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Findings indicate many respondents lack competencies for today’s knowledge- and technology-driven labour markets, yet they still use acquired informal knowledge and skills to care for themselves and their families, contributing to poverty eradication.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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regarding adult informal learning?","Question",{"text":62,"@type":63},"The study examines how adults acquire knowledge and skills about informal economic activities and how those learning processes support sustainable livelihood and help address poverty.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why do people in the Hausa community prefer informal economic activities?",{"text":67,"@type":63},"The study links preference to the livelihood support provided by informal economic activities and the knowledge and skills adults gain through informal learning to make a living.",{"name":69,"@type":60,"acceptedAnswer":70},"How do respondents contribute to poverty reduction despite lacking labour-market competencies?",{"text":71,"@type":63},"The study concludes that even though most respondents do not have competencies for today’s knowledge- and technology-driven labour markets, they can apply informal learning-derived skills to support themselves and their 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adult informal learning  \nTajudeen Ade Akinsooto Paul Young Akpomuje  \nDepartment of Adult Education and Lifelong Learning Obafemi Awolowo University, Ile-Ife, Nigeria  \nThis study identified informal economic activities in Hausa community inIle-Ife, Nigeria. It examined how people acquire knowledge and skills about the identified informal economic activities and provided explanation on why people prefer informal economic activities to other types of economic activities to making a living in Hausa community inIle-Ife, Nigeria. All these were with a view to providing information on how adult informal learning is being used as a means of achieving sustainable livelihood, and, consequently, the United Nations Sustainable Development Goal of ending poverty in all its forms everywhere. The study concluded that despite the fact that majority of the respondents do not possess the competencies required to participate in today’s knowledge and technological driven labour markets, they are still able to use the knowledge and skills they acquired through informal means to take care of themselves and their families. In this way, informal learning becomes a means of livelihood, thereby contributing to eradicating poverty, one of the seventeen United Nations Sustainable Development Goals (SDGs).  \nAchieving sustainable development goals through adult informal learning 427  \nKeywords: sustainable livelihood, Sustainable Development Goals, informal learning, informal economic activities  \nIntroduction  \nPoverty is a state of deprivation. Deprivation refers to lacking what is needed for wellbeing and its dimensions are physical, social, economic, political and psychological/spiritual (Chambers, 1995) . The deprivation of poverty includes income (the lack of means to purchase basic goods and services); consumption (inadequate access to basic goods such as food and water); capability (insufficient knowledge, health or skills to fulfill normal livelihood functions); and living conditions (poor housing, unhealthy or dangerous environment, and bad social relations (Chambers, 2006; Food and Agricultural Organizations, 2006). Poverty can be explained from two perspectives, namely, absolute deprivation and relative deprivation (Wallace & Wallace cited in Indabawa & Mpofu, 2005). Absolute deprivation is based on the essentials of life, while relative deprivation is based on official poverty line that may be unrealistic for the community.  \nFood and Agricultural Organisation (2006) asserts that poverty is relative, multidimensional, complex and dynamic. The relativity of poverty means that poverty is contextually defined. That is, people are not poor in an absolute sense, but in relation to a particular socioeconomic context. In other words, contexts create and define different shared expectations of what is needed for a decent life. More so, the meaning and relevance of key poverty indicators are not the same based on the availability and costs of public goods. Multidimensional nature of poverty means that deprivations are not only related to basic material resources, but also to social resources. Poverty as a complex and dynamic social phenomenon means that the conditions of poverty are interconnected, shared among people experiencing similar hardships and difficult to overcome.  \nIn the literature, Indabawa and Mpofu (2005) identify a number offactors as contributory causes of poverty across different societies. These include lack of income and assets to secure basic necessities; lack of opportunities to participate in institutions of state and society  \n428 Tajudeen AdeAkinsooto and Paul Young Akpomuje  \nthat make decisions about the lives of people, leading to powerlessness, vulnerability to conditions of shock and inability to cope with them; low productivity due to low capacity utilisation of existing industrial or manufacturin","cbCaiaXlB7Rp3qLy","https://ap.wps.com/l/cbCaiaXlB7Rp3qLy","pdf",253868,23,"English","# Introduction\n## Poverty as deprivation and its multidimensional nature\n## Causes and contributors to poverty\n## Education and learning as an anti-poverty tool\n## Formal and informal adult learning approaches","[{\"question\":\"What is the study’s main focus regarding adult informal learning?\",\"answer\":\"The study examines how adults acquire knowledge and skills about informal economic activities and how those learning processes support sustainable livelihood and help address poverty.\"},{\"question\":\"Why do people in the Hausa community prefer informal economic activities?\",\"answer\":\"The study links preference to the livelihood support provided by informal economic activities and the knowledge and skills adults gain through informal learning to make a living.\"},{\"question\":\"How do respondents contribute to poverty reduction despite lacking labour-market competencies?\",\"answer\":\"The study concludes that even though most respondents do not have competencies for today’s knowledge- and technology-driven labour markets, they can apply informal learning-derived skills to support themselves and their families.\"}]","Achieving sustainable development goals through adult informal learning | PDF",1792074916,58]