Nigeria's philosophy of education is to provide equal educational opportunities to all its citizens. But working adults have continued to be crowded out of higher education. Some are not able to compete for the limited places in colleges and universities; others are not able to give up their jobs and social roles for four years. The situation requires an innovative arrangement which provides part-time evening programs for adults.
The purpose of this study is to formulate guidelines for establishing a part-time degree program for adults in Nigeria. The most relevant practices were selected from six non-traditional collegiate programs for adults studied in New York City.
Evening degree programs have successfully developed for nearly a half century in institutions in New York City; it was therefore considered appropriate to draw upon their experiences in order to thoroughly learn about the development and operation of evening degree programs.
Interviews of Vice-Presidents, Deans, Directors, faculty, counselors and students in the six institutions were the main mode of data gathering. Also, there were reviews of published and unpublished related literature, including research studies of the Correspondence and Open Studies Unit at the University of Lagos, and official Nigerian sources. The data were used to describe and compare the programs. The best and relevant practices for establishing evening degree programs in Nigeria were identified.
It was found that the establishment of evening university in a community in which many adults are crowded out of the day programs can make equal educational opportunity a reality. Non-traditional practices like awarding credits for prior learning, giving students opportunities to participate in planning their degree programs, and counseling of adult students do not lower academic standards; rather, they motivate adults as well as facilitate adult learnings.
Recommendations: (1) One Evening University with Regional Learning Centers in each State of Nigeria should be established. Non-traditional practices like awarding credits for experiential learning, the use of instructional technology, and the establishment of learning centers in parts of each State are recommended. (2) Further research study is recommended to identify problems that may hinder the adult student who combines work with studies.
