Influence of cultural and institutional factors on access and participation in adult literacy programme in Rongo sub-county, Migori county, Kenya
Abstract
The study sought to establish the effects of institutional factors on access and
participation of adult learners in literacy programme in Rongo sub-county, Migori
county in Kenya. The specific objectives of the study were: to establish the
relationship between the availability of learning/teaching resources and the
implementation of adult literacy programme in Rongo sub--county; to establish how
teaching strategies in adult literacy centres promote adults level of participation in
adult literacy programme; to establish the academic and professional qualification
levels of adult education teachers in the literacy programme; and to establish the
suitability of physical facilities for learners in adult literacy programme in Rongo sub-County.
The study target population was 120 adult education learners and 2 adult
education officers at the division. Descriptive survey method of research was used.
Data was collected by use of questionnaires, interview schedule and observation
checklist. Data collected was analyzed by using statistical package for social science
(SPSS). Frequency, tables, and percentages were used to enhance data presentation.
The major findings of the study revealed that: attendance rate for adult learners has
been low at (56.8%); learners were not subjected to fulltime learning: attendance rate
was higher for female learners at (87.5%) compared to male learners; absenteeism
was higher among males than females. Findings on institutional factors were that
there were inadequate teaching and learning materials in literacy centres; majority of
teaching staff were part-time teachers; centres were not available in every sub
locations but one in every location; adult learners did not have their own learning
centres but were housed in primary schools.
The following recommendations were made: literacy campaign to be enhanced to
boost enrollment and attendance; staff need to be encouraged to acquire befitting
academic and professional qualifications; in-service training for staff is necessary for
successful curriculum implementation; more adult education teachers need to be
employed to boost literacy programmes access and participation.
Citation
Masters of Education in Adult Education and Community DevelopmentPublisher
University of Nairobi
Collections
- Faculty of Education (FEd) [5964]