TYLER’S MODEL EVALUATION OF ADULT AND NON-FORMAL EDUCATION CURRICULUM IN OYO STATE, SOUTH WEST NIGERIA

Abstract

This paper presents an in-depth evaluation of the adult and non-formal education curriculum in Nigeria, analysed through the lens of Tyler’s Model, with reference to Oyo State. The study applied Tyler’s (1949) four proposed curriculum evaluation steps: identifying educational purposes (objectives), providing educational experiences (learning experiences), organising these experiences effectively (organisation), and determining whether the purposes are being attained (evaluation). A descriptive survey research design was adopted with a total sample of 40 respondents selected purposively. Data were collected using a structured questionnaire titled Evaluation of Adult and Non-Formal Education with Tyler’s Model (EANFTM). The instrument’s internal consistency was assessed using Cronbach’s Alpha, yielding a reliability coefficient of 0.81, which indicates high reliability. Findings revealed that most respondents agreed that curriculum objectives were clearly stated but not always aligned with learner needs or realities. The study recommends that the government should provide ongoing training in adult learning principles and curriculum delivery aligned with Tyler’s steps, while encouraging facilitators to innovate in teaching methods and assessment practices.