Analysis of the Issues Affecting Adult Education in Lebanon and Nigeria Lebanon Nature of the Issues Lebanon, which in ancient times was known as Phoenecia, has a long history of supporting what we now call adult education. Even in the ancient world, Phoenecia had a reputation for being a center of vocational opportunity, particularly in maritime professions; people from many nations, including Egypt and Greece, traveled to Phoenecia in order to learn seacraft, for example (Rawlinson, 1889, p. 190). This legacy of vocational excellence never left Lebanon; even in 1987, at the height of Lebanon’s war with Israel, the country had 130 technical and vocational schools, separate from vocational schools for young learners (Federal Research...The end:
.....al investment in Ottoman Beirut. French Historical Studies, 8(4), 563-584. Sticht, T.G. & McDonald, B.A. (1990). Teach the mother and reach the child: Literacy across generations. International Bureau of Education. Retrieved July 30, 2009, from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/20/8a/3b.pdf Styler, W.E. (1984). Adult education and political systems. New York: Hyperion Books. Uko-Aviomoh, E.E., Okoh, E. & Omatseye, B.O.J. (2005). Universal basic education (UBE) in Nigeria: An appraisal. Education, 127(4), 558-568. Usman, L.M. (2006). Re-thinking the prospects and challenges of the language approach on rural nomadic Fulbe adult women learners of northern Nigeria. Policy Studies, 34(2), 19-36.