Challenges of Adult Education Curriculum Development for Indigenous Communities in Akwa Ibom State

This study examines the challenges of developing culturally responsive adult education curricula for indigenous communities in Akwa Ibom State, South South Nigeria. Indigenous fishing and farming communities in Akwa Ibom have distinct cultural knowledge systems, language preferences, and livelihood contexts that are poorly reflected in standardised adult education curricula developed at national level. Culturally inappropriate content is a well-documented barrier to adult learner engagement and literacy retention in minority language communities. This study uses a qualitative research design, conducting focus group discussions with 70 community members and individual interviews with 25 adult education curriculum developers, facilitators, and community leaders in Eket, Oron, and Ikot Ekpene. Content analysis and thematic analysis are applied. Findings reveal that sampled communities express strong preferences for adult education content that integrates local fishing, farming, and trading knowledge alongside basic literacy instruction. The dominance of English and Standard Yoruba in national curriculum materials creates significant comprehension barriers for Ibibio and Eket language speakers. Curriculum development processes rarely include community consultation, resulting in content perceived as irrelevant and patronising. The study concludes that culturally responsive curriculum development requires genuine community co-design rather than adaptation of existing national templates. It recommends that the Akwa Ibom State Adult Education Board establish community curriculum review panels for all local government areas, with representation from community elders, women's groups, and young adults.

Keywords: curriculum development, indigenous communities, adult education, Akwa Ibom State, cultural responsiveness.