Factors Contributing to Continued Illiteracy Among Adults: A Case of Mwanga District in Kilimanjaro Region
type: CreativeWork
description: The purpose of conducting this study was to investigate factors contributing to continued illiteracy among adults in Tanzania focusing on Mwanga District in Kilimanjaro Region applying a case study approach. Three Hypotheses were used as guidelines for this study, namely: lack of knowledge on the concept of literacy among community members, negative views of community members on the importance of adult literacy, and lack of understanding of district education managers on their role in promoting adult literacy. Intensive interview was carried out. Forty five respondents - grouped into five categories, namely: villagers, teachers, Ward Education Coordinators, District Education Officers and Regional Education Officers. Specific objectives were examine the perceptions of community members on concept of literacy, explore views of community members on the importance of literacy and assess the views of district managers on their roles in promoting literacy. The findings showed that adult illiteracy was contributed by failure to acknowledge the importance of literacy, an increase of the number of illiterate school dropout, and failure of the government to take responsibility in supporting adult education programmes after completion of basic literacy programmes. Lack fund for supervision and running adult literacy programmes. The recommendations put forward are that: the government should provide sufficient funds to run adult education programmes, improvement of methodologies and techniques in facilitating adult learning and teachings, strong commitment of political leaders to support adult programmes so as to attract adult learners to attend classes. The researcher outlined recommendations for further studies that should be investigate effectiveness, methodologies and techniques in teaching adults and evaluation in adult programmes.
abstract: The purpose of conducting this study was to investigate factors contributing to continued illiteracy among adults in Tanzania focusing on Mwanga District in Kilimanjaro Region applying a case study approach. Three Hypotheses were used as guidelines for this study, namely: lack of knowledge on the concept of literacy among community members, negative views of community members on the importance of adult literacy, and lack of understanding of district education managers on their role in promoting adult literacy. Intensive interview was carried out. Forty five respondents - grouped into five categories, namely: villagers, teachers, Ward Education Coordinators, District Education Officers and Regional Education Officers. Specific objectives were examine the perceptions of community members on concept of literacy, explore views of community members on the importance of literacy and assess the views of district managers on their roles in promoting literacy. The findings showed that adult illiteracy was contributed by failure to acknowledge the importance of literacy, an increase of the number of illiterate school dropout, and failure of the government to take responsibility in supporting adult education programmes after completion of basic literacy programmes. Lack fund for supervision and running adult literacy programmes. The recommendations put forward are that: the government should provide sufficient funds to run adult education programmes, improvement of methodologies and techniques in facilitating adult learning and teachings, strong commitment of political leaders to support adult programmes so as to attract adult learners to attend classes. The researcher outlined recommendations for further studies that should be investigate effectiveness, methodologies and techniques in teaching adults and evaluation in adult programmes.
author: Nkunguu, Selemani H.
language: en
keywords: 370 Education
date published: 2014
date modified: 2026-07-24T03:40:08Z
provider: Open University of Tanzania
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The Open University of Tanzania