Adult Education Access and Equity Among Marginalised Groups in Nigeria: A Comparative Analysis

This study provides a comparative analysis of adult education access and equity across four marginalised groups in Nigeria, namely rural women, persons with disabilities, nomadic communities, and urban slum dwellers, identifying the structural determinants of differential access and recommending targeted interventions. Adult education in Nigeria is characterised by significant access inequalities that limit the system's social justice impact. While each marginalised group faces distinct barriers, comparative analysis across groups can reveal common structural drivers and highlight where targeted versus universal policies are most appropriate. This study uses a secondary data analysis approach, combining data from the UBEC statistical abstract, National Bureau of Statistics household surveys, and original programme data from 25 adult education organisations serving the four target groups across all six geopolitical zones. Access is measured through enrolment rates, completion rates, and learning outcome equity ratios. Structural access determinants including geographic proximity, language of instruction, facilitator gender match, and programme cost are analysed using multilevel regression. Findings reveal that geographic remoteness is the primary access barrier for rural women and nomadic communities, while physical and communication infrastructure inadequacy drives exclusion for persons with disabilities. Urban slum dwellers face programme unavailability rather than distance barriers. All groups are disadvantaged by English-medium instruction relative to mother tongue provision. The study concludes that universal adult education policy reforms are insufficient and must be complemented by group-specific access strategies. It recommends a National Adult Education Equity Framework with targeted interventions for each marginalised group.

Keywords: adult education equity, marginalised groups, access, Nigeria, social justice.