CHAPTER ONE: INTRODUCTION TO THE STUDY
Introduction
This study sought to examine the role of adult education in community development within a rural Ugandan non-governmental organization (NGO). This study therefore sought to understand the role that adult education plays in community development and how it is implemented, as well as explore the complex relationship between the two based on the case study of the Emesco Development Foundation (EDF).
Focus and purpose of the study
The interest here is to examine how adult education emerges and is recognized in an NGO with a major community development agenda. The study was therefore intended to trace the origin, development and practices of adult education in EDF.
A brief description of Emesco Development Foundation (EDF)
- EDF and what it stands for
- Kibaale District
- Uganda
- Global context
EDF's main goal was to join hands with the government and other development actors in the fight against poverty. At a rate of 3.4% per year, Uganda has the second highest population growth rate in the world.
Rationale for this study
Before becoming involved with EDF, they receive a month-long modular training and are then sent to their communities to play multiple roles, including adult education. Therefore, it was interesting to wonder how they learn, cope and adapt to their new, multiple roles.
The objectives and key research questions of the study
Specific objectives
Finally, my interest in adult education as a community development strategy stemmed from my more than ten years of professional activity in the training of adult educators in a university setting.
Key research questions
How does the context of EDF (policy, gender, socio-economic structures and culture) influence adult learning practices. How does the development process of community development workers relate to EDF's understanding of adult learning?
Delimitation of the study
Operationalization of key terms and concepts in the study
- Adult education
- Development
- Community development
- Community Development Workers (CDWs)
- Non-governmental organizations (NGOs)
The concept of 'community development' in this study will be understood as an aspect of development based on initiatives driven by the local community, although in some cases this is also the case. Although community development workers in the traditional sense are functionaries, usually outsiders with technical expertise (Williams, 2006), there is an emerging belief that these people should actually be members of the local communities with special characteristics (MoPSA, 2007).
Organization of the thesis
For us, adult education is key [emphasis added] to our community development agenda because it helps us deliver messages to farmers and communities (Kwaga). Adult education and the concept of community development workers (CDWs) are some of the fundamental principles for the concept of sustainability in EDF (see Chapter 8).
CHAPTER TWO: REVIEW OF RELATED LITERATURE
The discipline and profession of adult education
Terms and concepts associated with adult education
- Lifelong learning (LLL)
- Adult learning (AL)
- Learning society
- Learning organisation
Although the term adult education has been defined and operationalized for this study in Chapter One, it is worth bringing to light terminologies that are taking on global significance in relation to adult education. The proponents of AL instead of adult education emphasize that the former focuses on the learner and not on the educator or the process.
Origins and development of adult education
- Theories of adult learning
- Adult education in the African context
- Adult education in Uganda
Adult education was part of African society and existed even in the pre-colonial period. Despite the absence of policy on adult education, CSOs and NGOs such as EDF have struggled to deliver adult education in the country.
Classification of adult education
- Classification by delivery system
- Classification by purpose
The desire to universalize the purpose of adult education has been criticized and described as a misguided adventure (Finger & Asun, 2001). However, a voice is emerging that emphasizes that adult education should also serve to help individuals to live in harmony with the environment (Osuji, 2006).
Philosophical perspectives of adult education
- The liberal perspective of adult education
- The progressive perspective of adult education
- The behaviourist perspective of adult education
- The humanistic perspective of adult education
- The radical perspective of adult education
The behaviourist perspective on adult education is sometimes considered to have a greater inclination towards the discipline of psychology and is attributed to researchers such as B.F. According to this perspective, the purpose of adult education is to inform about fundamental and profound social changes in economic and political spheres (Price, 2001).
Policy and financing of adult education
It may be noted that what has been discussed here remains largely within the language and domain of adult education professionals. This indicates not only confusion, but also an inability to locate the place and meaning of adult education.
Adult education and development theory
Development theories
- Modernisation theory
- Dependency theory
- Neoliberal theory
- Alternative/new development paradigms
- Human-Scale Development (HS-D)
- World-System Theory (WST)
- Capability Approach (CA)
In the same vein, it is argued that adult education should be placed in the hands of the private sector, where training is based on market needs. The resulting effect on adult education, especially in countries of the South, was state withdrawal and privatization of adult education.
NGOs, development and adult education
NGOs in the development context
Lekorwe and Mpabanga (2007) further note that, 'The roots of NGOs vary according to the geographical and historical context. As shown in the table above, the majority of NGOs in Uganda, just as in Bangladesh, another developing country, tend to associate their work with adult education-related activities such as awareness-raising or training (Barr et al., 2004; Werker & Ahmed , 2008).
NGOs and adult education
There remains a gap in the literature on the explicit role of NGOs in adult education for community development. Regarding the emergence and development of adult education within non-governmental organizations, the literature offers very little.
Conclusion
According to the above discussion, EDF's work can be described as adult education. Therefore, the understanding of adult learning in EDF is a reflection of the ideological beliefs of different partners.
CHAPTER THREE: THEORETICAL FRAMEWORK
Introduction
Section two discusses Paulo Freire's (1972) educational theory of the oppressed, while the third section discusses Youngman's (2000) position on the political economy of adult education. The two theories belong to the radical perspectives in adult education (Major & Mulvihilland, 2009; Mulenga, 2001).
Nyerere’s theory of education
- Early influences
- Key concepts in Nyerere’s educational theory
- Adult education and lifelong learning
- Education for self reliance
- Education for liberation
- Methods and techniques of adult education
- Curriculum
- Adult education for social change and development
- African socialism (Ujamaa)
- Applications of Nyerere’s education theory
- Nyerere’s education theory as a lens in a case study of EDF
- Why Nyerere’s education theory was considered relevant for a case study of EDF
Botswana is such an example, as Major and Mulvihilland (2009, p. 19) note: 'Nyerere's idea of education for self-reliance has been adopted by many African countries. Therefore, Nyerere's educational theory is considered crucial in understanding the practice of adult education in EDF's community development work.
Paulo Freire’s educational theory
- Key concepts in Freire’s educational theory
- Conscientization
- Praxis
- Banking education
- Problem posing education
- Liberating education/pedagogy
- Democratic learning
- Dialogue
- Application of Freire’s education theory
- Freire’s education theory as a lens in a case study of EDF
- Why Freire’s education theory was considered relevant for a case study of EDF
- Relationships between the theories of Freire and Nyerere
According to Freire (1972, p. 52), 'Authentic liberation - the process of humanization - is not another 'deposit' to be made with men [women]. According to Freire, 'The power of the dominant ideology is always domesticating, and when we are touched and deformed by it, we become ambiguous and indecisive' (Freire, 1998, p. 6).
Youngman’s framework of political economy of adult education
- Background to the framework
- Applications of Youngman’s framework
- Youngman’s framework as a lens in a case study of EDF
- Why Youngman’s framework of political economy of adult education was considered
Babikwa (2004) agrees with Youngman (2000) when it comes to the state and nature of adult education in Uganda. How is EDF's concept or philosophy of CDWs understood in Youngman's framework of the political economy of adult education?
Conclusion
The concept of sustainability stands out as one of the core philosophies of EDF's work. According to senior management and the founding director, the emergence of adult education in EDF's work is linked to the organization's changing needs and goals.
CHAPTER FOUR: RESEARCH DESIGN AND METHODOLOGY
Preamble
Study area, population, sample strategy and sampling
The study population consisted of all EDF stakeholders and purposive sampling was used to select participants. The sampling in this study includes the selection of communities, areas and activities of the organization for observation and the period of data collection.
Data sources and participants in the study
The second interlocutor was the program director, who is also the deputy executive director and head of the agriculture department. He is also one of the longest-serving employees, having joined EDF in 2003.
Research paradigms
- Positivism and Postpositivism
- Interpretive paradigm
- Constructivism paradigm
- Critical theory paradigm
The researcher's view is his or her own construction of the worldview rather than an ultimate reality (Bryman, 2008; Rubin & Rubin, 2005). Constructivism is more interested in the research participant's view of the world through specific positions than in averages and recurring opinions.
Case study methodology
- What is a case study?
- Types of case studies
- Making a case for case study research
- Why case study was considered ideal for a study of adult education in EDF?
- Unit of analysis
- Limitations of case study methodology
Rule and John's (2011, p. 4) definition seems to broaden the definition of the case study from the limitations of the empirical point of view advanced by Yin. An instrumental case study is where a researcher selects and examines the case to provide insight into a particular issue.
Research process
Entrance to research communities
Sample communities
However, some facilitators would always want to introduce me as a 'big man' from Makerere University or someone pursuing PhD studies in South Africa, something that I would struggle to play off all the time, while I did my true position in the workshops. emphasizes. First, my association with EDF portrayed me as a 'big man', as participants sometimes referred to me as musawo or musomesa (doctor/health worker or teacher/educator).
Methods of data collection and instrumentation
- Documentation and Archival records analysis
- Observations
- In-depth interviews
- Focus Group Discussions (FGDs)
- Photovoice
In addition, a voice recorder was also used to record audio proceedings during training/adult learning sessions with the permission of the trainer and participants. Of the 9 CDWs from the 3 sampled communities, only 7 managed to participate in the photovoting exercise.
Data analysis
Ensuring quality in the study
During data analysis, an attempt was also made to address competing explanations, particularly in relation to the journal diary that was kept alongside the main data collection methods. Anticipatory accommodation refers to the reformulation of research findings from a given context to fit the ratings of the new context.
Researcher positioning and ethical considerations
Credibility involves generating confidence in the truth value of the findings of qualitative research (Barusch, Gringeri, & George, 2011). However, since this study adopted a critical theory paradigm, my values and position cannot be totally isolated, because the nature of the inquiry is completely value-laden (Guba Plack, 2005; Voce, 2004).
Ethical measures, confidentiality and informed consent
The researcher's identity, values and beliefs play a role in the production and analysis of qualitative data and therefore researchers must be careful to distance themselves from their normal, everyday beliefs and to make judgments about social issues for the duration of their research. to suspend (Denscombe , 2007, p. 300). Participants were further informed that the disclosure of their names was optional and would continue to be kept anonymous in the publication of study findings.
Limitations and challenges of the study
As a challenge, I would always be given unnecessary respect by members of the local community, which pointed to the power dynamics in the relationship between the EDF employees, myself and community members. However, aside from the first impression, I have always endeavored to explain my true identity as a researcher to community members and other stakeholders.
Conclusion
Indeed, this points to the previously noted influence of adult vocational educators on the understanding of adult education in EDF. The impact of national and international policy frameworks on EDF's understanding of adult education is discussed at length in Chapter 9.
CHAPTER FIVE: EDF, ITS CONTEXTS AND FORCES AT PLAY
Introduction
This chapter takes a deeper look at EDF as an organization and the context in which it sits. This chapter therefore provides a background for forthcoming chapters, which explore understandings and practices of adult education and development in EDF.
The story of EDF
Historical trends of EDF
A notable feature of case study research is the attention paid to the contextual location of the phenomenon (Rule & John, 2011). The health centers function as independent units for the welfare of the people of Kibaale (see Chapter One).
The philosophy underlying the work of EDF
- Consultation with the community
- Cooperation and participation
- Group work
- Local materials and affordable technology
Another reason why group work finds favor in the work of EDF is perhaps due to the fact that people, being poor, cannot afford hired services for construction and other specialized services. So they rely on multiple knowledge systems held by multiple people in the community to perform those tasks.
Stakeholders of EDF
Senior management
- Kwaga as a key figure in EDF
- Sendi as a key figure in EDF
Other members of the senior management team include the health program manager and the finance manager. Sandi joined EDF in 2004 and has been responsible for the health and sanitation program since then.
General staffing
If you really expect to get results, you have to try to get people on your side and you can't do that if there is a gap of them fearing you, they won't be free with you (Sendi, 2011).
Community-based leadership
Partnerships
Local and central government
EDF works closely with the Local Council (LC) officials and structures; For example, EDF is represented in the district planning committee. This serves as a security measure, but also as an affirmation of the people's mandate in EDF's work.
Development partners/donors as key stakeholders with EDF
Leaders at this level then send EDF to LC 1 officials for more consultations and the launch of the project. It can be noted from this statement that effective execution of projects and the adaptation of proposals with a global focus, such as MDGs, are high as one of the considerations in the continued funding of EDF.
The community as a key stakeholder with EDF
Empowering and strengthening the capacity of the poor to lead, manage and control their own projects. Acting as a voice for the cause of the poor and enabling/empowering the poor to be their own advocates.
Culture and mode of life in Kibaale
Overview of life and culture in Kibaale District
- Gender relations
- Religious belief systems
- Language of communication
- Age and indigenous knowledge
It is no wonder to date, the settlers and the indigenous people in the District are always involved in a number of land conflicts that greatly affect the development of the area (KDPU, 2004, p. 23). The man is assumed to be the head of the family and usually controls the family resources.
Conclusion
There was a noted appreciation of mature teaching skills among staff and senior management in EDF. The figure above is a diagrammatic expression of forces influencing the understanding of adult education in EDF.
![Table 7: Staff [educators] of EDF showing their prior training in adult education](https://thumb-ap.123doks.com/thumbv2/pubpdfnet/10636505.0/171.918.112.824.175.685/table-staff-educators-showing-prior-training-adult-education.webp)
CHAPTER SIX: UNDERSTANDINGS OF ADULT EDUCATION WITHIN EDF . 144
Origins and philosophical genesis of adult education in EDF
Education as the ‘missing link’
This concept of adult education as the 'missing link' in EDF is perhaps also linked to the modernization and development concept discussed in Chapter 2. I will expand on this view later in this chapter when I discuss the concept of adult learning for transformation in EDF.
Influence of ‘professional’ adult educators
Incidentally, both Bintu and Kwaga are said to be the main mentors of their colleagues in promoting adult education. Therefore, the question arises as to what authentic knowledge and skills are in adult education.
Influence of development partners on EDF’s understandings of adult education
Adult education through institutional and policy frameworks in EDF
- Adult education and staff recruitment in EDF
- Efforts to build adult education facilitation skills in EDF
- Budgeting and funding of adult education in EDF
- EDF as a learning organization
- Emerging issues on the institutional and policy frameworks
- Adult education as a service discipline to other professional disciplines
- Community development work as adult education
- A shift from specialist adult educators to generalist educators
The institutional and policy frameworks in EDF open new insights for the understanding of adult education. These insights, which emerge from the institutional and policy frameworks of adult education in EDF, are discussed below.
Stakeholders’ perspectives regarding adult education in EDF
Adult education as a ‘key’
- A Vignette of Kidukuule community
- A vignette of Bigaga Community
PI: Let me understand this, the owner of house number 6 cannot say that the owner of number 7 is rich and that's why his house is good. Mature education helps people to shake off the complacency about their conditions and the feeling that current conditions are 'the will of God'.
Adult education as a ‘sustainability strategy’
Therefore, Nyerere looks at adult education as a process of realization by individuals and societies to change the circumstances in which they live. The concept of adult education as a sustainability strategy in community development work is supported by both Freire (1972) and Nyerere (1980).
Adult education as a coping mechanism
As mentioned above, adult education in EDF emerged primarily as a way of dealing with their developmental challenges. However, looking at the emergence of adult education in EDF, the role of community needs to be further explored.
Adult education for whom
The changes in EDF's understanding of adult education have also been linked to staff subscribing to various associations and professions. The donor community or external partnerships have also had some influence on the understanding of adult education in EDF.
Conclusion
This chapter focuses on EDF practices that demonstrate the use/impact of adult education principles. It addresses a key objective of the study, which is to examine how EDF pedagogical practices are informed by practices in the field of adult education.
CHAPTER SEVEN: ADULT EDUCATION PRACTICES IN EDF
Introduction
The chapter is a combination of narrative description and analysis of educational practices in EDF. Chapter 6, which explored the origins and growth of this understanding of adult learning in EDF, provides a foundation for this chapter.
Novice educators and adult education activities in EDF
Novice adult educators in EDF
There are three main types of adult educators in EDF: full-time staff, part-time staff or external facilitators and community development workers (CDWs). Finally, Community Development Workers (CDWs) are ordinary community members who are recruited and trained by EDF to mobilize and educate fellow community members (see Chapter 8).
Adult education activities in EDF
- Training of CDWs
- Stakeholder mobilization campaigns
- Community sensitization meetings
- Home visits
- Farmer to farmer extension
- Radio programmes
It is for this reason that community members call all EDF staff “abasomesa ba EDF” or teachers of EDF. These meetings are open to all community members and take place in the homes of selected people.
Pedagogical practices in EDF
Facilitation styles and learner participation
- Banking method in facilitation
- Dialogical and democratic pedagogy in EDF
Power relations in the learning process
Adult learning environment in EDF
- Fixed learning environments
- Gender considerations in training environment
Instructional materials
An emerging pedagogy from the case of EDF
- Passion and respect for ‘the adult’
- Practice as ‘the magic’
- Making learning applicable to people’s lives
- Tapping into learners’ knowledge reservoir
- Concluding remarks on pedagogical practices in EDF
Curriculum in use in EDF
Introduction
- Standardized curriculum
- Homegrown curriculum
- Flexible curriculum
- Common sense curriculum
A synopsis of curricula in use in EDF
Emerging issues from the understanding and practice of adult education in EDF
- Defining the boundaries of the profession of adult education
- The debates over standardization of the concept of adult Education
- Local-global ideological confrontation
Conclusion
CHAPTER EIGHT: CDWs AS NOVICE ADULT EDUCATORS IN EDF
Introduction
Categories of CDWs in EDF
Traditional Birth Attendants
Community Health Workers (CHWs)
- Preventive role of CHWs
- Curative role of CHWs
Community Resource Persons (CRPs)
Philosophical underpinnng of the CDW concept in EDF
The basis for CDWs in EDF
- CDWs as a coping strategy
- CDWs as a sustainability strategy in EDF
Selection of CDWs in EDF
- Selection process and criteria used
- Gender considerations in the selection of CDWs
Self-concepts amongst CDWs
Motivations for CDWs’ position in EDF
- Community spirit
- Fame and integrity
- Monetary and tangible benefits
Emerging insights from the exploration of CDWs in EDF
Multiple perspectives of CDWs in EDF
- CDWs as ‘Extension agents’/change agents
- CDWs as ‘first aid’
- CDWs as “a jack of all trades ”
- CDWs as ‘ordinary citizens’
Understanding CDWs in view of the theoretical framing
- CDWs in view of the radical community development perspective
- CDWs from the traditional development perspective
- CDWs in view of globalization
Conclusion
CHAPTER NINE: EMERGING ISSUES, RECOMMENDATIONS & CONCLUSIONS
Introduction
Power dynamics as a lens of EDF
Individual personality as a power centre
- Knowledge source and power
- Power in relation to age
EDF as a power centre
- Power relations between EDF and the community
- Voluntarism or lack of options
- Power over and with government
Government as a power centre
The international community as a power centre
The community as a power centre
Gender as a form of asymmetrical power relations in EDF
A contextual relationship of EDF and its partners
Linking the dimensions of the diagram
- Identity of EDF
- Partnerships of and with EDF
- Contextual influence on EDF
Implications of power dynamics for policy and practice
- EDF as a ‘power-broker’
- A critical reflection on NGO-led development in the South
Reflections on the methodology
Introduction
- Dialogue between participants and researcher
- Dialogue between participants and stakeholders
- Dialogue with self
- Community-wide dialogue
Review of responses to key research questions
Review of the theoretical framework
Conclusions
APPENDICES
