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Intervention Models of Non-formal Education for the Reintegration of Abused Children in South-Western, Nigeria
Abstract
This study examined application of models in the design of non-formal
education programmes for capacity building among abused children for
societal reintegration. It is observed that various strategies for enhancing capacity building for abused children, most of whom are victims of the maladjustment and inadequacies of the formal educational system, have suffered neglect and unsustainable. The study adopted the survey research design. Using a sample size of 898 participants selected purposively from trainees, instructors and organizers of technical capacity building programmes for abused children, a 4-point rating scale validate questionnaire tagged: “Non-
Formal Education Reintegration Scale (NERS), (0.56) was used for data
collection complemented with focus Group Discussion (FGD). The test of the two null hypotheses raised with t-test and chi-square (x2) at 0.05 alpha level shows that: Non-formal education intervention models were effective strategies for capacitating and reintegrating abused children into the society (x2 = 534.5; p < 0.05). There was no significance difference among gender on the effectiveness of non-formal education intervention models in enhancing capacity building among abused children for their reintegration into society (t = 1.797; p < 0.05). Based on these findings, it was advanced that models of non-formal education should be accorded more resources for
social and economic re-integration of abused children for their selfactualization.
education programmes for capacity building among abused children for
societal reintegration. It is observed that various strategies for enhancing capacity building for abused children, most of whom are victims of the maladjustment and inadequacies of the formal educational system, have suffered neglect and unsustainable. The study adopted the survey research design. Using a sample size of 898 participants selected purposively from trainees, instructors and organizers of technical capacity building programmes for abused children, a 4-point rating scale validate questionnaire tagged: “Non-
Formal Education Reintegration Scale (NERS), (0.56) was used for data
collection complemented with focus Group Discussion (FGD). The test of the two null hypotheses raised with t-test and chi-square (x2) at 0.05 alpha level shows that: Non-formal education intervention models were effective strategies for capacitating and reintegrating abused children into the society (x2 = 534.5; p < 0.05). There was no significance difference among gender on the effectiveness of non-formal education intervention models in enhancing capacity building among abused children for their reintegration into society (t = 1.797; p < 0.05). Based on these findings, it was advanced that models of non-formal education should be accorded more resources for
social and economic re-integration of abused children for their selfactualization.
