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Sophia: An African Journal of Philosophy

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Parental socio-economic status as impediments to fostering creativity among school children: A review of research and implication for adult education

EU Ingwu, EN Ekefre, DE Ajayi

Abstract


The need to enhance creativity skills among our children has been given adequate attention in the National Policy on Education (NPE). This is in spite of the fact that the country needs individuals with creative skills that can transform the nation into an enviable polity. Unfortunately, large numbers of school-age children have no access to education; and even those who are in school are not benefiting maximally. From the review of literature, there is sufficient evidence to sustain the belief that some sociological forces, such as illiteracy and poverty arising from status inequality, etc have distorted the parental perception of the benefit of schooling; beside, many parents do not see the need to provide educational materials and assist children at home in completing school assignments. Hence, children’s creative potentials cannot be developed. The research evidence underscores the need for adult education intervention in changing the status quo. This paper, therefore suggests that adult education programmes tailored to the needs of the underprivileged adult families be provided to empower them. This might help to break the cycle of poverty.



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