Academic journal article Journal of Emerging Trends in Educational Research and Policy Studies

Roles of Adult Education in Minimizing Corruption in Nigeria

Academic journal article Journal of Emerging Trends in Educational Research and Policy Studies

Roles of Adult Education in Minimizing Corruption in Nigeria

Article excerpt

Abstract

Corruption can be regarded as an illegal, immoral or dishonest behaviour. Corruption in Nigeria has reached a very high degree of prevalence. The endemic state of corruption therefore warrants concrete action by all stakeholders in the fight against it. The purpose of the study is to evolve a permanent mechanism, through which corruption could be minimized or completely wiped out in the society. The study was aimed at creating an awareness of the evils of corruption in Nigeria. Another important purpose of the study is to discuss the methods that could be used to reduce corruption through adult education. The paper therefore examines the concept and how it is carried out in the Nigerian society. It looked at the different forms of corruption in the society and went ahead to discuss the effects of corruption as it affects both individuals and the society. The paper also focuses on the causes of corruption and the roles of adult education in minimizing corruption in Nigeria. Adult education in this paper, is regarded as all forms of education provided to adults and is obtained through formal, informal and non-formal situations.

Keywords: corruption, adult education, Nigeria, role model, minimizing

INTRODUCTION

Corruption refers to illegal, immoral or dishonest behaviour. This type of behaviour is mainly related to people in positions of power. Corruption is a common phenomenon in Nigeria which has eaten deep into Nigeria. In the Nigerian traditional society, there was transparency among people. Omolewa (2001) observed that the traditional society was well known for the respect it had for truth, honesty, transparency, commitment and dedication. People did not often engage in acts of fraud, forgery or manipulation. There were few cases of falsification of figures- where 2+2 for instance was changed to 2+20. Omolewa further stated that the judicial system was functional and fast; cases did not take too long to be disposed of, whenever there was a problem to resolve, the court came in session, the judges- the elders or the chiefs listened to the parties and pronounced judgement. Majority of the cases were handled fairly and honesty with prescribed punishment for the guilty party.

When civilization came, it came with corrupt practices. Abimbola (2011) wrote that Nigeria was ranked 143rd out of 183 surveyed countries in terms of public perception of corruption, in a detailed assessment carried out by Transparency International. Past administrations had made efforts at curbing corruption in Nigeria but it had yielded no fruitful results. For example, on 13th June 2000 chief Olusegun Obasanjo who was the president signed into law the Independent Corruption Practices and other Related Offences Acts 2000. The main thrust of the Act is to prohibit corruption and other related offences. The Act also enjoins the commission to educate the public on and against bribery, corruption and related offences and to enlist and foster public support in combating corruption. Institutions like the Code of Conduct Bureau which made it mandatory for public officers as well as political office holders to declare their assets on assumption of office and on their way out, was established. Also the public complaint commission, the War Against Indiscipline (WAI) and the War Against Indiscipline and Corruption (WAIC). All these were all mechanisms through which government made frantic efforts to wipe out corruption in Nigeria. The International communities also made efforts to curb corruption. For example, the United Nations General Assembly on January 28, 1997 adopted a resolution requesting that the Secretary-General should help member States to design strategies to prevent and control corruption all over the world. Aderinoye et. al (2001) quoted UNESCO (2000) supported this action when it included in the Dakar framework for action on the promotion of good governance and condemnation of corruption. The same document also recommends the strengthening of moral values in the basic education curriculum, stressing the importance of democratic values such as justice, fairness, tolerance and respect for diversity and equity for teachers and students. …

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