Adult learners' perceptions of functional adult literacy provision in six centres in Kampala City, Uganda.

Abstract

This study analyses adult learners' perceptions of functional adult literacy provision in six centres in Kampala city. Specifically, what is analysed is adult learners' perceptions of what motivates adults to enroll; their views on the appropriateness of the providers' strategies, approaches, methods and materials used; the venues, facilities, equipment, quantity and quality of facilitators; the extent to which the programmes address the adult learners' needs and the use of the knowledge and skills by those who complete the functional adult literacy programmes. Interviews, observation and focus group discussions were used to collect primary data from forty one adult learners from programmes of government, NGOs and the private sector in Kampala city. On the whole, findings indicate that the programmes are relevant, can improve learners' standards of living in urban areas and can help enable learners to live as useful citizens in their communities. A major de-motivator to participation was identified as shame associated with attending FAL classes. Some of the recommendations put forward are that: • Start up capital should be availed to the learners as literacy skills alone will not help them get out of poverty. • Facilitators should be well trained so as to be able to correctly use the strategies, approaches, participatory methods and adapt the rural based materials in a way that best facilitates learning. • Conditions of learning should be enhanced by improving the quality and quantity of facilities, equipment and facilitators. • The integrated functional adult literacy approach should be strengthened as it is preferred by both the learners and providing agencies.