Assessment of Adult Education Facilitator Competencies in Sokoto State Adult Education Centres

This study assesses the professional competencies of adult education facilitators in state-run adult education centres in Sokoto State, North West Nigeria. Facilitator quality is widely recognised as the most critical determinant of learner outcomes in adult education programmes. In Sokoto State, where adult illiteracy rates are among the highest in Nigeria, the qualification levels, pedagogical knowledge, and commitment of facilitators directly determine the effectiveness of public adult education investments. This study uses a descriptive survey design, collecting data from 85 adult education facilitators in 20 adult education centres across Sokoto, Wamakko, and Kware local government areas. Competency dimensions assessed include educational qualification, knowledge of adult learning principles, instructional delivery skills, use of local language materials, and professional motivation. Data are analysed using descriptive statistics and regression analysis. Findings reveal that over 60 percent of sampled facilitators hold only secondary school certificates without any formal adult education training. Knowledge of andragogical principles is uniformly low, and facilitators predominantly apply child-focused pedagogical approaches to adult learner groups. Low remuneration and delayed salary payments significantly affect motivation and retention. The study concludes that facilitator competency gaps are a major structural weakness in Sokoto State's adult education delivery system. It recommends a mandatory pre-service and in-service training programme for all adult education facilitators, with a minimum qualification of a National Certificate in Education or its adult education equivalent.

Keywords: facilitator competencies, adult education, Sokoto State, professional development, literacy centres.