ODEY FINALprint

CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The word "assessment" has its roots in the Latin word "assidere," meaning "to
sit beside." Over time, it evolved to "assessus," referring to a sitting together for consultation.
The term gained prominence in English during the 15th century, initially linked to taxation
and appraising property. In an educational context, assessment involves evaluating knowledge,
skills, or performance to gauge understanding and make informed decisions about learning
progress. Assessments serve various purposes, including evaluating learning progress,
diagnosing strengths and weaknesses, making predictions, selecting candidates for a job,
guiding interventions, and measuring outcomes. Assessments can be classified into different
types based on their purpose and format. Assessment plays a crucial role in community
development by providing valuable information about the community's needs, strengths, and
areas for improvement. It helps identify priority areas for intervention, allocate resources
effectively, and measure the impact of development initiatives. Also, it promotes community
engagement and empowerment by involving residents in the decision-making process and
fostering collaboration among stakeholders. Overall, assessment is essential for creating
targeted and sustainable development strategies that address the specific challenges and
opportunities within a community.
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Community development programmes play a pivotal role in fostering sustainable
development and improving the quality of life in local communities. Community
development efforts are driven by the collective contributions and involvement of community
members, particularly adults, who dedicate their time, resources, and energy to enhance the
socio-economic and environmental conditions of their localities. Community development is
a dynamic and multifaceted process that aims to enhance the well-being and quality of life of
individuals and communities. It is a holistic approach that focuses on fostering positive
changes within a specific geographic area or a community, whether that community is defined
by location, shared interests, or a common goal. It is driven by the belief that when individuals
work together, they can effect positive and sustainable change in their neighbourhoods and
regions. This approach recognizes that communities are diverse, and solutions must be tailored
to the unique needs and aspirations of each community.
Community development is a holistic approach grounded in principles of
empowerment, human rights, inclusion, social justice, self-determination and collective action
(Kenny & Connors 2017). Community development considers community members to be
experts in their lives and communities, and values community knowledge and wisdom.
Community development programmes are led by community members at every stage – from
deciding on issues to selecting and implementing actions, and evaluation. Community
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development has an explicit focus on the redistribution of power to address the causes of
inequality and disadvantage.
Children and families directly involved in community development initiatives may
benefit from an increase in skills, knowledge, empowerment and self-efficacy and experience
enhanced social inclusion and community connectedness (Kenny & Connors, 2017). As
community members are empowered and developed as leaders, they can begin to challenge
and improve conditions that are resulting in their disempowerment or negatively impacting
their wellbeing (Ife, 2016). At a community level, community development initiatives are
likely to achieve long-term outcomes such as stronger and more cohesive communities,
evidenced by changes in social capital, civic engagement, social cohesion, community safety
and improved health (Kenny, Haldane & Connors, 2019). In community development
programmes, people must have faith that working together can make a difference in making
the community development programme successful.
Community development programmes involve the principles of sustainable development,
empowerment, inclusivity, social justice, human rights, participative democracy, and equality.
These community-led programmes led by specific communities aim to address the challenges
and gaps oppressing the community members. From the selection of issues to implementation
and execution, the community members sit together and decide what steps are to be taken.
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These programmes are necessary to ensure fairness and equality within society. Furthermore,
these programmes can be used to uplift other members of society because when talking about
communities in community development, it may not be limited to a particular geographical
area. The term community refers to people sharing the same interest, identities, heritage, or
culture.
The principles of community development programmes say every individual in the
community is integral to the development and process of decision-making. Community
development works on the principle that everyone should take equal responsibility and
participate in development projects. Be it evaluation, participation, provision, or direction,
members of all levels should make valuable contributions. Every member should take
complete responsibility and accountability for their work. The members, volunteers, and
participants should collaborate and cooperate effectively to reach the end goals.
The word "motivation" originates from the Latin term "motivus," meaning "pertaining
to motion" or "moving." The concept gained psychological significance through early
theorists like William James and Sigmund Freud in the late 19th and early 20th centuries. This
motivation can be driven by various factors, such as a desire for positive change, social
responsibility, recognition of mutual benefits, and effective leadership. It is essential for
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building momentum, sustaining engagement, and achieving meaningful outcomes in
community development efforts.
Adults participate in educational programmes for various reasons. Motivating factors
often include career advancement, personal development, and social connections. According
to Ahmed and Yusuf (2019), adults participation has long been associated with community
development. The success of every programmes depends on the active participation of the
adults in designing, implementing and sustaining the programmes that affect their conditions
of living. According to Bappi (2018), participation in various activities can be influenced by
factors such as personal interest, motivation, available time, social connections, perceived
benefits, and the relevance of the activity to one's goals or values. The United Nations' (UN)
2030 Agenda for Sustainable Development, particularly Goal 11 (Sustainable Cities and
Communities), underscores the necessity of inclusive, safe, resilient, and sustainable urban
development. The UN advocates for community participation as crucial for achieving these
objectives. Reports and guidelines from the UN stress the importance of involving local
communities in planning, implementing, and monitoring development projects to ensure they
meet the specific needs and contexts of those communities (UN-Habitat, 2020).
The World Bank's Community-Driven Development (CDD) approach has been
instrumental in promoting adult participation in community projects. CDD programmes
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empower local communities by granting them control over planning decisions and resources.
Between 2016 and 2024, the World Bank emphasized building local capacities, fostering
community ownership, and ensuring transparency and accountability in community initiatives.
These principles are designed to enhance community engagement and sustainable
development. The World Health Organization (WHO) has linked community participation to
improved health outcomes. Their guidelines on community engagement highlight
participatory approaches in designing and implementing health-related programmes. The
WHO emphasizes that involving community members in health initiatives not only improves
the effectiveness of these programmes but also builds community resilience and trust in health
systems.
The Organization for Economic Co-operation and Development (OECD) has published
reports on civic engagement, focusing on social cohesion, inclusiveness, and the role of digital
tools in enhancing participation. The OECD underscores the need for policies that promote
active citizenship and community involvement, suggesting that such engagement is crucial
for democratic governance and effective public service delivery. Participatory Action
Research (PAR) has gained prominence as an effective method for involving community
members in identifying issues and developing solutions. Authorities in academia and
development sectors have endorsed PAR for its collaborative approach, which ensures that
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interventions are tailored to the community's needs and context. This approach fosters a sense
of ownership and empowerment among participants.
International Association for Public Participation (IAP2), Public Participation Spectrum
provides a framework for different levels of public participation, ranging from informing and
consulting to involving, collaborating and empowering. This spectrum helps practitioners
design participation processes that are appropriate for the context and desired outcomes,
ensuring meaningful and effective community involvement .Non Governmental
Organizations (NGOs) and grassroots movements have been key players in promoting adult
participation in community development. These organizations often use participatory
methodologies such as Appreciative Inquiry, which focuses on identifying and building upon
community strengths. NGOs work highlights the importance of local leadership, capacity
building, and community-driven approaches, engaging community members in all stages of
the project, from planning to implementation and evaluation. This fosters a sense of ownership
and ensures that the projects meet local needs. Effective adult participation involves inclusive
decision-making, capacity building, addressing barriers, leveraging technology, building trust,
cultural sensitivity, and providing sustainable incentives. These principles and strategies,
derived from global frameworks and best practices, are essential for achieving meaningful and
sustainable community development outcomes.
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Various authorities have explored the motivations behind adult participation in
community development programmes. According to Cornwall (2016), a renowned scholar in
the field of development studies, who extensively explored themes of participation,
empowerment, and citizenship in community development. While the author's specific views
on motivation in community development programmes are scattered across various works,
key insights can be derived from her broader research on participatory development and
empowerment. Cornwall (2016) emphasized that motivation in community development is
deeply connected to the sense of empowerment and skill that individuals experience. When
people feel that they have the power to influence decisions and control over their lives, they
are more likely to participate actively in community development initiatives. This
empowerment fosters a sense of ownership and responsibility towards community projects.
Inclusive participation is a cornerstone of Cornwall’s views. Cornwall (2016) argued that for
adults to be motivated, community development programmes must be genuinely inclusive,
allowing for diverse voices and perspectives to be heard and valued. This inclusivity ensures
that marginalized groups also find relevance and motivation to participate, as their specific
needs and interests are addressed.
Cornwall (2016) highlighted the importance of contextually relevant programmes.
Adults are more motivated to engage in community development activities that resonate with
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their immediate needs and realities. Programmes that are designed in a top-down manner
without considering local contexts often fail to motivate sustained participation. Instead,
participatory planning processes that involve community members in identifying and
prioritizing their own needs tend to be more effective. Another crucial factor in motivating
adults, according to the author, is the opportunity for learning and capacity building.
Community development programmes that provide educational opportunities and skill-
building activities not only empower individuals but also sustain their interest and motivation.
The chance to acquire new knowledge and skills that can improve their livelihoods and
community well-being acts as a strong motivator. Cornwall (2016) views on motivation in
community development emphasize the need for empowerment, inclusive participation,
contextual relevance, capacity building, trust, and recognition. The author's work suggests that
motivation is multifaceted and deeply connected to how community development
programmes are designed and implemented. By fostering a sense of ownership, addressing
local needs, building trust, and recognizing contributions, community development initiatives
can effectively motivate adult participation.
Freire’s (1970) concept of conscientization involves developing a critical awareness of
one’s social reality through reflection and action. It is believed of the author that when
individuals gain a deeper understanding of their socio-political context and the forces that
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affect their lives, they become motivated to take action to change their circumstances. In
community development, fostering critical consciousness helps adults see the value of their
participation and motivates them to engage in transformative actions that benefit the
community. Dialogue is central to Freire’s pedagogy where it is viewed that dialogue is not
just as a communication tool but a means of fostering mutual understanding and collective
problem-solving. For Freire (1970) genuine dialogue in community development programmes
motivates participants by valuing their voices and perspectives. When adults feel heard and
respected, they are more likely to engage and contribute actively to community initiatives.
Community development programmes inspired by Freirean principles use participatory
methods that engage adults as co-creators of knowledge and solutions. This participatory
approach increases motivation by ensuring that the programmes are relevant to participants’
lives and contexts. Programmes which focus on building the capacity of community members
through education and training that enhance their critical thinking, problem-solving, and
leadership skills. This empowerment leads to sustained motivation as participants feel more
competent and confident in their roles. Incorporating reflective practices into community
development encourages participants to critically assess their experiences and the impact of
their actions. This continuous reflection and adaptation keep participants motivated by
demonstrating the effectiveness and relevance of their involvement. Establishing safe spaces
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for open dialogue allows community members to express their views, share experiences, and
collaboratively develop solutions. This inclusive environment fosters trust and motivation by
making everyone feel valued and heard.
Motivation in community development emphasizes the importance of critical
consciousness, dialogue, empowerment, praxis, transformative education, and humanization.
These principles advocate for participatory, reflective, and empowering approaches that
engage adults meaningfully and motivate them to contribute to community development
initiatives (Fraire, 1970). Programmes that embody these Freirean principles can create a more
engaged, empowered, and motivated community.
1.2 Statement of the Problem
Despite the recognized importance of community development programmes, many
initiatives struggle with low levels of adults’ participation and this lack of engagement hinders
the effectiveness and sustainability of these programmes. Key observable barriers include a
lack of awareness, limited perceived relevance, socio-economic constraints, inadequate
empowerment, and insufficient recognition of contributions. Additionally, cultural and
contextual factors often influence the willingness and ability of adults to participate. Without
addressing these issues, community development programmes may fail to realize their full
potential and impact.
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1.3 Aim and Objectives of Study
This study aimed to assess the factors motivating adults' participation in community
development programmes in Jos South Local Government of Plateau State. The specific
objectives of the study included to:
1. Identify factors motivating adult’s participation in community development
programmes in Jos South Local Government Area.
2. Explore the intrinsic and extrinsic motivators that drive adult engagement in
community development programme initiatives.
3. Identify the key barriers to adult participation in community development programmes
in Jos South Local Government Area.
4. Recommend strategies for designing community development programmes that
enhance adult motivation and participation.
1.4 Research questions.
The study was guided by the following research questions:
1. What factors motivate adult participation in community development programmes in
the Jos South Local Government Area?
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2. What are the intrinsic and extrinsic motivators that drive adult engagement in
community development programmes initiatives?
3. What are the key barriers to adult participation in community development
programmes in the Jos South Local Government Area?
4. What strategies can be used for designing community development programmes that
enhance adult motivation and participation?
1.5 Theoretical /Conceptual Framework
The theoretical framework that was used for this study integrates multiple theories and
concepts to provide a comprehensive understanding of the factors influencing adult
motivation and participation in community development programmes. The framework draws
on key theories such as Self-Determination Theory (SDT), Social Capital Theory,
Empowerment Theory, and Paulo Freire’s Critical Pedagogy.
Deci and Ryan (2017), considered self determination theory as adults are motivated
when they feel they have control over their actions and decisions. A sense of efficacy and the
ability to effectively contribute to community activities enhances motivation; feeling
connected and having a sense of belonging within the community fosters engagement.
Programmes should provide opportunities for self-directed involvement, skill development,
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and foster a supportive community environment to enhance intrinsic motivation. The presence
of strong social ties and networks within a community, mutual trust among community
members and between members and programme facilitators (Putnam 2018). Freire’s Critical
Pedagogy asserted developing a critical awareness of social, political, and economic contexts.
Applying these theories will facilitate a deep understanding of adult motivation in community
development programmes, also offers valuable insights for designing, implementing, and
evaluating effective and inclusive initiatives.
1.6 Significance of the Study
The findings of this study would be useful to community members, community
development practioners, policymakers, academic and research communities, community
leaders, international organizations, funding bodies and donours.
The findings of this study would provide policymakers with empirical data on what
motivates adults to participate in community development programmes. This information can
be used to design and implement policies that effectively address the needs and aspirations of
the local population. Understanding motivational factors can help in designing more engaging
and attractive programmes, leading to higher levels of community participation. By
identifying the economic factors that motivate participation, programmes can be designed to
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better support job creation, skills development, and financial stability, contributing to overall
economic growth in the Local Government Area.
Community members, policymakers, academic, research community, community
leaders, international organizations, funding Bodie and donuors will benefit from
understanding which strategies and practices are most effective in motivating adult
participation, ensuring their investments yield high impact. Can align the study’s findings with
the Sustainable Development Goals (SDGs), particularly those related to sustainable
communities, reduced inequalities, and quality education. Community members, community
development practioners, policymakers, academic, research community, community leaders,
international organizations, funding Bodies and donours would benefit from the theoretical
contributions and comprehensive understanding of adult motivation in community
development, enriching the academic discourse and providing a foundation for further studies.
1.7 Scope of the Study
The study aims to assess the factors motivating adult participation in community
development programmes specifically within the Jos South Local Government Area. The
study will delve into the various dimensions influencing adults' engagement in community
development initiatives, including but not limited to socio-economic factors, cultural aspects,
personal motivations, and perceived benefits.

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1.8 Operational Definition of Terms
For the purpose of this study the key concepts used are defined below:
Adults: adults are as individuals aged 18 years and above residing within the Jos
South local government area.
Community Development Programmes: refer to organized initiatives, projects, or
activities aimed at improving the well-being, infrastructure, and socio-economic
conditions within communities in Jos South.
Motivating Factors: refer to the incentives, interests, beliefs, and perceptions that
prompt adults to engage actively in community development activities in Jos South
Local Government.
Motivation : the degree to which individuals are driven to engage in activities or
behaviours related to community development initiatives in Jos South. This could
include factors such as personal interest, the perception of benefits, social support,
and cultural values.
Participation: Participation in community development programmes involves active
involvement, contribution, and engagement of adults in various stages of programme
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planning, implementation, monitoring, and evaluation in Jos South Local
Government.
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CHAPTER TWO
LITERATURE REVIEW
In this chapter, the review included conceptual framework, factors motivating adult
participation, a review of relevant studies, concept of community development programme,
and a summary.
2. 1 CONCEPTUAL FRAMEWORK
According to Chamber (2022), the concept of community development programmes
revolves around empowering communities to address their own needs, improve their quality
of life, and create positive social change. While the core principles of community development
remain consistent, approaches and strategies may evolve over time based on societal changes,
technological advancements, and new insights into community dynamics.
James and Robert (2019) viewed Community development programmes to involve
collaborative efforts aimed at enhancing the social, economic, and environmental well-being
of a community. These programmes emphasize community participation, empowerment,
sustainability, social justice, inclusivity, and capacity building. The report of United Nations
Development Programme (UNDP), (2022) viewed community development programmes as
essential for fostering sustainable human development and achieving the Sustainable
Development Goals (SDGs). UNDP emphasizes the importance of community-driven
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approaches that empower local communities to participate in decision-making processes,
identify their own development priorities, and implement solutions that address their unique
needs and challenges.
McCarthy, O'Brien, and O'Carroll (2021) examined the interplay between community
development initiatives and health outcomes. It likely delves into how community-based
interventions and programmes can contribute to improving health outcomes at the individual
and community levels. The authors discussed various approaches, challenges, and potential
strategies for integrating community development efforts with health promotion initiatives.
United Nations Sustainable Development Goals (SDGs) adopted in 2015 provide a global
framework for sustainable development, including goals related to poverty reduction, health,
education, gender equality, and environmental sustainability. According to Robert (2021),
adult participation within the context of community development refers to the active
involvement of adult community members in decision-making processes, activities, and
initiatives aimed at improving the well-being of the community. It encompasses a range of
roles and contributions, including volunteering, leadership, advocacy, resource mobilization,
and capacity building. Chambers (2020) advocated for participatory methodologies that
empower adult community members to take active roles in shaping their own development
trajectories.
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In the context of community participation, individuals are more likely to engage when
they feel a sense of autonomy in their actions, perceive themselves as competent contributors,
and experience meaningful connections with others in the community. Social Exchange theory
suggests that individuals engage in community participation when they perceive that they will
receive rewards or benefits that outweigh the costs of participation. These rewards can be
tangible (example, financial incentives, recognition) or intangible. According to Goal Setting
Theory, individuals are motivated to participate in community activities when they set specific,
challenging goals that are perceived as attainable. Clear goals provide direction and a sense
of purpose, leading to increased motivation and effort in community participation.
Community development programmes this framework emphasizes the emotional bonds
individuals develop with their communities.
Identity theory suggests that individuals' sense of identity is shaped by their affiliations
with social groups, including communities. Civic Voluntarism Model highlights the role of
social, psychological, and organizational factors in predicting individuals' participation in
community activities. It considers factors such as social networks, perceived efficacy, and
organizational support as determinants of community participation motivation. According to
Browne (2024), engaging community members in all stages of the development process, from
planning to implementation and evaluation, ensures that the programmes are aligned with the
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community's needs and priorities. Houge (2019), emphasized the importance of community
engagement, defining community broadly and exploring the motivations, processes, and
outcomes of community involvement in health initiatives.
2.2 FACTORS MOTIVATING ADULT PARTICIPATION IN COMMUNITY

DEVELOPMENT PROGRAMMES
If the saying, "A rolling stone gathers no moss" is anything to go by, then one can
rightly say that those who actively involve themselves in different activities, whether for
personal or professional growth, are more likely to thrive and succeed. Intrinsic Motivation is
one of the factors which give personal fulfillment which refers to the satisfaction and sense of
accomplishment that individuals derive from their actions and contributions. Because of this
adult feels the sense of belonging to bring a desire development to the community. Individuals
often participate in community development programmes because they find fulfillment in
making a positive difference in their communities. Engaging in meaningful activities, such as
volunteering or advocating for social causes, can provide a sense of purpose and fulfillment.
This discusses how personal fulfillment is linked to intrinsic motivation and psychological
well-being of adult to participate in community development programmes.
Personal Values is another factor that guides individuals' behaviours and decisions.
Individuals may participate in community development programmes because they align with
their personal values, such as social justice, equality, or environmental sustainability.Chavis,

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Lee and Acosta (2018) highlighted the importance of a sense of purpose in motivating
individuals to engage in community development initiatives. The authors further explained
the holistic approach to motivating adult participation in community development initiatives,
emphasizing the importance of addressing individuals' needs, fostering a sense of belonging
and empowerment, and promoting collaboration and communication within the community.
McMillan and Chavis (2016) emphasized the role of social connections and networks
in motivating adults to participate in community development programmes. According to
authors, adults are motivated to participate when they perceive the investment of their time
and energy in community development activities as worthwhile and meaningful. Recognizing
and valuing the contributions of participants reinforces their motivation to remain engaged.
Wilmot, Evans, and Miller (2019) indicated that adults are motivated to join community
development programmes to acquire new skills or enhance existing ones. Furthermore,
participation is motivated by the sense of empowerment and ownership that individuals feel
over the development process. Adults are more likely to be engaged when they have a voice
in decision-making, feel valued for their contributions, and perceive themselves as agents of
change within their community. Recognizing and appreciating the efforts of participants
reinforces their motivation to remain engaged in community development programmes.
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Adults are more likely to continue their involvement when they feel valued and acknowledged
for their contributions.
According to Smith and Mackie (2015), social psychology discusses the role of social
norms in shaping behaviour and the importance of social approval in motivating individuals
to conform to societal expectations. Schwartz's theory of basic human values includes
dimensions such as benevolence and universalism, which reflect individuals' concerns for the
welfare of others and societal welfare. By understanding the influence of societal norms and
expectations, community leaders and organizers can leverage these factors to promote and
sustain adult participation in community initiatives. Deci and Ryan (2017) suggested that
fulfilling these basic psychological needs enhances intrinsic motivation. When community
development programmes provide opportunities for self-directed involvement (autonomy),
allow participants to develop and utilize their skills (competence), and foster a sense of
belonging (relatedness), adults are more likely to participate actively. A study by
Vansteenkiste et al. (2018) showed that community programmes structured around these
needs saw higher levels of sustained engagement among adults. Programmes that included
self-directed projects and skill-building workshops were particularly effective.
Campbell and Jovchelovitch (2019) indicated that communities with high levels of social
capital experience greater participation in development programmes. Trust-building activities
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and opportunities for social interaction, such as community events and collaborative projects,
were key. Cornwall (2016), demonstrated that programmes focusing on empowerment
through participatory decision-making and leadership training saw increased engagement.
Empowered participants were more motivated to contribute to community development
efforts. Martela and Riekki (2019), indicated that adults are driven by a desire to contribute to
the greater good and find meaning in their actions. Acknowledgment of contributions, both
publicly and privately, can significantly enhance motivation. Lyons and Passey (2020) found
that recognition ceremonies and award systems boosted participation. Access to resources,
services, or economic incentives can attract participants. According to Verba, Schlozman and
Brady (2018) offering stipends or subsidies for participation reduced financial barriers. Many
adults are unaware of available programmes and effective communication and outreach
strategies are essential (García-Ramírez et al., 2021). Incorrect information about the goals
and benefits of programmes can deter participation (Taylor, 2019).
2.3. Community Development Programmes
Lohman (2024), emphasized on the need of Community Development Programme,
which gave an overview of the essential strategies employed by governments and non-
governmental organisations (NGOs) world-wide to promote social cohesion, economic
upliftment, and the overall betterment of communities. Furthermore, at the heart of any
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successful community development initiative lies the conviction that communities themselves
are best positioned to identify their needs, assets, and solutions. This study explained that
understanding the basics of community development is crucial to comprehending the
multifaceted nature of CDPs. Community development is a process where community
members come together to take collective action and generate solutions to common problems.
Looking at the opinion, it is clear that community development relies heavily on participation,
empowerment, capacity building, and social change. It fundamentally believes in the principle
that communities hold within themselves the ability to identify and solve their issues.
Although community development is not about giving aid but rather about enabling the
community to improve its own conditions. Leadership training, critical dialogue sessions, and
collaborative governance. Higher levels of community engagement, reduced crime rates, and
enhanced urban infrastructure (Souza & Silva, 2021).
The United Nations (UN) emphasized a significant role in promoting community
development through various agencies such as UNDP (United Nations Development
Programme), UNICEF (United Nations Children's Fund), and UN Habitat. The UN's
Sustainable Development Goals (SDGs) provide a framework for addressing global
challenges and guiding community development efforts. The World Bank supports
community development initiatives through financing, technical assistance, and knowledge
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sharing. It invests in projects aimed at poverty reduction, infrastructure development, and
social inclusion in communities worldwide. Numerous NGOs focus on community
development, addressing issues such as education, healthcare, women's empowerment, and
environmental sustainability. Examples include CARE, Oxfam, Save the Children, and
Habitat for Humanity.
In any community development programme, both economic and individual growth
must be given equal attention so as to ensure that the process of community development
achieves its due balance of continuity and sustainability. Operationally, community
development is viewed as the individual's initiative to find resolution to their individual and
popular struggles, dependence on their own possessions, such as potential, and to be assisted
in or enhance the execution of developmental projects. Browne (2024) perspective on
community development programmes emphasizes a holistic approach that integrates
evidence-based practices and community participation to drive sustainable social change.
Browne highlights the importance of empowering communities to identify their needs and
assets, promoting a bottom-up approach where local involvement is crucial to the success of
these initiatives (Oxford University Press) (NIAA). The Community Development
Programme (CDP) in Australia, for instance, aims to support job seekers in remote areas by
building skills, addressing employment barriers, and enhancing community contributions
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through various activities and training. This programme covers a vast area, supporting about
40,000 people across over 1,000 communities, and focuses on personalized assistance and
foundational skills training (NIAA).
Kane (2018) highlighted that community programmes incorporating critical pedagogy
principles saw deeper and more sustained engagement. Participants valued the opportunities
for dialogue and felt more connected to the community's goals. Involving community
members in the research process to ensure that initiatives are grounded in local realities and
priorities (Bradbury, 2016). Higher levels of community engagement, reduced crime rates,
and enhanced urban infrastructure (Souza & Silva, 2021). Empowerment theory underscores
the importance of enhancing individual and community control over circumstances and
decision-making processes. Active involvement of community members in planning and
decision-making is crucial for successful community development. Leveraging local assets
and capacities fosters sustainable development and community resilience. There is a growing
emphasis on participatory action research and digital participation to involve community
members more effectively. Community development programmes increasingly align with the
Sustainable Development Goals (SDGs), focusing on sustainable cities, reduced inequalities,
and environmental stewardship. Innovative solutions, such as social enterprises and green
technologies, are being employed to address complex community challenges. Engaging
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community members in needs assessment and collaborative governance enhances relevance
and effectiveness.
Training, education, and resource mobilization are vital for empowering communities
and building local leadership. Strengthening networks, partnerships, and trust within
communities fosters collective action and long-term engagement. Limited funding, economic
inequalities, and time constraints hinder effective community development. Programmes must
be culturally sensitive and address historical distrust to be effective. Inadequate infrastructure
and bureaucratic hurdles impede the implementation and success of community initiatives.
Programmes enhance self-efficacy, leadership skills, and community cohesion. Vocational
training and entrepreneurship initiatives lead to job creation and improved livelihoods.
Successful programmes in Kenya, Brazil, and India demonstrate the importance of
participatory planning, capacity building, and digital inclusion in achieving positive outcomes.
There is a need for more longitudinal studies to assess the long-term impacts of
community development programmes on economic, social, and environmental outcomes.
Research is needed on how successful models can be scaled and replicated in diverse contexts,
ensuring that effective strategies are adaptable to different cultural and socio-economic
settings. Further exploration is required on how technology can be leveraged to enhance
participation, especially in remote and underserved communities. More studies are needed to
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understand the role of policy and institutional frameworks in supporting sustainable
community development and overcoming bureaucratic hurdles. There is a gap in
understanding how intersectional factors such as gender, age, ethnicity, and disability affect
participation and outcomes in community development programmes. Additional research is
needed on creating economically sustainable community development models that are less
dependent on external funding and more self-sufficient.
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CHAPTER THREE
METHOD AND PROCEDURE
The methods and procedures outlined provide a systematic approach to exploring the
factors motivating adult participation in community development programmes in Jos South.
3.1 RESEARCH DESIGN
The study employed a descriptive survey research design which is appropriate for
seeking the opinion of the target population with a research designed questionnaire for data
collection to answer the research questions. It is appropriate for educational fact finding and
yields a great deal of information, which is accurate. It also enabled the researcher to gather
data at a particular point in time and use it to describe the nature of the existing conditions.
3.2 POPULATION AND SAMPLE
3.2.1 Population
The study targets residents of Jos South LGA, which includes various districts such as
Vwang (Vom), Du, Gyel, Zawan, and Kuru. The total population of Jos South Local
Government Area is about 306,716 (National Population Commission, 2006). For practical
purposes, the sampling frame consisted of individuals aged 18 and above who reside in these
districts.
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3.2.2 Sample
The sample included 50 individuals from each of the five districts (Vwang, Du, Gyel,
Zawan, and Kuru) to make a total of 250 participants. This proportional approach ensured
each district contributes to the overall findings, making the sample a microcosm of the larger
population.
S/N District Sample Total
1 Du 50 50
2 Gyel 50 50
3 Kuru 50 50
4 Vwang 50 50
5 Zawan 50 50
Total 250
31
3.3 SAMPLING TECHNIQUES
According to Lohr (2021), population is divided into homogeneous subgroups (strata),
and random samples are taken from each stratum. It ensures precise representation of all
subgroups and increases the precision of overall estimates. To ensure representativeness and
manageability of the sample, a stratified random sampling technique was employed.
3.4 INSTRUMENT FOR DATA COLLECTION
The instruments used to collect data for the study conducted in Jos South Local
Government Area was self constructed questionnaire. Questionnaires are structured tools
comprising a series of questions or items designed to gather quantitative data from
respondents.
3. 5. VALIDITY AND RELIABILITY OF INSTRUMENT
3.5.1 Validity
The instrument was given to experts in the field of Adult Education to ensure face and
content validity so that it covered all relevant aspects of the concept being studied. The experts
gave corrections which were incorporated in the final questionnaire. The questionnaire was
then given to the supervisor for final approval.
32
3.5. 2. Reliability
The reliability is the correlation between the scores on the two instruments. If the results
are consistent over time, the scores should be similar. The trick with test retest reliability is
determining how long to wait between the two administrations.
3.6. PROCEDURE FOR DATA COLLECTION
A self administered, structured questionnaire was used to collect data from respondents
as recommended for a large survey (Cooper and Schindler, Malhotra & Birks 2007). The
questionnaire was administered to the sampled respondents through personal contact by
researcher. Respondents were first informed of the purpose, assured of anonymity and
confidentiality of responses. They were given the questionnaire to fill and to be submitted to
the researcher.
3.7. METHOD OF DATA ANALYSIS
In order to conduct a reliable and objective analysis, interpretation and presentation of
data, the data collected from survey questionnaires was analysed with descriptive statistics
table using; arithmetic mean, and standard deviation to present the results.
The arithmetic mean (average) is calculated using the formula:
33
𝛴𝑥𝑖
Mean = 𝑛
Where xi are the data points and n is the number of data points.
The standard deviation is calculated using the formula:
√𝛴(xi−𝜇)2
a= 𝑛
Where μ is the mean and xi are the data points.
34
CHAPTER FOUR
RESULTS AND DISCUSSION
Effort is made at this stage to present, analyse and interpret the data collected during the
field survey. This presentation is based on the responses from the completed questionnaire.
The result of this exercise is summarized in tabular forms for easy references and analysis. It
also show answers to questions relating to the research questions for this research study.
4.1 RESULTS
Item1: Distribution of respondents by age in years.
Table 1:
Respondents Frequency Percentage
18 - 30 years 48 24%
31- 45 years 64 32%
46 - 60 years 49 24.5%
61 and above 39 19.5%
Total 200 100%
Source: Research Field Work, 2024.
35
Item2: Gender distribution of the respondents.
Table 2:
Male 120 60%
Female 80 40%
Total 200 100%
Item 3: Distribution of respondents by marital status.

Table 3:
Single 64 32%
Married 48 24%
Divorced 49 24.5%
Widowed 39 19.5%
Total 200 100%
36
Item 4: Distribution of Respondents by Education level.

Table 4:
No formal education 20 10%
Primary education 30 15%
Secondary education 80 40%
Tertiary education 70 35%
Total 200 100%
Item 5: Distribution of Respondents by Employment Status.

Table 5:
Unemployed 90 45%
37
Employed 70 35%
Retired 40 20%
Total 200 100%
Item 1: Improving community well - being.

Table 1:
Response X Frequency Percentage Mean Standard
Deviation
Strongly 4 20 10% 2 0.9487
Agreed
Agreed 3 30 15%
Disagreed 2 80 40%
Strongly 1 70 35
Disagreed
Total 200 100%
38
Item 2: Personal development and skills acquisition.
Table 2:
Deviation
Strongly 4 30 15% 2.25 1.135
Agreed
Agreed 3 70 35%
Disagreed 2 20 10%
Strongly 1 80 40%
Disagreed
Total 200 100%
39
Item 3: Networking and social connections.
Table 3:
Deviation
Strongly 4 80 40% 3.05 1.21
Agreed
Agreed 3 70 35%
Disagreed 2 30 15%
Strongly 1 20 10%
Disagreed
Total 200 100%
40
Item 4: Recognition and appreciation.
Table 4:
Deviation
Strongly 4 60 30% 2.75 1.135
Agreed
Agreed 3 50 25%
Disagreed 2 70 35%
Strongly 1 20 10%
Disagreed
Total 200 100%
41
Item 5: Financial incentives.
Table 5:
Deviation
Strongly 4 90 45,% 2.75 1.445
Agreed
Agreed 3 10 15%
Disagreed 2 60 30%
Strongly 1 40 20%
Disagreed
Total 200 100%
Item 6: Religious or cultural beliefs.

Table:
Deviation
42
Strongly 4 59 29.5% 2.945 1.07
Agreed
Agreed 3 91 45.5%
Disagreed 2 30 15%
Strongly 1 20 10%
Disagreed
Total 200 100%
Item 7: Family tradition.

Table 7:
Deviation
Strongly 4 93 46.5% 0.926
Agreed
Agreed 3 43 21.5%
43
Disagreed 2 60 30%
Strongly 1 4 2%
Disagreed
Total 200 100%
Item 8: Leadership opportunities.

Table 8:
Deviation
Strongly 4 89 44.5,% 3.065 1.018
Agreed
Agreed 3 45 22..5%
Disagreed 2 56 28%
Strongly 1 10 5%
Disagreed
44
Total 200 100%
Item 9: I participate because it is personally fulfilling.

Table 9:
Deviation
Strongly 4 80 40% 3.025 1.092
Agreed
Agreed 3 70 35%
Disagreed 2 25 12.5%
Strongly 1 25 12.5%
Disagreed
Total 200 100%
45
Item 10: I feel a sense of accomplishment.
Table:
Deviation
Strongly 4 76 38% 3.165 0.778
Agreed
Agreed 3 86 43%
Disagreed 2 33 16.5
Strongly 1 5 2.5
Disagreed
Total 200
46
Item 11: I enjoy learning new things.
Table 11'
Deviation
Strongly 4 80 40% 2.975 1.427
Agreed
Agreed 3 70 35%
Disagreed 2 15 7.5%
Strongly 1 35 17.5%
Disagreed
200 100%
47
Item 12: I like being involved in my community activities.
Table 12:
Deviation
Strongly 4 45 22.5% 2.7 1.2406
Agreed
Agreed 3 80 40%
Strongly 1 30 15%
Disagreed
Total 200 100%
48
Item 13: Participation gives me a sense of purpose.
Table 13:
Deviation
Strongly 4 76 38% 2.72 1.1176
Agreed
Agreed 3 30 15%
Disagreed 2 56 28%
Strongly 1 38 19%
Disagreed
Total 200 100%
49
Item 14: I participate to gain recognition.
Table 14:
Deviation
Strongly 4 85 42.5% 3.005 1.064
Agreed
Agreed 3 60 30%
Disagreed 2 26 13%
Strongly 1 29 14.5%
Disagreed
Total 200 100%
50
Item 15: Financial rewards motivate me.
Table 15:
Deviation
Strongly 4 76 38% 2.93 1.355
Agreed
Agreed 3 64 32%
Disagreed 2 30 15%
Strongly 1 30 15%
Disagreed
Total 200 100%
51
Item 16: I want to improve my career prospects.
Table:
Deviation
Strongly 4 90 45% 3.05 1.3166
Agreed
Agreed 3 60 30%
Disagreed 2 20 10%
Strongly 1 30 15%
Disagreed
Total 200 100%
Source: Research Field Work.
52
Item 17: Social pressure encourages me to participate.
Table 17:
Deviation
Strongly 4 69 34.5% 2.82 1.3856
Agreed
Agreed 3 71 35.5%
Disagreed 2 15 7.5%
Strongly 1 45 22.5%
Disagreed
Total 200 100%
53
Item 18: I participate to meet new people.
Table 18:
Deviation
Strongly 4 90 45% 2.5 1.161
Agreed
Agreed 3 80 40%
Disagreed 2 10 5%
Strongly 1 20 10%
Disagreed
Total 200 100%
54
Item 19: Lack of time.
Table 19:
Deviation
Strongly 4 96 48% 3.14 1.0224
Agreed
Agreed 3 54 27%
Disagreed 2 32 16%
Strongly 1 18 9%
Agreed
Total 200 100%
55
Item 20: Financial constraints.
Table 20:
Deviation
Strongly 4 89 44.5% 3.17 0.9868
Agreed
Agreed 3 71 35.5%
Strongly 1 15 7.5%
Disagreed
Total 200 100%
56
Item 21: Lack of information about programmes.
Table 21:
Deviation
Strongly 4 86 43% 3.3 0.7801
Agreed
Agreed 3 96 48%
Disagreed 2 10 5%
Strongly 1 8 4%
Disagreed
Total 200 100%
57
Item 22: Lack of interest.
Table 22:
Deviation
Strongly 4 89 44.5% 3.21 0.8542
Agreed
Agreed 3 71 35.5%
Strongly 1 7 3.5%
Disagreed
Total 200 100%
Item 23: Family responsibilities.
58
Table 23:
Deviation
Strongly 4 79 39.5% 3.195 0.8067
Agreed
Agreed 3 86 43%
Disagreed 2 30 15%
Strongly 1 5 2.5%
Disagreed
Total 200 100%
59
Item 24: Inadequate transportation.
Table 24:
Deviation
Strongly 4 90 45% 3.15 1.016
Aagree
Agreed 3 80 40%
Disagreed 2 10 5%
Strongly 1 20 10%
Disagreed
Total 200 100%
60
Item 25: Health issues.
Table 25:
Deviation
Strongly 4 95 47.5% 3.32 0.7985
Agreed
Agreed 3 85 42.5%
Disagreed 2 9 4.5%
Strongly 1 11 5.5%
Disagreed
Total 200 100%
61
Item 26: Cultural or societal norms.
Table 26:
Deviation
Strongly 4 69 34.5% 3.12 0.7647
Agreed
Agreed 3 89 44.5%
Strongly 1 3 1.5%
Disagreed
Total 200 100%
62
Item 27: Providing financial incentives.
Table 27:
Deviation
Strongly 4 89 44.5% 3.12 =0.7068
Agreed
Agreed 3 80 40%
Strongly 1 10 5%
Disagreed
Total 200 100%
63
Item 28: Offering training and skills development.
Table 28:
Strongly 4 85 42.5% 3.225 0.850
Agreed
Agreed 3 90 45%
Disagreed 2 10 5%
Strongly 1 15 7.5%
Disagreed
64
Item 29: Ensuring recognition and awards.
Table 29:
Deviation
Strongly 4 58 29% 2.805 0.9886
Agreed
Agreed 3 69 34.5%
Strongly 1 24 12%
Disagreed
Total 200 100%
65
Item 30: Improving communication and publicity about programmes.
Table 30:
Deviation
Strongly 4 69 34.5% 3.135 0.7395
Agreed
Agreed 3 90 45%
Disagreed 2 40 20%
Strongly 1 1 0.5%
Disagreed
Total 200 100%
66
Item 31: Flexible scheduling
Table 31:
Deviation
Strongly 4 80 ,40% 3.065 0.9309
Agreed
Agreed 3 65 32.5%
Disagreed 2 42 21%
Strongly 1 13 6.5%
Agreed
Total 200 100%
67
Item 32: Providing transportation.
Table 32:
Deviation
Strongly 4 83 41.5% 3.195 0.8765
Agreed
Agreed 3 90 45%
Disagreed 2 10 5%
Strongly 1 17 8.5%
Disagreed
Total 200 100%
68
Item 33: Involving community leaders.
Table 33:
Deviation
Strongly 4 86 43% 3.09 0.9497
Agreed
Agreed 3 60 30%
Disagreed 2 40 20%
Strongly 1 14 7%
Disagreed
Total 200 100%
69
Item 34: Creating a supportive community environment.
Table 34:
Deviation
Strongly 4 95 47.5% 3.225 0.908
Agreed
Agreed 3 70 35%
Disagreed 2 20 10%
Strongly 1 15 7.5%
Disagreed
Total 200 100%
70
4.2 DISCUSSION
After calculating the arithmetic mean and standard deviation for each dataset from DU,
Gyel, Kuru, Vwang, and Zawan, can discuss the results to understand the central tendencies
and variability within each group.
In this study on the assessment of factors motivating adult participation in community
development programs, The research findings from this study have demonstrated that there
are significant relationships between these variables. The questionnaire administered to 200
Respondents shows Age of Respondents from table 4.1.1 shows that 24% of the Respondents
were 18-30 years, 32% of the Respondents were 31-45 years, 24.5% of the Respondents were
46-60 years and 19.5% of the Respondents were 61 years and above. Table 4.2 shows that 60%
of the respondents are male and 40% are female. Table 4.2 shows that 32% of the respondents
are single, 24% of the respondents are married, 24.5% of the respondents are divorced, and
19.5% of the respondents are widowed. Table 4.4 shows that 10% of respondents have no
formal education, 15% had primary education, 40% had secondary education, and 35% had
tertiary education. Table 4.5 shows that 45% of the respondents are unemployed, 35% of the
respondents are employed, and 20% of the respondents are retired. The study was highlighted,
71
determined, and examined to determine the benefits of factors motivating adult participation
in community development programmes. At the end of the research work, recommendations
were made to improve adult participation in community development programmes in Jos
South Local Government Area.
72
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY OF FINDINGS
When the community thrives, so do it is people. Adults are driven by the opportunity
to gain new skills, enhance job prospects, and further their education through community
development programmes. The desire to build social networks, feel more connected to the
community, and enjoy social interactions motivates participation. A sense of duty and the
aspiration to positively impact the community are strong motivators for adult involvement.
Busy schedules, family responsibilities, and work commitments pose significant barriers to
participation. Insufficient information about available programmes and difficulties accessing
this information hinder participation. The costs associated with participation, lack of financial
incentives, and limited financial resources significantly restrict adult engagement.
i. Intrinsic and Extrinsic Motivators Driving Adult Engagement: Personal fulfillment, the
intrinsic reward of learning new things, and a sense of achievement from contributing to
community projects are strong intrinsic motivators. Recognition, awards, tangible benefits
such as certificates, and other extrinsic incentives like financial rewards increase adult
willingness to participate.
73
ii. Recommended Strategies for Designing Community Development Programmes:
Scheduling programmes at convenient times, providing childcare during sessions, and
offering flexible formats (example, online options) can enhance participation. Improving
communication about programme details, using multiple channels for outreach, and providing
regular updates and reminders can increase engagement. Offering financial support (example,
stipends, travel allowances), providing financial incentives or rewards, and reducing or
eliminating participation fees are effective strategies to boost adult participation.
5.2 CONCLUSION
Personal development, social connections, and a sense of civic responsibility are key
drivers of adult engagement. Adults seek opportunities to gain new skills, improve their job
prospects, enhance their knowledge, build social networks, and contribute positively to their
community. Significant barriers include time constraints, lack of information, and financial
challenges. Busy schedules, family responsibilities, work commitments, insufficient
information about programmes, and the costs associated with participation hinder adult
involvement. Adults are intrinsically motivated by personal fulfillment, the joy of learning,
and a sense of achievement.
Extrinsic motivators such as recognition, awards, tangible benefits, and financial rewards
also play a crucial role in enhancing participation. Effective strategies to boost participation
74
include designing programmes that are accessible and flexible, improving communication and
outreach, and providing financial support and incentives. Scheduling programmes at
convenient times, offering childcare, utilizing multiple communication channels, and
reducing financial barriers are essential steps to increase adult engagement. Understanding the
factors that motivate and hinder adult participation is crucial for the success of community
development programmes in Jos South. By addressing the identified barriers and leveraging
both intrinsic and extrinsic motivators, community leaders and programme designers can
create more effective and inclusive initiatives. Implementing the recommended strategies will
not only enhance participation but also foster a stronger, more cohesive community.
5.3 RECOMMENDATIONS
On the basis of the above findings and discussion, the following recommendations
are offered:
i. Community development programmes at times that are convenient for adults, such
as evenings and weekends, to accommodate their busy schedules.
ii. Provide childcare during programme sessions to enable parents to participate
without worrying about their children.
75
iii. Use a variety of communication channels such as social media, community
boards, local radio, and newsletters to disseminate information about programmes.
vi. Ensure that information about community development programmes is clear,
easily accessible, and regularly updated.
v. Engage community leaders and influencers to spread the word and encourage
participation among adults in the community.
vi. Offer financial support such as stipends, travel allowances, and subsidies to cover
costs associated with participation.
vii. Introduce financial incentives or rewards like certificates, recognition, and
tangible benefits to motivate adults to participate.
viii. Where possible, reduce or eliminate participation fees to remove financial
barriers.
ix. Develop programmes that allow for flexible participation, such as modular
courses that can be completed over a longer period.
76
x. Collaborate with local employers to encourage and facilitate employee
participation in community development activities as part of corporate social responsibility
initiatives.
xii. Conduct educational campaigns to raise awareness about the benefits and
opportunities provided by community development programmes.
xiii. Appoint programme ambassadors from within the community who can share
their positive experiences and benefits gained from participating.
xiv. Organize events and activities that foster a sense of community and civic duty,
encouraging adults to see the value in contributing to community development.
xv. Regularly recognize and celebrate the contributions of volunteers and
participants to reinforce the importance of their involvement and encourage ongoing
participation.
xvi. Implement feedback mechanisms to continuously gather input from
participants about their experiences and suggestions for improvement.
xvii. Conduct regular assessments of the programmes to evaluate their
effectiveness, identify areas for improvement, and adapt strategies as needed.
5.4 LIMITATIONS OF THE STUDY

77
The limitations of the study acknowledge the inherent constraints and potential
shortcomings in the process of finding and drawing conclusions from the research.
a. Uncontrolled external factors, such as economic changes or unforeseen events
(examples, lack of transportation, political instability and insufficient funds), influence
participants' responses and engagement levels, impacting the study's findings.
b. The study have faced constraints related to time, funding, and other resources,
potentially limiting the depth and breadth of the research.
c. The study primarily uses quantitative data, which may not capture the rich, detailed
experiences and perspectives that qualitative data could provide.
5.5 SUGGESTIONS FOR FURTHER STUDIES
Further study should explore how economic changes, and political instability impact
adult participation in community development programmes, and identify adaptive strategies
to enhance resilience and engagement.
Further study should secure more time, funding, and resources to deepen and broaden
the research on adult participation in community development programmes.
Further study should incorporate qualitative methods to capture richer, more detailed
experiences and perspectives on adult participation in community development programmes.

78
5.6. CONTRIBUTION TO KNOWLEDGE
The study provides a detailed analysis of the personal, social, and civic
motivations driving adult participation in community development programmes, offering
insights into how these factors can be leveraged to increase engagement. By identifying
significant barriers such as time constraints, lack of information, and financial challenges, the
study contributes to a clearer understanding of the obstacles that need to be addressed to
improve adult participation. The study distinguishes between intrinsic and extrinsic
motivators, highlighting the importance of both personal fulfillment and external rewards in
influencing adult engagement, thus contributing to the design of more effective motivational
strategies. The recommendations for enhancing programme accessibility, communication, and
financial support provide practical guidelines for designing community development
initiatives that better meet the needs of adult participants. The study outlines areas for further
investigation, such as the impact of external factors and the need for qualitative data, thereby
setting a foundation for future research that can build on and expand these findings. The
findings offer valuable insights for policymakers on the importance of supporting community
development programmes through targeted interventions that address identified barriers and
motivators. The study enhances understanding of how community engagement can be fostered
79
through well-designed programmes that resonate with the motivations and needs of adults,
contributing to stronger and more cohesive communities.
80
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CHAPTER ONE

1.1 BACKGROUND TO THE STUDY

and appraising property. In an educational context, assessment involves evaluating knowledge,

progress. Assessments serve various purposes, including evaluating learning progress,

engagement and empowerment by involving residents in the decision-making process and

fostering collaboration among stakeholders. Overall, assessment is essential for creating

opportunities within a community.

development and improving the quality of life in local communities. Community

socio-economic and environmental conditions of their localities. Community development is

individuals and communities. It is a holistic approach that focuses on fostering positive

to the unique needs and aspirations of each community.

Community development is a holistic approach grounded in principles of

(Kenny & Connors 2017). Community development considers community members to be

deciding on issues to selecting and implementing actions, and evaluation. Community

inequality and disadvantage.

Children and families directly involved in community development initiatives may

the community development programme successful.

Community development programmes involve the principles of sustainable development,

communities in community development, it may not be limited to a particular geographical

The principles of community development programmes say every individual in the

community is integral to the development and process of decision-making. Community

participate in development projects. Be it evaluation, participation, provision, or direction,

to motion" or "moving." The concept gained psychological significance through early

responsibility, recognition of mutual benefits, and effective leadership. It is essential for

community development efforts.

Adults participate in educational programmes for various reasons. Motivating factors

of living. According to Bappi (2018), participation in various activities can be influenced by

communities in planning, implementing, and monitoring development projects to ensure they

The World Bank's Community-Driven Development (CDD) approach has been

instrumental in promoting adult participation in community projects. CDD programmes

community ownership, and ensuring transparency and accountability in community initiatives.

These principles are designed to enhance community engagement and sustainable

improved health outcomes. Their guidelines on community engagement highlight

participatory approaches in designing and implementing health-related programmes. The

members in identifying issues and developing solutions. Authorities in academia and

of ownership and empowerment among participants.

International Association for Public Participation (IAP2), Public Participation Spectrum

consulting to involving, collaborating and empowering. This spectrum helps practitioners

ensuring meaningful and effective community involvement .Non Governmental

participation in community development. These organizations often use participatory

building, and community-driven approaches, engaging community members in all stages of

decision-making, capacity building, addressing barriers, leveraging technology, building trust,

sustainable community development outcomes.

community development programmes. According to Cornwall (2016), a renowned scholar in

the field of development studies, who extensively explored themes of participation,

on motivation in community development programmes are scattered across various works,

empowerment. Cornwall (2016) emphasized that motivation in community development is

are more likely to participate actively in community development initiatives. This

empowerment fosters a sense of ownership and responsibility towards community projects.

adults to be motivated, community development programmes must be genuinely inclusive,

needs and interests are addressed.

Cornwall (2016) highlighted the importance of contextually relevant programmes.

participatory planning processes that involve community members in identifying and

Community development programmes that provide educational opportunities and skill-

community well-being acts as a strong motivator. Cornwall (2016) views on motivation in

community development emphasize the need for empowerment, inclusive participation,

motivation is multifaceted and deeply connected to how community development

programmes are designed and implemented. By fostering a sense of ownership, addressing

can effectively motivate adult participation.

Freire’s (1970) concept of conscientization involves developing a critical awareness of