An Assessment of The Effectivenenss of Functional Adult Literacy in The Acquisition of Skills In Kapyanga Sub County- Bugiri District-Uganda

ABSTRACT

The Adult literacy program has been in existence in Uganda since 1964, Implemented by various government-regimes and at one time collapsed. In the face of the development and implementation of the Millennium Development Goals, there has been emphasis on the core- development hindrances and on how to abate them in order to improve its global welfare. Among these is to reduce the literacy rate by 2015 through the provision of Universal fee-free education in signatory- countries to these provisions. This also looks at the provision of alternative and/or basic education in order to reduce illiteracy in the world. In pursuit of this goal, government of Uganda re- introduced Functional Adult education in order to facilitate the efforts of the other 'formal' educational strategies.

Functional Adult Literacy (F AL) was deemed necessary for none- school going age adults who wanted to become literate in order to enhance their livelihoods and those of their communities. This research was carried out in order to assess the effectiveness of

the government Adult Literacy program in Bugiri district and it was a case study of Kapyanga Sub County's. The research mainly took up a qualitative study in data collection and analysis although there were some elements of quantitative research in the

presentation of data. Questionnaires and self administered questionnaire were administered to F AL instructors and learners respectively. There were twenty four (24) instructors and one hundred and seventy six (176) learners who participated in this study.

The results showed that poverty was the major problem of adult learners in Bugiri district and illiteracy was said to be the cause of this poverty. Besides, the programme was not teaching those skills which were taken as necessary for development and improvement of the general welfare of learners in Bugiri district hence the recommendations made towards the improvement of the program pointed towards the inculcation of socioeconomic empowerment into the instruction of knowledge and skills as opposed to the predominantly English language instruction.

TABLE OF CONTENTS

Title page ............................................................................ .i

Declaration .............................................................. ii

Superv.i sor' s Approva1 ................................................ 1.1..1

Dedication ........................................................................ .iv

Acknowledgement .................................................................................. v

Table of Contents .................................................................... vi

List of Tables ....................................................................... viii

List of Abbreviations and Acronyms ............................................................ .ix

Abstract ...................................................................... x

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study ......................................................................... 1

1.2 Statement of the Problem ........................................................................ 3

1.3 Purpose of the Study ............................................................................... 3

1.4 Objectives ............................................................................... 3

1.5 Research Questions ............................................................................... 4

1.6 Scope of the Study ............................................................................... 4

1. 7 Significance of the Study ........................................................................ 4

1.8 Definition of Key Terms ........................................................................ 5

CHAPTER TWO

LITERATURE REVIEV

2.1 Conceptual Framework .......................................................................... 7

2.2 Literacy ....................................................................... 8

2.2.1 Adult Literacy ........................................................................ 8

2.2.2Functional Literacy ........................................................................... 1 0

2.2.3 Supporting Literacy in the Community ................................................... 12

2.3 Nature of Adult Instruction ................................................................... 15

2.3.1 Techniques of Adult Learning ............................................................. 16

2.4. Learners Participation ......................................................................... 16

2.4.1 Assessment of Functionality ................................................................ 17

2.4.2 Consideration Used in Assessment ....................................................... 17

2.4.3 Standardized Assessment of Functionality in Uganda .................................. 18

CHAPTER THREE

RESEARCH METHODOLOGY

3 .1 Research Design ...................................................................... 19

3.2 Sampling Procedure ........................................................................... 19

3.3 Sample ............................................................................... 19

3.4 Research Instrument ........................................................................... 21

3.5 Procedure ....................................................................... 21

3.6 Data Analysis ....................................................... 21

CHAPTER FOUR

PRESENTATION AND DISCUSSION OF FINDINGS

4.1 Background Characteristics of Respondents ................................................ 22

4.2 Reading, Writing and Basic Numeracy ...................................................... 25

4.3 Knowledge and Practice of Learnt Skills-as Observed ................................... 27

4.4 Income Generating Activities ................................................................ 30

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOM:MENDA TIONS

5.1 Discussion .......................................................................... 32

5.2 Conclusions .................................................................... 33

5.3 Recommendations .................................................... 35

5.4 Recommendation for Further Studies .............................................. _ ........ 37

5. 5 References ........................................................................... 3 9

APPENDICES

Appendix 1: Self administered Questionnaire for F AL learners .............................. 41

Appendix 2: Observation Guide for F AL learners ............... _ ......... .44

Appendix 3: Interview Schedule for FAL instructors ........................................ .47

LIST OF TABLES

Table 3 .1: Samples selected and sampling methods used ..................................... 20

Table 4.1: Age brackets of respondents .......................................................... 22

Table 4.2: Educational level of respondents ..................................................... 23

Table 4.3: Most serious problems faced by learners ........................................... 24

Table 4.4: Solutions given for the most serious problems .................................... 25

Table 4.5: Learners ability to read and write ................................................... 26

Table 4.6: Engagement in income generating activities ....................................... 30