Low participation in adult literacy classes: reasons behind it

An analysis of the planning and implementation of adult literacy programmes in selected community development sub-centres in Lusaka district

Abstract: The study was carried out in order to analyse the planning and implementation of adult literacy programmes in selected Community Development sub-centres in Lusaka District. The objectives that guided the study were to: examine how adult literacy programmes are planned in selected Community Development sub-centres in Lusaka District; establish how adult literacy programmes are implemented in selected Community Development sub-centres in Lusaka District; determine the factors that affect the planning and implementation of adult literacy programmes in selected Community Development sub-centres in Lusaka District; and explore strategies which could be employed to enhance the planning and implementation of adult literacy programmes in selected Community Development sub-centres in Lusaka District. This study adopted a case study design. The target population included: all adult learners; all adult literacy facilitators; all Community Development Assistants; the District Community Development Officer for Lusaka District and all the Community Development Planners in the Ministry of Community Development and Social Services. The study had a total population of 50 of which 40 were adult literacy learners, who were simple randomly selected while 4 facilitators, 4 Community Development Assistants, 1 Community Development Planning Officer; and 1 District Community Development Officer were all purposively selected. Four sub-centres out of 8 were selected for the study using simple random sampling procedure. A focus group discussion was used to collect data from 40 adult literacy learners. Interview guides were used to collect data from the remaining participants. The data collected was coded and analysed using themes which emanated from the responses. The findings of the study revealed that, the planning of adult literacy programmes was mainly top down. There was lack of collaboration among all stakeholders in the planning process. The experts in the Department of Community Development at the national level, together with experts from other line ministries, decided on the course content and produced manuals to be used in all the sub-centres. Staff at the lower levels, facilitators, learners and other stakeholders were not involved in the planning of these programmes. When it came to the implementation of the programmes, it was mainly left to the facilitators with little assistance from the staff in the MCDSS in charge of literacy. The findings also revealed that planning and implementation of adult literacy programmes in selected Community Development subcentres was affected by: lack of collaboration among stakeholders in the planning and implementation process; lack of qualified facilitators; lack of funding and lack of adequate teaching and learning materials. Some of the suggested strategies to improve the planning and implementation of adult literacy programmes include: coming together of all stakeholders to plan for literacy programmes and engagement of suitably qualified facilitators to…

An evaluation of the Neganega literacy programme in Mazabuka District of Southern Province of Zambia

Abstract: This study was an evaluation of the Neganega adult literacy programme in Mazabuka district of the Southern Province of Zambia. The study assessed whether or not the aims and objectives of the Neganega literacy programme were being fulfilled as the gap or new knowledge which the study sought to establish. The study employed the CIPP Model of evaluation according to Stufflebeam (1971) with particular emphasis on context, input, process and product evaluations. This Model looked at the processes and strategies used in fulfilling the aims and goals of the programme such as the methods used for teaching and learning, nature of teaching materials, type of learners involved including the suitability of Facilitators. It also looked at variables to do with what has been achieved at the end of the programme and what literacy skills the learners acquired, displayed and how they applied them in their daily lives to uplift themselves. The research design used was qualitative as data was collected through face to face interviews, focus group discussion and observation method. The study subjects involved programme participants such as administrators, facilitators, graduates, students and some members of the community. The sample size of fifty one subjects was drawn from the population. Ten of these were graduates of the Neganega literacy programme, ten were students still on the programme, eight were facilitators, nine were administrators and fourteen were community members for triangulation data collection purposes. The justification for having a sample size of fifty one is that firstly, during interviews with the study subjects, a good number of respondents were giving the same answers to a number of research questions. Secondly, the target population or the nature of the programme under study does not have a lot of people deeply involved in the programme and lastly, the time data was being collected was a critical period as the subjects of the study were busy with their daily routine works like farming and looking for different basic needs making themselves very hard to access. The findings of the study revealed that the Neganega literacy programme, though facing a number of challenges was meeting its aims, goals and objectives. The programme was teaching different literacy and life skills such as income-generation and critical thinking skills with a spirit of self-sustainability.The programme also conscientize learners and the community on various issues affecting their lives and suggest means of addressing those issues. The findings also revealed that the programme was performing well because of a number of factors; firstly, the aims and objectives of the programme were relevant to peoples’ lives as they were addressing the needs and aspirations of the community. Secondly, the benefits of the programme were immediately visible within the community and lastly, the inception, development and implementation of the programme involved all the stakeholders in the community. The study recommended that such programmes needed to be…

The role of literacy in the daily lives of adult learners with hearing impairments in the Khomas, Ohangwena, Omusati and Oshana regions in Namibia

Abstract: A thesis submitted in partial fulfilment for the requirements for the Degree of Master of Education.