Literacy Levels in Yoruba Script Among Adult Learners in Non-Formal Education Centres in Kwara State

Yoruba possesses a standardised orthography, yet literacy in the written Yoruba script remains inconsistently distributed, particularly among adults who received limited formal schooling. This study assesses Yoruba script literacy levels among adult learners enrolled in non-formal education centres in Kwara State, North Central Nigeria. Using a descriptive survey design, data were collected through reading assessments, orthography tests, and structured interviews with 180 adult learners and 30 literacy facilitators across centres in Ilorin, Offa, and Omu-Aran. The study examines the phonological and orthographic challenges specific to Yoruba literacy, particularly the accurate representation of tone marks, subscript dots on vowels, and the distinction between short and long vowel sounds. Existing literature on adult literacy in Nigeria has focused primarily on English and Hausa mediums, leaving Yoruba-medium adult literacy underexplored. This study addresses that gap within the context of North Central Nigeria, where Yoruba speakers coexist with Nupe, Igala, and other language communities. The research evaluates whether existing non-formal education materials adequately address Yoruba-specific orthographic challenges and whether facilitators have the requisite training to deliver Yoruba literacy instruction effectively. Findings are expected to reveal significant deficiencies in tonal literacy and in the use of diacritics. Recommendations will target curriculum redesign, facilitator training, and the production of Yoruba-medium adult literacy materials suited to the Kwara context. Keywords: Yoruba literacy, adult learners, non-formal education, orthography, Kwara State.