Adult and non-formal education is referred to be the "tool par excellence" for lifelong learning in the National Policy on Education (2014). The goals of adult and non-formal education are outlined in Section 6 of the Policy, which include providing functional education and continuing education for adults and youths, providing education for different categories of formal education system completers to improve their basic knowledge and skills, and providing in-service, on-the-job, vocational, and professional training for various categories of people.

Adult education in Nigeria, according to Onyenemezu (2013), is not only about Education or remedial education to fill a gap. That it is what everyone, regardless of prior schooling, needs and wants as long as they are alive. This viewpoint is consistent with Nasir's (2015) assertion that Adult Education included many of the topics studied in school for people who never had the chance to do so. Adult Education, according to Dave (2013), seeks to provide lifelong education that prepares individuals for change and instills a dynamic mindset in them. This is due to the fact that the world, including technology, communication, and business, is continuously changing. To keep up with the changes, humans have an insatiable need to learn. Get more: Adult Education Project Topics

Bown and Okedara (2011) used the phrase "cradle to grave" to express this desire for lifelong learning. Nigeria's hope for the realization of the millennium development goals, which include eradicating extreme poverty and hunger, achieving universal primary education, promoting gender equality and empowering women, reducing child mortality, improving maternal health, combating HIV/AIDS, malaria, and other diseases, is that when individuals are equipped with lifelong skills and knowledge (Federal Government of Nigeria, 2014
Adult education has had a hit-or-miss history, beginning with great rhetoric, promises, and expectations and ending with little success, neglect, and disappointment in far too many instances. At the level of rhetoric rather than action, adult education has been merged into a larger agenda of education and development. It has been too frequently limited to a narrow understanding of schooling abilities in the arena of action (Umar, Eshak, Bichi, & Aujara, 2010). Adult education, on the other hand, is a low priority for most governments in underdeveloped nations with little financial and human resources, such as Nigeria.

In reality, certain socioeconomic, political, cultural, and environmental obstacles have prevented many individuals from exercising their right to education (the Universal Declaration of Human rights to Education). As a consequence of these reasons, a larger proportion of a country's population does not benefit from formal education. Many individuals who enrolled in different levels of formal schooling were unable to achieve their educational goals. Adults in society are obviously the most impacted by these variables, since many of them may have dropped out of formal schooling as illiterates or semi-literates. Adult education is undergoing a significant transformation in response to the new economy and the needs and interests of learners in the twenty-first century, necessitating research into the issues and possibilities of adult education in Nigeria.