An Investigation Into Barriers to Participation of Women in Adult Literacy Programmes in Nairobi City County

Abstract

The focus of this study was an investigation into barriers to participation of women in adult literacy programmes in Nairobi City County. The study was guided by the following objectives: to find out whether intuitional conditions, procedures and resources hinder participation of women in literacy programmes in Nairobi City County; to evaluates whether women’s home situations hinder participation of women in literacy programmes in Nairobi City County; to document the impact of the community attitudes and adult women learners self-perceptions and their implications for the participation of women in literacy programmes in Nairobi City County. The study population consisted of adult women learners and their facilitators. The researcher used a descriptive survey design. Data were collected using a survey questionnaire, focused group discussions, key informant interviews and observation. The findings reveal that the classes acted as a barrier to the participation of learners since they are meant for other purposes. The study also found that the main teaching method was that of lectures, others teach using the question-and-answer method, while some use discussion and a few use demonstration. It was also found that there are some people in the communities who still doubt the reasons for and the benefits that women may get from education. The study concludes that the main teaching method acts as a barrier since it does not enhance the understanding of the adult women learners. The study concludes that the adult education department has not invested in construction of facilities which are suitable for adult learning, to make the programme more attractive to the learners. Finally, the study concludes that community and self-perceptions influence women’s education greatly. The study recommends the formulation and execution by the adult education department of a regular supervision of the teaching/learning activities in the various centres. The adult education literacy programme should be restructured to suit the learners’ needs and provide them with relevant knowledge and skills for development. This will make the programme interesting and attractive to all adult learners. In addition, provision of adequate facilities at the learning centres is highly needed to create a conducive environment for adult women learners. There is a greater need for community sensitization about the benefits of women participation in adult literacy programmes. And, finally, there is need to put up a guidance and counselling programme in the centres to help adult women learners who face various problems at a personal level