Facilitator Competency and Learner Outcomes in Adult Literacy Programmes in Plateau State

This study examined the relationship between facilitator competency and learner outcomes in adult literacy programmes in Plateau State, North Central Nigeria. Facilitator quality is increasingly recognised as a central determinant of adult literacy programme success, yet systematic assessment of facilitator competencies in Nigeria's North Central zone is largely absent from the literature. The study employed a descriptive survey design involving 120 adult learners and 40 facilitators drawn from literacy programme sites across three local government areas. Observation protocols, learner performance assessments, facilitator competency checklists, and structured questionnaires were used for data collection. Findings revealed a significant positive correlation between facilitator competency scores and learner literacy outcomes. Facilitators with formal adult education training and prior teaching experience achieved notably better learner outcomes than those recruited informally without professional preparation. Content knowledge, adult learning facilitation techniques, motivational strategies, and the ability to adapt instruction to diverse learner needs were identified as the most critical competency domains. Poorly trained facilitators relied predominantly on child-centred pedagogical approaches that were inappropriate for adult learning contexts. The study recommends that the Plateau State Agency for Mass Education develop standardised pre-service and in-service training frameworks for all literacy facilitators, establish regular classroom observation and coaching systems, and link facilitator remuneration to competency certification. Professionalising the facilitator cadre is identified as the most impactful single intervention for improving adult literacy programme quality in the state. Keywords: facilitator competency, adult literacy, learner outcomes, Plateau State, programme quality.