EMPLOYABILITY OF MNEMONIC VISUALIZATION SKILLS IN ADULT LITERACY PEDAGOGICS A HISTORIC SYNOPSIS

Schooling is the first step towards empowerment, and the most pivotal factor in the overall development of an individual as well as the nation. In Nigeria, schooling in general, and aged (adults) schooling in particular, has been through a series of changes since its derivation as a welfare activity, to its appearance as a tool for social and political emergent in the country. Maneuverable into various programs, schemes and projects, as - basic literacy, civic literacy, functional literacy, and Mass literacy; ageing schooling eventually evolved with the proof of identity of the incipient needs of learners in the democratic society post-independence, with the discovery of new educational objectives, hence shifting the motivation to the need for development of new methods and techniques of instructional delivery in ageing schooling. The use of need based learning strategies and mnemonic visualization skills (acoustic visualmemo) in schooling can help in addressing the pedagogical issues in aged schooling by promoting dynamic learning, facilitating in the attainment and retention of factual information, enhancing self-sufficiency and learning achievement of ageing learners and helping them in picking what, where and how to learn in a determined way. Various strategies have been used since the primeval period in Nigeria to preserve, impart and retain knowledge, which necessitates a re-look at the different stages that aged schooling has witnessed in the development of instructional materials, mediums and techniques, structure, codification of knowledge and the mode of delivery, that has steered the learning process. The present paper attempts to explore the learning strategies and the acoustic visual- memo used in aged schooling by revisiting the series of measures taken in (aged) adult schooling in the country.