CIVIC-ORIENTED ADULT EDUCATION AND DEMOCRATIC ENGAGEMENT: EVIDENCE FROM ADULT LEARNERS IN PUBLIC EDUCATION PROGRAMMES IN BAYELSA STATE

This study examined civic-oriented adult education as a determinant of democratic engagement among adult learners in public education programmes in Bayelsa State. The study adopted a descriptive survey design, with a population comprising adult learners and facilitators in public adult education centres. A sample of 360 respondents was selected using stratified and purposive sampling techniques. Data were collected using a structured questionnaire titled Civic-Oriented Adult Education and Democratic Engagement Questionnaire (COAEDEQ). The instrument was validated by experts in adult education and measurement and evaluation, while reliability was established using Cronbach alpha and found to be within an acceptable range. Data were analyzed using mean and standard deviation to answer the research questions, with a benchmark mean of 2.50 for decision-making, while Pearson Product Moment Correlation was used to test the null hypotheses at the 0.05 level of significance. Findings revealed that civic-oriented adult education programmes have a moderate positive influence on learners’ democratic engagement, particularly in enhancing political awareness, civic responsibility, respect for the rule of law, and participation in community development activities. However, the influence was less pronounced in areas such as active political participation, advocacy, and sustained involvement in governance processes. The study also found that programme relevance, instructional methods, facilitator competence, access to learning resources, learner attendance, and institutional support significantly affect democratic engagement among adult learners. The study concluded that civic-oriented adult education contributes meaningfully to fostering democratic engagement, but its effectiveness is constrained by limited programme scope, irregular participation, inadequate resources, and insufficient institutional support. It was recommended that adult education programmes should incorporate more participatory and practical civic learning approaches, while government and stakeholders should provide adequate resources and policy support to strengthen democratic engagement among adult learners.