Abstract
Some African governments, development partners and adults education facilitators have been trying to bring education and development to the doorsteps of many rural dwellers, in a bid to promote learning. It has been observed that this civic responsibility of government has been implemented with modern communication strategies that tend to erode the cultural practices, values and indigenous knowledge of the rural dwellers. This study, attempt to examine the extent to which indigenous communications are utilized in promoting learning in terms of literacy and environmental education. A survey was carried out in Nsukka education zone, making use of 19 adult education facilitators. Questionnaire was the instrument used in collecting data to address the four research questions raised in this study. The findings revealed that adult education facilitators make use of indigenous communication to a high extent in teaching literacy and environmental education to the rural dwellers. These indigenous communication strategies were found to impact on the enthusiasm of adult learners. In addition, adult learners to some extent accepted the integration of modern media and traditional strategies in teaching. Some of the problems that militate against effective use of indigenous strategies among others include inadequate trained facilitators, language barrier, and facilitators’ non-familiarity with indigenous knowledge of rural dwellers. The study recommends, among others, a multimedia approach (modern and traditional) be adopted, while facilitators should be adequately trained in the use of indigenous communication and modern media, for the purpose of promoting lifelong learning amongst rural dwellers in Nigeria.
