CHAPTER ONE

INTRODUCTION

1. BACKGROUYND OF STUDY

In an increasingly globalized world, constant reminders of the need to be knowledgeable, efficient, and savvy in an effort to be competitive in today’s world, permeate every area of our society. As a result, there has been a remarkable expansion in the scope of adult learning systems in recent decades. Examples are reflected across the range of postsecondary education and training: from higher education to work-based learning (both initial and continuing) and diverse forms of compensatory adult education (especially in relation to the development of basic skills of literacy and numeracy), as well as learning for civic and leisure purposes. Increasingly, then, a growing importance has been attached not least by governments to the provision of learning opportunities for individuals, not simply in childhood and youth, but also throughout their adult lives.

Merriam and Brockett (1997) define adult education (AE) as the activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self perception define them as adults. From this general definition, the field of AE generally professes to serve the broad purposes of social justice, individual self-development, and workforce preparation and advancement for individuals and organizations (Elias & Merriam, 1995). Clearly, these goals encompass the learning of adults in widely varying contexts. Reconciling them within a single intellectual framework adult learning has become a major issue of contention for many AE academics and practitioners. Indeed, the emergence of human resource development (HRD) in the 1980s, which generally emphasizes the workplace side of adult education, has forced many AE professionals to reexamine their field and, in some instances, reexamine their affiliation with the field.

According Schultz (1993), the term “human capital” has been defined as a key element in improving a firm assets and employees in order to increase productive as well as sustain competitive advantage. To sustain competitiveness in the organization human capital becomes an instrument used to increase productivity. Human capitals refer to processes that relate to training, education and other professional initiatives in order to increase the levels of knowledge, skills, abilities, values, and social assets of an employee which will lead to the employee’s satisfaction and performance, and eventually on a firm performance. Rastogi (2000) stated that human capital is an important input for organizations especially for employees’ continuous improvement mainly on knowledge, skills, and abilities. Thus, the definition of human capital is referred to as “the knowledge, skills, competencies, and attributes embodied in individuals that facilitate the creation of personal, social and economic well-being” (Organization for Economic Co-Operation and Development or OECD, 2001: 18).

The term human capital development can be defined as those activities geared towards improving knowledge, sharpening the skills, instilling the values, and encouraging the behaviour necessary to actualize the potentials of staff of the organization (Alo, 2000). Human capital development of an organization or school includes the provision of learning, training and development opportunities in order to improve individual, team and corporate performance. According to Sullivan and Steven (2013), Human capital development is about recruiting, supporting and investing in people through education, training, coaching, mentoring, internships, organizational development and human resources management. Human capital development recognizes that the development and growth of people in organizations and business are an important and essential asset to the organizations future success. Health field (2011) defined human capital development as a framework for helping employees develop their personal and organizational skills, knowledge and ability. According to her, human capital development includes such opportunities as employee training, employee career development, performance management and development, coaching, monitoring, etc.

Today’s workplace faces a number of issues that impacts the lives of adult workers. Among these issues is the challenge of coping with drastically and rapidly changing technology, accepting or adjusting to a diverse work environment, shifts in business trends (production versus service sector), and globalization. The implications of these issues such as an aging workforce, achieving diversity in the workplace, technological changes reflected in the service/customer oriented industry, and the global economy are all intertwined, and, consequently affect every aspect of work, including employees and employers. Therefore, it is suggested that Human Resource Development (HRDP professionals and adult educators work together to assist employees to respond to these forces prevalent in today’s workplace. As a result of this emerging challenge the researchers and practitioners in the fields of HRD and Adult Education face a unique responsibility to help adult learners to increase their human capital. Human capital may be defined as the knowledge and skills (physical and intellectual) that an individual possesses that make that individual a productive worker (Besanko, Dranove, & Stanley, 1996). Consequently, investing in adults’ human capital through continuing education is of great importance and responsibility for these fields of practice.

1. STATEMENT OF THE PROBLEM

Several major changes are taking place in today’s workplace while demanding different sets of skills and knowledge from workers. Consequently, closing skill gaps among workers has been a contentious yet crucial issue among employees, employers, policy makers, educators, and the public. Since this issue has a number of implications for both Human capital development practitioners and adult educators, this research will attempt to examine the potential collaborations and networks between human capital development and Adult Education as well as the forces that necessitate the need for continuing education and learning for adults in order to reduce skill gaps and increase their human capital. Human capital development is the process of developing/unleashing human expertise through organization development and personal training and development for the purpose of improving performance. The domains of performance include organization, process, and individual levels (Swanson, 1995). Human capital development provides expertise and tools to help adult learners in their effort to address work-related issues. Adult education, on the other hand, is a process whereby people whose major social roles are characteristic of adult status undertake systematic and sustained learning activities for the purpose of bringing about changes in knowledge, attitude, values, or skills (Darkenwald & Merriam, 1982).

1. AIMS AND OBJECTIVES

The main aim of the study is to examine the impact of adult education on human capital development. Other specific objectives include:

1. to determine the relationship between adult education and human capital development in Ekwusigo LGA of Anambra state.

2. to examine the impact of adult education on human capital development in Ekwusigo LGA of Anambra state.

3. to identify the factors affecting adult education and human capital development in Ekwusigo LGA of Anambra state.

4. to recommend ways to improve human capital development through adult education in Ekwusigo LGA of Anambra state.

1. RESEARCH QUESTION

1. what is the relationship between adult education and human capital development in Ekwusigo LGA of Anambra state?

2. what is the impact of adult education on human capital development in Ekwusigo LGA of Anambra state?

3. what are the factors affecting adult education and human capital development in Ekwusigo LGA of Anambra state?

4. what are the ways to improve human capital development through adult education in Ekwusigo LGA of Anambra state?

1. STATEMENT OF RESEARCH HYPOTHESIS

1. H0: Adult education has no significant impact on human capital development in Ekwusigo LGA of Anambra state.

2. H1: Adult education has a significant impact on human capital development in Ekwusigo LGA of Anambra state.

1. SIGNIFICANCE OF STUDY
2. SCOPE OF STUDY

The scope of study will cover the impact of adult education on human capital development in Ekwusigo LGA of Anambra.

1. LIMITATION OF STUDY

1. Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
2. Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
   1. DEFINITION OF TERMS

Impact: a marked effect or influence.

Adult education: Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values.

Human capital development: Human capital development is the process of improving an organization's employee performance, capabilities and resources. ... Human capital development is vital to the growth and productivity of the organization. The people that make an organization run are an asset to be invested in.