CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Quality of life, values at the societal and individual levels, spiritual and

material advancement have all been direct outcomes of education since time

immemorial. Education is described as development of desirable qualities in people. This

is why basic principles of education in Nigeria is equipping her citizens with skills,

knowledge, attitude and values to derive maximum benefits in the society equally

contributing to the welfare and development of same society. One of the fundamental

rights for every individual is education as it prepares the individual for the challenges in

life. Consequently Gujjar, Khan, Baig, Ramzan And Saifi (2010) opined that education

does not only deliver information, but for developing complete personality of an

individual. Education is seen as the best legacy a country can give her citizens and an

afor economic, political and scientific development of all nations (Miyoshi, 2023).

Human rights education is the learning process that seeks to build up

knowledge, values, and proficiency in the rights that each person is entitled to. This

education teaches students to examine their own experiences from a point of view that

enables them to integrate these concepts into their values, decision-making, and daily

situations. According to Amnesty International, human right education is a way to

empower people, training them so their skills and behaviors will promote dignity and

equality within their communities, societies, and throughout the world. The "Universal

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Declaration Of Human Rights" is acknowledged as a landmark document in human

rights history. This is believed to be the most influential document used to determine

what qualifies as human rights and how to implement these ideas and rights into

everyday life. It was translated into more than 500 languages worldwide and was drafted

by representatives from various countries and regions with varying legal and cultural

experiences. The declaration was adopted by the United Nations general assembly on

December 10, 1948, making this annual Human Rights Day ever since. To this day, the

30-article compilation stands and states that this document is, “ a common standard of

achievement for all peoples and all nations". Human rights reflect basic human needs;

food, water, air, and shelter, they establish the basic standards without which people

cannot live in dignity. Human rights are about equality, dignity, respect, freedom and

justice. Examples of rights include freedom from discrimination, the right tơ life,

freedom of speech, the right to marriage and family and the right to education.

In 1993 the world conference on human rights declared human rights education

as essential for the promotion and achievement of stable and harmonious relations

among communities and for fostering mutual understanding, tolerance and peace. The

United Nations World Programme For Human Rights Education (2005), defines Human

right education as education, training and information aimed at building a universal

culture of human rights. A comprehensive education in human rights not only provides

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knowledge about human rights and the mechanisms that protect them, but also imparts

the skills needed to promote, defend and apply human rights in daily life.

The United Nations World Programme for Human Rights Education (2014),

opines that human rights education does not just encompass learning about human rights

and the mechanisms that protect them, but also the acquisition or reinforcement of skills

required for the application of human rights in a practical manner in the daily life,

development of values, attitudes and behaviour which uphold human rights as well as

taking actions to defend and promote human rights. Human rights education also aims

towards developing an understanding of everyone's common responsibility to make

human rights a reality in each community and in the society at large (United Nations

Human Rights Council, 2010). Human Rights Education simply put, is al! learning that

develops the knowledge, skills, and values of human rights The United Nations Decade

for Human Rights Education (1995-2004) has defined Human Rights Education as

training, dissemination, and information efforts aimed at the building of a universal

culture of human rights through the imparting of knowledge and skills and the molding

of attitudes which are directed to The strengthening of respect for human rights and

fundamental freedoms, The full development of the human personality and the sense of

its dignity.

Social welfare is a broad concept in the social sciences. It is usually used to

describe a wide range of government's actions, activities, policies and programmes

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designed to improve the standard of living of the people particularly those in the

disadvantaged positions in society”. Suharto (2009) defines social welfare as an

organized system of social system of social services, programmes, and institutions

designed to aid individuals or groups in order for them to attain satisfying standards of

life and health. Social Welfare seeks to enhance the social functioning of all age groups

both rich and poor (Suharto, 2009). Research has consistently shown that the extent to

which a state performs its social welfare functions will determine the extent of stability

of such state, and the level at which citizens accept the legitimacy of government's

authority to lead. While this idea of social welfare has been internalized in the

constitutions of many civilized societies, and bureaucracies of governments of most

Western nations, it is not yet a major feature of governance in the Third World.

Irrespective of variation in the practice of social welfare, most people still believe that

social welfare is the primary purpose of government, whether in a developed or

developing country. A social welfare is, therefore, said to be proactive if it seriously

addresses fundamental problems of social life such as health conditions, environmental

hazards, poverty, homelessness, urban slums, urban risks etc.

The United Nations believed that every nation must be committed to the

obligation of delivering efficient social welfare and social services. Social welfare is the

philosophy guiding government's decision on how to take care of the welfare of its

people, which is usually to mitigate the adverse effects of poverty or protect the rights of

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the vulnerable people in society to decent employment, secured work in the factories,

secured employment in complex organizations, secured pensions and safe future for

voung people and the elderly. It is usually regarded as the programmes of action for

bringing government closer to the helpless in society.

Social welfare is established on the ground that in an ideal environment, all

humans are treated with dignity and respect. Also, that for a society to be up and doing, it

needs to be a society where all members are valued for what they can offer the

community and for who they are. The ultimate goal of social welfare is to provide the

financial, health, social, and recreational, or aesthetical needs of all members of society.

Social welfare is often a reaction to a social problem.

Adult education, distinct from child education, is a practice in which adults

engage is systematic and sustained self-educating activities in order to gain new forms of

knowledge, skills, attitudes, or values (Jossey-Bass, 2007). Adult education can mean

any form of learning adults engage in beyond traditional schooling, encompassing basic

literacy to personal fulfillment as a lifelong learner, and to ensure the fulfilment of an

individual ( Peterson 2018). Adult learners may have no experience with higher

education, may have taken a few undergraduate classes online or in-person, or may have

completed multiple graduate degrees. These are individuals who engage in learning

activities during adulthood (Abiodun, 2019). Unlike traditional students in formal

education settings, adult learners typically pursue education voluntarily and with diverse

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motivations. Adult learners are people who bring a great deal of experience to the

learning environment. Adult learners expect to have a high degree of influence on what

they are to be educated for, and how they are to be educated. They are active learners and

participants who need to be able to see the application of new learning.

Adult Education is the type of education that people desire and cherish as long as

they exist, irrespective of the level they have attained in life. Guodong (2013) therefore

regarded adult education as broad field education, vocational and technical education,

higher education and professional development, and is offered through fomal, non-fomal

and infomal education means. and by a variety of actors. The primary purpose of adult

education is to provide a second chance for those who are poor in society or who have

lost access to education for other reasons in order to achieve social justice and equal

access to education. These individuals are called adult learners. They vary in cach

community depending what that society defines an adult to be as a result of economic,

social, political and biological factors (Abiodun, 2019).

Society as a whole benefit when human rights values and concepts are

incorporated into educational settings. Human rights education not only helps create an

educated citizenry with the communication skills and informed critical thinking essential

to a democracy, but also provides the populace with global historical perspectives on the

universal struggle for dignity and justice (Council of Europe 2015). Human Rights

Education for adult learners is not just about imparting knowledge but about empowering

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individuals to actively participate in shaping a society that respects and upholds human

dignity. By promoting awareness, advocating for equality, and instilling a sense of social

responsibility. Human right education positively impacts the social welfare of adult

learners and the communities in which they live. Human rights education emphasizes the

social responsibility of individuals.

Human rights education can help to prevent human rights abuses by promoting a

culture of respect for human rights and the rule of law (Kimila, 2018). This can foster a

sense of unity and shared values. It can help to create a generation of responsible and

ethical citizens who are committed to social justice and human rights. This can promote a

sense of purpose and meaning in life Human rights education is a critical component of a

comprehensive education system that prepares students for the challenges of the 21st

century This can help learners to navigate complex and interconnected global issues. It

can contribute to the overall well-being of learners by promoting a sense of safety.

dignity, and belonging. This can create a conducive environment for learning and

personal growth.

1.2 STATEMENT OF THE PROBLEM

In recent years, there has been a growing recognition of the importance of human

rights education in fostering a culture of respect, understanding, and empowerment

among individuals. The impact of human rights education on the social welfare of adult

learners remains an understudied area, despite its potential significance. Current

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researches lack sufficient empirical evidence on how enhanced awareness and

understanding of human rights principles among adult learners contribute to

improvements in social welfare indicators. Despite the potential benefits of human right

education, there is limited empirical evidence exploring how increased awareness and

understanding of human rights principles among adult learners contribute to

improvements in social welfare indicators. This study aims to address this gap by

examining the relationship between human rights education and the social welfare

outcomes among adult learners, seeking to identify the mechanisms through which

human rights knowledge influences factors such as economic well-being. community

engagement, and overall quality of life.

This study seeks to address this gap by investigating the relationship between

human rights education and social welfare outcomes specifically among adult learners.

By examining factors such as economic well-being, community engagement, and overall

quality of life, the research aims to identify and elucidate the mechanisms through which

human rights knowledge influences these dimensions. Such insights are crucial for

developing effective educational strategies and policies that can empower adult learners,

promote human rights awareness, and foster positive societal changes. Specifically, there

is a need for research that identifies measurable social welfare outcomes.

The goal is to highlight the urgent need for comprehensive educational initiatives

that empower adults with the knowledge and skills necessary to advocate for their rights,

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fostering a community where social welfare is enhanced through informed and active

citizenry. Without human rights education, adult learners may lack essential knowledge

about their fundamental rights and freedoms. This can result in a sense of

disempowerment, limiting their ability to advocate for themselves and others. Without an

understanding of human rights principles, adult learners may struggle to challenge and

combat discrimination. This can perpetuate social injustice and contribute to the

marginalization of certain groups within society.

1.3 AIM AND OBJECTIVES OF THE STUDY

The aim of this study was to investigate and analyze the impact of human rights

education on the social welfare of adult learners. The specific objectives of the study

were to;

1. access the Level of Human Rights awareness among adult learners in Jos

North local Government of Plateau State.

2. explore how human rights education influences the behaviour and actions of

adult learners in their personal lives and communities in Jos North local

Government of Plateau State.

3. identify challenges and barriers in implementing human rights education for

adults in Jos North local government of plateau state.

4. Offer practical recommendations for enhancing the design and

implementation of human rights education programmes targeting adult

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 leaners, with the aim of maximizing their positive impact on social welfare in

Jos North local government of plateau state.

1.4 RESEARCH QUESTIONS

The following research questions guided the study.

1. What is the current level of awareness and understanding of human rights among

adult Learners in Jos North local Government of Plateau State.?

2. How relevant is human rights education to adult learners daily lives?

3. What are the primary barriers and challenges faced by adult leaners in accessing

and benefiting from human rights education?

4. What are the practical recommendations for enhancing the design and

implementation of human rights education programmes targeting adult leaners,

with the aim of maximizing their positive impact on social welfare?

1.5 HYPOTESIS

Ho1: Human right education has positive influence on the social welfare of adult

learners in Jos North Local Government Area of Plateau State.

1.6 THEORETICAL CONCEPTUAL FRAMEWORK

Several theories can be advanced to explain the concept of human rights

education and adult learners' behaviour. In this study, two such theories, namely Social

Welfare Theory of Rights Focuses on the importance of enhancing individuals’

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capabilities for a more just society. Social Welfare Theory of Rights Approach, provides

a theoretical foundation for understanding how human rights education can enhance the

social welfare of adult learners by expanding their capabilities, empowering them to

exercise agency, promoting pluralism and diversity, and advancing freedom and social

justice. Integrating Sen's framework into the study on the impact of human rights

education can enrich the analysis and provide insights into how education contributes to

broader goals of justice and well-being.

The theory of social well-being aims to understand and evaluate the overall

quality of life and welfare in a society. It highlights how different social, economic,

environmental, and cultural factors are interconnected and impact the well-being of

individuals and communities.

Key aspects of this theory include:

i. Social Relationships, Which emphasizes the importance of positive relationships

within communities, families, and social networks for emotional well-being and a

sense of belonging. Economic Security, Focuses on factors like income,

employment, and financial stability that enable individuals to meet their needs

and participate in society.

ii. Health and Safety: Considers physical and mental health, access to healthcare,

safe environments, and crime-free areas as crucial for overall well-being.

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 iii. Education and Lifelong Learning: Highlights the role of education in providing

skills, opportunities, and social mobility for personal development.

iv. Political Participation and Governance: Addresses political rights, democratic

governance, and human rights protection for social justice and equality. The

theory underscores the need for holistic approaches in social policy and

development that consider diverse needs and aspirations within society, aiming to

promote overall welfare and quality of life.

1.7 SIGNIFICANCE OF THIS STUDY

The findings of this study would contribute to the broader dialogue on the

transformative power of education in promoting human rights and social well-being.

Human rights education empowers adult learners by making them aware of fundamental

human rights. Understanding how education influences awareness and behaviour can

inform strategies to promote human rights more collectively. From the findings of the

study on the impact of Human right education on the social welfare of adult learners in

Jos North Local Government Area, Plateau State, Nigeria, adult education students

would benefit from the type of instructional methods identified to teach human right

education by employing appropriate teaching techniques tailored to adult learners which

will enhance their understanding and application of human rights principles. The study

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would aid in employing the right teaching technique in teaching adults related subject

matter.

Facilitators too could gain insights into effective teaching strategies and

professional development opportunities that can improve their instructional practices and

support student learning outcomes which may improve their instructional practices and

support better learning outcomes among adult learners in human rights education. School

administrators and policymakers can use the study's findings to inform decision-making

processes related to human right education, social welfare, and resource allocation to

enhance the quality of life and adult welfares in schools within Jos North Local

Government Area by adopting the findings of the study and putting it into use.

Educators responsible for pre-service and in-service teacher training programs

could incorporate the study's findings into curriculum development and training

initiatives aimed at preparing adult facilitators with the necessary skills and

competencies to support student academic achievement. By integrating the study's

findings, they may advance theoretical frameworks and further understanding in the field

of human rights education and adult learning. Scholars and researchers in the field of

education could benefit from the study's contributions to the existing body of knowledge

and inform future research endeavors and theoretical frameworks. The broader

community, including parents and stakeholders invested in the education system, could

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benefit from improved social welfare and human right knowledge, leading to positive

socio-economic impacts and overall community development.

The study would benefit the society by contributing to policy formation and

implementation in the areas of social welfare programmes By adopting the study's

findings, they could enhance the quality of life and welfare of adult learners in schools

within Jos North Local Government Area.

1.8 SCOPE OF THE STUDY

This study specifically focused on Jos North Local Government Area of Plateau

State, Nigeria. It aims to investigate the impact of human rights education on the social

welfare of adult learners within this distinct geographic region. The primary subjects of

this study were adult learners, defined as individuals aged 18 and above, residing within

the Jos North Local Government Area. The research considered factors such as age,

gender, educational background, and socio-economic status. The study assessed the

effectiveness of existing human rights education programmes within Jos North, This

includes formal educational initiatives, workshops, community outreach, or any

structured programmes designed to enhance awareness and understanding of human

rights among adult learners. The social welfare indicators to be considered include, but

are not limited to employment rates, access to healthcare, housing conditions,

educational opportunities, and overall community well-being.

1.9 OPERATIONAL DEFINITION OF TERMS

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 For the purpose of this study the terms used are defined below.

Adult Learners: refers to individuals aged 18 years and above in Jos North Local

Government who engages in any human right educational activities aimed at expanding

their knowledge skills and perspectives .

Education: the process of teaching adults, training and learning made to improve on

knowledge, behaviour and to develop skills of adult learners pertaining to human rights

principles.

Social Welfare: overall wellbeing and quality of life of adult learners in Jos North local

government Area. This includes but is not limited to aspects such as economic stability,

access to education, healthcare, employment opportunities, and the overall sense of

security and justice within Jos North local government Area.

Human Right Education: a structured and intentional process of imparting knowledge,

fostering awareness, and cultivating skills among adult learners in Jos North Local

Government Area regarding fundamental human rights principles and their application in

real-life situations.

Behavioural Changes: observable modifications in the actions, decisions, or

interactions of adult learners resulting from their participation in human rights education

such as civic engagement, advocacy for human rights issues, or altered behaviours.

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Societal Indicators: measurable parameters reflecting the well-being of a society. which

may include but are not limited to employment rates, poverty levels, healthcare

accessibility, and other relevant socio-economic factors on Jos north Local Government

Area.

Impact: The measurable effects or outcomes of human rights education on various

aspects of social welfare among adult learners in Jos North local government area.

Human Right: rights that belong to an individual adult or group of adults simply for

being human, or as a consequence of inherent human vulnerability, or because they are

requisite to the possibility of a just society in Jos North local government area.

CHAPTER TWO
LITERATURE REVIEW

This chapter reviews literature under the following headings: Conceptual

Framework, concept of education, nature of education, Philosophical goal of Nigeria

education, human rights, human right education, social welfare, adult learners, human

rights and social welfare, social welfare services, government-led social welfare

programmes and policies.

2.1 CONCEPTUAL FRAMEWORK

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 The conceptual framework is discussed under the following sub-headings :

definition and concept of education, human right and human right education, social

welfare, adult learners, impacts of human rights education, human rights and social

welfare, social welfare services, government-led social welfare programs and policies,

obstacles to social welfare schemes in Nigeria, social welfare administration in Nigeria.

2.1.1 Concept of Education

Mill (2017) suggested that education is the culture which each generation

purposely gives to those who are to be their successor in order to qualify them for at least

keeping up and if possible for raising the level of improvement which has been official.

Education does not only mean acquisition of skill but also the ability to make use of that

skill for practical purpose. It provides skills and techniques designed to improve human

competence. It has a direct impact in the quality of occupational skill, and techniques.

Education raises the level of initiatives and incentives of the recipients (Philips, 2019).

Nyerere (2021) declare that the education sector has significant role to play in

developing the society value and also to prepare the young ones for the work to do in the

society where its improvement will depend largely upon the efforts of the people.

Education is an essential process in human development. It is different from schooling.

Schooling is just one of the ways in which education is provided, whereas education

deals with the total process of human learning by which knowledge is imparted, faculties

are trained and different skills are developed (Adesemowo & Sotonade, 2022). Education
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empowers individuals to think independently, to question assumptions, and to seek out

new knowledge. Education plays a vital role in personal and social development, helps

individuals discover their talents and passions, fostering self-awareness and self-

confidence. It cultivates empathy, respect, and understanding for others, promoting

social cohesion and harmony. Education instills values such as integrity, responsibility,

and tolerance, shaping individuals into responsible citizens.

2.1.2 Nature of Education

Education is a remarkable and ever-evolving process that goes far beyond the

confines of classrooms and textbooks. Some of the common nature of education

According to Radhika (2014), are;

1. A Path of Personal Growth: Education is a lifelong journey of self-improvement

and personal development. It empowers individuals to expand their horizons,

unlock their potential, and discover their passions and talents.

2. A Catalyst for Social and Cultural Transformation: Education plays a pivotal role

in shaping the fabric of society. It reflects and influences social norms, values, and

traditions, fostering social cohesion and promoting shared understanding.

3. Lifelong Learning: Embracing Growth at Every Stage; education extends far

beyond formal schooling. Lifelong learning is an integral part of the educational

journey, embracing growth and development at every stage of life.

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 4. Inclusivity and Diversity: Education is a powerful force that values and respects

the diversity of learners. It recognizes that each individual has unique learning

styles, abilities, and backgrounds.

2.1.3 Philosophical Goal of Nigeria Education

The five main objectives of the philosophy of Nigerian education, as stated in the policy

document (the Federal Republic of Nigeria ,2013) the five national goals through which

Nigeria’s philosophy of education draws its strength are:

1. A free and democratic society.

2. A just and egalitarian society.

3. A united, strong and self-reliant nation.

4. A great and dynamic economy.

5. A land full of bright opportunities for all citizens.

It is an obvious fact that education is the primary vehicle in meeting the

goals of any nation hence, the policy prescribes that Nigeria’s philosophy of

education is, therefore, based on three major principles: -

a. The development of individual into a sound and effective citizen.

b. The full integration of the individual into the community, and

c. The provision of equal access to educational opportunities for all citizens of the

country at the primary, secondary and tertiary levels both inside and outside the

formal school.

2.1.4 Human Right

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 Human rights are in general terms, “rights” which all human beings, by virtue of

their humanity possess, and include the right to life, personal liberty, fair hearing, and

dignity of human person, freedom of thought, conscience and religion. These “rights”

provide common standards of behavior among humanity and are natural, inviolable,

rational and unalterable, as their deprivations would constitute grave offenses to the

citizens’ sense of justice (Onwuazombe, 2017). They are the rules, norms and standard

expectations seeking to protect all peoples and every person from cruel and relentless

political, legal, and social abuses. They include: the right to freedom of religion, freedom

from being tortured, the right to a fair hearing/fair trial when charged with a crime, and

the right to education (Nickel, 2019).

Chapter IV of the Constitution of the Federal Republic of Nigeria, 1999, copiously

provides for the human rights of Nigerian citizens. Chapter II (16) of the same

Constitution under the fundamental objectives and directive principles of state policy,

had earlier also provided as follows: (1) the state shall, within the context of the ideals

and objectives for which provisions are made in this constitution (a) harness the

resources of the nation and promote national prosperity and an efficient, a dynamic and

self-reliant economy; (b) control the national economy in such manner as to secure the

maximum welfare, freedom and happiness of every citizen on the basis of social justice

and equality of status and opportunity. subsection 1(b) places emphasis on “securing the

maximum welfare, freedom and happiness of every citizen, on the basis of social justice

and equality of status and opportunity”.

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2.1.5 Human Right Education

Human rights education (HRE) refers to learning, education, training and

information efforts aimed at building a universal culture of human rights (United Nations

Human Rights Council, 2010). Human rights education can be defined as education,

training and information aimed at building a universal culture of human rights. Human

rights education fosters the attitudes and behaviours needed to uphold human rights for

all members of society. There is broad agreement among scholars, practitioners, and

international bodies such as the United Nations that human rights education should

comprise education about human rights (knowledge), education through human rights

(skills), and education for human rights (values) (Bajaj, 2011; UN, 2011).

On 10 December 2004, the General Assembly of the United Nations proclaimed

the World Programme for Human Rights Education (2007-ongoing) to advance the

implementation of human rights education programmes in all sectors. According to the

2011 United Nations Declaration of Human Rights Education and Training

(UNDHRET), education about human rights describes the provision of comprehensive

information about the rights afforded to the individual as well as about the values that

underpin rights, and the mechanisms for their protection. Such education involves

teaching of international, national, and regional, human rights instruments and standards

(Tibbits, 2002), and the global concerns that threaten social justice -- sexism, racism,

terrorism, environmental degradation, global interdependence, and political apathy.

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 In human rights education, primacy is often given to the 1948 Universal Declaration

of Human Rights (e.g., Holden & Clough, 1998). This Declaration, impelled by the

atrocities of the Second World War, aimed to prevent any such recurrence by identifying

“equal and inalienable rights” for all as the “foundation of freedom, justice and peace in

the world.” The rights considered to be basic and universal include rights to equality,

security of person, legal rights, freedom of thought, freedom of conscience, and religion,

and freedom from discrimination, slavery, torture, and arbitrary arrest. Other

international agreements that are used in human rights education include the 1976

International Covenant on Economic, Social and Cultural Rights, the 1993 Vienna

Declaration and Program of Action, and the Convention on the Rights of the Child

(Cardenas, 2005; Flowers, 2007; Howe & Covell, 2009).

Education through human rights describes its necessary teaching methods. This

means teaching in a democratic setting that respects the rights of the learner and provides

opportunities for freedom of expression, thought, conscience, and religion (Tibbits,

2005; UN, 2011). Within the framework of human rights, these democratic teaching

methods promote the development of the skills that are necessary for effective

citizenship and the sustaining of social justice - empathy, appreciation of differences and

similarities, sensitivity to rights, and communication and problem-solving skills (Howe

& Covell, 2005).

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 International human rights documents provide inspiring goals for human rights

education. For example, the first words of the Universal Declaration of Human Rights

(UDHR) proclaim that “recognition of the inherent dignity and of the equal and

inalienable rights of all members of the human family is the foundation of freedom,

justice and peace in the world.” However, to achieve, freedom, justice, and peace, people

must also address concrete social and economic needs, such as poverty and

discrimination, and political crises, such as war and political repression. Thus, effective

human rights education has two essential objectives: learning about human rights and

learning for human rights.

2.1.6 Social Welfare

Social welfare can be described simply as the general well-being of a society.

The well-being of a society can be considered to be acceptable when the well-being of

the majority of its citizens is acceptable. The welfare of a society can be measured by the

extent of its political and economic rights. While political rights have become more

common with the spread of democracy, economic rights have not always ensued. Nigeria

became a democracy for the third time in 1999; however, Nigerians still suffer from lack

of some economic rights, most importantly the right to be free from poverty. In 2007,

Oxford University Press published a book entitled Freedom from Poverty as a Human

Right demonstrating the emerging trend of freedom from poverty as a fundamental

human right (Pogge et al). As human society as a whole has progressed, the range of

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human rights that international society considers to be basic has expanded. During the

age of monarchs, the general public had very few rights, if any. There was no right to

vote, no right to own property, and even no right of freedom. The only people considered

to have value were royalty. Political rights were gained 26 with the idea of democracy

centuries ago, whereas economic rights have been a central principle of capitalism.

Part of the push for global democracy has been based on the assumption that

economic liberalization follows political liberalization, leading to increases in economic

growth and wealth, yet that is not always the case. In the event wealth is created

following a democratic transition, it may not be equitable or even significant. 3 The

concept of environmental rights, the most recent to enter the forum as part of what

constitutes basic human rights, is also applicable to social welfare in Nigeria because of

the degradation that oil production has inflicted on the environment and its effect on the

people.

In 1946 the United Nations set up its Commission on Human Rights to promote

human rights universally, citing in the preamble the “freedom from want” (among

others) as the “highest aspiration of the common people” (United Nations 2011).

Government is principally responsible for being the guarantor and provider of these basic

human rights. In December 1948 the General Assembly of the United Nations adopted

and proclaimed the Universal Declaration of Human Rights (UDHR) (United Nations

2011). Nigeria, not yet an independent nation in 1948, became a member of the United

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Nations on July 10, 1960. Six years later the United Nations created the International

Covenant on Economic, Social and Cultural Rights, which was acceded to by Nigeria on

July 29, 1993.

This covenant includes under Article 11, Part 1: recognition by member states of

the right of everyone to an adequate standard of living for himself and his family,

including adequate food, clothing, and housing, and to the continuous improvement of

living conditions; Article 11, Part 2: the fundamental right of everyone to be free from

hunger; Article 12 Part 1: the right of everyone to the enjoyment of the highest attainable

standard of physical and mental health (including prevention, treatment and control of

epidemic, endemic, occupational and other diseases); and Article 13: the right of

everyone to education 3 See chapter four for further discussion on how democratization

can lead to income inequality. 27 (U.N. Human Rights Commission 2011). The concept

of certain economic rights is also included in the UDHR. Article 22 of the UDHR states

that everyone is entitled to the realization of economic rights indispensable to his or her

dignity. Under Article 25, everyone has the “right to a standard of living adequate for the

health and well-being of himself and of his family, including food, clothing, housing and

medical care, and necessary social services, and the right to security in the event of

unemployment, sickness, disability, widowhood, old age or other lack of livelihood in

circumstances beyond his control” (United Nations 2011).

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 All members of these organizations and signatories to these international treaties,

including Nigeria, have a duty to abide by and uphold them, despite the lack of forces to

compel compliance. International institutions are responsible for monitoring

governments to ensure there are no violations of these rights and hold governments

accountable, given that the international system is one of anarchy. Social welfare, then,

can be considered the well-being of a country’s society as a whole, in addition to the sum

of basic human rights of the citizens of a country. A society can be considered to have

ample social welfare when the majority of its citizens consider themselves to have a

decent quality of life, meaning that their basic rights are met. Nigerians are fully

cognizant of their social welfare situation and hold government corruption and the

entities that enable it liable. social welfare encompasses social work, public welfare and

other related programmes and activities (Johnson, Schwartz and Tate 2011).

Social welfare is the organized system of social services and institutions designed

to aid individuals and groups to attain satisfying standards of life and health, and

personal and social relationships that permit them to develop their full capacities and to

promote their well-being in harmony with the needs of their families and community

(Crompton, 2017, as cited in Atolagbe, 2015). Social welfare is a system of laws,

programmes, and benefit services geared towards meeting the social needs of people in

the society which will enhance the wellbeing of individuals, groups or communities.

According to Atolagbe (2010), the most widely accepted definition of social welfare is:

26
Social welfare is an organized effort to insure a basic standard of decency in relation to

the physical and mental well-being of the citizenry … [it] is characterized by a large

complex of interlocking and preventive and protective laws and organizations designed

to provide at the least, universal access to the mainstream of society … [it involves] the

ever present, active assistance to individuals and groups to facilitate their attaining and

maintaining a respectable life style (as cited in Mizrahi & Davis, 2017).

Social welfare activities are programmes designed specifically and made

available to selected people within a nation. The various definitions of social welfare

portray social welfare as being able to promote the well-being and also promote a better

functioning of the social order. Cambridge Dictionary’s definition regards social welfare

as the various social services provided by a state or private organisations to help poor, ill,

or old people. It is also according to Collins Dictionary, the welfare of society, especially

those segments of society that are underprivileged or disadvantaged because of poverty,

poor education, unemployment etc. Social welfare as a condition fulfils the material,

spiritual and social needs of citizens and social welfare as an organised activity in the

form of social services that includes rehabilitation, social security, social empowerment

and social protection (Suharto, 2009).

Casimir and Samuel (2015) have referred to the United Nations 1967 definition

of social welfare as Social welfare as an organised function is regarded as a body of

activities designed to enable individuals, families, groups and communities to cope with
27
the social problems of changing conditions. But in addition to and extending beyond the

range of its responsibilities for specific services, social welfare has a further function

within the broad area of a country's social development. In this larger sense, social

welfare should play a major role in contributing to the effective mobilisation and

deployment of human and material resources of the country to deal successfully with the

social requirements of change, thereby participating in nation-building."

Social welfare in its formal conception was started as a humanitarian work by

some Nigerians in Lagos like Prince Akintoye, Messers Eric Bob Manuel, Nelson Cole

and Mensah Bobe who came together and were motivated by the pathetic situation of the

outbreak of the Second World War. The children of those men that joined the army

absconded from homes and were living on the streets thereby developing delinquent

habits. Some of the soldiers who returned home after the war lured a large number of

young girls into impromptu marriages which eventually broke down after a while and

these girls having been fascinated by city life refused to go back to the villages where

they came from and stayed put in the cities especially Lagos thereby constituting social

problems in the cities because some of them resorted into prostitution. These led to the

formation of the colony welfare services in Lagos.

Thus, social welfare demands a system to deal with the welfare of the people

especially the section of the society that needs assistance to survive in their inability to

provide on their own the necessities of life such as food, suitable accommodation, and

28
primary education. Casimir and Samuel rightly concluded that "social welfare embraces

laws, programmes, benefits and services which address social needs accepted as essential

to the well-being of society" and "seeking for sustainable solutions” (Casimir and

Samuel, 2015).

2.1.7 Human Rights And Social Welfare

Social welfare's focus on human needs shapes its conviction that the fundamental

nature of these needs requires that they be met not as a matter of choice but as an

imperative of basic justice. Thus, social welfare moves to a consideration of human

rights as the other organizing principle for its professional practice. The transition from

needs orientation to rights affirmation has been made necessary because of tangible

substantive needs that have to be met. A substantive need can be translated into an

equivalent positive right, and entitlement to the benefits of that right is sought from the

State and beyond. It follows that the search for and realization of positive rights and

entitlements is an inseparable twin to the meeting of needs. Working within different

political systems, social workers uphold and defend the rights of their citizens while

attempting to meet their needs.

Human rights are inseparable from social welfare theory, values, ethics, and

practice. Rights corresponding to human needs have to be upheld and fostered, and they

embody the justification and motivation for social work action (Idris 2022). Advocacy of

such Rights must therefore be an integral part of social welfare against all odds. In the
29
words of Ayodeji (2011) “Social welfare services, in common with education, medical,

housing and other parallel services, form a part of the social services which most

developed communities have come to require and expect …Social welfare services are

required by those who are not capable without help and support of standing on their own

feet as fully independent or “self-directing” members of the community. “social welfare”

can embrace all efforts aimed at improving health, education, employment, housing,

recreational and cultural services for the community at large.

Thus, social welfare demands a system to deal with the welfare of the people

especially the section of the society that needs assistance to survive in their inability to

provide on their own the necessities of life such as food, suitable accommodation, and

primary education. Casimir and Samuel rightly concluded that social welfare embraces

laws, programmes, benefits and services which address social needs accepted as essential

to the well-being of society and seeking for sustainable solutions (Casimir and Samuel,

2015).

The Seminar on Good Governance Practices for the Promotion of Human Rights

held in Seoul, the Republic of Korea in 2009 identified common elements of good

governance, namely participation, accountability, transparency, the responsibility of the

state, and accessibility, especially to the marginalized groups. The Conference has

identified linkages between good governance, human rights, poverty reduction, and

inequalities. The conference has also emphasized on the need to widen the scope of

30
democracy from just merely electoral freedom to the fulfillment of the people's

obligation for social welfare.

Further and detailed standards on social welfare include the right to social

security (article 22), the right and freedom to work (article 23), the right to rest and

leisure (article 24), the right to an adequate standard of living for the health and well-

being of himself and of his family (article 25), right to education (article 26), right to

participate in the cultural life, and the right to the protection of the moral and material

interest (article 27). The International Covenant on Economic, Social and Cultural Rights

(ICESCR) further emphasized the right of social welfare, a covenant open to signature,

ratification, and accession by General Assembly resolution in 1966. The right to social

security in Article 9, assistance and protection to family life and children in Article 10,

an adequate standard of living in Article 11 that covers sufficient food, clothing and

housing, and continuous improvement to living conditions. The right includes the right

of everyone to be free from hunger. Article 12 provides the right to physical and mental

health; and the right to education in Article 13. Article 15 states the right to take part in

cultural life; to enjoy the benefits of scientific progress and the protection of the moral

and material interests. There is no doubt about the importance of economic and social

rights.

In the absence of express constitutional provisions, it becomes a moral and

political obligation for the government to carry out measures to deal with social welfare

31
needs of the people. Thus, its fiscal policy must address the wholesome social and

welfare needs. Chapter IV of the Constitution of the Federal Republic of Nigeria, 1999,

copiously provides for the human rights of Nigerian citizens. Chapter II (16) of the same

Constitution under the fundamental objectives and directive principles of state policy,

had earlier also provided as follows: (1) the state shall, within the context of the ideals

and objectives for which provisions are made in this constitution (a) harness the

resources of the nation and promote national prosperity and an efficient, a dynamic and

self-reliant economy; (b) control the national economy in such manner as to secure the

maximum welfare, freedom and happiness of every citizen on the basis of social justice

and equality of status and opportunity. The International Covenant on Economic, Social,

and Cultural Rights, a resolution adopted in 1966 by the UN General Assembly, includes

right to security, employment, improved standard of living, food, water, housing, and a

healthy environment (Ogunde, 2019; OHCHRA, 2022).

Several amendments to the Constitution since 1999 were made to improve our

laws and rights. However, the reality of adhering to the Constitution in practice falls

below expectations, as major implementation issues remain in Nigeria’s present-day

democracy. Ogunde (2019) opines the Nigerian government has not satisfactorily

protected the rights of Nigerians to meet the required international standard of

respecting, protecting, and fulfilling human rights. On the contrary, what we experience

presently are a high level of insecurity, unemployment, low standard of living, and

32
similar challenges. Constant insurgency exists in the south and northeast, and

kidnappings of school children and innocent citizens of Nigeria across the nation are on

the rise.

Scholars argue social rights are not contained in the Nigerian Constitution;

therefore, the government cannot be held accountable. For instance, Oluwadayisi (2014)

opines these social rights were grafted into the Nigerian Constitution as stated in sections

16-18, 20, and 24; Ogunde (2020) believes they are not. These scholars suggest these

rights be engrafted into the Constitution so the government can be held accountable

when there is a breach. Irrespective of these disparities among scholars, Shehu (2013)

suggests the issue on social rights has gone beyond its inclusion or non-inclusion in the

Constitution. Rather, he emphasizes the enforcement of social rights regardless of these

debates.

Education can help promote the practice of social rights. According to Banerjee

(2021), a knowledge gap on the issue of human rights exists. Among several studies on

it, none deals with all aspects of violations. Bajaj (2011) and Banerjee (2021) opined

teachers can play a major role in human rights education by promoting awareness to curb

violations. In the same vein, adult education can promote social rights through formal,

nonformal, and informal education. Social protection education can be adopted into adult

basic education (ABE) programmes at the basic, intermediate, and advanced levels and

direct certificated courses for leaders and other stakeholders in society.

33
 Studies have shown a direct link and positive impact between development and

maintaining an educated population (Berger & Fisher, 2013; Elizabeth, 2011; United

Nations, 2003). Many believe a society with an educated population will experience

socio-economic development. Social rights of members of society were violated during

the pandemic’s outbreak. For instance, Olokor (2021) reported security operatives put in

place by government were top violators of citizens’ rights during the pandemic.

SocialAction (Admin, 2020a, 2020b) lamented the loss of innocent Nigerians’ lives at

the hands of security operatives and the poor quality of food, quantity, and discrepancies

in the distribution of palliatives during the pandemic. Akubo et al. (2020) reported

killings of innocent Nigerians by security operatives who were trying to enforce the

lockdown. Obiezu (2020) reported a hungry Nigerian mob broke into a warehouse with

palliatives that were not distributed during the lockdown. This is a clear indication of

social rights violations with no peace and safety for most Nigerians. One may argue

these violations may result from the fact a large number of Nigeria’s adult population are

non- or semiliterate; however, statistics show both the literate and non-literate adult

populations in Nigeria suffered harsh economic impacts and adopted negative coping

strategies, both of which threatened human capital during the pandemic (Lain &

Vishwanath, 2021).

34
 The public can be enlightened on social rights and their value. It is important

for leaders and stakeholders to uphold citizens’ rights and for citizens to know their

rights and speak up for themselves when these rights are violated.

2.1.8 Adult Learners

The concept of the adult learner is not about the age of the learner but the social

roles that define the person. There are a number of meanings that define adult learners.

Some of the definitions of adult learners put emphasis upon the age, whereas, other focus

upon breaks in schooling or responsibilities and functions that adults are required to

carry out in their lives (Myers, Conte, & Rubenson, 2014). The adult learners are

required to carry out a number of responsibilities. To carry out their responsibilities in an

appropriate manner, they are required to augment their knowledge, competencies, and

abilities. For this purpose, they need to acquire education. The term “adult” incorporates

a comprehensive range of concepts. It is referred to the stage in the lifecycle of the

individual. It is the status accepted by the society

Adult learners are the participants in adult learning opportunities. When they are

engaged in learning, they need to augment their understanding in terms of number of

activities and tasks. These include, completion of class assignments, homework

assignments, projects, preparation for tests and competitions and so forth. Adults realize

their responsibilities and render an important contribution in completion of tasks and

activities. When they are unable to complete their task or carry out their job duty, they

35
usually have a valid reason. For instance, they were supposed to submit a homework

assignment to their professors on a particular date, but could not do so for a valid reason,

they realize their responsibilities and discuss with the instructors the reason for delay.

The experiences that adults go through in their lives help them to hone their

educational skills. In educational institutions, when the adults participate in classroom

instruction, they usually bring in their daily life experiences within the classrooms. When

they share their experiences within the classroom with instructors and fellow students,

they render an effective contribution in enriching their learning as well. The different

experiences that adults usually go through in their lives are in terms of dealing with

individuals, carrying out various tasks, participating in various activities and so forth. In

some cases, the experiences may be positive, whereas, in other cases, they may be

negative. Positive experiences usually help adults to learn and augment their skills

(Rabbitt, 2008). On the other hand, negative experiences help them to learn how to put

into practice the methods and strategies to cope with them and not let them influence

their lives in a negative manner. When adults take out time and get engaged in learning,

they need to ensure that learning would help them to achieve their personal and

professional goals. They are pragmatic in learning, this is one of the important

characteristics that would help them to make use of their knowledge and skills

satisfactorily.

36
 When adults get engaged in learning, they need to ensure that it proves to be

productive and useful to them. For instance, there are number of courses and training

programs that adults get engaged in. These are regarding different subjects, such as,

computer training, English language training, health care and well-being, diet and

nutrition, child development and so forth. The adults normally make a selection of the

subject, which is of most interest and benefit to them. For instance, when they feel that

they need to upgrade their computer skills, they get enrolled in computer training center.

Whereas, when they feel they need to hone their English language skills, they get

enrolled in English language courses and so forth. After they have acquired education in

terms of particular subjects, they need to ensure that learning is advantageous to them in

enriching their lives.

According to Adesokan and Olawuni (2018) one purpose of adult education is to

promote national development. Adults’ learning has become imperative to achieve the

result of positive change in their attitude or behaviour. Adult education is not a new

ideology in society. Scholars such as Freire (2000) and Nyerere (1975) have used the art

of educating adults to bring about positive changes in the personal experiences of

individuals and society at large. According to Nzeneri (2012), adult education is a

vehicle of change with many branches, among which is lifelong education that

emphasizes the value of learning for life.

2.1.9 Social Welfare Services In Nigeria

37
The scope of social welfare services in Nigeria is comprehensive, covering a wide range

of areas such as adult and child welfare, mental health, substance abuse treatment,

elderly care, community development, and social policy analysis. Social workers in

Nigeria are employed in various settings, including government agencies, healthcare

institutions, schools, non-governmental organizations (NGOs), and community-based

organizations (Iweama & Belewu, 2015).

The primary objectives and goals of social welfare services in Nigeria are

multifaceted. They include promoting social justice, advocating for the rights of

vulnerable populations, alleviating poverty, and enhancing the overall well-being of

individuals and communities. These objectives are closely aligned with Nigeria's national

development goals and the pursuit of the Sustainable Development Goals (SDGs),

particularly those related to reducing inequality and improving the quality of life for all

(United Nations Development Programme,(UNDP) 2020).

In contemporary Nigeria, social welfare services face various challenges. These

include limited financial resources, bureaucratic inefficiencies, and the need for

improved coordination among government agencies and NGOs. Despite these

challenges, notable programs like the National Social Investment Program (NSIP) have

been introduced to provide essential social safety nets. These programs encompass

initiatives such as cash transfers, school feeding, and microcredit loans, which aim to

38
alleviate poverty and improve social conditions (Federal Ministry of Humanitarian

Affairs, Disaster Management, and Social Development, 2021).

2.1.10 Government-Led Social Welfare Programmes And Policies

The Nigerian government has been actively involved in the development and

implementation of various social welfare programmes and policies aimed at addressing

the needs of its citizens. One of the most comprehensive initiatives is the National Social

Investment Programme (NSIP), launched in 2016. NSIP includes several key

components, such as the Conditional Cash Transfer (CCT), Home-Grown School

Feeding Programme (HGSFP), N-Power, and Government Enterprise and Empowerment

Programme (GEEP). These programmes collectively seek to reduce poverty and promote

social inclusion by providing financial support to vulnerable households, improving

children's nutrition in schools, and offering skills acquisition and empowerment

opportunities (Federal Ministry of Humanitarian Affairs, Disaster Management, and

Social Development, 2021).

National Social Investment Programme (NSIP)

The National Social Investment Programmes (NSIP), initiated in 2016 by the

Nigerian government, represents a significant and multifaceted effort to address various

social and economic challenges faced by the country. It is a testament to the

government's commitment to alleviating poverty, promoting social inclusion, and

enhancing the well-being of vulnerable populations (Federal Ministry of Humanitarian

39
Affairs, Disaster Management, and Social Development, 2021). Some of the programs

under the program include:

1. Conditional Cash Transfer (CCT)

The Conditional Cash Transfer is a component of NSIP designed to provide

targeted financial support to the poorest and most vulnerable households in Nigeria.

Beneficiaries receive regular cash transfers on the condition that they fulfill specific

requirements, such as ensuring their children attend school regularly and receive

essential vaccinations. By attaching conditions to the cash transfers, the program not

only provides immediate financial relief but also aims to break the cycle of poverty by

promoting long-term human capital development (Federal Ministry of Humanitarian

Affairs, Disaster Management, and Social Development, 2021).

2. Home-Grown School Feeding Programme (HGSFP)

The HGSFP component of NSIP is a nutrition-focused initiative that serves

multiple purposes. It aims to enhance the nutritional status of primary school children by

providing them with nutritious meals sourced from locally produced food items.

Additionally, the program stimulates agricultural growth by creating a market for local

farmers and food vendors, thereby contributing to economic development and job

creation. Moreover, improved nutrition and meals encourage higher school attendance

rates among children, which, in turn, can lead to better educational outcomes (Federal

Ministry of Humanitarian Affairs, Disaster Management, and Social Development,

2021).
40
3. N-Power

N-Power, a crucial component of NSIP, focuses on empowering unemployed

Nigerian youths. It offers a range of skills acquisition and vocational training programs,

coupled with temporary employment opportunities. Through N-Power, young people

acquire valuable skills and experience, enhancing their employability. Reducing

unemployment rates, empowering youths to become self-reliant, and contributing to

overall economic growth are key objectives of this component (Federal Ministry of

Humanitarian Affairs, Disaster Management, and Social Development, 2021).

Government Enterprise and Empowerment Programme (GEEP)

GEEP is another vital part of NSIP, focusing on financial support for micro,

small, and medium-sized enterprises (MSMEs) in Nigeria. The program offers interest-

free loans to entrepreneurs, artisans, traders, and market women to either expand existing

businesses or start new ones. By providing access to capital, GEEP empowers

individuals to grow their businesses, generate income, and contribute to economic

development and job creation (Federal Ministry of Humanitarian Affairs, Disaster

Management, and Social Development, 2021). Assessing the impact of government-led

social welfare programs in Nigeria is crucial. NSIP, for example, has made substantial strides in

addressing poverty and social inequalities. It has provided cash transfers to vulnerable

41
households, increased school enrollment through the school feeding program, and empowered

youth with employable skills through N-Power. Nevertheless, there are challenges related to

program effectiveness, transparency, and equitable distribution. Rigorous evaluations are

essential to determine the extent to which these programs have improved the well-being of the

Nigerian population (Ajakaiye & Olatunji, 2020).

While NSIP has achieved remarkable successes, it has also faced challenges,

including targeting accuracy, program transparency, and ensuring the sustainability of

benefits. Continuous evaluations and reforms are essential to address these challenges

and ensure that the program continues to effectively improve the lives of vulnerable

Nigerians (Federal Ministry of Humanitarian Affairs, Disaster Management, and Social

Development, 2021).

2.1.11 Role of Non-Governmental Organizations in Providing Social Welfare

Services

Non-Governmental Organizations (NGOs) play a pivotal role in

complementing government efforts in social welfare service delivery. They often have a

more grassroots and community-focused approach, allowing them to address specific

needs effectively. Notable NGOs in Nigeria, such as Save the Children, ActionAid

Nigeria, and the Wellbeing Foundation Africa, are actively engaged in various social

welfare initiatives. For instance, Save the Children focuses on child protection,

education, and healthcare in Nigeria, reaching vulnerable children and their families with

42
essential services . ActionAid Nigeria is involved in community development, women's

rights, and poverty alleviation programs, empowering marginalized groups to advocate

for their rights and access resources . The Wellbeing Foundation Africa is committed to

improving maternal and child health and has initiated programs that reduce maternal

mortality and improve healthcare delivery. These NGOs contribute significantly to

addressing social issues in Nigeria, particularly in areas with limited government

presence. They often collaborate with local communities, government agencies, and

international partners to ensure a holistic approach to social welfare (Adeyemi et al.,

2019).

2.1.12 Social Welfare Administration to the Aged in Nigeria.

Under Social Welfare Administration in Nigeria, Social workers work directly

with the aged and their families to deal with social support factors that create or

exacerbate problems in living. Social support such as family, friends, and community

resources can maximize the aged ability to adapt and cope, enhance self-esteem and self-

control, reduce hospital admission and readmission rates, and promote recovery. Social

workers evaluate the competence of present and potential caregivers, their willingness to

provide care, and their acceptability to the aged.

In administering Social Welfare, Social workers can help diffuse the sense of

crisis for family members by assisting in health care planning and by ensuring that the

aged are included in decision-making. Social workers should also maintain the aged in

their communities (International Federation of Social Workers (IFSW), 2007). Social

43
worker also work on short-term therapies as part of intervention programmes for the

aged who are distraught, and family members as a result of an unwelcome diagnosis or

bereavement.

In Nigeria, the major areas of concern in the administration of social welfare in the care

of the aged are:

i. Provision of adequate financial support:

aged need steady and adequate income to guarantee security and eliminate fear.

They require money not only for feeding and housing but also for health care services. In

most elderly health care, the social workers are on top of this issue through linkages with

available resources in the community.

ii. Enhancement of physical and mental health:

Good health is one of the most important factors in the elderly sense of well-

being (Henry, 1991). However, the aged are usually not as physically fit as their earlier

years. The frustration as a fallout from this in some affects their mental health stability.

Some of the aged become depressed for being unable to perform the usual activities. The

social workers apply psychosocial approaches to reduce these effects where total

elimination of the effects is not possible.

44
iii. Ensuring suitable housing:

The major problem of the aged generally is housing. Some elderly cannot afford

safe, comfortable housing while those who can afford good housing do not keep the

regulations for safety requirements. They live in unsafe housing facilities which are easy

sources of home accidents. The social workers ensure that the aged are catered for in a

good housing environment. They see that children or relatives of the aged person provide

better housing or good accommodation for them.

iv. Restorative services for those who require institutional care:

The aged in need of institutional care are carefully evaluated by social workers.

Institutional care of the aged (for example care for the elderly in nursing homes) is not

encouraged except in such situations as serious health and mental health problems. The

institutional care that is quite restorative and encouraged by the social workers for the

aged is recreational. This is where the aged come together to talk and have some indoor

games that are not energy-sapping.

v. Knowledge about laws guiding geriatric care:

The social workers working with the aged must be knowledgeable in the existing

laws of the land guiding the practice among the aged. The practice must be within the

laws. The aged need to be independent to choose the kinds of activities they pursue.

They need to make decisions concerning their lives. Social workers have the

45
responsibility to see that the aged are given these opportunities. The more responsibility

the aged take for themselves and the direction of their lives, the longer they will remain

interested and be competent to do productive work (Skidmore, et al 1997).

vi. Improving the quality of life:

The aged are caught up in a number of contradictions that do not affect people at

earlier stages of life. (Lauer, 2002). Because these contradictions are incompatible with

the desired quality of life, the aged are caught up in a social problem. Therefore, the

main goal of social work practice among the aged is to enhance the quality of life and

promote the independence and dignity of the aged. The social workers work very closely

with the family of the aged since the family is the primary provider of care for the aged.

The family is always encouraged to continue to support their aged.

vii. Respect for human rights and dignity:

Social work is based on respect for the inherent worth and dignity of all people,

and the rights that follow from this. The aged are sometimes not respected by the people

because of ageism, that is, the notion that old people are no longer as useful as they

think. Social work does not support this notion. Social workers uphold and defend each

person's physical, psychological, emotional, and spiritual integrity and Well-being. In

other words, social workers respect the right to self-determination, the right to make their

46
own choices and decisions irrespective of their age, provided this does not threaten the

rights and legitimate interests of others. The aged are treated as individuals not just

human beings by social workers and are concerned about the well-being of the aged

within the family, community, societal, and natural environments.

viii. Collaboration with other caregivers:

Social workers work in solidarity with other professionals who have an interest in

the well-being of the aged. They, therefore, have the obligation to challenge social

conditions that contribute to social exclusion, stigmatization, or subjugation and to work

toward an inclusive society

ix. Reducing psychological instability:

One of the major psychological factors affecting the aged is psychological

instability. The children, and probably the spouse, may not be with the aged and the

feeling of loneliness (complete empty nest) sets in. The colleagues or mates are almost

all dead. The living may not meet as often as before. One or all of these may lead to

depression. The social workers help in reducing repressive feelings by encouraging the

aged to visit their children, friends, neighbors, and relatives or ask for their assistance to

take them out.

x. Ensuring adequate social support:

There is usually a lack of support for most of the aged. This lack may be

financial, material, medical, peers, and family (Staehelin, 2005). Gjonca, Brockmann,

47
and Maier (2000) observed that a depressed individual, especially an aged has many

issues to deal with such as bereavement, especially the loss of a spouse; increased

awareness of one's own physical vulnerability i.e. that one's own life is limited; and the

prospect of dependency on others to have one's basic needs met.

2.4 SUMMARY OF LITERATURE REVIEW

Learning cannot be separated from practice, therefore, integration of peace and

human rights issues in social welfare should start at the point of educating the adult.

Human rights are purposed to make citizens better off. They are the givens of human

agency, contextually determinable and setting-dependent, when not regarded as kind acts

of the ruling elite and the generic privileged minority. National perceptions of human

rights are measures of the values a people place on human lives as propagated by their

political and other leaders. Human rights are in truth not certified by the number of

international treaties on such subjects to which countries and their governments are

signatories. The international documents are only the benchmarks of further protections

expected from the state by citizens. Findings of this study validate the suppositions that

the human rights records of the Nigerian state have over and over remained unimpressive

even in the 21st century. Contrary to the orthodoxy in the conceptualization of human

rights in the case study country and elsewhere, this paper recommends that the

availability of operative streets and highways, and the accessibility of electric energy for

domestic and public usage in Nigeria of the twenty-first century be made human rights.

48
 In summary , there is widespread consensus in the literature that political

corruption is a principal cause of deficient social welfare services in Nigeria. Political

corruption substantially hinders social welfare in Nigeria, causing an array of social

problems such as poverty, disease due to inadequate healthcare, lack of clean drinking

water, inadequate sanitation, a high mortality rate, crime, ethnic violence and

environmental degradation. This has resulted in a decrease in the standard of living for

Nigerians, despite long-term surging oil wealth.

CHAPTER THREE
METHOD AND PROCEDURE

This chapter describes the methodology adopted in carrying out this research

under the following subheadings: Research Design, Population and Sample, Sampling

Technique, Instrumentation, Validity and Reliability of the Instrument, Data Collection

Procedure and Method of Data Analysis.

49
3.1 RESEARCH DESIGNS

The design adopted by the researcher is a survey research design aimed at

investigating the impact of human right education on the social welfare of adult learners

in Jos North Local Government area of Plateau state.Survey research is that type of

research in which data are collected from a representative sample using questionnaire.

According to Obioma 1987, survey research in education provides information on facts,

opinions and attitudes of individuals on educational events, problems or objectives.

3.2 POPULATION AND SAMPLE

3.2.1. Population

The population of the study were adults in Jos North Local Government area of

Plateau state. According to the National Population Commission of Nigeria the

population of Jos North in the year 2022 is 643,200 people (NPC, 2022).

3.2.2 Sample

Monga (2009) posit that the importance of a better sample size cannot be

overemphasized in any good research study A representative sample of one hundred

and twenty (120) adults from Jos North Local Government area of Plateau state were

used for the study.

3.3 SAMPLING TECHNIQUES

50
 The random sampling techniques was used as samples were obtained from the

population which was carefully done by picking the qualified adults for the subject of the

study.

3.4 INSTRUMENT FOR DATA COLLECTION

The instrument for data collection was a questionnaire. Instrument for data

collection involved the measurement of the instrument and the administration of the

questionnaire. The quantitative data collection methods rely on random sampling and

structured data collection instruments that fit diverse experiences into predetermined

response categories.

3.4.1 Description of Instrument.

This instrument (questionnaire) was designed to evaluate the impact of human

rights education on the social welfare of adult learners in Jos South Local Government

Area. It is aimed at collecting specific information from the targeted respondents It

consists of two sections A and B. Section ‘A’ is dedicated to gathering information about

the respondents, including personal data. Section ‘B’ contains the questionnaire items

aimed at assessing the impact of human right education on the social welfare of adult

learners in Jos North Local Government Area.

3.4.2. Procedure for development of instrument

51
 The first stage of developing this questionnaire was conceptualization, which

entailed defining the topic and identifying the variables to be measured. These variables

were derived from the research questions formulated based on the statement of the

problem. The instrument was designed specifically to address these issues outlined in the

research questions.

The next phase involved testing, specifically through pilot testing. During this

phase, the questionnaire underwent evaluation to ensure its construction was accurate

and to gauge how well respondents understood and answered critical questions.

Additionally, the pilot test assessed the user-friendliness of the questionnaire and

determined the average time required for completion. Data collected from the distributed

questionnaires in the field was consolidated for implementation purposes.

3.5 VALIDATION AND RELIABILITY OF THE INSTRUMENTS

3.5.1. Validity

The research instrument went thorough content validation process to confirm its

validity and accuracy. This involves submitting the questionnaire items to experts for

rigorous evaluation to assess their validity, comprehensiveness, and clarity. Feedback

and suggestions from these experts were carefully considered and integrated into refining

the questionnaire. This ensured that the questionnaire collects high-quality data essential

for the study's objectives.

52
3.5.2. Reliability

The instrument was tested for reliability and data obtained from administering the

questionnaires was analyzed using the test-retest approach. This method will allowed the

researcher to determine if the questions could consistently generate the desired data

before distributing the questionnaire.

3.6 PROCEDURE FOR DATA COLLECTION

The copies of questionnaire were administered using the Direct Delivery

Technique or Procedure (DDT). The researcher went to training centers and community

gatherings of adults in Jos North LGA, to collect data. Permission to conduct the

research was requested to ensure respondents feel comfortable and provide objective

answers. Subsequently, the researcher personally administered the questionnaire,

allowing for clarification of any unclear points to prevent respondent confusion.

Respondents were given ample time and opportunity to respond to the items and return

the completed questionnaires directly to the researcher. A total of 120 questionnaires

were administered to adult respondents in Jos North LGA and collected immediately

after completion to achieve a 100% return rate, minimizing administrative irregularities

in the data collection process.

53
3.7 METHOD OF ANALYSIS

Data collected for the study was analyzed using the mean and simple percentage. These

analytical methods are suitable due to the quantitative nature of the research questions. The

formulas for calculating the mean and simple percentage are as follows:

Mean (μ):

μ = (Σx) / n

Where:

μ = mean

Σx = summation

n = number of respondents

The formula for simple percentage is:

P = (NR/TNR) × 100

Where:

NR = Total number of respondent to each item

P = percentage. TNR = total number of respondents.

54
 CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter focuses on the analysis of the data obtained from the field. It

consists of the results with respect to research questions one, two, three and four and the

discussion of findings. The chapter presents and discusses the results of data collected in

the course of the study and hypotheses formulated for the study. The research work

focused on the impact of human right education on the social welfare of adult learners in

Jos north Local government area of Plateau state.

4.1 DESCRIPTIVE ANALYSIS ON DEMOGRAPHIC DATA OF

RESPONDENTS

Table 1: Age distribution of respondents

Age – range in years Frequency Percentage

18 7 5.8

19-34 10 8.4

35-45 66 55.0

46 and above 37 30.8

Total 120 100.0

Source: Researcher’s Field Work, 2024.

Table 1 above shows that 7 of the respondents representing 5.8 percent are 18

years of age, 10 respondents representing 8.4 percent are within the age range of 19-34,

66 respondents representing 55.0 percent fall within the age range of 35-45years while

55
37 respondents representing 30.8 percent are between 46 and above. This means that

majority of the respondents are between the age range of 46 and above.

Table 2: Marital Status of Respondents

Status Frequency Percentage

Single 16 13.3

Married 84 70.0

Separated 8 66.7

Widowed 12 10.0

Total 120 100.0

Source: Researcher’s Field Work, 2024.

Table 2 above indicates that 16 respondents representing 13.3 percent are singles,

84 respondents representing 70.0 percent are married, 8 respondents representing 6.7

percent are separated and 12 respondents representing 10.0 percent of the respondents

are widows. This means that majority (70.0%) of the respondents are married.

the respondents are Christians.

Table 3: Educational Level of respondents

Educational Level Frequency Percentage

SSCE/GCE/O’Level 22 18.3

OND/Diploma 36 30.0

HND/First Degree 54 45.0

Non-Formal Education 8 6.7

56
 Total 120 100.0

Source: Researcher’s Field Work, 2024.

Table 3 shows the educational level of the respondents of the total population, 22

respondents representing 18.3 percent of the population have Senior Secondary

education, 36 respondents representing 30.0 percent have OND/Diploma, 54 respondents

representing 45.0 HND/First Degree, 8 respondents representing 6.7 percent Non-Formal

Education. This means that most (45.0%) of the respondents HND/First Degree holders.

4.2 ANALYSIS OF RESEARCH QUESTIONS

4.2.1 Research Question 1: What is the current level of awareness and understanding of
human rights among adult Learners in Jos North local Government of Plateau State.?
Table 4: Awareness And Understanding of Human Rights in Jos North L.G.A

S/N SA A D SD MEAN Sd Decision

1 I am familiar with the 30 57 21 12 3.64 0.56 Accepted
concept of human rights
2 There should be more 62 18 16 24 3.17 0.88 Accepted
educational programmes
focused on human rights in
Jos North LGA.
3 I have you attended any 74 15 14 7 3.08 1.29 Accepted
workshops, seminars, or
educational programmes
focused on human rights?
4 I can identify at least three 96 09 5 10 3.21 1.31 Accepted
fundamental human rights.

5 I actively seek information 53 36 20 11 3.76 1.10 Accepted

about human rights
through various sources

57
 (for example, media,
educational programmes).
Grand Mean 3.37

Table 4 seeks to elicit responses from the respondents on the level of awareness

and understanding of human rights among adult Learners in Jos North local Government.

The analysis revealed that the respondents agreed (Mean = 3.64>2.50; Sd = 0.56) that

they are familiar with the concept of human rights. The respondents also accepted (Mean

= 3.17; Sd = 0.88) that There should be more educational programmes focused on human

rights in Jos North LGA. And when asked if they have attended any workshops,

seminars, or educational programmes focused on human rights?, reveals a mean of 3.08

and standard deviation of 1.29. this means that, there is a moderate level of participation

in human rights focused educational programs among the respondents. Regarding the

claim that they can identify at least three fundamental human rights, a mean of 3.21 and

standard deviation of 1.10 showing acceptance to the assertion. The respondents also

show their agreement (Mean = 3.76; Sd = 1.31) that they actively seek information about

human rights through various sources (for example, media, educational programmes).

The grand mean of 3.37 greater than 2.50 further affirmed that there is a high level of

awareness and understanding of human rights among adult Learners in Jos North local

Government currently.

58
4.2.2 Research question 2: How relevant is human rights education to adult learners
daily lives in Jos North Local Government of Plateau State?
Table 5: Relevance of human rights education to adult learners daily lives in Jos

North L.G.A

S/N VARIABLE SD A D SD MEAN Sd Decision

6 Learning about human 41 62 10 7 3.18 1.09 Accepted
rights has improved my
understanding of my
rights and responsibilities
as an adult learner.
7 Human rights education 25 70 15 10 3.65 0.85 Accepted
has increased my
awareness of social
welfare programs and
services available to you.
8 I noticed changes in how 51 49 12 8 3.16 0.92 Accepted
I interact with others in
my community as a
result of learning about
human rights
9 Improving awareness of 65 42 7 6 3.31 1.25 Accepted
human rights among
adult learners contributes
positively to social
welfare in Jos North
LGA
10 Understanding human 81 19 9 11 3.62 1.29 Accepted
rights contributes to
promoting, equality,
justice and effectively
addresses poverty within
Jos North LGA
Grand Mean 3.38

Table 5 seeks to elicit responses from respondents on relevance of human rights

education to adult learners daily lives in Jos North L.G.A. Respondents were asked

59
whether Learning about human rights has improved their understanding of their rights

and responsibilities as adult learners. Responses shows that they agreed (mean=

3.18>2.50: Sd= 1.09) that human right education has improved their understanding of

their rights and responsibilities in their imediate society. Regarding whether Human

rights education has increased their awareness of social welfare programs and services

available to you, revealed that the respondents agreed (Mean=3.65>2.50; Sd = 0.85) with

the assertion. The respondents accepted that they noticed changes in how they interact

with others in their community as a result of learning about human rights, with a mean of

3.16>2.50 and standard deviation of 0.92. Responding to the claim that Improving

awareness of human rights among adult learners contributes positively to social welfare

in Jos North LGA revealed a mean of mean of 3.31>2.50 and standard deviation of 1.25

showing agreement that awareness of human rights among adult learners contributes

positively to social welfare in Jos North LGA. To verify the assertion that Understanding

human rights contributes to promoting, equality, justice and effectively addresses

poverty within Jos North LGA shows that the respondents agreed (mean = 3.62; Sd =

1.29) that Understanding human rights has helped to promoting, equality, justice and

effectively addresses poverty within Jos North LGA.

4.2.3 Research Question 3: What are the primary barriers and challenges faced by
adult leaners in accessing and benefiting from human rights education?

60
Table 6: The primary barriers and challenges faced by adult learners in accessing

and benefiting from human rights education

S/N VARIABLE SA A D SD Mea Sd Decision

n
11 There is a lack of human rights 45 32 20 23 2.89 0.73 Accepted
education programmes specifically
designed for adult learners in Jos North
Local Government Area
12 Adult learners in Jos North LGA face 64 25 14 17 3.15 0.89 Accepted
challenges in knowing where to find
human rights education opportunities
13 Financial limitations prevent adult 74 21 13 12 3.67 0.53 Accepted
learners from participating in human
rights education activities in my
community?
14 There is enough support from local 49 51 15 5 3.07 0.71 Accepted
authorities or institutions for human
rights education initiatives targeted at
adult learners?
15 does time constraints impact your 33 59 7 21 2.78 0.84 Accepted
ability to participate in human rights
education activities.
Grand mean 3.11

From the analysis in table 6, the respondents accepted (Mean = 2.89; Sd =

0.73) that There is a lack of human rights education programmes specifically designed

for adult learners in Jos North Local Government Area. They also accepted (Mean =

3.15; Sd =8.89) that Adult learners in Jos North LGA face challenges in knowing where

to find human rights education opportunities. Respondents also accepted that Financial

limitations prevent adult learners from participating in human rights education activities

61
in Jos North LGA. The overall grand mean of 3.11 which is greater than the 2.40

criterion mean also affirmed that the items in table 6 are the The primary barriers and

challenges faced by adult learners in accessing and benefiting from human rights

education.

4.2.4 Research Question 4: What are the practical recommendations for enhancing the
design and implementation of human rights education programmes targeting adult
leaners, with the aim of maximizing their positive impact on social welfare?
Table 7: Practical recommendations for enhancing design implementation of

Human Rights education programmes

SA A D SD Mea Sd Decision
n
16 Learning from successful 51 47 9 13 3.41 0.65 Accepted
human rights education
programmes in other regions
could improve our local
initiatives.
17 I am comfortable using 43 59 12 06 3.32 0.87 Accepted
technology as a tool for learning
in human rights education
programems
18 Educators(for example, 61 31 17 11 3.14 0.92 Accepted
facilitators and teachers) should
play a vital role in promoting
human rights education among
adult learners.
19 Human rights education 57 41 12 10 3.28 0.63 Accepted
programmes contribute
positively to improving social
welfare in our community
20 Current human rights education 36 70 8 6 3.98 0.82 Accepted
programmes adequately address
my specific learning needs as an
adult learner.
Grand Mean 3.42 Accepted
62
 Research question was aimed at seeking the respondents’ views on the

recommendations for enhancing the design and implementation of human rights

education programmes targeting adult leaners, with the aim of maximizing their positive

impact on social welfare. The respondents showed their acceptance (mean = 3.41; Sd

=0.65) that Learning from successful human rights education programs in other regions

could improve the local initiatives in Jos North Local Government Area of Plateau state.

They are also accepted (Mean = 3.32;Sd = 0.87) that they are comfortable using

technology as a tool for learning in human rights education programs. The importance of

Educators(for example, facilitators and teachers) role in promoting human rights

education among adult learners, also revealed a mean of 3.14 and standard deviation of

0.92 showing agreement to the assertion that educators contribute positively to

improving social welfare in Jos North Local Government Area of Plateau State.

Regarding Human rights education programmes contributing positively to the

improvement of social welfare in Jos North revealed a mean of 3.28 and standard

deviation of 0.63 showing acceptance to the statement. The respondents also accepted

(mean = 3.98; Sd = 0.82) that Current human rights education programmes adequately

address their specific learning needs as an adult learner.

The grand mean of 3.42 greater than 2.50 indicating that the items in table 7 are

the practical recommendations for enhancing design implementation of human rights

education programmes.
63
4.3 TEST OF HYPOTHESIS

Here, the hypothesis formulated in chapter one of this research will be tested.

Ho1: Human right education has positive influence on the social welfare of adult

learners in Jos North Local Government Area of Plateau State.

Table 8: Chi-square test results for Hypothesis

Value Df Asymptotic Significance (2-sided)

Pearson Chi-Square 88.167a 12 .032

Likelihood Ratio 51.657 12 .000

Linear-by-Linear Association .004 2 .914

N of Valid Cases 120

6 cells (40.0%) have expected count less than 5. The minimum expected count is 1.39.

The observed χ² value is 88.167 with 12 degrees of freedom. The significance

level (p-value) is .032. This suggests a significant association between variables at a

conventional alpha level ( 0.05). The observed likelihood ratio is 51.657 with 12 degrees

of freedom. The significance level (p-value) is very low (.000), indicating strong

evidence against the null hypotheses. The test statistic is .004 with 2 degrees of freedom.

The high p-value (.914) suggests no significant linear trend in the association.

64
Decision Rule: Since the chi-square calculated is greater than the level of significance X 2

(0.816 > 0.05) the null hypothesis is accepted while the alternate is rejected and it is

concluded that Human right education has positive influence on the social welfare of

adult learners in Jos North Local Government Area of Plateau State.

4.4 DISCUSSION OF FINDINGS

The discussion of the major findings of this research study is organized

according to the research questions and hypothesis for easy reading and understanding.

In order to achieve the set objectives, four research questions and one hypothesis was

raised. The hypothesis testing (Table 8) confirmed a significant positive influence of

human rights education on the social welfare of adult learners in Jos North L.G.A. Both

the Pearson Chi-Square (p = .032) and Likelihood Ratio tests (p = .000) provided strong

evidence against the null hypothesis, suggesting that human rights education plays a

crucial role in enhancing social welfare outcomes among adult learners in Jos North

Local Government Area of Plateau State. This study investigated the impact of human

rights education on the social welfare of adult learners in Jos North Local Government

Area of Plateau State. The findings provide insights into the awareness, relevance,

challenges, and recommendations related to human rights education among adult learners

in Jos North Local Government Area of Plateau State. The demographic analysis

revealed that a majority of the respondents were aged 35-45 years (55.0%), followed by

those aged 46 and above (30.8%). The study also found that 70.0% of the respondents

65
were married, indicating a stable family structure among the participants. In terms of

educational attainment, 45.0% of the respondents had obtained an HND/First Degree,

highlighting a relatively high level of educational achievement among the adult learner

population in Jos North L.G.A.

On awareness and understanding of Human Rights, Table 4 demonstrated a

high level of awareness and understanding of human rights among adult learners in Jos

North L.G.A. The majority of respondents affirmed their familiarity with human rights

concepts and actively seek information about human rights through various channels

such as media and internet. The grand mean of 3.37 indicated strong overall awareness

and understanding, emphasizing the significance of human rights education in Jos North

L.G.A. Table 5 underscored the relevance of human rights education to daily life among

adult learners. Respondents acknowledged improvements in understanding their rights

and responsibilities, increased awareness of social welfare programmes, and positive

changes in community interactions due to human rights education. The grand mean of

3.38 further supported the notion that human rights education contributes significantly to

enhancing the daily lives of adult learners in Jos North L.G.A.

Table 6 identified several barriers to accessing and benefiting from human

rights education, including the lack of tailored educational programmes for adult

learners, challenges in accessing educational opportunities, financial limitations, and

inadequate institutional support. Despite these challenges, the respondents expressed a

66
collective desire for more accessible and supportive human rights education initiatives.

Table 7 outlined practical recommendations for improving the design and

implementation of human rights education programmes. Key recommendations included

learning from successful programmes in other regions, integrating technology into

educational initiatives, and enhancing the role of educators in promoting human rights

education. The high acceptance of these recommendations (grand mean of 3.42)

indicated strong support for proactive measures to maximize the positive impact of

human rights education on social welfare.

In conclusion, the findings of this study underscore the importance of human

rights education in fostering awareness, enhancing daily life relevance, addressing

barriers, and offering practical recommendations for improvement. The findings supports

the hypothesis that human rights education positively influences the social welfare of

adult learners in Jos North Local Government Area of Plateau State. These insights can

inform policy and programmatic interventions aimed at promoting human rights and

enhancing social welfare outcomes in similar contexts.

67
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY OF FINDINGS

The study was carried out to investigate the impact of human right education

on the social welfare of adult learners in Jos North Local Government Area of Plateau

State. The results of the analysis conducted in this research is based on the specific

objectives of this study and findings were obtained from the hypothesis tested.

Analysis of the data revealed that Human right education has positive influence

on the social welfare of adult learners in Jos North Local Government Area of Plateau

State,

5.2 CONCLUSION

Based on the summary of this research findings, the following conclusions were

made;

1. Findings of this study indicates that human right education has a profound impact

on the social welfare of adult learners. Adults who are exposed to human right

education have a high level understanding of their rights and responsibilities,

68
 increased awareness of social welfare programmes and services, and positively

influences their interactions within the community. These programmes not made

available to them.

2. Findings shows that Adults in the jos north have a high level of awareness and

understanding of human rights concepts. They are familiar with fundamental

human rights principles and actively seek information about human rights

through various channels, such as social media and educational programmes.

3. The study reveals that human right educational programmes have played a crucial

role in promoting peaceful coexistence in Jos North Local government area and

have influence adults positively in the way they interact within their community.

4. adults exposed to human rights education in Jos North L.G.A. demonstrate high

awareness, perceive its relevance to daily life, but face challenges in access.

These challenges include the lack of tailored human right educational

programmes, difficulties in finding educational opportunities, financial

limitations, and insufficient support from local authorities or institutions.

5. The study Respondents support practical recommendations to enhance human

rights education programmes. These recommendations include learning from

successful programmes elsewhere, integrating technology into educational

initiatives, and emphasizing the role of educators in promoting human rights

awareness.

5.3 RECOMMENDATIONS
69
 Based on the findings of this study, the following recommendations were made;

1. Government should Develop and implement human rights education programs

specifically designed for adult learners in Jos North Local government area.

These programs should consider the unique needs and challenges faced adults in

Jos North Local Governmwnt Are. This can be achieved through Increase and

accessibility of community based workshops, seminars, and other educational

initiatives focused on human rights.

2. State government and other non-governmental organizations should Provide

financial assistance or subsidies such as scholarships, stipends, or loans to adult

learners to alleviate the economic barriers that prevent participation in human

rights education. Encourage local authorities, NGOs, and other stakeholders to

actively support human rights education initiatives. This support can include

funding, resources, and collaboration in program development.

3. Government and other well-meaning individuals should Utilize online platforms

and digital tools to deliver human rights education. This approach can help reach

a wider audience and provide flexible learning options for adult learners with

time constraints.

4. There should be an Investment in capacity building for educators and facilitators

to ensure they are well-equipped to deliver effective human rights education.

5.4 LIMITATION OF THE STUDY

70
 In research of this nature the researcher is bound to face one challenge or the

other. Some of the challenges encountered at the course of conducting this research work

include;

1. The study focuses exclusively on adults in Jos North Local Government Area of

Plateau State. This geographic limitation may affect the generalizability of the

findings to other regions with different socio-economic and educational contexts.

2. The study relies on self-reported data from adults, which can be subject to biases

such as social desirability bias or inaccurate self-assessment. These biases might

affect the reliability of the findings.

3. Finally, due to time and financial constraints, the research work was limited to

only adults in Jos North Local Government Area of Plateau State.

5.5 SUGESTIONS FOR FURTHER STUDIES

Based on findings of the study, the following suggestions for further studies were

made;

1. Barriers to human right educational programmes in Jos North Local Government

Area.

2. The role of human right education in enhancing national development

3. The Role of human right education in the promotion of peace in Jos North Local

Government Area.

71
4. A more comprehensive study on the same topic should be conducted on a larger

sample size across regions so that the findings can be generalized for the whole

country

5. Quantitative and mixed method approaches should be used by other researchers

to replicate the study in other local governments to see if the findings will be the

same.

5.6 CONTRIBUTIONS TO KNOWLEDGE

This research work is timely in contemporary times. This is for the fact that the

recommendations of this study if properly implemented will go a long way to assist the

stakeholders particularly adult learners with the right information concerning human

right education programmes and how it relates with social welfare.

This research further contributes to knowledge by providing empirical evidence

on the impact of human right educational programmes on social welfare in Jos north

Local Government Area, Plateau State for researchers, students and other academic

scholars.

72
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United Nations Human Rights Council. (2013). Human rights education and training.

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United Nations Human Rights Council. (2013). Human rights education: Towards a
culture of human rights. Retrieved from [https://www.un.org/en/universal-
declaration-human-rights/]

United Nations World Programme for Human Rights Education. (2013). Plan of Action.

United Nations World Programme for Human Rights Education. (2014). Second phase
(2010-2014).

World Conference on Human Rights. (1993). Vienna Declaration and Programme of

Action.

APPENDIXES A

Adult Education Unit,

Department of Educational
Foundations,

Faculty of Education,

University of Jos

21st June, 2024.

Dear Respondent,

LETTER OF INTRODUCTION

I am an undergraduate student at the above-named institution. I am currently carrying out

research on “IMPACT OF HUMAN RIGHT EDUCATION ON THE SOCIAL

WELFARE OF ADULT LEARNERS”.

77
Your candid responses to this questionnaire items will be highly appreciated as they will assist

towards the research. Please be fully assured that all information given will be specifically used

for academic purpose and treated with ultimate confidentiality.

Thank you in anticipation of your kind co-operation.

Echeazu Stanley Chima

Researcher

78
QUESTIONNAIRE ON IMPACT OF HUMAN RIGHT EDUCATION ON THE SOCIAL

WELFARE OF ADULT LEARNERS IN JOS NORTH LOCAL GOVERNMENT AREA,

PLATEAU STATE.

SECTION A: Personal Data:

INSTRUCTION: Please tick(√) or fil appropriate.

Sex: Male ( ), Female ( )

Please indicate your age from the choices below:

Age: 18 years ( ) 19-34 years ( ) 35-45 years ( ), 45 and above ( )

Highest academic qualification: SSCE/GCE/O'Level ( ), OND/Diploma ( ),

HND/First Degree( ), Non-Formal Education ( )

Marital Status: Single ( ) Married ( ) Separated ( ) Divorced ( ) Widowed ( )

SECTION B:

Instruction: Please read the following statements carefully and tick appropriately to show

the degree of your agreement or disagreement to each statement.’ SA = Strongly Agree’; ‘A

= Agree’; ‘D = Disagree’; and ‘SD=Strongly Disagree’

S/N STATEMENTS RESPONSES

Awareness And Understanding of Human Rights SA A D SD

1. I am familiar with the concept of human rights

2. There should be more educational programmes focused on human

rights in Jos North LGA.

3. I have you attended any workshops, seminars, or educational

programmes focused on human rights?

4. I can identify at least three fundamental human rights.

5. I actively seek information about human rights through various sources

(for example, media, educational programmes).

How relevant is human rights education to adult learners SA A D SD

daily lives?

6. Learning about human rights has improved my understanding of my

rights and responsibilities as an adult learner.

7. Human rights education has increased my awareness of social welfare

programs and services available to me.

8. I noticed changes in how i interact with others in my community as a

result of learning about human rights.

9. Improving awareness of human rights among adult learners contributes

positively to social welfare in Jos North LGA.

10. Understanding human rights contributes to promoting equality, justice

and effectively addresses poverty within Jos North LGA

What are the primary barriers and challenges faced by adult SA A D SD

learners in accessing and benefiting from human rights
 education?

11. There is a lack of human rights education programmes specifically

designed for adult learners in Jos North Local Government Area

12. Adult learners in Jos North LGA face challenges in knowing where to
find human rights education opportunities

13. Financial limitations prevent adult learners from participating in human

rights education activities in my community

14. There is enough support from local authorities or institutions for human
rights education initiatives targeted at adult learners?

15. Time constraints impact my ability to participate in human rights

education activities.

PRACTICAL RECOMMENDATIONS FOR ENHANCING SA A D SD

DESIGN IMPLEMENTATION OF HUMAN RIGHTS
EDUCATION PROGRAMMES

16 Learning from successful human rights education programmes in other

regions could improve our local initiatives.

17 I am comfortable using technology as a tool for learning in human

rights education programmes

18 Educators(for example, facilitators and teachers) should play a vital role

in promoting human rights education among adult learners.

19 Human rights education programmes contribute positively to improving

social welfare in our community
20 Current human rights education programmes adequately address my
specific learning needs as an adult learner.