CHAPTER ONE: BACKGROUND TO THE STUDY
2.7 Motivational factors for participating in a literacy programme
However, the situation described above may not be as easy as it sounds. This is because most, it not all of the literacy instructors have pedagogic
deficiencies emanating from their lack of formal training in facilitating adult education programmes. It even becomes more complex if the composition of learners is characterised by generational differences.
2.7 Motivational factors for participating in a literacy
Harley et al (1996) cite similar factors. An examination of these social factors are relevant for this study because they appear to be similar to the ones prevailing in most rural areas including the research area for which literacy skills are required.
2.7.2 Personal motivational factors
Rogers (2002), and Hamilton and Barton (1989) also highlight the desire to bring about change in personal attitudes, the need to increase personal confidence, and the need to acquire practical skills for personal development as some of the reasons that motivate individuals to participate in literacy programmes.
2.7.3 Economic factors
Lind and Johnson (1990); Rogers (2002); Ballara (1991) and Hamilton and Barton (1989) emphasise the role economic factors can play in motivating people to take part in different adult literacy programmes. They have specifically identified the desire to earn family income, the need to access employment opportunities and the desire to develop the community and acquire autonomy, as the major economic forces driving people to take part in the various literacy programmes.
Since most of the people in the rural areas in general and the research area in particular are experiencing high levels of unemployment, lack relevant knowledge and skills needed for making ends meet, and are entangled in a web of abject poverty, the economic factors isolated here as being
responsible for motivating people to take part in literacy programmes are potentially relevant for this study. Kuria (1988) observed a similar thing in Uganda. He noted that despite the emphasis on education and awareness of unequal opportunity in Uganda, illiteracy still remains high especially among women. Possibly, the high level of poverty among the people could also offer an explanation for this kind of phenomenon.
Equally important to mention at this point is the role of poverty in killing people's desire to participate in literacy programmes. During child hood, poverty blocks accessibility to education because of lack of money required as school fees and for purchasing scholastic materials. In adult literacy
programmes, adult learners have the burden of not only trying to educate their children but also sustaining the entire family besides getting the
resources needed for participating in the adult literacy programmes. This is a very serious obstacle that needs to be overcome if literacy programmes are to sustain the interests of learners. An in-depth study on motivation in
Bangladesh had this to conclude, which is very important in this particular study because of its desire to find out factors attracting and sustaining the instructors, child learners as well as the adult learners to URLCODA's literacy programme.
All adult participants as well as teachers had positive attitude towards the adult literacy programme, at least in the initial phase. They realise the importance of such programmes, but in spite of this, both
enrolment and attendance are far from satisfactory. The strongest barrier to motivation is poverty. Since the potential learners need to use all their time to earn a living, they cannot spare sufficient time to attend school. The programme does not provide immediate benefits nor any clear prospects for the future, and this is another major barrier
(Adult Literacy Motivation 1979, p.28, cited in Lind and Johnson 1990, p.16).
Hence, in the context of this particular study in which the focus is on the persistence of children in an adult literacy programme that raises a number of pedagogical issues, this kind of conclusion regarding poverty cannot be taken lightly. Therefore, the persistence of the learners, the majority of whom are poor in the adult literacy programme, needs to be studied so as to find out what motivates them to remain on the programme. This is because most rural adult literacy programmes are short-lived because of high dropout rates.
2.7.4 Political factors
Sometimes, people are driven to take part in adult literacy classes because of political reasons. For example, Hamilton and Barton (1989); Harley et al (1996); Lind and Johnson (1990) and Ballara (1991) have indicated that some people may choose to take part in literacy programmes because of the need to effectively participate in political and social life, gain knowledge of civic rights and duties and to carry out effective mobilisation to bring about social and political change amongst the population.
The above-mentioned aspects of the political factors are potentially important for this study because the population in the research area is mainly rural and has been faced with the challenge of mobilising people to participate in the politics of the country. The participation being referred to, and called for by the ruling NRM government in Uganda cuts across all age and interest groups of the country. The local people in the rural areas too, are eager to know their fundamental human rights and civic duties, which requires knowledge and skills that can only be obtained through literacy. In this case the need to try to find out reasons for the adults, children and the instructors participating in URLCODA's adult literacy programme is crucial so that efforts to address them can be made through appropriate ways
2.7.5 Environmental factors
Lind and Johnson (1990), and Harley, et al (1996) maintain that people are motivated to take part in literacy programmes where there is availability of easy and useful reading materials and presence of a conducive literacy environment. They also specify knowledge and skills needed to survive in an area experiencing rapid urbanisation as some of the factors that may provide motivation for attending literacy programmes.
It is important to note that the environment in which literacy provision takes place is ever changing and this may bring with it the desire to acquire literacy
skills needed to cope with the changes. This desire and interest to acquire and retain literacy skills can only be possible in the face of availability of easy reading materials, and conducive literacy environment.
URLCODA's adult literacy programme that has continued to draw learners of differing experiences and learning abilities offers an opportunity to find out the kind of environment in which the teaching and learning take place.
2.8 Challenges faced in the management of adult literacy