Institutional factors influencing implementation of adult basic literacy programmes in Teso north sub-county, Kenya
Abstract
The purpose of the study was to investigate institutional factors influencing
implementation of Adult Basic Literacy Programmes in Teso North Sub-County,
Kenya. It was guided by the following research objectives: to determine the extent
to which academic level of adult education instructors; adult learners’ social
environment; professional training of adult education instructors; and the
assessment and certification affect implementation of Adult Basic Learning
Programme. The study adopted a descriptive survey design. Questionnaires were
used to collect data. The sample population comprised of 56 adult learners, 14
adult instructors and 4 education experts, thus a total of 74 respondents. All the 14
instructors and 4 education experts’ and 54 adult learners’ questionnaires were
returned which was 97.3 percent return rate. The key study findings revealed that
majority of the adult education instructors were form four leavers with Kenya
Certificate for Secondary Education as their highest academic qualification. The
research findings showed that adult leaners’ learning was greatly influenced by
their social environment which ranged from the way others in the society perceive
their learning and also their economic strength. Professionalism of the adult
instructors’ highly influenced implementation of ABLP. The study findings
revealed that adult instructors apply various methods to teach adult learners that
include lecture and group discussion. The study findings revealed that majority of
the instructors use summative assessment to evaluate their students’ performance.
These findings imply that individual assessment which would determine personal
literacy level is not extensively applied. Thus, collective assessment does not
quantify individual literacy level. Although, majority of the instructors indicated
that they use oral tests to assess their learners. These findings confirm the
summative assessment method applied in adult literacy centres overlooking
assessment of individual learner’s capability. Based on the study findings the
researcher concluded that poverty, welfare and unemployment statistics may
indicate the need for adult literacy programmes. Measures like awarding
certification and offering proficiency programmes can be an effective starting
point to improve the implementation of ABLP. The researcher recommended that
a literacy project should focus on potential adult learners who fit in the mission of
the programme or who are particularly in need of basic skills. Therefore, training
should be rich in content, well-organized, thorough, and appropriate to the
population that your agency serves. The training should prepare volunteers for
their tutoring or teaching role with adult learners. Although further development
opportunities may occur throughout the volunteer tutor’s service, initial preservice
training is of primary importance. The instructional programme should be
tailored to meet the needs of adult learners. Thus selection of appropriate
instructional materials will require a significant time commitment and, like many
aspects of the programme, develop over time as adult learners teach the staff and
tutors what materials work best. Therefore the study suggested that a study to be
carried out to establish the effectiveness of the skills acquired through adult basic
literacy programmes on learners’ socio-economic status.
Citation
Master of Education in Curriculum StudiesPublisher
University of Nairobi
Collections
- Faculty of Education (FEd) [5964]