An assessment of the challenges of adult education in urban slums in Jos South Local Government Area, Plateau State.
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Background of the Study
Urban slums in Jos South Local Government Area, Plateau State, present a complex environment where adult education programs are urgently needed yet face substantial challenges. The rapid urbanization and population growth in these informal settlements have resulted in overcrowding, poverty, and inadequate public services, creating significant barriers to effective adult education (Okoro, 2023). In these densely populated areas, access to quality education is hindered by poor infrastructure, limited funding, and social instability. Many residents, engaged in informal employment, struggle to allocate time or resources for learning activities. Existing educational initiatives often suffer from insufficient planning and lack robust support from local government and non-governmental organizations, leading to sporadic and under-resourced programs (Adebisi, 2024). The urban slums of Jos South are marked by diverse populations with varying educational backgrounds, language differences, and economic disparities. Such diversity necessitates that adult education programs adapt to multifaceted needs through flexible scheduling and culturally relevant curricula. However, the transient nature of slum populations often results in inconsistent attendance and high dropout rates. Overcrowded living conditions, inadequate sanitation, and limited access to community centers further impede the establishment of formal learning environments (Eze, 2025). Community leaders and local stakeholders have increasingly called for a reassessment of educational strategies, emphasizing the need for tailored interventions that bridge the gap between formal education and the realities of urban poverty. Innovative approaches, such as the use of mobile learning platforms and community radio, have been piloted with promising results; however, scalability remains a challenge due to systemic issues (Nwosu, 2023). Additionally, the inherent socio-economic instability in urban slums complicates efforts to sustain educational programs over time. Despite these challenges, there is a growing recognition that effective adult education can empower urban slum dwellers, equipping them with skills to improve their livelihoods and participate more actively in economic development. The dynamic interplay of infrastructural constraints, economic hardships, and social factors makes it imperative to evaluate the current state of adult education in Jos South and to identify pathways for more effective program implementation (Adeola, 2024).
Statement of the Problem
Despite the critical role of adult education in fostering socio-economic mobility, urban slums in Jos South face numerous barriers that undermine the success of these programs. Chronic underinvestment in educational infrastructure has resulted in inadequate learning spaces, limited instructional materials, and a shortage of qualified educators (Okoro, 2023). Economic hardships force many adults to prioritize immediate livelihood needs over long-term educational goals, leading to low enrollment and high attrition rates. Additionally, there is a clear disconnect between the curricula offered and the practical needs of slum residents, with many programs failing to incorporate vocational or skills training that could directly improve their economic prospects (Adebisi, 2024). Social factors, including safety concerns and stigmatization, further discourage participation. The transient nature of urban slum populations also makes sustained program delivery difficult, as frequent relocations disrupt the continuity of education (Eze, 2025). Fragmented efforts by various stakeholders and a lack of coordinated policy implementation have compounded these challenges. As a result, the potential of adult education to serve as a catalyst for community development remains largely untapped. The situation calls for a comprehensive investigation into the underlying issues, including infrastructural deficits, economic constraints, and socio-cultural barriers, to develop strategies that enhance the effectiveness and sustainability of adult education in these urban settings (Nwosu, 2023).
Objectives of the Study
• To examine the infrastructural and socio-economic challenges affecting adult education in urban slums of Jos South.
• To assess the alignment between adult education curricula and the practical needs of slum dwellers.
• To develop recommendations for improving the accessibility and effectiveness of adult education programs in urban slum contexts.
Research Questions
• What infrastructural and socio-economic factors hinder the delivery of adult education in Jos South’s urban slums?
• How relevant are the current adult education curricula to the economic and social realities of slum residents?
• What strategies can be implemented to enhance the sustainability of adult education programs in these urban environments?
Research Hypotheses
• Inadequate educational infrastructure is significantly associated with low participation in adult education programs.
• There is a significant mismatch between the curricula offered and the needs of adult learners in urban slums.
• Enhanced community engagement and resource allocation can improve the effectiveness of adult education in these settings.
Significance of the Study
This study is significant as it investigates the critical challenges impeding the success of adult education in urban slums of Jos South, offering insights that could reshape educational policies and practices. The findings are expected to inform stakeholders about infrastructural and curricular gaps, thereby promoting strategies that enhance learner engagement and program sustainability. By addressing these challenges, the research aims to foster socio-economic development and empower marginalized communities through tailored educational interventions (Okoro, 2023; Adebisi, 2024).
Scope and Limitations of the Study
The study is confined to evaluating the challenges of adult education within urban slums in Jos South Local Government Area, focusing on infrastructural deficits, socio-economic barriers, and curriculum relevance. It does not extend to other regions or urban areas outside the slums.
Definitions of Terms
• Adult Education: Structured educational programs designed for adults who have missed or are seeking to enhance their formal education.
• Urban Slums: Densely populated urban areas characterized by substandard living conditions and inadequate access to public services.
• Socio-economic Barriers: Economic and social challenges that hinder access to education and other developmental opportunities.
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Chapter One: Introduction
