• Michael Omolewa
Part of the Lifelong Learning Book Series book series (LLLB, volume 22)


This chapter provides an evidence-based discourse of the change and continuity in the provision of learning of older adults in Nigeria. Using primary and secondary materials, the chapter explores the status of the education of older adults within the context of the African indigenous educational system. It identifies specific educational development in Nigeria, Africa’s most populous nation. The indigenous educational system has sought to promote inclusion to learning of all segments of this society; challenges brought by external influences and the limitation of provision of teaching and learning resources has made it mandatory for the country to adopt the principle of exclusion from access to educational provision. This action has had an adverse effect on the provision of education of older adults. Although the education of older adults has been recognized as basic to a healthy development of the nation, formal education of the younger population has been considered a greater priority. However, researchers and international agencies have encouraged learning for older adults in Nigeria. The chapter concludes with the observation that in spite of the preferences of government and education providers, the provision of education to older adults should remain an imperative, especially in a period of globalization accompanied by an educational revolution which includes the adoption of modern technology.


Nigeria Older adult education Indigenous education Globalisation Social exclusion 


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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.University of IbadanIbadanNigeria

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