Adult Literacy Classes Research Articles

Examining the influence of guardian level of education and enrolment of children in primary school in Samburu County, Kenya

The aim of this study was to examine the influence of guardian level of education and enrolment of children in primary school in Samburu County, Kenya. To facilitate the data collection, Samburu District was stratified into three clusters – Highland-Rural, Lowland-Rural and Urban. Multi-stage and random sampling were used to select from each cluster, one division, one location, one sub-location and then 200 household heads from all the villages in the sub-location. That is moving from the division down to the villages using random sampling. Data were collected and analysed using Excel and SPSS computer packages and further presented using descriptive and inferential statistics. The specific tools used were frequencies and cross-tabulations. The study found out that guardian education plays a very important role in enhancing access to basic formal education. Indeed, the relationship between guardian education and access to basic formal education was very significant at the study's 95 per cent confidence level. In this regard, the children who did not get a chance to enrol in the formal school system can be reached through the Out of School Programme. Similarly, Adult literacy classes can boost the literacy levels of the household heads.

The Role of Adult Literacy in Community Development in Ghana: Perceptions and Experiences of Two Rural Communities

This article reports the findings of a research that explored the role of adult literacy in community development. The research sought to contribute to literacy scholarship by providing empirical evidence on the age-long debate on the role of adult literacy in community development. The research was framed by two theories—literacy as social practice and people-centred development—that provided the lens with which the data was collected, analysed and interpreted. The qualitative case study design was used to enable the collection of data in a natural setting and understand the focus of the research from the perspectives of the research participants. The findings suggest that adult literacy may not necessarily lead to community development. The article concludes that no matter how effectively adult literacy classes are organised, without community-based, people-led, self-reliant development, some people will insist that the government takes responsibility for development even with the small things they can do themselves.

Effect of parental perceived importance of formal education on children’s access to primary school in Samburu County, Kenya

The aim of this study was to examine the effect of parental perceived importance of formal education on children’s access to primary school. Samburu District was stratified into three clusters to facilitate the data collection: Highland-Rural, Lowland-Rural and Urban. Multi-stage and random sampling were used to select from each cluster, one division, one location, one sub-location and then 200 household heads from all the villages in the sub-location. That is moving from the division down to the villages using random sampling. Data were collected and analysed using Excel and SPSS computer packages and further presented using descriptive and inferential statistics. The specific tools used were frequencies and cross-tabulations. The study found that guardian education is very important in enhancing access to basic formal education. Indeed, the relationship between guardian education and access to basic formal education was very significant at the study's 95 per cent confidence level. In this regard, the children who did not get a chance to enrol in the formal school system can be reached through the Out of School Programme. Similarly, Adult literacy classes can boost the literacy levels of the household heads.

ASSESSMENT OF MODERN DIGITAL LEARNING TOOLS IN PROMOTING ADULT LEARNING IN LITERACY CLASSES IN PORT HARCOURT METROPOLIS, NIGERIA

This study examined modern digital learning tools for promoting adult learning literacy classes in Port Harcourt Metropolis. The study was guided by three research questions with a population of 2033 adult learners and facilitators in adult literacy centres in the Port Harcourt metropolis. The sample size of the study was 400 respondents comprising 370 adult learners and 30 facilitators in the study area. Taro Yamane formula was adopted in determining the sample size of 370 adult learners. However, the simple random sampling technique was adopted in selecting 15 adult learners in each of the adult literacy centres in the Port Harcourt metropolis to arrive at the sample size of 370 adult learners. The 30 facilitators were taken as a census without sampling. The instrument for data collection in this study was a researcher-designed questionnaire titled Assessment of Modern Digital Learning Tools for Promoting Adult Learning in Literacy Classes Questionnaire. (AMDLTPALLCQ). The instrument was validated by three experts. A test of internal consistency using Cronbach Alpha was carried out to determine the reliability of the instrument. Reliability coefficients of 0.81, 0.86 and 0.91 were obtained for the various clusters of the instrument. The research questions were answered using mean and standard deviation. The findings of the study revealed that the use of modern digital learning tools such as Projeqts, Animato and TED Ed promoted adult learning in literacy centres in Port Harcourt metropolis. Based on the findings of the study, it was recommended among others that the Rivers State Agency for Adult and Non- formal education should embark on the training of facilitators on digital literacy to enable them to access and use the modern learning digital tools such as animators, projeqts and others for enhancing learning in their classes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0937/a.php" alt="Hit counter" /></p>

Adult literacy classes in Timor-Leste and diverse language values and practices across the regions: implications for language policy-making

This article draws on two studies of language diversity and adult literacy education in Timor-Leste that were conducted in different regions of the country between 2009 and 2013. Its central focus is on the day-to-day language practices and language values of local participants and the way in which these practices and values relate to national language policies. We first outline the views of language and of language policy-making that underpin our article. We then provide a brief overview of language-in-education policy-making in Timor-Leste with respect to provision for adult literacy. After that, we describe the design and conduct of the two studies and we present selected findings, drawing on both quantitative and qualitative data sources. The quantitative data were generated by means of questionnaire-based interviews and the research participants’ own accounts of their language repertoires, practices and values. The qualitative data were gathered via: (1) observation of adult literacy classes; (2) analysis of photographs of signage in local linguistic landscapes. We conclude with a discussion of the implications of our findings for language-in-education policy development in the area of adult literacy provision in countries in the global south, such as Timor-Leste. Here we plead for a greater involvement of teachers and learners as actors, not mere bystanders, who can bring new voices into policy-making processes and into research into these processes.

Engagement From the Periphery: Reconceptualizing Adult English Language Learners’ Resistance in Developmental Literacy

English language learners’ nonparticipation and reticence in adult literacy classes are often presented problematically from a deficit lens of student resistance and disengagement. This article draws from an ethnographic case study of Generation 1 learners, who are defined as adult-arrival immigrant learners, transitioning from an adult English as a Second Language class to a developmental literacy class. By examining learners’ resistance through a framework of agency enactment, the study bridges the fields of adult literacy and Teaching English to Speakers of Other Languages, both of which support adult-arrival immigrants entering the U.S. education system. The resulting analysis illustrates how Generation 1 learners’ acts of resistance can be complex presentations of their literacy identities and their engagement in classroom literacy practices.

A survey of farmers’ education and activities in Oyo West Local Government Area of Oyo State, Nigeria

The low agricultural productivity level of farmers in Nigeria has been partly attributed to their low educational level relative to their counterparts in the developed nations. This study was therefore conducted to find out farmers’ education and their agricultural activities in Oyo–West Local Government Area (LGA) of Oyo State. Multi–stage sampling technique was adopted for the survey. The survey area was divided into two zones, and each zone divided into five quarters making 10 quarters in all, and a total of 100 questionnaires were administered. The data were processed and subjected to descriptive analysis using frequency count and simple percentages. From the results obtained, all the respondents had a minimum of primary education but 68% of them didn’t have formal training in agriculture. Also, the study revealed that 90% of the respondents were visited by extension agents on a yearly basis while 60% claimed extension services had positive effects on their farming activities. Also, 84% of the respondents claimed education enhanced access to finance, market and information. The paper concluded that education can make farmers better and take them out of subsistence agriculture. The paper then recommended well structured extension services by the use of mass media, Information and Communication Technology (ICT) and adult literacy classes for uneducated farmers.
 Keywords: farmers, education, farming activities, Oyo West LGA

Pedagogical practices in non-formal adult literacy classes in Zambia

In Zambia, adult literacy education is mainly provided in the form of non-formal literacy classes, with a general emphasis on the economic purpose of alleviating poverty. The aim is to increase the number of skilled citizens who are literate. Exploring (1) the pedagogical practices used in this context and (2) facilitators’ choices of certain teaching–learning methods, this article presents a study which was conducted in Katete District in Eastern Zambia. It involved two literacy programmes; one run by the Government of Zambia’s Department of Community Development; and the other run by a non-governmental organisation (NGO) called Tikondane. The research was framed by international standards of both adult learning and non-formal learning pedagogies. In this qualitative case study, the participants comprised 9 literacy managers (5 female, 4 male), 12 facilitators (8 female, 4 male) and 78 adult learners (56 female, 22 male). Data were collected through interviews, observations and focus group discussions. Observing that both programmes’ literacy classes were dominated by the teacher-centred lecture method, the researchers found that lecture-based instruction, when applied in a participatory manner, is capable of producing considerable learning gains. However, the authors contend that many learners would have benefited more from a learner-centred approach. Another finding was that the majority of the facilitators based their pedagogical decisions on their perception of the adult learners as illiterate and ignorant. Consequently, the facilitators saw their role as a mandate to eliminate illiteracy and ignorance. In sum, the authors conclude that the pedagogical practices applied in the two literacy programmes fell short of international pedagogical standards of both adult learning and non-formal learning.

Health Literacy Influences Men's Active and Passive Cancer Information Seeking

Background:For cancer prevention information to be effective, it must be accessible to its target populations. Prevalence of inadequate health literacy (HL) is high, but there is a dearth of information on the impact of HL on men's cancer information seeking.Objective:We investigated (1) men's cancer information seeking behaviors, (2) the effect of HL on men's cancer information seeking behavior, and (3) men's preferences for cancer information, considering their HL level. From a national perspective, we investigated men's information seeking behavior from the Irish Cancer Society (ICS), the largest provider of cancer information in Ireland.Methods:Men from adult literacy classes and men's groups were invited to complete a questionnaire. General and ICS-specific cancer information seeking behavior was investigated. Univariate and multivariate logistic regression models were conducted with “ever” seeking cancer information from any source, and actively seeking and passively acquiring ICS information as dependent variables.Key Results: Overall, 259 men completed the questionnaire and 44% had inadequate HL. About one-half of responders reported “ever” actively looking for cancer information. In the study group, 19% actively sought and 67% passively acquired ICS-specific information. In multivariate analysis, the odds of actively seeking (2.93; 95% CI [1.05, 8.15]) or passively acquiring (4.7; 95% CI [1.99, 11.05]) ICS-specific cancer information was significantly higher among those with adequate versus inadequate HL, respectively. HL was not significantly associated with odds of “ever” cancer information seeking in multivariate analysis (odds ratio 1.81; 95% CI [0.90, 3.63]). Men want information about cancer prevention. Suggested future cancer information sources differed by HL levels. General practitioners and the Internet were the preferred source for men with inadequate (53.3%) and adequate HL (57%), respectively.Conclusions:Men both passively acquire and actively seek cancer prevention information. Multimodal dissemination of cancer prevention information is necessary to reach a wide cross-section of men, including those with inadequate HL. This could potentially lower men's cancer burden and reduce gender inequalities in cancer mortality. [HLRP: Health Literacy Research and Practice. 2019;3(3):e147–e160.]Plain Language Summary: Most men get cancer prevention information by coming across it passively in their daily lives, instead of actively looking for this information. Men with low health literacy are less likely to obtain cancer information both passively and actively. Men want this information. Organizations need to make this information available in many places and formats (e.g., Internet, doctor, television, sports clubs).

Educación del campo como un proceso de resistencia: la experiencia del PRONERA en la Universidad Estatal Vale do Acaraú

This paper presents considerations about the Rural Education from an experience of the National Program of Education in Agrarian Reform (PRONERA), linked to the new extinct Ministry of Agrarian Development. Initially we present a quick historical rescue of the fight for the field education of the Field. Next, we present the experiences of two programs realized at the State University Vale do Acaraú, in Sobral, Ceará. The first experience was carried out through an education course aimed at young people and adults in the areas of Land Reform Settlements. This course was held with 73 youth and adult literacy classes in 42 Agrarian Reform Settlements in the Northern Region of Ceará. The second experience was through a second course in the Human and Social Sciences Areas: (degrees in Geography and History); with the objective of enabling teachers and other education professionals with initial pedagogical training or another degree who were living in areas of Agrarian Reform Settlements. Key words: Rural Education, PRONERA, Peasant social movements

Mother's nutrition-related knowledge and child nutrition outcomes: Empirical evidence from Nigeria.

BackgroundNutrition outcomes among young children in Nigeria are among the worse globally. Mother’s limited knowledge about food choices, feeding, and health care seeking practices contributes significantly to negative nutrition outcomes for children in most developing countries. Much less is known about the relationship between mother’s nutrition-related knowledge and child nutritional outcomes in rural Nigeria. This paper investigates therefore: (i) the association of mother’s nutrition-related knowledge with nutrition outcomes of young children living in rural Nigeria, where access to education is limited, and (ii) whether mother’s education has a complementary effect on such knowledge in producing positive child nutrition outcomes in such settings.MethodsUsing the Demographic and Health Survey data for Nigeria, we employ both descriptive and regression analyses approaches in analyzing the study’s objectives. In particular, we apply ordinary least square (OLS) to investigate the association of mother’s nutrition-related knowledge with child HAZ and WHZ while controlling for maternal, child, household and regional characteristics. An index was constructed for mother’s nutrition-related knowledge using information on dietary practices, disease treatment and prevention, child immunization, and family planning.ResultsWe found that mother’s knowledge is independently and positively associated with HAZ and WHZ scores in young children. Higher levels of mother’s education, typically above primary, have a significant, positive association with child HAZ and WHZ scores. We argue that mother’s knowledge of health and nutrition may substitute for education in reducing undernutrition in young children among populations with limited access to formal education. However, the present level of mother’s education in rural Nigeria appears insufficient to reinforce knowledge in producing better nutrition outcomes for children.ConclusionsThis study suggests promotion of out-of-school (informal) education, such as adult literacy and numeracy classes where women without formal education can gain health and nutrition knowledge, and practices that could enhance child nutrition outcomes in Nigeria.

Collective action and rural poverty reduction: Empirical evidence from KwaZulu-Natal, South Africa

ABSTRACTOrganising smallholder farmers into groups has become an important and preferred mechanism through which the South African government and other rural development agencies seek to address rural poverty and household food insecurity. This study investigates whether collective action through farmer groups has improved incomes among rural farming households in South Africa. The propensity score matching (PSM) method and the treatment effect approach were used to analyse a sample of 984 rural households from four districts in KwaZulu-Natal. The PSM results indicated that participation in farmer groups significantly and positively influenced household incomes. Group membership increased the average household incomes per adult equivalent by about R3000. However, the Rosenbaum bounds tests indicated that the impact estimates obtained using the PSM approach were not robust to hidden bias. The treatment effect regression model, which controls for hidden bias, was estimated, and the results supported those of PSM. The results also indicated that groups benefit more those who are educated and are males, suggesting a bias against the females and those less educated. The results suggest that organising smallholder farmers into groups can play a positive role in rural poverty reduction. For greater impact, policy makers should promote group formation and participation among smallholder farmers as well as introduce adult literacy classes to improve education levels.

ARTISANAL FISHER FOLK’S PERCEPTION OF THE EFFECTS OF VARIABILITY IN CLIMATIC FACTORS ON FISH YIELD IN KAINJI LAKE BASIN, NIGERIA

Abstract. This study assessed the artisanal fisher folk’s perception of the effects of variability in climatic factors on fish yield in Kainji Lake basin. The specific objectives were to: describe the socio-economic characteristics of the respondents; assess the artisanal fisher folk’s perception of the effectsof variability in climatic factors on fish yield; and assess the influence of variability in climatic factors on fish yield. Both primary and secondary data was used for the study. Primary data was collected from 173 respondents using structured questionnaires while secondary data was obtained from the Power Holding Company of Nigeria and the National Institute of Freshwater Fisheries Research (NIFFR), all of them located in New Bussa, Niger State. Once collected, the data was analyzed based on descriptive and inferential statistics involving the use of multiple regression models. As shown by the results, 91.32% of respondents were male; many (75.14%) of them aged between 41 and 60. Most of them (90.18%) were married and had Quranic education (96.62%). 48.74% had a household composed of 6 to 10 members. The respondents perceived all the factors of climate variability (draught, change in the lake’s water levels, variations in the seasonal calendar, change in seasonal rainfall, Harmattan intensity and change in temperatures) as unfavorable developments (with small variations in the mean scores). As an exception, humidity and change in sunlight conditions were believed to be favorable aspects by the respondents. The implication isthat all the variables except humidity and change in sunlight conditions will adversely affect the fish yield, as claimed by the respondents. As shown by the results of a multiple regression study of the influence of variability in climatic factors on fish yield, the temperature had a negative influence on fish yield, whereas water inflow had a positive effect. The study recommends that the local population should attend adult literacy classes and improve their formal education levels. The management of NIFFR and other higher authorities, such as the Ministry of Water Resources and the Ministry of Environment, that are vested with the responsibility of managing the water bodies, should be advised to stock the water bodies with fish species that are resistant to temperature. In turn, the artisanal fisher folk should be encouraged to improve on their management practices, especially as regards overfishing and the use of obnoxious fishing methods. Also, they should extend their livelihood to such areas as crop production, animal breeding, trading/commerce and services as alternativeincome diversification strategies to cushion the effect of declining fish yields as a result of climate change.

The Impact of Maternal Literacy and Participation Programs: Evidence from a Randomized Evaluation in India

Using a randomized field experiment in India, we evaluate the effectiveness of adult literacy and parental involvement interventions in improving children's learning. Households were assigned to receive either adult literacy (language and math) classes for mothers, training for mothers on how to enhance their children's learning at home, or a combination of the two programs. All three interventions had significant but modest impacts on childrens math scores. The interventions also increased mothers' test scores in both language and math, as well as a range of other outcomes reflecting greater involvement of mothers in their children's education. (JEL I21, J13, J16, O15)

Dependency of Quality Education for Attaining the Health-related Sustainable Development Goals in Africa

Dependency of Quality Education for Attaining the Health-related Sustainable Development Goals in Africa

Equity in Assistance? Usability of a U.S. Government Food Assistance Application

This article focuses on the quantitative phase of a multiphase mixed methods study investigating adults’ and families’ access to government food assistance. The research evaluates participants’ comprehension of, and ability to, adequately complete authentic complex texts—national food assistance application documents. Summative usability testing of the Supplemental Nutrition Assistance Program application was conducted with 12 adult participants in divergent literacy learning subgroups: 6 adults enrolled in adult literacy classes and 6 adults enrolled in a doctoral program in education. Protocol analysis and extended think alouds were used to evaluate the materials. Individual sessions were audio/video recorded and types, kinds, and rates of error metrics were compared by subgroup. The completion rate without critical errors for doctoral and adult literacy students was 66.6% and 0%, respectively. Results indicate significant concerns with the usability and comprehensibility of food assistance applications and point to the importance of including educationally/linguistically diverse participants in the usability/evaluation process for government assistance applications to prevent further marginalization.

A Critical Review of Concept Mapping Research Literature: Informing Teaching and Learning Practices in GED Preparation Programs

Concept maps (Cmaps) are still underutilized in adult literacy programs and classes. The teaching and learning approaches that have been used historically in adult literacy programs to address the learning needs of these students have not kept pace with the literacy skill demands that have sprung from the increased pace of technological innovation. This study investigated published reports of empirical research studies that have tested the effects of Cmaps on the achievement ability of a wide variety of learners. The literature review included 55 refereed journal articles. Our findings provide useful information for adult literacy practitioners interested in utilizing concept mapping as an approach to teaching and learning in their classes.

Implementing a Mutually Adaptive Learning Paradigm in a Community-Based Adult ESL Literacy Class

Implementing a Mutually Adaptive Learning Paradigm in a Community-Based Adult ESL Literacy Class

Learning Apart Together: Student Profiles in Adult Literacy Classes in the Netherlands

Learning Apart Together: Student Profiles in Adult Literacy Classes in the Netherlands

Factors Affecting the Involvement of Women in Income Generating Activities in Sabon-Gari Local Government Area of Kaduna State, Nigeria

This study examines factors affecting the involvement of women in income generating activities. Data for this study were obtained by the use of structured questionnaire. A total of 120 respondents were interviewed consisting of 60 women involved in income generating activities and 60 women control. The logit regression model was used to analyze the data collected. The result of the analysis revealed that age of the respondent (X1) and level of education (X3) significantly affects the involvement of women in income generating activities at 5% level of probability while family size (X4), access to credit (X5) and membership of an association (X6) significantly affects it at 10% level of probability. The study recommends that women should be sensitized on the importance of involving in income generating activities as this will help them to be self-reliant. It also recommended that women should be encouraged to attend adult literacy classes as this will help in better organizing and carrying out of income generating activities. In order to improve on their performance, the local government should assist women by linking them with financial institutions so as to acquire loan and women should be encouraged to form cooperative groups for easier access to loans.