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.