APPENDIX O: INTERVIEW GUIDE FOR URLCODA OFFICERS 171 APPENDIX P: INTERVIEW GUIDE FOR INSTRUCTORS 173 APPENDIX S: TRAINING MANUAL CONTENTS FOR TRAINING. The study was unique because the learning relationship between adult and child learners was the opposite of the Vygotskian concept.
CHAPTER ONE: BACKGROUND TO THE STUDY
Introduction
However, despite the differences between adult learners and children mentioned above, and the tendency of many people to believe that the two groups of learners should be taught separately, an adult education program. Among other things, one therefore wonders what might be involved in teaching these students literacy, what motivates participants to participate in an adult education program, what challenges instructors and program managers face, and what are the perspectives for stakeholders.
Background to the problem
- The international/global perspective of efforts to promote literacy
- Background to the socio-economic conditions that influence the state of literacy in Uganda
- Background to URLCODA's adult literacy programme
The overall impact can be felt in terms of the worsening poverty and illiteracy levels in the country. This has negatively frustrated the efforts to promote economic growth and development of the country.
The rationale for the study
I was particularly motivated to do this research because, for the first time in my life, I was faced with a situation in which mature women and their children had to be taught together in an adult literacy course that I started and led for migrant women from the suburb of Komambo, about seven kilometers north from Kampala, Uganda in 1996/7. A literacy program like the one operated by URLCODA, which brings together both adult learners and children, is definitely worth exploring as it could be helpful in addressing this complex problem that affects both parents and their children.
Key research questions
Summary
The review was based on sub-themes that helped generate useful ideas while constructing the main research questions that guided the study. colonial era.. ii) Approach to literacy, with special emphasis on missionary, functional and radical approaches. iii). The chapter concludes with a summary of the main issues addressed in the literature review relevant to the study topic.
History and context of literacy provision in Uganda This section attempts to give a brief overview of the evolution of literacy
- The pre-colonial era (1876 - 1893)
- The colonial era (1894 - 1962)
- The post independence era (1962 - 1971)
- The military regime (1972 - 1979)
- The recovery period (1980 - 1985)
- The NRM regime (1986 - 2003)
In Uganda, the contribution of the missionaries to the development of literacy and education in general was enormous. Some of the outstanding include: Action Aid - Uganda, Women Empowerment Program (WEP), Save the Children Fund (SCF), Soroti Catholic Diocese Integrated Development Organization (SOCADIDO) and other church related agencies (Okech et al 1999).
Approaches to literacy
- The missionary approach
- The radical approach
- The functional literacy approach
Hence, dialogue based on generative themes and contagion of conscience are the keys to raising the consciousness of the poor and disadvantaged in the community. Therefore, the teaching of the literacy skills is supposed to be work-oriented and integrated with the teaching of.
Learning theories
- Cognitive theory of learning
- Humanist theory of learning
- Social constructivism
- Mediation
- Collaborative learning
- Experiential learning
- Conscientisation
- The pedagogy - andragogy debate
This is one of the learning theories that emerged in the 1960s to draw attention to the learner's activity in processing responses and to the nature of knowledge itself. Learning is guided by the content of the materials that students encounter in the learning processes. Therefore, the learning objectives must be related to the materials.
Methods of teaching literacy
- The phonic method
- The whole language method
Many researchers have provided compelling reasons in support of the phonics method of literacy instruction. Therefore, the above arguments must be considered alongside the principles of the whole-language method described below.
Family/ intergenerational literacy
- Background to family/ intergenerational literacy Family literacy or intergenerational literacy is a very wide concept
- Classification of family/intergenerational literacy
- The dynamics of adult literacy programmes
- Teacher behaviour in the class
- Teacher - learner and learner - teacher relationships Lonsdale, Lyons and Veillard (2000) point out that students as well as
- Children to children and adults to adults relationships Milton (2000) points out that most of the literature on power dynamics as
- Adults to children and children to adults relationships According to Rogers (2002), the western construction of childhood is that
This is based on the relative merits of such programs and the role parents and adults play in shaping the children's future education. Therefore, these negative tendencies on the part of the teacher tend to inhibit learning and discourage students.
Motivational factors for participating in a literacy programme
- Social factors
- Personal motivational factors
- Economic factors
- Political factors
- Environmental factors
They have specifically identified the desire to earn a family income, the need to access employment opportunities, and the desire to develop the community and gain autonomy as the main economic forces driving people to participate in the various literacy programs. -reading. Therefore, the persistence of students, most of whom are poor in the adult literacy program, needs to be studied in order to find out what motivates them to stay in the program.
Challenges faced in the management of adult literacy programmes
- Financial constraints
- Professional instructors
- Instructional/ infra-structural materials
This issue of lack of trained literacy instructors further complicates the issue of professionalism in adult literacy instruction (Richmond 1986 and Rauch & Sanacore, 1980). MoGLSD (2002); Okech et al (1999) and Wydeman & Kamper (ibid) indicate that adult literacy programs are characterized by high dropout rates, non-attendance especially by men, and low retention rates among the learners.
Summary
This chapter focuses on a description of the study design, study area and the study population. It emphasizes a description of the sample size, the sampling strategy used and the scope of the study.
Study design
It also points out and describes the sources of data, data collection methods and research instruments used, and how data was analyzed. It also highlights the practical and methodological limitations encountered during the course of the study.
Study area and population .1 Study area
- Study population
In this study, URLCODA's adult literacy program, which consists of six literacy sites/centers, each with three grades/levels, constituted the study population and the unit of analysis. Therefore, the literacy students (both children and adults), literacy instructors, and officials of URLCODA who constitute the program were considered as the study population.
Study sample and sampling strategy .1 Sample size
- Sampling strategy used
According to Merriam and Simpson (1995), it is a sampling strategy in which the sample exhibits all the characteristics of interest for the study. The composition of the participants selected to participate in the study and the sampling technique used are as shown in Table 2 below.
Scope of the study
Data collection
- Sources of data
- Methods of data collection
- The observation method
- The in-depth interview method
- Documentary analysis method
- Photography
- Research instruments
Other data sources included the FAL primer (MoGLSD 1999), the FAL training manual (MoGLSD 1996), the National Adult Literacy Investment Plan (NALSIP) (MoGLSD 2002), the draft Reflect Manual (Archer & Cottingham 1995), the constitution of URLCODA and minutes of several URLCODA meetings. For this particular case, literacy students who are not competent in reading and writing could not complete the questionnaires, therefore the interview method was chosen.
Data analysis
Limitations of the study
In addition to the time constraints, there were also financial constraints that actually dictated not only the duration of the study but also the sample size chosen. It is therefore important to note that the results of this study should be generalized with great caution due to its sample size and exploratory nature.
Summary
This chapter, which is the core of the entire dissertation, presents, analyzes and discusses the findings of the study in relation to the purpose and key research questions that were set to guide the study. The main objective of the study was to find out what happens in intergenerational interactions in the URLCODA program for adult literacy .. attended by children; and what are the motivating, encouraging and limiting factors in such an arrangement of teaching and learning.
A brief description of Micu village
As shown earlier in Table 2, a total of 32 participants were interviewed during the study. The details of the results of the 32 conducted interviews and eight observations made during the study are described in the following sections.
Socio-economic characteristics of the study sample
- Gender
- Ages of the study participants
- Professional/academic background of the instructors
- Marital status of the instructors and adult learners
- Parentage of the child learners
- The status of the child learners in UPE
- Reasons for children not to attend UPE
- The nature of UPE and its associated problems
Of the 12 adult students who participated in the study, 67% were female and 33% were male. Overall, 58% of children participated in the UPE program while 42% attended only URLCODA literacy classes.
Approaches to teaching and the methods and materials used
- URLCODA instructors
- The organisation of the curriculum
- The approach that guides the teaching of literacy in URLCODA Although the officials (managers) of URLCODA who run the literacy
- Methods used
- The synthetic method
- The lecture method
- Role-plays/drama
- Case study
- Field visits
- Materials used
In the introductory part of the lesson, the students were asked what picture they would choose and why. However, it was very painful to note that the students hardly possessed any of the teaching/learning materials listed above.
Motivational factors attracting the participants
- The instructors and officials of URLCODA
- The adult learners
- The child learners
When asked why they participate in the adult literacy program, the children gave different and interesting reasons for joining the adult literacy program. While adult learners have personal and economic motivations that drive them to participate in adult literacy courses, instructors and officials.
The nature of the dynamics in the inter-generational interactions
Women tended to strongly disagree with men on the issue of their (women's) dominance in group discussions. This was highlighted in points (iii) and (iv) in relation to the summary of the observation on the nature of the dynamics in intergenerational interactions.
Learning relationships found in the programme
However, this is not the case in the current phenomenon under investigation, as the 'more competent peer' appears to be a younger person, as can be seen from the description of the adult literacy program activities in the next section. Some of the challenges were evident in the disagreements and accusations that the different parties leveled against each other.
Challenges and prospects
- Challenges for the literacy instructors and managers Through the observations and interviews conducted, the following were
- Prospects for the learners
The words of the 60-year-old woman served as another support for an intergenerational learning initiative. Therefore, some of the problems and opportunities are explained in the following section. trees, in church buildings and in some cases in primary schools when the lower primary school children have gone home. iii).
Summary
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS
- Introduction
- Summary of the report
- Conclusions
- Recommendations
- Areas for further research
The participants of URLCODA's intergenerational program are pushed to participate in the program due to the dictates of the organization. The functional aspect of the program should be supported by providing credit facilities for income generation.
Adult learning agenda: newsletter Uganda Adult Education Network (Ugaaden), no. 1, January, p. Modern practice of adult education. A Review of the Debates in Adult Basic Education in South Africa: Literacy, English as a Second Language, ed.
MINISTR
AND SO
F GENDER, LABOUR AL DEVELOPMENT
Note the glaring absence of men in the class compared to one of the URLCODA classes in Appendix E. BELOW: Learners in a closing prayer in a General Assembly organized to strategize how to access funds from Northern Uganda Social Action Fund (NUSAF). ) and Community-Led HIV/AIDS Initiative (CHAI) to help improve their living conditions.
APPENDIX I : LEARNERS I N PRACTICAL WORK AND LEISURE
Views on whether the presence of children in the program was intentional or not. Views on the adult students' perception and reactions regarding the presence of children in the same classes.
