Application of Andragogical Principles in Adult Literacy Programme Facilitation in Oyo State

This study investigated the application of andragogical principles in facilitating adult literacy programmes in Oyo State, South West Nigeria. Andragogy, as a theory of adult learning, emphasises learner autonomy, experience-based learning, problem-centred approaches, and internal motivation, yet many adult literacy facilitators in Nigerian settings continue to apply pedagogical models more appropriate for children. The study adopted a descriptive survey design involving 80 adult education facilitators drawn from literacy programme sites in three local government areas. An andragogical practice inventory, structured observation protocols, and interview guides formed the data collection tools. Findings confirmed that most facilitators applied predominantly teacher-centred approaches, relying heavily on rote repetition and passive learning activities. Knowledge of andragogical theory was limited across the facilitated cohort, and application of adult learning principles such as learner experience validation, problem-based learning activities, and participatory curriculum negotiation was largely absent. Facilitators who had undergone formal adult education training demonstrated noticeably stronger andragogical application than informally recruited facilitators. Programme quality indicators correlated positively with andragogical practice scores. The study recommends integrating andragogy as a foundational module within all pre-service and in-service facilitator training programmes, developing practical andragogical instructional guides tailored to the Nigerian adult literacy context, and establishing classroom peer observation practices where facilitators support each other in applying adult learning principles. These measures are expected to shift facilitation culture towards more learner-centred approaches. Keywords: andragogy, adult learning principles, facilitation, literacy programmes, Oyo State.