distances to reach their learning centres. However, lack of funds was identified as a constraint to motivation to participate in the programmes.
The learners generally felt that there were enough and relevant facilities and equipment for learning and according to them, it may imply that the learning environment may be conducive. The results also indicate that adult learners felt that the learning materials were suitable although inadequate. The facilitators were able to adapt materials developed for rural areas and those developed for primary schools to suit urban areas.
However, findings suggest that the numeracy levels were very low and yet transactions in the city involved high denomination notes. It was also found out that the facilities and equipment were not of good quality. The learners felt the quality of the performance of the facilitators was very good but the facilitator / learner ratio was low. The learners were setting low standards on which they were basing their judgments of facilities, equipment or facilitators.
Findings of the study also suggest that learners felt that programmes were addressing the adult learners' needs and the reason given by many was that the literacy skills and general knowledge acquired helped them operate in the urban environment. However, it is not clear why quite a number of them could not explain the reason. This may be attributed either to their habitual perception or their lack of critical judgment. On the whole, findings suggest that the programme is relevant for improving of learners' standards of living in urban areas and is capable of making them live as useful citizens in their communities. A small minority indicated that the programme was not meeting city standards as some of the topics were not relevant, certificates could not allow them
access to jobs or that there was little government support. Generally, it was felt that learners utilised what they learned from the programmes in a variety of ways.
5.3 CONCLUSIONS
From the findings of the study, it can therefore be concluded that the functional adult literacy programmes in Kampala are appropriate to the adult learners.
The providers' strategies, approaches and methods are generally suitable to the learners although the learning materials need adaptations. The adult literacy providers' strategies of literacy first assist learners to acquire literacy skills which they go and utilise in their day to day activities or at least meets their expectations. The integrated functional adult literacy approach is appropriate to the learners because of integration of different adult literacy approaches, subject matter; integration of learning content with life experiences of the learners and also integration among adult literacy agencies. Participatory methods that allow participation of learners in the learning process are preferred by the adult learners. The adult learners prefer integration of bottom up and top down methods that use a combination of alphabetic, phonic and syllabic methods.
Urban functional adult literacy programmes with inadequate resources may utilise learning materials developed for rural areas provided the facilitators are innovative and able to adapt them to urban settings appropriately.
The functional adult literacy programmes however can be improved through making more materials available and accessible to the adult learners; and with content relevant to urban areas.
The low numeracy levels in the primers cannot help the learners to operate in their daily activities in urban areas because many transactions involving currency required understanding of high figures.
Adult literacy facilitators' performance can be good even when the facilities and equipment they are using are of poor quality.
Adults are motivated to join the functional adult literacy programmes if they feel programmes are addressing their needs.
The appropriateness of functional adult literacy programmes can be judged from the usefulness of the knowledge and skills acquired and satisfaction the learners get from the programme.
5.4 RECOMMENDATIONS
The recommendations based on the findings of the study are presented below.
The programmes should include post literacy, provide reading materials so as to help maintain the literacy skills acquired and reduce the number of new literates who relapse into illiteracy. The numeracy levels should be raised and where necessary separate
primers on numeracy should be produced. The programmes should also provide English which is the official language and is widely spoken in Kampala city.
The functional skills in the programmes should be emphasized not only in class but also through provision of materials, inputs and start up capital to the learners so as to enable them to move out of poverty as literacy skills alone will not help them get out of poverty.
Effort should be made to improve on the conditions of learning by improving the quality and quantity of facilities, equipment and facilitators.
The facilitators should be well trained in order for them to adapt a wide range of materials that exist in the city for learning and to strengthen the participatory methodologies as they were preferred by the learners.
The integrated functional adult literacy approach should be strengthened as it is preferred by both the learners and providing agencies.