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The purpose of this study is to examine the relevance of learning theories to adult and non-formal educational programmes. Adult and non-formal education is a kind of educational activities targeted at those who are regarded as adults by the society they belongs with the aim to developing their socio-economic and political status, so they can contribute their quota to the development of their immediate environment and society at large. The advanced nature of adult learners makes their learning activities to be more different from the children learning environment. This is because of maturity, bulk of experiences and sense of professionalism they bring to learning environment that make facilitators sees them as partners in progress. Efforts are made in this study to discuss the concept of adult and non-formal education as well as various learning theories that must be valued in adult learning environments. The paper, therefore, conclude that facilitators and organizers of adult education programme must ensure the strict application of these learning theories for effective adult teaching and learning environment. DOI:10.5901/jesr.2015.v5n1p261

This article, based on in-depth oral interviews, focuses on the conflicts between Bororo Fulani pastoralists and Yoruba farmers in Saki and Iseyin towns of the Upper Ogun River ( Oke-Ogun), Oyo State Nigeria to show the power disparity and competition over land resources. The conflicts that occurred between Bororo Fulani pastoralists and Yoruba farmers are classified as: economic (crop destruction and cattle killing); social (murder, rape, armed banditry, molestation on both sides of the conflict); and communal (large-scale destruction of villages, pastoral settlements and markets). Other conflicts involved access to grazing and water resources and access to markets. These conflicts were products of resource scarcity and broader challenges of power relations between indigenes and settlers/migrants in Nigeria. Ethnicity became more conspicuous among local people as these conflicts intensified. This article discusses the intervention of Yoruba traditional rulers ( Oba) and Fulani headman ( Ardo) in the formation of peace committees in Iseyin and Saki towns.

The paper critically examines efforts made by the Nigerian and South African governments towards achieving sustainable human developmental capacity through the process of lifelong learning. Firstly, we investigate the programmes, policy, monitoring, and management of the phenomenon of lifelong learning in Nigeria and South Africa. Secondly, we examine the challenges facing such a process. Thirdly, as a way of resolving such challenges we offer an existentialist solution as a philosophical grounding for this millennium. We argue that lifelong learning is not a kind learning that restricted to a particular stage or level of development. It covers the entire lifespan of human beings. Therefore, its promotion should be rigorously pursued for the quick attainment of Education For All (EFA) goal by 2015 and Vision 20-20-20, a vision to make Nigeria one of the 20 most economically viable nations by the year 2020 from which South Africa can benefit. DOI:10.5901/ajis.2014.v3n6p493

This paper investigated the effectiveness of adaptive interactive cartoon animated package in teaching and learning English language in selected primary schools in Ife East Local Government Area of Osun State. This is with a view to improving the primary school pupils' pronunciation, reading and comprehension sub- skills in English Language. The study employed pretest- posttest control group design by Campbell and Stanley (1992). The population for the study is made of all pupils in primary schools in Ife East Local Government Area of the State. Two schools were purposively selected based on availability of electricity and learning resource facilities. Two hundred primary school pupils were randomly selected from the 2 schools (1 public and 1 private primary school).Two research instruments namely; (i) Pupils attitude toward the Cartoon Animation and; (ii) Achievement questionnaire on reading spelling and pronunciation formed the materials used to collect data for this study. Precisely, the 200sample was selected from the primary six classes. The control group was taught using the didactic method while the experimental group was exposed to the package. After the treatment, a post- test was administered on the two groups. Results collected were analyzed using t-test .The results showed that pupils that were exposed to Adaptive Interactive Cartoon Animation performed significantly better than those taught English Language using the traditional method (t= 14.67, df= 198, p