban Centers: Areas within cities characterized by high population density and diverse socio-economic activities.
• Infrastructural Support: The physical and technological resources provided by educational institutions to facilitate learning.
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