The University of Dodoma University of Dodoma Institutional Repository http://repository.udom.ac.tz
Education Master Dissertations
2018 Status of adult education in Tanzania: a case of Ilemela district, Mwanza
Soloma, Margareth
The University of Dodoma
Soloma, M. (2018). Status of adult education in Tanzania: a case of Ilemela district, Mwanza. Dodoma: The University of Dodoma http://hdl.handle.net/20.500.12661/1675 Downloaded from UDOM Institutional Repository at The University of Dodoma, an open access institutional repository. STATUS OF ADULT EDUCATION IN TANZANIA:
A CASE OF ILEMELA DISTRICT, MWANZA
BY
MARGARETH SOLOMA
A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS
IN EDUCATION
THE UNIVERSITY OF DODOMA
OCTOBER, 2018
DECLARATION
AND
COPYRIGHT
I, Soloma, Margareth, declare that this dissertation is my own original work and that it has not been presented and will not be presented to any other University for a similar or any other degree award.
Signature…………………………………..
No part of this dissertation may be reproduced, stored in any retrieval system, or transmitted in any form or by any means without prior written permission of the author or the University of Dodoma. If transformed for publication in any other format shall be acknowledged that, this work has been submitted for degree award at the University of Dodoma”.
i CERTIFICATION
The undersigned certifies that he has read and hereby recommends for acceptance by the University of Dodoma, a dissertation entitled: “Status of Adult education in
Tanzania: A case of Ilemela District, Mwanza”, in partial fulfillment of the requirements for the award of the degree of Master of Arts in Education of the
University of Dodoma.
…………………………………………
Dr. Joseph Manase
(Supervisor)
Date……………………………………
ii ACKNOWLEDGEMENTS
First and foremost, I am grateful to the Almighty God, my creator and my redeemer for his protection and blessings. Without his favor nothing could be accomplished as far as this research is concerned. I also would like to express my profound gratitude to my supervisor, Dr. Joseph Manase for his generous academic guidance, assistance, constructive comments and advice throughout undertaking this research.
Moreover, at moments when I did not show up, as it was required, he still waited for me with me with a lovely patience. I am also grateful for academic guidance received from different lecturers of Dodoma University and from other higher learning institutions.
In addition my greatest gratitude go to my late parents Mr. and Mrs. Joseph Soloma, my brothers Said, Abdallah and Victor and my sisters Lydia, Bunga, Mwasi, Maria and Revina for their encouragement, financial support, affection and concern in my life and during all time of my studies. I also want to pass my special gratitude to my daughter Noorat Salim for her patience while I was away for my studies.
My gratitude is also extended to my fellow students especially my group members,
Factory, Emmanuel, Makia Asha, Zephania, Ayoub, Msangi, Mohamed,Kitonka,
Emmanuel, Kato, Diana, Nshekenabo, Felician, Kilewo Richard, Mombo Emmanuel and Chizingwa, Sara, for their help in my studies during group discussions and in other private moments where they provided me with humanitarian support and entertainments..
iii Further my sincere thanks should also go to all my respondents who actively participated by giving their views and comments in this study. It could be impossible to accomplish this study without them.
iv DEDICATION
I dedicate this study to my beloved late parents, Mr. and Mrs. Joseph Soloma for their support, love, affection, care, encouragements and advice while they were alive. May our Almighty God rest your souls in eternal peace.
v ABSTRACT
This study sought to assess the status of Adult Education in Tanzania by taking experience from Ilemela District. Specifically, the study was set to investigate the existing adult education supporting structures, to assess the extent of the implementation of adult education, to identify factors influencing the implementation of adult education and to solicit stakeholders‟ opinions on the effective way of improving Adult Education in Ilemela district.
The study employed a mixed research approach where both qualitative and quantitative approaches were used. Further, the study employed a cross sectional research design in data gathering whereas the study was underpinned by Adult Learning theory
(Andragogy theory) by Malcolm Knowles (1980) and Transformative Theory of Adult learning by Jack Mezirow(1978). Data were collected from 92 respondents who were selected from simple and purposive sampling techniques through questionnaires and interviews. Descriptive statistics was used to analyze data by computing frequencies, percentage, Standard deviation and mean by using SPSS version 20.0. Qualitative data were analyzed through content analysis.
The findings of the study revealed that the existing structures supporting the implementation of adult Education are ineffective. Furthermore, the study indicated that
Adult Education is moderately implemented. The results revealed that the majority of respondents were not sure on the factors that influence the implementation of Adult
Education. Following the findings of the study, it was recommended that the government should provide adequate infrastructures and facilities; foster higher community participation, employ enough and competent Adult education facilitators and improve financial positions of the Adult Education departments.
vi TABLE OF CONTENTS
DECLARATION AND COPYRIGHT ...... i CERTIFICATION ...... ii ACKNOWLEDGEMENTS ...... iii DEDICATION ...... v ABSTRACT ...... vi TABLE OF CONTENTS ...... vii LIST OF TABLES ...... xi LIST OF FIGURES ...... xii LIST OF APPENDICES ...... xiii LIST OF ABBREVIATIONS AND ACRONYMS ...... xiv
CHAPTER ONE ...... 1 1.0 Introduction ...... 1 1.1 Background to the Study ...... 1 1.2 Statement of the Problem ...... 7 1.3 The Purpose of the Study ...... 8 1.4 Specific Objectives of the Study ...... 9 1.5 Research Questions ...... 9 1.6 Significance of the Study ...... 9 1.7 Scope and Delimitation of the Study ...... 10 1.8 Definition of Key Terms ...... 10
CHAPTER TWO: LITERATURE REVIEW ...... 11 2.0 Introduction ...... 11 2.1 Theoretical framework ...... 11 2.1.1 Adult Learning Theory (Andragogy Theory) ...... 11 2.1.2 Transformative Theory of Adult Learning ...... 13 2.2 Adult Education ...... 14 2.3 Structural Framework of Adult education in Tanzania ...... 15 2.3.1 Integrated Community Based Adult Education (ICBAE) ...... 16 2.3.2 Complementary Basic Education in Tanzania (COBET) ...... 18
vii 2.4 Policies and Guidelines that Support the Implementation of Adult Education . 20 2.5 Effectiveness of Adult Education in Tanzania ...... 24 2.6 Factors Influencing the Implementation of Adult Education in Tanzania ...... 25 2.6.1 Social factors influencing the Implementation of Adult Education in Tanzania ...... 25 2.6.2 Socio-economic Factors Influencing the Implementation of Adult Education in Tanzania ...... 26 2.6.3 Political Factors Influencing the Implementation of Adult Education in Tanzania ...... 28 2.7 The Research Gap ...... 29 2.8 Conceptual Framework of the Study...... 29
CHAPTER THREE: RESEARCH METHODOLOGY ...... 32 3.0 Introduction ...... 32 3.1 Research Approach ...... 32 3.2 Research Design ...... 33 3.3 Study Area ...... 33 3.4 Study Population ...... 34 3.5 Sample Size and Sampling Technique ...... 34 3.5.1 Sample size...... 34 3.5.2 Sampling Technique...... 35 3.6 Data Collection Technique ...... 36 3.6.1 Interviews ...... 37 3.6.2 Questionnaires ...... 37 3.6.3 Focus group discussion ...... 38 3.6.4 Observation ...... 38 3.7 Validity and Reliability ...... 38 3.8 Data Analysis ...... 39 3.8.1 Qualitative Data Analysis ...... 39 3.8.2 Quantitative Data Analysis ...... 40 3.9 Limitations of the Study ...... 40 3.10 Ethical Considerations/ Implications ...... 40
viii CHAPTER FOUR: PRESENTATION THE FINDINGS ...... 42 4.0 Introduction ...... 42 4.1 Demographic Information of the Respondents ...... 43 4.1.1 Sex of the Respondents ...... 43 4.1.2 Working Experience of the Respondents ...... 44 4.1.3 Age of the Respondents ...... 44 4.1.4 Education level of the respondents ...... 45 4.2 Presentation of Findings by Research Questions ...... 45 4.2.1 What are the existing Structures supporting Adult Education in Ilemela District?...... 45 4.2.2 Research Question Two: To what extent is Adult Education Implemented in Ilemela District?...... 51 4.2.3 Research Question Three: What are the Factors Influencing the Implementation of Adult Education in Ilemela District? ...... 55 4.3 Research Question Four: What are the Stakeholders‟ Opinions to Successful Implementation of Adult Education in Ilemela District? ...... 63 4.4 Summary of the Findings ...... 70
CHAPTER FIVE: DISCUSSION OF THE FINDINGS ...... 72 5.0 Introduction ...... 72 5.1 Discussion of the Findings ...... 72 5.1.1 The Existing Structures Supporting Adult Education in Ilemela District ...... 72 5.1.2 The Extent Adult Education is Implemented in Ilemela District ...... 75 5.1.3 Factors Influencing the Implementation of Adult Education ...... 80 5.1.4 Stakeholders‟ Opinions on the effective way of Improving Adult Education in Ilemela District ...... 83
CHAPTER SIX: SUMMARY, CONCLUSION AND RECOMMENDATIONS ... 88 6.0 Introduction ...... 88 6.1 Summary of the Research Findings ...... 88 6.2 Conclusion ...... 90 6.3 Recommendations of the study ...... 91
ix 6.4 Suggestions for Further Studies ...... 92 REFERENCES ...... 93 APPENDICES ...... 99
x LIST OF TABLES
Table 1.1: Number of illiterate in some sub Saharan countries ...... 4 Table 4.1: Education level of the respondents...... 45 Table 4.2: Frequency and Percentage on Existing Structures Supporting Adult Education ...... 46 Table 4.3: Mean of Existing Structures Supporting Adult Education ...... 48 Table 4.4: Frequency and Percentage on the extent Adult Education is Implemented ...... 51 Table 4.5: Frequency and percentage on factors influencing the implementation of Adult Education...... 56 Table 4.6: Mean of Respondents‟ Perception on Factors Influencing the Implementation of Adult Education ...... 59 Table 4.7: Frequency and percentage of the stakeholders‟ opinions to successful implementation of Adult Education ...... 64 Table 4.8: Mean of the Stakeholders‟ Opinions to Successful Implementation of Adult Education...... 66
xi LIST OF FIGURES
Figure 2.1: Conceptual Framework of the Study ...... 31 Figure 4.1: Sex of the Respondents ...... 43 Figure 4.2: Working Experience of the Respondents ...... 44 Figure 4.3: Age of the Respondents ...... 44 Figure 4.4: Standard Deviation of Existing Structures Supporting Adult Education ...... 49 Figure 4.5: Standard Deviation on the Factors Influencing the Implementation of Adult Education ...... 60 Figure 4.6: Standard Deviation Stakeholders‟ Opinions to Successful Implementation of Adult Education ...... 67
xii LIST OF APPENDICES
Appendix I: Questionnaire for Adult Learners, Adult Education Facilitators, Ward Executive Officer, Ward Education Coordinators, Health and Agriculture Extension Officers ...... 99 Appendix II: Interview for the Adult Education Officer ...... 104 Appendix III: Interview for the Resident Tutor ...... 105 Appendix IV: Permission Letter from the University of Dodoma ...... 107 Appendix V: Permission Letter from Ilemela District Council ...... 108
xiii LIST OF ABBREVIATIONS AND ACRONYMS
AE Adult Education
COBET Complementary Basic Education in Tanzania
DAEO District Adult Education Officer
EPOS Empowerment, Participation and Sustainability
ICBAE Integrated Community Based Adult Education
MDGs Millennium Development Goals
MOEVT Ministry of Education and Vocational Training
NFE Non-Formal Education
NGOs Non-Government Organizations
ODL Open and Distance Learning
PMO-RALG Prime Minister‟s Office Regional Authority and Local
Government
REFLECT Regenerated Freirean Literacy through Empowering
Community Techniques approaches
SPSS Statistical Package for Social Science
UNESCO United Nations Education scientific and Cultural Organization
WAEO Ward Agriculture Extension Officers
WAHEO Ward Health Officers
WECs Ward Education Coordinators
WEOs Ward Executive Officers
xiv CHAPTER ONE
1.0 Introduction
This chapter introduces the general overview of the study. It provides the background information of the study in which the broadness of the problem at different levels is explained, it provides the statement of the problem, purpose of the study, significance of the study, research questions, scope and delimitation of study and the definition of the key terms.
1.1 Background to the Study
The critical role of adult education in the development of society has long been recognized since the First International Conference on Adult Education in 1949.
UNESCO member states have dedicated themselves to ensuring that adults are able to exercise the basic right to education. Later Conferences in Montreal (1960),
Tokyo (1972), Paris (1985) and Hamburg (1997) reaffirmed this right, and proposed ways of making it a reality. In 1976, the UNESCO General Conference approved the
Nairobi Recommendation on the Development of Adult Education (UNESCO,
1976) which enshrined governments‟ commitment to promote adult education as an integral part of the educational system within a lifelong learning perspective
(UNESCO-ILL, 2009).
According to UNESCO –ILL (2009), the understanding of the role of adult education has changed and developed through time. From being seen as promoting international understanding in 1949, adult education is now seen as a key in the economic, political and cultural transformation of individuals, communities and societies in the 21st century. While UNESCO has spelled out a definition of adult
1 education in the Nairobi Recommendation, what is considered as adult education is still subject to a wide range of interpretations.
Ihejieto (1997) shows Great Britain defines and patterns adult education practice proactively. That is, the country uses adult education as a continuation mechanism, a form of innovative instrument aimed at revamping the social, political, and economic life of the British, adopting the liberal approach.
Masson (2010), identifies three types of adult learning in the United Kingdom for which consistent time series are available from the 1900‟s onwards as, formal education, job - related training which is defined as having taken part in some job – related education or training in the last 13 weeks as well as leisure or education classes (not the job related) in the last four weeks.
Based on the view of Masson (2010), some 33% of all people aged 25-59 were engaged in formal education, job – related training or leisure education in 2002 which were up from 29% in 1999. By 2009, this proportion had declined to 30.8%, where by women participation in one or more form of adult education and training was substantially higher than it was for men. Male involvement peaked at 30.1% in
2002 and by 2009 had fallen to 27.2%.
Masson (2010) also contend that, female involvement peaked at 36.0% in 2002 and although it fell to 34.3% in 2009. This was still three percentage points higher than
1999. For both education and leisure related education. The timing of the recent decline in adult female participation was similar of that of males. However, in the case of job related training, the decline in adult women‟s involvement set in later
(after 2005) than it did for men (after 2002).
2 Finland has been promoting the participation of adult education whereby more than
1.7 million citizens participates in different types of adult education in a country of around 5.2 million, whereas half of them is made up of the working age population.
The main emphasis of adult education in Finland is on further and continuing training designed to upgrade and update competencies and to promote enjoyment based on the belief that general adult education responds to adults‟ self-development needs, offers learning opportunities catering for individual interests and preferences, and develops citizenship skills (EAEA, 2011a)
EAEA (2011b) shows that, Adult education in Turkey has low level of status although adult education in Turkey as both social practices and academic discipline is unavoidably necessary. Adult education may be seen as one of the priority policy areas in rhetoric when some educational acts and policy documents are examined and evaluated. However, adult education in Turkey has not a policy priority in reality. This is because adult education in Turkey mainly is concerned with socially excluded, underprivileged and politically underrepresented groups.
A research conducted in Sub-Saharan countries on the state and development of adult learning and education in sub-Saharan Africa showed that some of African countries had high number of illiterate adults therefore need Adult Education learning. Most countries in sub-Saharan Africa started their run in provision of adult education in their countries, so most countries had state - run programmes overseen by departments of Adult education or similar units in Ministries of education or other employment or development related ministries. Those programmes tend to be run at local facilities (often part of the formal school system) or with provision
3 sometimes outsourced to commercial or NGOs providers (Aitchson and Alidou,
2009).
Table 1. 1: Number of illiterate in some sub Saharan countries
Countries Whole population Adult who are illiterate Number Percentage Angola 16,557,050 2,401,000 32.6 Benin 8,759,653 3,022,412 59.5 Botswana 1,858,162 211,010 17.1 Burkina Faso 14,358,500 5,683,797 71.3 Burundi 8,173,070 1,938,000 40.7 Cameroon 18,174,696 2,764,000 32.1 Cape Verde 518,566 52,925 16.2 Central African Republic 4,264,804 1,107,000 51.4 Chad 10,468,177 3,206,000 74.3 Comoros 818,434 122,325 24.9 Congo 3,369,299 289,065 13.2 Nigeria 144,719,951 23,282,769 28.0 South Africa 48,282,459 3,977,459 12.0 United Republic of 39,458,708 6,236,744 27.7 Tanzania Total 319,781,465 814,945,506 501%
Source: UNESCO Institute of statistics (UIS) 2008 Literacy statistics metadata information table and Adult (1st) Literacy rates and illiterate population by country and Territory, 2007. Both April 2008 Data Release (Reference years 1994 – 2007).
In many countries NGOs play a substantial role but funding shortages meant that they can no longer deliver services to the most disadvantaged groups which caused the decline in adult education in Africa. Where evidence is available, successful
4 outcomes seem limited and dropout rates are high, for example in South Africa
(UNESCO, 2008).
The Koech report of 1999 noted that Adult Education programmes in Kenya were under-enrolled and unpopular. This made the commission set by Kenyan government and mandated to address both formal and adult and continuing education to recommend the establishment of the learning and reading centers which should be supplied with adequate materials. Despite of Kenyan government to work hard to accomplish those recommendations but the numbers are very low hence only few adults have access this opportunity while most of the people are not aware with adult education programmes conducted in their areas (Kageni, 2012).
In Tanzania, the socio-economic contexts, personalities, political and ideological contexts, legal contexts and the commitment of the government to international educational conventions, declarations and targets led to the cherishing of Adult education in 1960s. To start with socio-economic situation, the new government after independence, as it was for other newly independent countries, inherited high adult illiteracy rate of about 85 percent of the total population (Nationalist
Newspaper, 1967) cited in Bhalalusesa (2004).
According to Kanukisya (2008), poverty was rampant of which people attributed to the will of God, diseases of which people attributed to superstition and witchcraft, and lack of necessary skills for agricultural production (Nyerere, 1968). Also, there were a discrepancy between Formal Education and development. To rectify the situation it was seen inevitable to educate adults who will have direct impact on the development of the nation at that moment.
5 It is on these grounds that Nyerere argued: “First we must educate adults. Our children will not have an impact on our development for 5, 10, or even 20 years. The attitudes of adults, on the other hand, have an impact now. The people must understand the plans for development of this country; they must be able to participate in changes which are necessary”. For Julius Nyerere adult education had two functions, which are, first to inspire both a desire for change and understanding that change is possible and second help people to make their own decisions for themselves (Nyerere, 1978).
Nyerere (1978) also argues that man can only liberate and develop himself. It is his ability to act literately, for a self – determined purpose which distinguishes him from other animals. The expansion of his own consciousness and therefore of his power over himself, his environment and his society, must therefore ultimately be what we mean by development. So education has to increase men‟s physical and mental freedom to increase their control over themselves, their own lives and the environment. The ideas imparted by education or released in mind through education should therefore be liberating.
Elimu (1993) cited in Bhalalusesa (2003) states that, in order to provide youths and adults with required knowledge, skills and attitudes and enable them to overcome the life constraints the government of Tanzania decided to initiate a series of adult basic and literacy programs. Those initiatives led to impressive gains in the field adult education especially adult literacy in the 1960s and 1970s. This is because the campaigns led to increase of adult literacy from 15% in 1961 to 90.4% in 1986.
Mushi and Bhalalusesa (2002) cited in Bhalalusesa (2003) argues that, despite of those achievements, the literacy gains could not be sustained. Since the mid and late
6 1980s very few classes have been active as well as most of literacy and post literacy classes have almost ceased functioning.
URT and UNESCO (2008) shows that the implementation of COBET was successful for 2003/2004 since the learners who enrolled in the COBET programme increased sharply in 2003/2004 when the programme was scaled up country wide but later on enrollment learners decreased .
1.2 Statement of the Problem
According to Wanyama (2014), Adult and Continuing Education Programmes play a very vital role in the development aspect of any society. They are powerful tool for eradicating adult illiteracy, reducing poverty and attaining the Millennium
Development Goals (MDGs). Adult education is therefore not to be neglected as it had been in the past as its focus is to get adult to learn and through learning, change their attitudes and behaviors with the hope that this process of change will affect not only individuals positively but also the nation (Gabriel, Mwangi, Lewis, Muasya and
Vengi 2016).
Despite of its importance, low status of adult education has been a major problem in the world as Wanyama (2014) quotes UNESCO (2003) that, many Country reports since 1997 reveal that very few countries have specific legislation that sets out the aims and regulating principles of Adult and Continuing Education programmes, while others have not even prioritized Adult and Continuing Education programmes in their educational and social policies. Again Wanyama (2014) cites Rue de la
Concorde 60 ( 2006) shows the 2002 conference on Adult Education in Sofia
(Spain) attributed Adult and Continuing Education challenges to lack of policy frameworks and structures required to advance the requirement of the programmes.
7 Mushi et. al., (2002) cited in Macpherson (2008) argue that, there is enough evidence to demonstrate that literacy and post literacy programmes in Tanzania have not been operating well. The reasons for this situation in which many adult literacy classes have ceased to function are attributed to lack of strong political will for community mobilization, combined with significant problems facing the adult literacy programme in terms of relevance, management, funding and low morale among adult literacy facilitators most of whom are also untrained and are incompetent to teach adults.
Bwatwa and Kamwela (2010) show the major challenges facing the implementation of adult and non-formal education in Tanzania such as incompatible curriculum, lack of committed and competent AE/NFE coordinators and facilitators, non- conducive teaching and learning environment, lack of adequate teaching and learning materials, lack of effective communication between MoEVT and PMO-
RALG in issuing circulars to the councils on AE/NFE, distant location of centers and lack of AE/NFE coordination linkage at the regional level. Despite the breadth of the mentioned studies, little have been addressed on the link between Adult
Education and its existing structures, extent of its implementation, factors influencing its implementation as well as effective ways of improving Adult
Education in Ilemela District. Therefore, this study will investigate the status of
Adult Education in Ilemela District.
1.3 The Purpose of the Study
The purpose of this study was to investigate the status of Adult Education in Ilemela district Mwanza Tanzania.
8 1.4 Specific Objectives of the Study
Specifically the study sought to:
1. Investigate the existing adult education supporting structures in Ilemela district.
2. Assess the extent of the implementation of adult education in Ilemela district.
3. Identify factors influencing the implementation of adult education in Ilemela
district.
4. Solicit stakeholders‟ opinions on the effective way of improving Adult Education
in Ilemela district.
1.5 Research Questions
In the light of the objectives given above, this study sought to answer the following questions:
1. What are the existing structures supporting adult education in Ilemela District?
2. To what extent is Adult Education implemented in Ilemela District?
3. What are the factors influencing the implementation of Adult Education in
Ilemela District?
4. What are the stakeholders‟ opinions to successful implementation of Adult
Education?
1.6 Significance of the Study
This study is necessary for the fulfillment of the requirements for the award of the
Degree of Master of Arts in Education of the University of Dodoma. Moreover the findings of the study are useful to enable the government as well as policy makers within the government to know the extent of implementing adult education. In addition to that the findings will help the planners, policy makers, curriculum developers, coordinators, monitors and evaluators of adult education programmes and actions like MoEVT to use the effective ways of improving the provision of adult education in Tanzania.
9 From that, proper steps will be taken to rectify the shortfalls for the betterment of adult education. In addition to that the research will provide basis for reference on other researchers‟ work. Moreover the study may inform educators on the factors, benefits and challenges that affect adult education and exploring ways of addressing them to enhance efficiency in its service delivery. In a special way the findings from the study helps adult education providers to improve the implementation of adult education programmes and policy.
1.7 Scope and Delimitation of the Study
This study was conducted in Ilemela District in Mwanza Region Tanzania covering nine wards of Bugogwa, Kawekamo, Kirumba, Kitangiri, Kiseke, Buzuruga,
Ibungilo, Buswelu and Mecco. From each ward two Adult Education Centers were selected. The study population included district education officer, district adult education officer, Resident tutor, ward executive officers (WEOs), ward education coordinators (WECs), Ward Health Officers (WAHEOs), Ward Agriculture
Extension Officers (WAEOs), adult education facilitators and adult learners. The study covered the period of six months.
1.8 Definition of Key Terms
The following are the definitions of significant terms which are used in this study:
1.8.1 Status of adult education – is a relative social, professional and political standing of adult education and the activities designed for the purpose of bringing about learning among adults (Sharan and Brockett, 1997).
1.8.2 Adult education - is a continuation mechanism, a form of innovative instrument aimed at revamping the social, political, and economic life (Ihejito,
1997).
10 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter presents a review of related literatures which examines the status of adult education worldwide. It describes the literatures related to the study to gain knowledge from what others have written. It reviews the theoretical framework as well as local developed and developing empirical studies that are related to the study. Similarly, the chapter presents the research gap and lastly it elaborates the conceptual framework that shows different concepts pertaining to the study.
2.1 Theoretical framework
Martens et al. (1998) defines the theoretical Framework as a philosophical basis in which the research takes place and form the link between the theoretical aspects and practical components of the study undertaken. This study was guided by the Adult
Learning theory by Malcolm Knowles (1980) and Transformative Theory of Adult
Learning.
2.1.1 Adult Learning Theory (Andragogy Theory)
Andragogy is the concept popularized by Malcolm Knowles (1980) as the art and science of adult learning. Thus andragogy refers to any form of adult learning
(Kearsley, 2010). Malcolm Knowles first began labeling his work in adult education as andragogy in the late 1960‟s (Knowles, 1980). Knowles discovered through his work with adults that instructors needed to care about the actual interests of learners instead of focusing on what instructors believed were learners‟ interests. In
Knowles‟s opinion (1980; 1984), the best educational experiences were cooperative, guided interactions between the teacher and learner with many available resources.
11 Knowles posited a set of assumptions about adult as the adult learner is someone who has an independent self-concept and who can direct his or her own learning, has accumulated a reservoir of life experiences that is a rich resource for learning, has learning needs closely related to changing social roles, is problem-centered and interested in immediate application of knowledge, and is motivated to learn by internal rather than external factors (Merriam, 2001). Therefore, from the concept of andragogy, it is seen that adult education requires special teachers, special methods, and a special philosophy (Knowles Holton & Swanson, 1998).
Knowles (1984) suggests that adult educators should set a cooperative climate for learning in the classroom, assess the learner‟s specific needs and interests; develop learning objectives based on the learner‟s needs, interests, and skill levels, design sequential activities to achieve the objectives, work collaboratively with the learner to select methods, materials, and resources for instruction and evaluate the quality of the learning experience and make adjustments, as needed, while assessing needs for further learning.
The theory is relevant to the study because, effective planning and implementation of adult education programmes requires supportive structures and resources both material and human including qualified and enterprising adult facilitators who understand their adult learners and their societal demands. In an "adult" classroom, adults need to feel accepted, respected, and supported. Mungai (2014) asserts that, there is a need to provide accessible, adequate and appropriate infrastructure that are conducive for adult learning in order to deliver effective adult education programmes.
12 2.1.2 Transformative Theory of Adult Learning
Jack Mezirow first introduced this theory of adult learning in 1978 explaining how adults changed the way they interpreted their world (Taylor, 2008). This theory explains how adult learners make sense or meaning of their experiences, how social and other structures influence the way they construe that experience, and how the dynamics involved in modifying meanings undergo changes when learners find them to be dysfunctional (Mezirow, 1991).
According to Taylor (2007), Transformative learning offers a theory of learning that is uniquely adult, abstract, idealized, and grounded in the nature of human communication. Transformative learning attempts to explain how our expectations, framed within cultural assumptions and presuppositions, directly influence the meaning we derive from our experiences. The three common themes of Mezirow‟s theory are the centrality of experience, critical reflection, and rational discourse in the process of meaning structure transformation.
This theory seemed to be relevant to the study since it provides a pedagogical structure and framework for understanding the teaching and learning practices in
Adult Education. It reminds the Adult Education facilitators and institutions on the teaching and learning materials, methods and strategies that allow critical self- reflection. King (2005) asserts that this theoretical approach recognizes that learners who enter the educational process may realize a reawakening of their intellectual side as they engage in learning that includes critical reflection; they may question their beliefs, values, and assumptions and begin to discover new perspectives.
13 2.2 Adult Education
Adult education is difficult to define due to different views on it. Although, different scholars have agreed that, it is an education that has adults as its clientele. This brings us to another idea of who is an adult? Adult can be defined in many ways depending on what he or she can do by the time, others can define it in biological aspect meaning that at the age of production or political aspect when is ready to vote or economically when is able to work and socially amongst others. Nzeneri (2002) consider an adult as a person who is matured physically and psychologically and who can be responsible in social, political and economic matters.
Adesanya (2005) came out with idea that since there is variation of society and have been changing over time it is not easy to define the term adult, therefore there is a number of factors, activities and responsibilities that determined who is an adult, for example legal age to fight war, drive a car and vote amongst others, activities like age that one can begin to work and or responsibilities .The term adult includes youth, adults, and the elderly thus the meaning and value of lifelong learning, across the life span. Learning does not consider age, gender or country therefore its people's right to learn.
According to UNESCO (1976), Adult Education comprises all educational processes whatever the content, level or method whether formal or informal as well as apprenticeship. Persons who can bring changes in the society, develop the ability, have knowledge and who can improve technical or professional qualification can be regarded as an adult.
14 Education provided to adults must enhance the development in various ways. The education given to adult must be of great important meaning that it should develop ability of the learner in leaning what others do and adapting or rejecting the same to his needs, again it should develop basic confidence in one„s position as a free and equal member of society who values others and is valued by them for what he does and not what he obtains (Nyerere, 1976).
Coombs (1973) states that the purpose of basic general education for men and women is to offer them the essential learning experiences to enable them to participate in the modern world with greater confidence and improved chances of success. This thus makes the men, women and youth look for adult education.
Education contributes to the material, social and cultural improvement of each individual from childhood to old age. Adult learning therefore bring benefits such as better livelihood, and improves family health and education (UNESCO, 2003).
Msoroka (2015) shows that, in Tanzania some people are bit confused about the meaning and scope of adult education. Some of them still have a narrow perspective of adult education whereby they correlate it with the only teaching and learning 3R‟s
(reading, writing and arithmetic). Most of the people think that adult education is only for those who do not know how to read and write as well as for those who failed in their studies, therefore they keep despising those who attend it and make most of adult learners to feel embarrassed to attend adult education classes.
2.3 Structural Framework of Adult education in Tanzania
In Tanzanian context, adult education is concerned with the provision of basic and functional literacy skills which are reading, writing and doing simple arithmetic
15 (3Rs). Also it includes efforts to consolidate and sustain the acquired basic skills through post literacy and literacy supporting programmes (rural libraries, rural newspapers and radio programmes). Functional literacy aims at enabling learners to use the acquired skills for improving their livelihood.Examples of functional adult literacy initiatives include Integrated Community Based Adult Education (ICBAE) and Yes I Can (URT, 2012).
Adult education also embraces continuing education including Open and Distance
Learning (ODL), Self-Study and Extra Mural programmes. Continuing education is pursued by people who for various reasons had no opportunity with formal school education. In Tanzania the Institute of Adult Education has been one of the main planners and providers of continuing education through evening classes, self-study and distance learning courses at secondary diploma levels. The Open University of
Tanzania is another leading institution for the provision of continuing education at higher levels. In Tanzania adult education activities deteriorated in the early 1990s leading to increased illiteracy rates .
There have been recent initiatives to revamp adult education through two main programmes, namely the Integrated Community Based Adult Education (ICBAE) and Complementary Basic Education in Tanzania (COBET). The ICBAE integrates literacy training with self-help income generating projects and credit scheme (URT,
2012).
2.3.1 Integrated Community Based Adult Education (ICBAE)
According to Bwatwa and Kamwela (2010), the Integrated Community Based Adult
Education (ICBAE) programme was designed to develop learner-centered and
16 community-based learning approaches in literacy and post-literacy classes for adults and out-of-school youth in Tanzania so as to carter for the increasing number of illiterate adults aged 19 years and above. It has four core principles which are empowerment, participation, ownership and sustainability (EPOS).
UNESCO (2016), states that, ICBAE programme adopted the REFLECT
(Regenerated Freirean Literacy through Empowering Community Techniques) approach, through which it links literacy and basic education to the issues of problem-solving and socio-economic development. Learners are empowered to discuss and analyze key issues in their communities and the programme assists them in starting mini projects (income-generating activities) which will bring about social and economic change.
The ICBAE‟s curriculum is flexible as it has been designed recognizing the needs of the individual learners and communities around them hence allowing learners to focus more on the topics which are most relevant to them or which interest them the most. The curriculum aims at promoting and strengthening participation and empowerment to the direct beneficiaries at village with specific attention to existing gender imbalances and attitudes (Bwatwa and Kamwela, 2010).
Currently, the programme is implemented across all 25 regions of the Tanzanian mainland. Learning centres are located in primary schools and the learning cycle lasts 18 months. Learners are organized in groups of up to 30 learners which are known as literacy circles led by one facilitator as supervised by the head teacher of the primary school at which the literacy circle is based. They meet three times per week, usually in the evenings once the children have finished school and gone
17 home. The teachers who facilitate the literacy circles are employed as paid volunteers. They are paid by the Tanzanian Government through local government authorities. The monthly remuneration is TZS 50,000, which is equivalent to US $25
(UNESCO, 2016).
2.3.2 Complementary Basic Education in Tanzania (COBET)
MoEVT in collaboration with UNICEF is implementing COBET since 1999.
COBET was initiated in Tanzania to support the formal education system to cater for the learning needs of the estimated 2.5 million children and adolescents that for various reasons did not have the opportunity to enroll in primary schools.
The curriculum is based on the formal primary school system of five years minimized into a three year teaching cycle. It provides a basic education through a specialized three year course. The COBET curriculum offers tailor made educational instructions based on the real learning needs of the children, provides life skills such as behavioural development, nutrition, hygiene, AIDS prevention, and literacy and vocational training (Bwatwa and Kamwela, 2010).
The course content draws basic competences from formal school curriculum and are enriched with vocational and life skills. For each cohort there 5 core subjects and the subjects include Communication skills (Kiswahili and English), General Knowledge
(Maarifa), Mathematics (Hisabati), Work Skills (Stadi za kazi) and Personality
Building (Ujenzi wa Haiba). In order to maintain national standard the curriculum has been developed. It indicates subjects, number of periods per week, and the duration per period and total course duration. The same subjects are offered in both cohorts, but there is a difference in weighing, treatment and teaching strategies.
18 According to the Federal Republic of Nigeria (2004), Education is an instrument
“par excellence” for affecting national development. To achieve this role, the
National Policy of Education of Nigeria of 2004 highlights the provision of pre- primary, primary, secondary education as well as the provision of Mass literacy, adult and non-formal education. In Nigeria, youths and adults with no formal schooling system, dropouts, workers and professionals participates in seeking for professional skills and literacy programmes.
To complement the efforts of the government, the states in Nigeria established literacy agencies as measures to eradicate mass illiterate under the commission for mass literacy, adult and non-formal education. The commission has been given the responsibility to monitor and evaluate the mass literacy programmes and facilitate communication between the commission and the state agencies.
In Finland, the overall responsibility for self-motivated adult education and its developments is held on the Ministry of Education, however the Ministry of
Employment and the Economy is held responsible for labour market training.
Formal adult education is provided by the university system and vocational schools which are full funded by the government, whereby the students do not pay fees.
Non-formal education is not aiming towards qualifications and diplomas. Some organizations and funding of adult education programmes may be provided by different companies and businesses in the form of in-service training (EAEA,
2011a).
EAEA (2011a) also points out that private businesses are not funded by public system also not permitted to use the titles of qualifications reserved by the formal
19 education system, such private business organize barber, hairdresser and beautician training as well as masseur training. Students must qualify the exam or test in order to have right to use the relevant qualification title. Consumer protection authorities control all commercial organization activities. Liberal adult education offer Non - formal study opportunities which provide adults with different opportunities to develop themselves without qualification- or occupation-specific aims.
EAEA (2011a) highlights that, the Finnish Ministry of Education introduced a study voucher scheme in 2007 whereby the liberal education institutions receive study voucher subsidies to enable them to significantly lower or totally compensate tuition fees for students belonging to specified target groups: immigrants, the unemployed, pensioners and senior citizens, persons with special educational needs, and persons with no post-compulsory training. In summer universities, the voucher subsidy is used to support persons who have dropped out of university. In addition, the institutions can apply for subsidy from the National Board of Education for the development of suitable education provision. Together, the study voucher and development subsidy amount to around five per cent of public funding allocated to liberal adult education.
2.4 Policies and Guidelines that Support the Implementation of Adult
Education
URT (2016) assert that, Currently Education sector has been implementing both
ETPs (1995 and 2014) during the transition period to fully adaption of ETP (2014).
The Education and Training Policy (ETP) of Tanzania of 1995 view Adult
Education as mostly concerned with the provision of 3Rs and efforts to maintain it.
20 Programmes designed for Adult Education in Tanzania is bounded to basic and post literacy, functional literacy (acquisition of life skills) and continuing education.
Continuing Education has been made a central part of the education system since it is pursued by the people who for various reasons had no opportunity to continue with formal school education. In order to allow greater participation and access to
Adult education programmes, all educational institutions in the country have been designated as centers of adult education (URT, 1995).
According to Bwatwa and Kamwela (2010), the ETP 1995 stipulates several policy statements, among them are:
Establishment/strengthening of management structure to support and monitor
adult and non-formal education, planning together of formal and non-formal
education and incorporation of training in non-formal education in the
training and professional development of all educational personnel.
Developing national qualifications for determination of level of achievement,
entry and exit, developing a mechanism for mainstreaming, examination
equivalency and criteria for accreditation to facilitate transfer between non-
formal and formal education.
Emphasizing the need to make greater use of participatory and practical
techniques which strengthen community values and skills that empower
marginalized, impoverished and vulnerable groups.
21 Objectives of Adult Education in Tanzania i. To eradicate illiteracy and sustain post-illiteracy and numeracy. ii. To promote the acquisition and development of basic knowledge and fuctional
skills relevant to personal development and life in the community. iii. To lay foundations for life-long education. iv. To ensure the realization of the basic human right of “Education-for-All” and to
complement formal education.
To ensure the achievement of the above objectives, the government has established a
Board of Adult Education and Intersect oral committee aiming at instituting a comprehensive legislation on adult literacy and non formal education strategy
(NFE). The government is also revitalizing the adult education committees and re- establishing the Directorate of Adult Education to ensure effective policy formulation, coordination, monitoring and evaluation of adult literacy and non- formal education (NFE) programmes.
According to the Federal Republic of Nigeria (2004), adult education in Nigeria is implemented through the National Policy of Education of Nigeria of 2004. The policy highlights the provision of pre-primary, primary, secondary education as well as the provision of mass literacy, adult and non-formal education.
In Finland, Parliament and the government are responsible in defining and implementing the policy. (Cedefop ReferNet, 2011). Under this situation the aims of educational policy are specified and defined in various development plans, documents and in the state budget. A central, regular document in the educational
22 sector is the Development Plan for Education within the Administrative Field of the
Ministry of Education and University Research.
In Finland they have five calendar year of which the Government make approve every after four years whereas the first year is to approve and the next years covering the following for example the plan for the years 2011-2016 was accepted at the end of 2011 but Specific attention has been put to the redaction of poverty, inequality and exclusion, establishing the public economy and fostering sustainable economic growth, employment and competitiveness (Ministry of Education and
Culture, Finland, 2012) for the period 2011–2016.
Equal opportunities for participation in education has been underlined in the Finish educational system traditionally. At the end of 1960s there was establishment of a common nine-year basic education system started nation-wide, this led to the stabilization of comprehensive education in the 1970s (Antikainen, 2007; Laukia,
2013),which created a strong basis for further expansion of education at both the upper secondary and tertiary level.
Quality, efficiency, equity and internationalism is the vision of the Finnish education and science policy currently, therefore educational development priorities are to raise the level of education among the population and the labor force; to improve the efficiency of the education system; to prevent children„s and young people„s exclusion; and to enlarge adults„ opportunities in education and training (Ministry of
Education and Culture, Finland, 2012a). Since 1999 educational legislation has mainly been built on the form of education, not the institutions providing it.
23 The following presents educational opportunities available to adults in Finland and the institutions mainly providing the form and level of education concerned.
Providers need a license to arrange education, which provides for the statutory duties and rights, notably the right to state subsidy.
The license is granted by the Ministry of Education. A prerequisite is that the education and training is deemed necessary and that the applicant has the professional and financial capacity to arrange education in an appropriate way. The license may be granted to local authorities, joint municipal authorities, registered associations or foundations; a limited company is also possible. All providers are treated equally in terms of legislation, administration and educational funding
(EAEA, 2011a).
2.5 Effectiveness of Adult Education in Tanzania
The provision of educational opportunities in Tanzania has been characterized by several features, some of which can serve as a limitation to effective adult teaching and learning. Adult education in Tanzania suffers from a number of limitations which hinder its effectiveness such as lack of political will and commitment, much emphasis on formal education at the expense of adult education and non-formal education, low appreciation of the role of adult education in social and economic development, no co-ordination of existing adult education activities, inadequate funding for programmes, shortage of suitable educational equipment and materials and of untrained and committed personnel for adult education work (Kanukisya,
2008).
24 Msoroka (2011) argues that, regardless of the efforts made towards improvement of adult education, whether at the barely literate stage or at more advanced levels, it cannot flourish without a good supply of books to read, and that, the extension of library services has been an important part of the programme. Formally, Tanzania was able to build up a strong base of rural libraries, rural newspapers, workers‟ education and radio study group campaigns though currently the situation is questionable.
With regard to adult education, even though institutions, such as the vocational training centers, the Institute of Adult Education (IAE), and the Open University of
Tanzania (OUT), exist in the country as a means for the provision of adult education, much emphasis in terms of resources and recognition seems to be placed on formal education (Mwaikokesya and Mushi, 2017).
2.6 Factors Influencing the Implementation of Adult Education in Tanzania
2.6.1 Social factors influencing the Implementation of Adult Education in
Tanzania
One of these socio-cultural considerations includes family responsibilities such as collecting firewood, fetching water and care for the children which mainly affect women. Adult learners have multiple non-school related commitments and responsibilities that they must also attend to while pursuing their educational goals and this can be quite frustrating leading to drop outs from the adult literacy classes.
Mualuko, Muthamia, Odeo, and Samuel (2009) show that the decline of the enrolment in adult education centers is due to the fact that learners felt that they are too old to learn. Learners complained that they dropped out from literacy
25 programmes because they felt that they are too old to be in literacy programs because they are laughed at by their age mates. Learners also claimed that they could not go to the school with their grandchildren because the learning centers were unfair by mixing old and young learners together.
Masson‟s (2010) stated that in United Kingdom many adults who enroll do not remain in programmes long enough to achieve their educational goals, many dropped out because they feel the programme is not serving them effectively. For example in 2003 – 2004, 31% of who participated for 12 hours or more in federally funded programmes dropped out or stopped out before completing one educational level; they felt that none of them perceived benefits from participating because they were unaware of their own skills gaps.
The majority of adults who demonstrated limited skills on the National Adult
Literacy survey of 1992 described as reading or writing English well. Other adults are simplify unaware of service available. Many adults with literacy needs also face obstacles such as lack of child care, transportation difficulties, learning disabilities, medical problem, embarrassment and scheduling conflicts that prevents them from participating (Masson, 2010).
2.6.2 Socio-economic Factors Influencing the Implementation of Adult
Education in Tanzania
Ramachandran et al (2003); Palmer (2005); Verpoor (2005) cited in Kainuwa and
Yusuph (2013) show that Parent‟s socio-economic status is based on family income, parental education level, parental occupation, and social status in the community
(such as contacts within the community, group associations, and the community's
26 perception of the family). Poor socio-economic status will discourage the learners and may lead to their dropping out of school. Educational level usually creates differences between people in terms of access to information and the level of proficiency in benefiting from new knowledge, whereas income creates differences in access to scarce material goods.
The above argument concurs with the view of the findings of the research conducted by Mualuko et al. (2009) in Kenya. The results show that, the economic activities which adults engage them affect the recruitment of learners positively and negatively. In their study, teachers who were interviewed said their learners came late because they were engaging in economic activities. Adult learners said that they failed to attend literacy classes during planting and harvesting seasons because they were busy and others said they spend most of their time in their commercial activities.
The study of Mualuko et. al. (2009) also point out that other learners said they lacked money to take care of their families and at the same time buy educational materials. The mentioned situations drove the interests of learners towards some income generating activities resulting to less attention to educational matters which at last make the learners to dropout from different Adult Education programmes classes.
This is the same to rural areas of Pakistan where by Adult Education classes declined because the learners were expected to improve family income, children‟s educational attainment, family health, and local resources management, empowerment for economic development and social participation and overall rural
27 transformation however, more than 60 percent of the adults are illiterate and more than 40 percent of school age children are out of school (UNESCO, 1993).
2.6.3 Political Factors Influencing the Implementation of Adult Education in
Tanzania
According to Bhalalusesa (2003), the reasons for many adult literacy classes to cease to function are attributed to lack of strong political will for community mobilization.
The late President Nyerere (1961-1985), in particular, endeavored to instill an understanding among his citizens of the importance of education and their role in implementation of Universal Primary Education through his numerous speeches.
Resources were made available to facilitate community mobilization and advocacy.
This is supported by Aitchison and Alidou (2009) while presenting a Regional synthesis report of shortcomings of adult education in Sub-Saharan Africa , which include failures to re–organize responsibilities for different services within the
Ministries of education, the lack of strong political will to delegate decision making to the National committee for literacy ( composed of Government, Civil society and private sector representatives), the limited financial resources and weak communication among the different stakeholders.
In Tanzania adult basic and literacy education is marginalized within the education system. For example, it has been noted that at the ministerial level, adult education that used to form an independent department with its own budget has been reduced into a mere unit within the office of the Commissioner for Education (Bhalalusesa,
2003).
28 When literacy/non–formal education program implementation is decentralized, it often has made the sector more invisible. What might have been visible at the
Central level vanishes when the literacy department is displaced to district or local primary education department officers. Often these are headed by managers from the formal schooling sector who are not sensitized to adult education needs (Aitchison and Alidou, 2009).
2.7 The Research Gap
The related literature from different sources shows that the status of Adult Education has been low in most countries in Africa. There have been many studies done such as Masson (2010), Kageni (2012), UNESCO-ILL (2009), EAEA (2011), UNESCO
2008, Kageni (2012), Bhalalusesa (2004), Mushi and Bhalalusesa (2002), Msoroka
(2015) and Bwatwa and Kamwela (2010) however they have not shown the level of the problem to Ilemela district. Thus, this study was proposed to fill this gap by assessing the status of Adult Education in Ilemela district. This knowledge is important to improve the implementation of Adult Education in Tanzania.
2.8 Conceptual Framework of the Study
A conceptual framework is an interconnected set of ideas (theories) about how a particular phenomenon functions or is related to its parts (Svinicki, 2010). This study used the CIPP model (Context, Input, Process and Product) proposed by
Stafflebeam (1971) and modified by the Researcher to suit the study. The selection of the model is based on the belief that input and process always affect the quality of the product. Therefore, this conceptual framework of the study is designed to assess the relationship between the inputs or independent variables (Supporting adult education policy, learner centered curriculum, qualified and experienced adult
29 education facilitators, teaching and learning facilities, conducive teaching and learning environment as well as adult learners) and output or dependent variable
(Improved status of adult education or less improved status of adult education).
Fundamental to this study is based on the fact that the provision of the good policy supporting the provision of adult education, application of the curriculum which carter the needs of adult learners, use of qualified and experienced adult education facilitators, provision of teaching/learning resources for adult education and conducive teaching and learning environment is a key ingredient to improve the status of adult education in Tanzania as demonstrated in the conceptual framework presented in figure 2.1 below.
30 Figure 2.1: Conceptual Framework of the Study
Input Process Impact Output
Supporting adult education policy Theories
1. Adult Learners centered Smooth Increased literacy rate implementation Learning curriculum Improved status Empowered
of adult education of adult education community Theory programmes Increased community Qualified and 2. Transformative involvement experienced adult Or Tanzania Improved community Theory of Adult education facilitators development
Learning
State of Adult Education in in Education of State Adult Teaching and learning facilities Less Improved status of adult Conducive teaching education and learning environment
Adult learners
Source: Researcher , 2018 31 CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter presents the methodological aspects and procedures that were employed in the process of data collection and analysis. The chapter consists of the research design, research approach, area of the study, study population, sample and sampling technique. The chapter is also describes the data gathering instruments, ethical consideration, validity and reliability of the instruments as well as data analysis procedure.
3.1 Research Approach
The study used mixed research approach that is quantitative and qualitative research approaches. The use of quantitative and qualitative approaches, in combination, provides a better understanding of research problems than either approach alone
(Creswell & Plano, 2011). The qualitative part was important in this study as it allows studying a phenomenon in its real life situation without any sort of manipulation of data (Creswell, 2009). Therefore the researcher used a qualitative approach to solicit stakeholders‟ opinions on the effective way of improving Adult
Education. Cohen, Manion and Morrison (2000) cemented that qualitative approach allows mutual relationship between the researcher and the respondents during data collection so as to ultimately generate wide information about the research problem.
The quantitative research approach was used in the study because it helps to generalize findings to the population. Specifically the quantitative approach was used to collect and analyze data since the determination of the respondents in terms of age, sex, educational level and working experience was demanded. This approach
32 was also used to investigate the existing structures supporting the implementation of adult education, assess the extent of the implementation of adult education and to determine the factors influencing the implementation of Adult Education in Ilemela district in terms of numbers of respondents‟ responses. That is the approach that enabled the computation of frequencies, percentage, standard deviation and mean of the respondents‟ information. Quantitative approach includes quantifiable coding, counts, measures and operationalized variables (Suter, 2006).
3.2 Research Design
Research design is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevant elements to the research purpose with economy in procedure (Kothari, 2004). The study employed a cross-sectional research design. The purpose of using the Cross-sectional survey design in this study is it helps the researcher to collect data at one point in time (Creswell, 2012). The design was preferred in this study because it provides information in a short amount of time, such as the time required for administering the survey and collecting the information. Levin (2006) cemented that the design is relatively inexpensive and takes up little time to conduct. It is also suitable for studies involving mixed approach like the current one.
3.3 Study Area
Study area is a place where research is carried out (Webster, 2010). The study was conducted in Ilemela district in Mwanza region covering nine wards of Bugogwa,
Kawekamo, Kirumba, Kitangiri, Kiseke, Buzuruga, Ibungilo, Buswelu and Mecco.
Ilemela district has unique characteristics; one, it has a larger geographical area, second, the researcher is familiar with the study area because of being a resident .On
33 the other hand, Ilemela has specifically been chosen because of diverse public offices with a fast growing population with multiple public offices.
Ilemela district has a total population of 343,001 people as per 2012 National
Census (URT, 2012). It is bordered to the North and west by Lake Victoria, East by
Magu District, and to the South by Nyamagana District. The main economic activity for most of the people is trade, agriculture and agro-pastoralism. Administratively, the district is divided into divisions and nine wards of Bugogwa, Kawekamo,
Kirumba, Kitangiri, Kiseke, Buzuruga, Ibungilo, Buswelu and Mecco.
3.4 Study Population
Borg and Gall (1989) cited in Kageni (2012) contends that, target population is all members of real and hypothetical set of people, events and objects to which a researcher wish to generalize the results of the research. The target population of this study included district education officer, district adult education officer, resident tutor, ward executive officers (WEOs), ward education coordinators (WECs),
WAHEO, WAEO, adult education facilitators and adult learners. WEOs, WECs,
WAHEOs and WAEOs were involved in this study because they have the responsibility of overseeing the implementation of adult education in their area of jurisdictions. Adult learners were involved in this study because they are the beneficiaries of the education provided to them.
3.5 Sample Size and Sampling Technique
3.5.1 Sample size
Mugenda and Mugenda (1999) as cited in Njeri (2011) defines sample as a small group obtained from the accessible population. Each member in a sample is referred
34 to as a subject. Simple size may depend upon the nature of the population of interest or the data to be gathered and analyzed subject availability and most factors are legitimate considerations in determining appropriate sample size (Best and Kahn,
1993). The sample of this study was 20 adult education facilitators, and 34 adult learners, 9 WEOs, 9 WECs, 9 WAHEOs, 9 WAEOs, 1 DEAO and 1 resident tutor from Ilemela district.
3.5.2 Sampling Technique
Sampling is the process of selecting a number of individuals for a study in such a way that the individuals selected represent the large group from which they were selected (Njeri, 2011). It was used to make overview and draw conclusion based on samples about selected population. In this study, both simple random sampling and purposive sampling techniques were used.
Kothari (2007) defines purposive sampling as a deliberate selection of particular units of the universe for constituting a sample which represents the universe. The researcher preferred purposive sampling to obtain the data from the resident tutor and the District Adult Education Officer. This study also used purposive sampling in the selection of WAHEOs, WEOs, WECs and WAEO based on their roles.
Simple random sampling is a technique of obtaining samples where by each and every item in the population has an equal chance of inclusion in the sample (Kothari
2004).The researcher provided equal chance to the sampled population in Ilemela district regardless their race, or religion, and political affiliation. This procedure was fruitful in gathering information from every member consulted in the wards and schools. Simple random sampling was used in the selection of adult education
35 facilitators and learners. It involved listing the names and give numbers to adult education facilitators and learners from 10 adult education centers selected randomly. The written numbers were placed in the container and only 20 facilitators and 34 learners were picked.
Figure 3.1: Profile of Respondents and Respective Instruments Administered
S/N Respondents Number of Instrument(s) respondents Expected Actual 1. DEAO 1 1 Interview guide 1 2. Resident tutor 1 1 Interview guide 1 3. WECs 9 9 Questionnaire 9 4. WEOs 9 9 Questionnaire 9 5. WAHEOs 9 9 Questionnaire 9 6. WAEOs 9 9 Questionnaire 9 7. Adult education 20 20 Questionnaire 20 Focus group facilitators discussion 1 8. Adult education 34 34 Questionnaire 34 Focus group Learners discussion 1 Total 92 92
Source: Researcher 2017
3.6 Data Collection Technique
There are techniques used in gathering information (Kothari, 2008). It involves specific instruments such as self completion questionnaire or structured interview schedule or documentary review where by the researcher listens to and watches
(Bryman, 2008). This study used questionnaires and interview schedules which were guided by the study objectives and research and research questions. The study used
36 multiple instruments of data collection techniques in order to ensure that the data to be collected are valid and reliable.
3.6.1 Interviews
Interview is a technique in which information is collected through verbal communication. It involves face to face interaction between the researcher and the subject (Cohen, 2002). Semi structured interviews were employed to solicit detailed information needed for the study. The method was preferred due to its flexibility and the possibility for allowing further probing. Each category of sampled population was exposed to different set of interviews. The interview was administered to
DAEO and to the Resident tutor. They all provided the researcher with information concerning the implementation of adult education in Ilemela District. They specifically delivered to the researcher with the information concerning factors influencing the implementation of Adult Education in Ilemela District. They also informed the researcher on the respondents‟ opinions on how to improve the implementation of Adult Education in Ilemela District.
3.6.2 Questionnaires
Questionnaire is a carefully designed instrument for collecting data in accordance with the specification of the research questions (Njeri, 2011). The study involved both open-ended and closed-ended questions which assisted the researcher to collect data from WECs, WEOs, WAHEOs, WEOs, Adult learners and Adult Education facilitators. The researcher opted to use questionnaires to the mentioned respondents because they are many in number and thus, it would take the researcher a long time to interview all of them.
37 3.6.3 Focus group discussion
Focus groups discussions were used to collect information from adult education facilitators and learners. Two group discussions of six adult education facilitators and learners were conducted in all the adult centers visited by the researcher.
Facilitators and Learners discussed in detailed the reasons for the poor enrollment and attendance of adult learners. Orodho (2005) as cited in Njeri (2011) defines focused group discussion (FGD) as a form of qualitative research which is designed to obtain information on participant‟s beliefs and perceptions on a defined area of interest. It is composed of 6-8 individuals who share certain characteristics which are relevant for the topic being studied.
3.6.4 Observation
The study used observation as another method of collecting data; the researcher observed all the facilities in all the centers visited. Kothari (2003) and Nachmias and Nachmias (2003) as cited in Njeri (2011) state that, the use of observation in research enables the researcher to witness the situation and issues personally without relying on other people. This gives the researcher first hand information. The advantage of observation is one can get data which some people would not have been ready to discuss.
3.7 Validity and Reliability
Mugenda and Mugenda (1999) as cited in Kageni (2012) defines validity as the accuracy and meaningfulness of inferences which were based on the research results or how accurately the data obtained in the study represents the variables of the study.
In this study, the researcher assessed the validity of the instrument by using professionals or experts.
38 According to Trochim (2006), reliability has to do with the quality of the measurement in the sense that, reliability is the “consistency” or “repeatability” of the measures. In order to test the reliability of instrument, the researcher used consistency technique as suggested by Ogula (1995). Ogula (1995) cited in Kageni
(2012) suggests that internal consistency of data can be determined from scores which were obtained from a single test administered to a sample of subjects. Pilot study was conducted in two adult education centers at Mukendo and Mwisenge wards, the pilot study helped the researcher to ensure reliability of the research instruments.
3.8 Data Analysis
Bogdan (1992) contended that data analysis is the process which involves systematically searching and arranging the interviews, transcripts, field notes and other materials that have been accommodated to increase the understanding of the researcher so as to enable him/ her to present what has been discovered. The study involved qualitative and quantitative data which were analyzed as follows:
3.8.1 Qualitative Data Analysis
Qualitative analysis is the method of data analysis which involves a set of procedure to make valid inferences from the text (Connaway and Powell, 2010). Qualitative data were collected through interviews with the DEAO and the Resident tutor of the
Ilemela District. Responses that were gathered from the interviews were subjected to content analysis in order to explore more information. The information obtained from analysis was presented in the form of quotations obtained from the respondents as interpreted by the researcher. Themes were established to enhance easy implementation of the data obtained.
39 3.8.2 Quantitative Data Analysis
Dawson (2007) argues that quantitative approach generates statistics through the use of large-scale survey research, using methods such as questionnaires or structured interviews. The collected quantitative data from questionnaires was organized and coded. Coding and editing of the collected data was done by using Statistical
Package for Social Science (SPSS) version 20 and analyzed by using simple descriptive statistics. Bell (1993) as cited in Njeri (2011) maintains that when making the results known to a variety of readers, simple descriptive statistics such as percentage has considerable advantage over more complex statistics.
3.9 Limitations of the Study
Limitation of the study is defined as constraints that a researcher encounters in the field of study (Omari, 2011). With regard to this study, Time was a major constraint as the researcher is in formal employment without study leave. Another limitation which the researcher encountered during data collection, her phone was stolen in one of the ward offices. This disturbed the communication pattern of the researcher due to the fact that some of the contacts which could facilitate the communication between the researcher and some of the respondents were missed.
3.10 Ethical Considerations/ Implications
Since the study involved human beings (respondents), a number of ethical principles were maintained before, during and after research. Judith (2010) suggests that under no circumstances can one conduct research until he or she has obtained clearance to proceed from the supervisor, University or any other concerned authority. So, before going for research the permission was rendered to the researcher from the supervisor and the University. During the study, the personal information about the participants
40 remained confidential. Each participant were given enough time to read the information concerning the study and its requirements.
Participants were also be given their right to ask questions and to withdraw from the study at any time including their right to withdraw any information up to the point at which the data were analyzed. Honesty and trustworthiness were given important considerations for the participants‟ involvement in this study. Moreover, participants were informed and advised that the collected data are to be accessed and analyzed by the researcher only for the purpose for which they were collected. Moreover, rules and regulations were adhered to as per research code of conduct.
41 CHAPTER FOUR
PRESENTATION THE FINDINGS
4.0 Introduction
This chapter presents the results of the study regarding the status of Adult Education in Tanzania: A case of Ilemela District, Mwanza. The analysis is based on the four research questions. These are what existing structures supporting adult education in
Ilemela District? To what extent is Adult Education implemented in Ilemela
District? What are the factors that influence the implementation of Adult Education in Ilemela District? What are the stakeholders‟ opinions to successful implementation of Adult Education?
This study involved District Adult Education Officer (DAEO), Resident tutor, ward executive Officers (WEOs), ward education coordinators (WECs), WAHEOs,
WAEOs, adult education facilitators and adult learners of Ilemela District, Mwanza.
This chapter begins with the demographic characteristics of the respondents followed by the presentation of the research findings, according to the research questions. Presentation of the findings is done in the tabular form as well as in descriptive way. Scientific tables have been used in this study.
Quantitative data was processed quantitatively using Statistical package for social sciences (SPSS) Version 20 while the qualitative data were analyzed qualitatively.
On the other hand the chapter starts with the presentation of the demographic data by showing the information of the respondents in terms of age, sex, education level and working experience. Findings were presented by using tables showing data in frequencies, percentages and mean, others were presented descriptively based on their themes for qualitative data.
42 4.1 Demographic Information of the Respondents
This section presents the demographic information of the respondents involved in this study. In this case the population of respondents, age, sex, education level and working experience are presented where the district adult education officer, Resident tutor, ward executive officers (WEOs), ward education coordinators (WECs),
WAHEOs, WAEOs, adult education facilitators and adult learners were the source of information. This enabled the researcher to determine the influence of demographic characteristics on the enrollment of adult literacy students.
4.1.1 Sex of the Respondents
Figure 4.1: Sex of the Respondents (N=92)
Figure 4.1 above shows that out of 92 respondents, 53 (57.61%) were male and 39
(42.34%) female. In general, the study involved more males than females because there were more males than females in the centers.
43 4.1.2 Working Experience of the Respondents
Figure 4.2: Working Experience of the Respondents (N=92)
Figure 4.2 above shows that most of the respondents had a work experience between
11-20 years (66.30%) while only (19.57%) had work experience between 1-10 years.
4.1.3 Age of the Respondents
Figure 4.3: Age of the Respondents
44 In regard to age of the respondents, figure 4.3 above shows that majority of them were between 28-32 years (38.04%) and the least category was that between 23-27 years (9.783%).
4.1.4 Education level of the respondents
Table 4.1: Education level of the respondents
Education level of the respondents Frequency Percentage No schooling 3 3.3 Primary education 24 26.1 Secondary education 29 31.5 Certificate 8 8.7 Diploma 17 18.5 Degree 9 9.8 Any post graduate studies 2 2.2 Total 92 100
Source: Field Data 2018
Table 4.1 above shows that majority of the respondents were those with secondary education level (31.5%) and the least category was those with post graduate studies
(2.2%). The demographic data were relevant to the study because the respondents suit the study because they possess all the characteristics of adult learners.
4.2 Presentation of Findings by Research Questions
4.2.1 What are the existing Structures supporting Adult Education in Ilemela
District?
This research question aimed at examining the existing structures supporting the implementation of Adult Education in Ilemela District. It was thought that the answers to this research question would help to explain the effectiveness of the available structures in supporting the delivery of adult education in Ilemela district.
The findings of this research question are summarized in table 4.2 below. 45 Table 4.2: Frequency and Percentage on Existing Structures Supporting Adult Education
Response category S/N Items A D N % N x Σ 1. Improved library services 19 21.1 71 78.9 0.41 1.79 2. Improved teaching and learning processes 23 25.6 67 74.4 0.44 1.74 3. Increased quality assessment and feedback 7 7.8 83 92.2 0.27 1.92 4. Improved infrastructures and educational facilities 2 2.2 88 97.8 0.15 1.98 5. Increased teacher and student motivation 9 10.0 81 90.0 0.30 1.90 6. Improved teaching and learning environment 2 2.2 88 97.8 0.15 1.98 7. Improved availability of resources 39 43.3 51 56.7 0.11 1.57 8. Increased management efficiency 21 23.3 69 76.7 0.43 1.77 9. Increased in-service and administrative training 30 33.3 60 66.7 0.47 1.67 10. Improved teachers ethics and commitment 35 38.9 55 61.1 0.45 1.61 11. Increased community willingness to contribute financially 42 46.7 48 53.3 0.50 1.53 12. Good relationship between management and teachers 27 30.0 63 70.0 0.46 1.70 13. Increased good services and problem solving to teachers 33 36.7 57 63.3 0.48 1.63 TOTAL MEAN 22.79 AVERAGE MEAN 2 Key: 1-1.4 A 1.5-2 D σ = Standard Deviation = Mean 46 Results summarized from table 4.2 above revealed that out of 13 statements, all the
13 statements were reported under Disagree (D) category. None of the statements were reported under Agree Status. Therefore, the infrastructures supporting the implementation of adult education in Ilemela district are poor, this is because most of the respondents disagreed with all of the statements and none of them agreed.
This implies that adult education providers in Ilemela District do not adequately provide the required support services such as library, educational facilities as well as conducive learning environment for adult learners.
Something important in the above findings is that, even the general “mean” of all statements used is reported to be “2” which again fall under the disagree status. This is an indicator of the inadequacy of supporting structures for adult learners in the area of study. Adult Education can be implied as poorly considered by educational authorities.
47 Table 4.3: Mean of Existing Structures Supporting Adult Education
S/N Items Mean Rank 1. Improved infrastructures and 1.98 1 educational facilities 2. Improved teaching and learning 1.98 1 environment 3. Increased quality assessment and 1.92 3 feedback 4. Increased teacher and student 1.90 4 motivation 5. Improved library services 1.79 5 6. Increased management efficiency 1.77 6 7. Improved teaching and learning 1.74 7 processes 8. Good relationship between 1.70 8 management and teachers 9. Increased in-service and 1.67 9 administrative training 10. Increased good services and problem 1.63 10 solving to teachers 11. Improved teachers ethics and 1.61 11 commitment 12. Improved availability of resources 1.57 12 13. Increased community willingness to 1.53 13 contribute financially
Results presented in table 4.3 show that out of 13 items ranked, the highest means are that of “improved infrastructures and educational facilities” and “improved teaching and learning environment” (1.98) respectively. The lowest rank is that which states that “increased community willingness to contribute financially”. This implies that the existing infrastructures, educational facilities and teaching and
48 learning environment does not sufficiently support the implementation of Adult
Education in Ilemela District.
Figure 4.4: Standard Deviation of Existing Structures Supporting Adult Education (N=90) Key: The statements of the items 1-13 in the figure 4.4 above are reflected from the
Table 4.2
The results presented in figure 4.4 above indicate that, there is a less significant deviation in the responses of the respondents. This implies that there are less significant differences in the perceptions of the study population on the availability of structures supporting the implementation of adult education in Ilemela district.
From the interview conducted with the DAEO and the resident tutor on the structures supporting the implementation of Adult education, it was revealed that
49 there is a problem of poor Infrastructure in Ilemela district. The DAEO emphasized it by arguing that:
“…adult education has a fundamental role to play in human development such as developing peoples’ full potentials however it faces some challenges like insufficiency of infrastructures in the learning centers…” (DAEO, April, 2018)
The Resident tutor added that:
“…the inadequacy of teaching and learning materials affects the effectiveness of the lesson and education at large. In our district we have the problem of shortage of textbooks and library facilities…” (Resident tutor, April, 2018)
The responses from the open ended questionnaire revealed that to the large extent the facilitators are given less local motivation from the community. One of the facilitators emphasized it by arguing that:
“…regardless of the poor infrastructures in the learning centers, still teachers have been facing extra hardworking but there is less motivation from the local community. Most of the local leaders contribute funds and other resources for the development of schools but they support less for adult education…” (Adult education facilitator, April, 2018)
One of the WAHEO commented that:
“… The infrastructures in the learning centers are poor because the community has less morale on the contribution of the development of adults’ learning centers. Nowadays the learning centers do not receive local funds with individual people which are useful in running some activities including purchasing of some educational facilities. …” (WAHEO, 2nd May, 2018)
Unlike the above argument about the existing structures supporting adult education revealed that most of the tutors are not satisfied with the current situation and system of delivering adult education with regard of this argument one WEO commented that:
“…I am not happy with how education is delivered to the community this is because the system is not functioning properly. There is a challenge of financial inadequacy…” (WEO, April, 2018).
50 Along with these stakeholders arguments, the researcher own observation revealed that most of the people who are regarded as adult education facilitators does not specialize in Adult education fields something which limits the quality of teaching and learning process. Most of the facilitators in most of the learning centers are the persons who are the one with the ability to perform a particular task for example carpenters, primary schools teachers and tailors.
4.2.2 Research Question Two: To what extent is Adult Education Implemented
in Ilemela District?
This research question aimed at assessing the extent to which Adult Education is implemented in Ilemela District. It was thought that the answer to this research report would help to explain the magnitude of the implementation of adult education in Ilemela District. The findings of this research question are summarized in table
4.4 below.
Table 4.4: Frequency and Percentage on the extent Adult Education is Implemented (N=90) S/N Items Frequency % 1. Not implemented 5 5.6 2. Highly implemented 28 31.1 3. Lowly implemented 18 20.0 4. Averagely implemented 39 43.3
Source: Field data
The results as summarized in table 4.4 reveal that adult education is average implemented in Ilemela district, this is because most of the respondents agreed with the average implemented statement and only few of them agreed with the statement that states “not implemented”. But if statements 1, 3 and 4 are combined the status
51 of extent of implementation of Adult Education is likely to be of low or poor level.
Therefore, adult education is less effective.
From the documentary review, it was revealed that Ilemela district has been implementing various Adult Education programmes such as COBET, ICBAE, ODL and technical centers and home craft. COBET has 13 centers which are in primary schools. The COBET centers are located in Buswelu primary school, Kirumba primary school, Isenga primary school, Pansiasi primary, Bwiru primary school,
Buzuruga primary school, Nundu primary school, Nyamadoke primary school,
Nyamhongolo primary school, Kabangaja primary school, Chasubi primary school,
Bugogwa primary school, and Mhonze primary school.
The ICBAE programmes are implemented in all wards, whereby each ward has one
ICBAE centre. Programmes offered by those centers include economic activities, agriculture, business and trade, livestock and fishing, accounting, and civic matters.
Vocational adult education center is located at Kirumba primary school. The programmes offered by the center include woodwork, iron metal work and smithing, masonry, mechanical, electrical wiring, and plumbing. Home craft center is located at Jeshini primary school. The center offers education in nutrition matters, house care and cleaning, clothing and sewing, and health and diseases prevention.
From the interview conducted with the resident tutor and DEAO on the extent adult education is implemented in Ilemela district. It was revealed that there is a poor enrollment and attendance of adult learners in most of adult education programmes due to their social and economic responsibilities. During the interview the resident tutor argued that:
52 “…We make proper announcements for residents of our entire district on various training programmes we offer in our center. However, some of the people complain that they have no time to attend the trainings. …” (Resident tutor, April, 2018)
The DEAO added that:
“…The majority of our learners are from low economic status families; therefore, they are depended to generate income to boost their families’ economic status. Thus they are left with a very limited time to participate in various literacy programmes ...” (DAEO, April, 2018)
The results from the focused group discussions conducted with adult education facilitators and learners show that, adults‟ economic activities affect their enrollment and attendance. Most of the adult facilitators and learners said that the learners failed to attend literacy classes and sometimes came late to classes because they were engaging in their commercial activities. One of the adult education facilitators emphasized it by arguing that:
“…Most of the learners opt to engage much in income generating activities rather than engaging in educational matters…this notion at last make some of the learners to dropout from different Adult Education programmes classes…”(Adult education facilitator, March, 2018)
To justify the above argument, one adult learner argued that:
“… We sometimes lack finances to cater for our education and at the same time we are required to take care of our families, therefore instead of attending to adult classes we see the best option is to go to our business places to find some money for accommodating our family needs…”(Adult learner, March, 2018)
The respondents from the focused group discussion also argue that most of the adult learners are depended to take care on the matters of their families and the society around them and at the same time they had to attend classes. This was reported to affect most of them as in most cases they failed to enroll in most of adult education
53 programmes and sometimes they also fail to attend classes regularly. One of the adult education facilitators emphasized it by arguing that:
...dealing with adult learners is a very controversial issue…their enrollment and attendance sometimes are not in a good order… for instance you can find a leaner miss class for quite some time… when they come back to school and you ask for the reason they say that they had family problems... (Adult education facilitator, March, 2018)
Arguing consistently the learners commented that:
“…I am a married woman and my family depend much on me to take care of my husband, my kids and my house but in the mean time I am required to attend classes... I often find myself concentrate on solving my family issues at the expense of classes...” (Adult education learners, March, 2018)
The other learner added that:
“…We have lots of responsibilities and family to take care of. There are also other social issues like funerals and marriage ceremonies to attend to. All these need us and there shortage of time to fully concentrate on our education…” (Adult education learners, March, 2018)
From the focused group discussions it was revealed that some of the learners feel embarrassed to attend in most of the adult literacy classes with the fear of being laughed. This was evidenced by one of the adult education facilitator who argued that:
“…Some of the learners feel ashamed to enroll in the adult literacy classes because they feel embarrassed to use the same classrooms and other teaching and learning facilities used by their young sisters and brothers. They feel that their young brothers and sister will laugh at them…” (Adult education facilitator, March, 2018)
Other adult facilitator added that:
“… One of my neighbors does not know how to read and write… I encouraged her to attend literacy adult classes but she claimed that she could not go to the school with her children because she is feeling ashamed to attend the same class with young learners...” (Adult education facilitator, March, 2018)
54 One of the adult learners evidenced the above argument as he commented that:
“… My friends and neighbors often laugh at me … they see me as a real ignorant person for attending adult literacy class… this discourages me a lot… I wish to stop attending this programme… it is real embarrassing…” (Adult learner, March, 2018)
4.2.3 Research Question Three: What are the Factors Influencing the
Implementation of Adult Education in Ilemela District?
This research question aimed at exploring the factors influencing the implementation of adult education in Ilemela District. It was thought that the answers to this research questions will help to determine the favorable factors that will influence proper delivery of adult education among adult education learners and facilitators. The following are the findings of the study with regard to this research question.
55 Table 4.5: Frequency and percentage on factors influencing the implementation of Adult Education
S/N Items Response category SA A UD D SD Σ x
N % N % N % N % N % 1. Decision making to local authorities on Adult Education 17 18.9 37 41.1 26 28.9 7 7.8 3 3.3 0.98 2.36 2. Fostering community and parental participation on Adult 14 15.6 41 45.6 27 30.0 6 6.7 2 2.2 0.90 2.34 Education 3. Incre ase accountability to management on Adult 11 12.2 28 31.1 42 46.7 7 7.8 2 2.2 0.89 2.57 Education 4. Improved education delivery and provision of Adult 3 3.3 12 13.3 37 41.1 21 23.3 17 18.9 1.05 3.41 Education 5. Bringing closer supervision and inspection on Adult 19 21.1 35 38.9 19 21.1 11 12.2 6 6.7 1.15 2.44 Education 6. Increased efficiency and effectiveness to educational 15 16.7 42 46.7 23 25.6 9 10.0 1 1.1 0.91 2.32 activities on Adult Education 7. To reduce regional disparities geographically 19 21.1 36 40.0 22 24.4 8 8.9 5 4.6 1.09 2.38 8. Expansion of educational institutions 16 17.8 39 43.3 28 31.1 6 6.7 1 1.1 0.88 2.30
56 9. Autonomy to individual schools, colleges and Adult 5 5.6 7 7.8 25 27.8 34 37.8 19 21.1 1.08 3.61 educational centers 10. Services for teachers to be closer and timely 42 46.7 40 44.4 5 5.6 3 3.3 0 0 0.74 1.66 11. Failure of the central government in financing Adult 4 4.4 3 3.3 3 3.3 41 45.6 39 43.3 0.99 4.20 Education 12. To reduce bureaucracy and quicken decision making 9 10.0 44 48.9 27 30.0 6 6.7 4 4.4 0.94 2.46 13. Increase democratization by distributing power 12 13.3 13 14.4 52 57.8 9 10.0 4 4.4 0.95 2.73 14. Improving the quality of education 53 58.9 17 18.9 8 8.9 1 1.1 10 11.1 1.33 1.88 TOTAL MEAN 36.66 AVERAGE MEAN 2.6
Key SA 1-1.4 A 1.5-2.4 UD 2.5-3.4 D 3.5-4.4 SD 4.5-5
σ = Standard Deviation = Mean
57 The results as summarized in table 4.5 above revealed that out of 14 statements, 2 were reported under disagree (D) category, 5 items were reported under undecided
(UD) category and 7 items were reported under agree (A) category. None of the statements were reported under strongly agree category and strongly disagree category. However the general perceptions of the respondents on factors influencing the implementation of Adult education was not positive because of the mean of 2.6 which implies that they are “not sure” on the factors influencing the implementation of Adult Education in Ilemela district. This is basically because of the poorly existing structures and motivation of adult education in Ilemela district. It may be also because of poor misunderstanding of the concept of adult education.
58 Table 4.6: Mean of Respondents’ Perception on Factors Influencing the Implementation of Adult Education S/N Items Mean Rank 1. Failure of the central government in financing Adult 4.20 1 Education 2. Autonomy to individual schools, colleges and Adult 3.61 2 educational centers 3. Improved education delivery and provision of Adult 3.41 3 Education 4. Improving the quality of education 3.32 4 5. Increase democratization by distributing power 2.78 5 6. Increase accountability to management on Adult Education 2.57 6 7. To reduce bureaucracy and quicken decision making 2.47 7 8. Bringing closer supervision and inspection on Adult 2.44 8 Education 9. To reduce regional disparities geographically 2.38 9 10. Decision making to local authorities on Adult Education 2.35 10 11. Fostering community and parental participation on Adult 2.34 11 Education 12. Increased efficiency and effectiveness to educational 2.32 12 activities on Adult Education 13. Expansion of educational institutions 2.30 13 14. Services for teachers to be closer and timely 1.66 14
Results from table 4.6 show that out of 14 items ranked the highest mean is that of failure of the central government in financing Adult Education (4.20), and the lowest mean is that of Services for teachers to be closer and timely (1.66). This implies that the central government does not provide adequately finance in supporting the provision of adult education services in Ilemela district.
59
Figure 4.5: Standard Deviation on the Factors Influencing the Implementation of Adult Education (N=90) Key: The statements of the items 1-14 in the figure 4.5 above are reflected from the
Table 4.5
Figure 4.5 above indicates that, there is a less significant deviation in terms of perceptions of the respondents; this may be probably caused by the differences in the level of education and other work and life experiences among the study population.
Basing on the data presented in Table 4.6, it is clear that inadequate funding influenced much on the poor implementation of adult education in Ilemela district. It was revealed that adult education institute in Tanzania depended sorely on government funding as there was no any investment through which fund could be
60 raised. However, the amount of fund provided by the central government was seriously minimal to meet administrative and educational costs. During the interview the DEAO commented that:
“…there is no separate budget particularly for the department of the adult education instead the department depends much on the overall budget of the district’s education office. This makes the implementation and supervision of various adult education activities to cease.
The argument is supported by one of the WAHEOs who argued that:
“Whenever we are required to implement projects related to health issues we almost fail to accomplish them, this is due to lack of budget for running those projects. Of course, adequate budget is very essential for the effective implementations of any project…’’ (WAHEO, March, 2018)
From the interview conducted to the DEAO and the resident tutor, it was exposed that the inadequate number of qualified facilitators influenced the poor implementation of adult education. In the most of adult learning centers there is a problem of using untrained facilitators in the field of adult education. Most of the centers were using primary and secondary school teachers as adult education facilitators. During the interview the resident tutor argued that:
“…In most of adult education centers, we normally use unqualified part time teachers, primary and secondary schools’ teachers because the availability of qualified adult education facilitators is a very serious issue…” (Resident tutor, April, 2018)
The DEAO added that:
“… Most of our adult learning centers lack qualified adult education facilitators because most of the higher learning students in Tanzania do not opt for adult education specialization when taking their diplomas or degrees. This is due to the fact that the course is not familiar to most of higher learning applicants…” (DEAO, April, 2018)
61 It was also revealed that communities‟ participation in the planning, implementation and monitoring of educational programmes influence the successful implementation of adult education. During the interview the resident tutor argued that:
“…Adult education has to be influenced by community participation since local service providers own the resources. Local leaders have to contribute funds and other resources to support the implementation of adult education in their localities so as to reduce the challenge of shortage of teaching and learning materials…” (Resident tutor, April, 2018)
One of the WECs commented that:
“…There is absence of community participation in the development and implementation of Adult education programmes. The communities does not fully participate in the construction of Adult Education leaning centers as well as raising funds for running Adult education functions…”(WEC, April, 2018)
One of the WEOs also argued that:
“…The communities are not involved in planning the learning contents. We are the one who planning what to present to the community whether it is a health issue or economic issue. When we have a particular extension education or other campaigns for example financial management education trough VICOBA groups we only announce to them and what they contribute is money to finance their trainings…” (WEO, 6th May, 2018)
In the open ended questionnaire it was revealed that the availability of teaching and learning materials influence the implementation of adult education. However, majority of the adult education and learners argued that they are not supplied with adequate teaching learning materials. It is seen that the government is inefficient in supplying the adult learning centers with adequate materials such as textbooks and other library books. With regard to this argument, one adult education facilitator commented that:
...The availability of teaching and learning material is a big challenge in our center…it is our own efforts to find materials and other reference books relevant to what we teach from other libraries.
62 It sometimes demoralizes us to teach to the adult education classes because we real suffer…” (Adult education facilitator, March, 2018)
To support the above argument, one of the learners cemented that:
“…We do not have much learning materials in our center... we only depend our teachers to give us the notes they prepared for us and sometimes we are required to buy some of the textbooks…” (Adult education learner, March, 2018)
4.3 Research Question Four: What are the Stakeholders’ Opinions to
Successful Implementation of Adult Education in Ilemela District?
The aim of this research question was partly to solicit stakeholders‟ opinions on the ways to improve the implementation of adult education in Tanzania. It was assumed that, the answers for this research question will help to come out with the ways of improving the provision of adult education in Tanzania. The following are the findings of the study with regards to this research question.
63 Table 4.7: Frequency and percentage of the stakeholders’ opinions to successful implementation of Adult Education
S/N Items Response category SA A UD D SD σ x
N % N % N % N % N % 1. Decentralize budget and allocation of 21 23.3 49 54.4 13 14.4 7 7.8 0 0 0.83 2.07 revenues in the Adult Education centers 2. Give full autonomy to local authorities 12 13.3 57 63.3 19 21.1 1 1.1 1 1.1 0.69 2.13 on Adult Education 3. Contextualize curriculum to suit local 34 37.8 46 51.1 8 8.9 2 2.2 0 0 0.71 1.76 settings and needs on Adult Education 4. Education matters in the hands of 8 8.9 6 6.7 54 60.0 12 13.3 10 11.1 0.99 3.11 academicians rather than politicians 5. Decentralize inspectorate units on 10 11.1 57 63.3 16 17.8 3 3.3 4 4.4 0.87 2.27 Adult Education 6. Decentralize assessment and feedback 17 18.9 45 50.0 9 10.0 11 12.2 8 8.9 1.19 2.42 on Adult Education 7. Raise the status of teaching profession 5 5.6 62 68.9 21 23.3 2 2.2 0 0 0.58 2.22
64 of the Adult Education 8. Increase the instructional time on Adult 14 15.6 48 53.3 12 13.3 7 7.8 9 10.0 1.15 2.43 Education 9. Develop the teaching staffs on Adult 3 3.3 60 66.7 18 20.0 5 5.6 4 4.4 0.83 2.41 Education 10. Close and regular monitoring and 7 7.8 31 34.4 24 26.7 12 13.3 16 17.8 1.23 2.99 measurements 11. Parental and community involvement 19 21.1 55 61.1 10 11.1 5 5.6 1 1.1 0.81 2.04 in decision making 12. The use of OPRAS forms to Adult 13 14.4 37 41.1 25 27.8 13 14.4 2 2.2 0.99 2.49 Education facilitators 13. Renew teaching and learning 4 4.4 12 13.3 69 76.7 3 3.3 2 2.2 0.65 2.86 methodologies TOTAL MEAN 31.2 AVERAGE MEAN 2.4
Key SA 1-1.4 A 1.5-2.4 UD 2.5-3.4 D 3.5-4.4 SD 4.5-5
σ = Standard Deviation
= Mean 65 Results from table 4.7 revealed that out of 13, 4 items were reported under undecided (UD) category and 9 items were reported under agree (A) category. None of the statements were reported under strongly disagree, disagree category and strongly agree category. However the general stakeholders‟ opinions to successful implementation of Adult Education were positive because of the mean of 2.4. This implies that the respondents agreed with the given opinions.
Table 4.8: Mean of the Stakeholders’ Opinions to Successful Implementation of Adult Education S/N Items Mean Rank 1. Education matters in the hands of academicians rather than 3.11 1 politicians 2. Close and regular monitoring and measurements 2.99 2 3. Renew teaching and learning methodologies 2.86 3 4. The use of OPRAS forms to Adult Education facilitators 2.49 4 5. Increase the instructional time on Adult Education 2.43 5 6. Decentralize assessment and feedback on Adult Education 2.42 6 7. Develop the teaching staffs on Adult Education 2.41 7 8. Decentralize inspectorate units on Adult Education 2.27 8 9. Raise the status of teaching profession of the Adult 2.22 9 Education 10. Give full autonomy to local authorities on Adult Education 2.13 10 11. Decentralize budget and allocation of revenues in the Adult 2.07 11 Education centers 12. Parental and community involvement in decision making 2.04 12 13. Contextualize curriculum to suit local settings and needs on 1.76 13 Adult Education
The results as summarized in table 4.8 shows that out of 13 items ranked, the highest mean that of Education matters in the hands of academicians rather than politicians
(3.11). The least ranked mean is that of contextualize curriculum to suit local 66 settings and needs on Adult Education (1.76). This implies that the decision regarding educational matters should be left in the hands of academicians rather than politicians.
Figure 4.6: Standard Deviation Stakeholders’ Opinions to Successful Implementation of Adult Education (N=90) Key: The statements of the items 1-13 in the figure 4.6 are reflected from the Table
4.7 above.
Figure 4.6 above indicates that, there is a significant deviation in terms of the opinions of the respondents; this may be probably caused by the significant differences in the level of education and life experiences among the study population.
67 During the interview the resident tutor and the DEAO about the stakeholders‟ opinions to successful implementation of Adult Education, it was revealed that the community has a greater role to play in influencing the successful implementation of adult education. The respondents argued that local community is essential in resources allocation and control. During the interview the resident tutor argued that:
“…There is a need to strengthen community participation in supporting the implementation of Adult Education Programmes. The communities should be encouraged to contribute in planning for learning activities, construction of conducive adult learning centers, purchasing educational materials and follow up the learning activities so as to create healthy teaching-learning environment…”(Resident tutor, April, 2018)
On the other hand the DEAO argued that:
“…The local communities are insisted to offer the better services to adult learning centers as far as the education provided will serve them. Communities need to feel as a part of the education process which will help in improving allocation and effective utilization of educational resources…” (DEAO, April, 2018)
One WEC added that:
“…For the effective implementation of adult education programmes, local communities need to take part to various adult education programmes run in their localities. The local leaders need to support the provision of adult education in their wards by contributing finds and other resources as they do to support formal schooling …”(WEC, April, 2018)
Furthermore, one adult education facilitator commented that:
“…The local communities should be encouraged to willingly offer their financial support to the adult learning centers near their localities so as to make the required resources available…”(Adult Education facilitator, March, 2018)
From the open ended questionnaires, it was revealed that there also should be autonomy in local financing to enhance adult learning centers to prosper. For instance one of the adult education facilitator noted that:
“…There is a need to eliminate unnecessary bureaucracy by moving the power of decision making and resources to local service 68 providers. This is due to the fact that since they are the ones who control the programmes and resources, they can be held responsible for the outcomes…” (Adult Education Facilitator, 10th May, 2018)
Another adult education facilitator commented that:
“… There is a need of shifting responsibilities for decision making directly to local levels. The local communities should participate in making decisions in different functions such as resource mobilizations, administration and deciding on the programmes to be offered to suit local needs…” (Adult education facilitator, 5th May, 2018)
During the focus group discussion, it was suggested that the government should raise the status of teaching profession by improving the standard of teachers‟ lives through improved salaries, teaching allowances and other incentives so as to attract more candidates to opt for teaching carrier especially for adult education specialization. During the discussion one of the adult education facilitator argued that:
“…The government has to make sure that it raises our living standards as teachers. Teaching profession is real a respectable and crucial profession since it is the mother of all the professions. But in real sense most of the people in our communities undermine this profession due to our poor living conditions...” (Adult education facilitator, March, 2018)
Another facilitator added that:
“…our status to the community is somehow low… most of the people opt for teaching profession as a last option after failing to all alternatives. This makes the people who enter into this profession to lack passion and commitment…” (Adult education facilitator, March, 2018)
To support the above argument, another facilitator commented that:
“…The government should real improve teachers’ lives by improving the salary schemes and other incentives. This is because, the qualified applicants do not opt for teaching carrier as it has been undervalued by different individuals within the society do to the poor living standards of most of the teachers… (Adult education facilitator, March, 2018)
69 In contrary with the above arguments, one facilitator argued that:
“…To be honest, nowadays teaching profession is one of the attractive jobs. This is because we have a lot of opportunities to develop ourselves through different loans schemes. The loans schemes help us to overcome our daily life challenges…” (Adult education facilitator, March, 2018)
The above argument was opposed by the other facilitator who argued that, those loan schemes contributes a lot to make some of the teachers‟ lives miserable. This is because there are some teachers who over owe and end up living miserable lives.
4.4 Summary of the Findings
From the first objective which aimed at examining the existing structures support the implementation Adult Education in Ilemela District. It was revealed that the existing structure supporting Adult Education were ineffective. Also the required support services such as library, educational facilities, motivation as well as conducive learning environment for adult learners were not adequately provided. Under these circumstances the effectiveness of the provision of Adult Education is still questionable.
The second objective aimed at assessing the extent to which Adult Education is implemented in Ilemela District. It was revealed that Adult Education is moderately implemented in Ilemela district through various Adult Education Programmes such as COBET, ICBAE, ODL, Technical centers and Home Craft.
The third objective aimed at exploring the factors that influence the implementation of adult education in Ilemela District. The findings indicated that the respondents were not sure on the factors influencing the implementation of Adult Education in
Ilemela district. However it was revealed that the government is inefficient in allocating adequate funds to finance the purchasing of adequate teaching and 70 learning materials which limit Adult Education learners to extend their learning at home. It was also found that the less community participation and the shortage of qualified Adult Education facilitators influence the poor implementation of Adult
Education in Ilemela District.
The fourth objective aimed at soliciting stakeholders‟ opinions on the ways to improve the implementation of adult education in Tanzania. The findings revealed that to strengthen community participation, to leave decision regarding educational matters should in the hands of academicians rather than politicians, ensuring close and regular monitoring and measurements as well as employing and develop the unqualified teaching staffs will lead to the successful implementation of Adult
Education.
71 CHAPTER FIVE
DISCUSSION OF THE FINDINGS
5.0 Introduction
This study explores the status of Adult Education in Ilemela District. Therefore, this chapter deals with the discussion of research findings and sees how they relate or differ with other studies conducted in different parts of the world. The discussion of these findings was done in relation to the research objectives.
5.1 Discussion of the Findings
The discussion of the findings was based on research objectives. The discussion will begin with objective number one to objective number four and will be guided by brief statements of findings from chapter four.
5.1.1 The Existing Structures Supporting Adult Education in Ilemela District
In this part the study sought to assess the effectiveness of the available structures in supporting the delivery of adult education in Ilemela district. The results presented in chapter four indicate that Ilemela district had poor conducive teaching and learning environment for adults. This is because it was found out that in Ilemela district there is a problem of insufficiency of infrastructure, scarcity of libraries as well as the shortage of textbooks and reference books. Most of the adult education centers were located in primary and secondary schools and the teachers are used as
Adult Education facilitators.
It was further revealed that Adult education along with its facilitators receives less motivation from the local communities. Therefore, having unconducive teaching and learning environment, insufficiency of infrastructure, shortage of libraries, shortage of teaching and learning facilities as well as less local motivation from the local 72 communities signifies ineffective structures supporting Adult Education in Ilemela
District.
The findings are in line with that by Kebathi (2008) and Nnazov (2005) cited in
Wanyama (2014) who points out that Adult learning centers lack adequate and relevant teaching and learning materials and that most of the learning venues are community owned places such as public schools, churches, mosques and halls. The furniture in these centers is also inappropriate. This may de-motivate the learners and result in absenteeism or even drop-outs. The Lack of, or inadequacy of physical and instructional facilities in government owned Adult Education training centers, observed, is an indicative of neglect or the marginal status of Adult Education.
The findings are also similar with that by TIE, MOEC and UNESCO (2000) who found out that many centers in Kisarawe and Masasi district did not have permanent classrooms, toilet facilities for the learners were not satisfactory and in some centers they were absent. It was also found that in most of the centers, the learners did not have permanent desks to sit on and write. Sitting and writing on the floor provides a poor learning environment. Since most of the centers were temporary, there were no attempts to plant trees or flower gardens. It was also found that many of the COBET centers had no offices and had no storage facilitates such as cupboards or shelves which made the books and stationery to be kept on the floor.
The findings concur with that by Sandra (2013) who noted that the inadequacy of resources made the basic adult literacy education very expensive. She noted that, although the department of adult education is required to supply all the necessary learning and teaching materials and both teaching support personnel to all literacy
73 classes but adult learners in Kajiado north are required to have their own materials which pauses the problem of retention and a high dropout rate of learners.
The findings go in line with that of Mungai (2014) who noted that the KNALS report by the republic of Kenya (2007) indicated that inadequate teaching and learning materials, lack of multi-media resources, mixing of male and female learners and the distance to the learning centers are factors that contribute to poor implementation of Adult Literacy Programme. It was also found that inconvenient schedules and poor choice of the location of ACE centers discourages adults from joining the programmes.
The findings go in line with the findings of the study by Ngau (1997) as cited in
Kageni (2012) on the situation of adult literacy in Kenya established that lack of resources was a major contributing factor to the drop out in literacy classes. The research indicated that 69% of the centers involved in the research study had no suitable buildings that were allocated for use by the literacy programme. Instead literacy classes were conducted in primary school. The adult learners used furniture used by the primary school pupils, which were not suitable then.
It also concurs with the study carried out by Kweka (1975), Ilagi (1977) and Kassam
(1978) as cited in Msoroka (2011) which revealed that in Tanzania primary schools were used very effectively as centers for adult education in the 1970‟s. These schools offered their facilities such as buildings to be used for adult education programme purposes. Teachers of these schools were also used as facilitators of adult education programmes. However, there were problems that faced these primary schools when implementing this task. Such problems included the increase
74 of primary schools‟ pupil enrolment, shortage of teaching materials and teacher complains of being overworked.
The above arguments concur with that by Olufunke and Wuraola (2013) who argued that in Nigeria, desks and benches which are not so comfortable for adults are mostly used at the teaching centers; these may not encourage good teaching and learning. The adult (literacy learners) were only supplied free exercise books and primers by the State government.
The above findings are again supported by UNESCO (2015), which points out that in many countries, the availability of textbooks and other reading materials remains severely limited. In 2012, Cameroon had only 1 reading textbook for every 12 students and only 1 mathematics textbook per 14 students. In several countries, textbook shortages have become more acute over the past decade. Between 2000 and
2007, Kenya, Malawi, Namibia and Zimbabwe registered an increase of at least 10 percentage points in the proportion of students who either had no textbook or had to share with at least two other students.
The finding go in line with the study done by Kway (2016) who points out that in
Tanzania there is critical shortage of teaching and learning materials in particular relevant books, lack of libraries and laboratories. The study revealed that in
Tanzania there were no libraries and laboratories for teachers and students to concentrate with their teaching and learning as well as making practicals.
5.1.2 The Extent Adult Education is Implemented in Ilemela District
This research question intended to assess the extent to which Adult Education is implemented in Ilemela District. The findings obtained from the questionnaires
75 indicated that Adult Education is moderately implemented in Ilemela district through various Adult Education Programmes such as COBET, ICBAE, ODL,
Technical centers and Home Craft.
The findings are similar with that of URT and UNESCO (2008) who found out that the implementation of COBET was successful for 2003/2004 since the learners who enrolled in the COBET programme increased sharply in 2003/2004 when the programme was scaled up country wide but later on learners decreased because some were mainstreamed into formal system of education.
The findings are contrary with that by Bwatwa and Kamwela (2010) who points out that the ICBAE programmes were highy implemented from 2004 to 2008 as the number of adult learners who were enrolled in ICBAE Programmes was high. The enrollment of 4,248,013 adults who were enrolled from 2005 to 2008 exceeded the target of enrolling 3,800,000 adults in basic adult education programme. The high enrolments were attributed to conducting advocacy, community sensitization and mobilization and adult education week celebrations. Adult learners who were enrolled in different programmes courses including life skills training, vocational training, extension services and income generation support training.
The above argument is supported by UNESCO (2016) who asserts that the ICBAE programme has shown the impressive gains across all 25 regions of the Tanzanian mainland. Between 2005 and 2014, the programme has increased access to basic adult education, offering educational opportunities to approximately 14,000,000 young people and adult learners. The programme has achieved a high percentage of female enrolment, at around 55%.
76 With regards to literacy skill levels, around 3,000,000 learners with initially very low level of literacy skills managed to acquire literacy skills which helped them in conducting their income-generating activities. Over the same period, around
6,000,000 learners acquired knowledge and skills in various income-generating activities. Using the income they have earned through these income-generating activities, learners have been able to improve their lives through the more balanced diet they can now afford, by paying school fees for their children and by living in more financially stable households (UNESCO, 2016).
The findings are supported by Kway (2016) who argued that only about 651,224 out of school children and youth (compared with the target of 2,500,000) benefitted through the COBET programme. Also, only 1,700,000 adults (which are 45% of the targeted goal of 3,800,000 beneficiaries) were provided education through the
ICBAE.
The findings go in line by that of Sandra (2013) who noted that in Kajiado County, many adult learners enroll in the Adult learning classes but drop or become inactive almost immediately they enroll. The records show an enrollment of 602 learners but the numbers drop by more than 30% after 3 months. This shows that there is a motivation towards enrollment and a de-motivator making the numbers drop drastically from the programme. The number of teachers also decreased from 4,425 in 2005 to 3089 in 2006 while that of learners decreased by 3,791 from 33, 409.
The concur with that of Kageni (2012) who points out that in Meru South District, the report showed that only 180 of male and 220 of female adult population were aware of the existence of adult literacy programmes. Among the population that is aware of the programmes in Magumoni Division, the report indicated that only 1.1% 77 of males and 0.8% of females of this adult population confirmed having ever participated in any Adult and Continuing Education programme.
The findings were again similar to that by Legwaila (1993) as cited in Njeri (2011) who points out that, in Botswana, learner enrolment in literacy classes was declining and the dropout rate was also increasing. In 1985 the learner enrolment was 36,660 which decreased to 20,667 in 1993. This represents 53 percent drop and within the same period the number of adult literacy teachers had invariably gone down from
1480 to 1090.
Apart from the enrollment of adults in ICBAE and COBET programmes, 139,101 adult learners were enrolled in other programmes such as the Folk Development
Colleges in the whole country between 2004 and 2008. The Folk development
Colleges are spread in all regions in Tanzania and provide different courses in adult education these including long and short ones based on vocational and life skills. It is supported by Bwatwa and Kamwela (2010) who argued that the IAE enrolment shows a total number of 16,801 learners were enrolled.
The findings is similar to that of Kway (2016) who stipulates that, in Tanzania enrollment data obtained from the Institute of Adult Education for three consecutive academic years 2013/2014, 2014/2015 and 2015/2016 respectively indicated that a total of 390 students had been enrolled in various programmes ranging from certificates to Diploma. Out of 390 students, 192 (49%) were males and 198 (51%) were females.
The findings are parallel with those by Masson (2010) who noted the poor implementation of adult education in United Kingdom as he observed the decline in
78 proportion of the number of the people who were engaged in formal education, job – related training or leisure education to 30.8%. It was found that, women participation in one or more form of adult education and training was substantially higher than it was for men. Male involvement peaked at 30.1% in 2002 and by 2009 had fallen to 27.2%. Female involvement peaked at 36.0% in 2002 and although it fell to 34.3% in 2009.
The study also revealed that adult education programmes in Ilemela district are not operating well as it shows that the enrollment of learners been declining. It was found out that socio-economic factors and social factors affect the attendance of adult learners in Adult Education programmes. It was also found that some of the learners feel embarrassed to attend in most of the adult literacy classes
The findings are similar with that by Mushi et al. (2002) as cited in Macpherson
(2008) who argue that, there is enough evidence to demonstrate that literacy and post literacy programmes in Tanzania have not being operating well. It shows that literacy classes have been declining since 1980s. Bhalalusesa (2002) cited in
Macpherson (2008) argue that adult education is not functioning in other parts of the project districts and other areas of the country due to financial constraints.
The findings go line with that of UNESCO (1993) who points out that Adult
Education classes have been declined in the rural areas of Pakistan because the learners were expected to improve family income, children‟s educational attainment, family health, and local resources management, empowerment for economic development and social participation.
79 The findings are again supported by Masson (2010) who stated that in United
Kingdom many adults who enroll do not remain in programmes long enough to achieve their educational goals, many dropped out because they feel the programme is not serving them effectively. For example in 2003 – 2004, 31% of who participated for 12 hours or more in federally funded programmes dropped out or stopped out before completing one educational level. It also concurs with the study of Mualuko et al. (2009) who show that the decline of the enrolment in adult education centers is due to the fact that learners felt that they are too old to learn.
5.1.3 Factors Influencing the Implementation of Adult Education
This research objective sought to explore the factors that influence the implementation of Adult Education. The results presented in chapter four indicate that the majority of respondents were not sure on the factors that influence the implementation of Adult Education in Ilemela District.
It was further revealed that the central government does not provide adequately finance to support the provision of Adult Education services in Ilemela District. The study found that the government is inefficient in allocating adequate funds to finance the purchasing of adequate teaching and learning materials which limits Adult
Education learners to extend their learning at home. It was also found that the less community participation and the shortage of qualified Adult Education facilitators influence the poor implementation of Adult Education in Ilemela District.
The findings also are supported by the study done by Sandra (2010) who found out that availability of learning resource influences the implementation of adult literacy education programmes in Kajiado County. However most of the students in adult literacy education centers lack enough materials for meaningful learning to take 80 place in the sessions. Most students buy for themselves the books and other materials used or made them to share the materials that are available while they are however not allowed to carry the materials home. This makes consistency and continuity impossible in case one misses a class.
The findings agree with the study by Gezahegn (2013) who revealed that in
Ethiopia, challenges on the organization and management, the facilities, provision of teaching-learning materials, facilitators andragogical skills, community participation of stakeholders, political commitment, support and supervision of the adult education Program demand high level of attention for its effective implementation.
The findings are also similar with that of Hussain (2013) who points out that that inadequate funding challenge the delivery of Adult Education in Nigeria. It was revealed that to the Adult Education, the budgetary allocation at all levels of government is grossly inadequate especially when compared to the formal education sector. However, it is noted that there is problem of accountability and transparency in the management of funds allocated to non-formal education sector.
The findings concur with that of Wanyama (2014) citing Nnazov (2005) who observed that the shortage of qualified Adult and Continuing Education teachers is common in developing countries. In most of the developing countries Adult
Education Courses are taught by teachers who lack Adult Education Training.
The above argument is again supported by that of Hussain (2013) who argues that in
Nigeria there is a challenge of inadequate number of qualified facilitators. This is due to the fact that non-professionals and untrained facilitators who do not understand the use of andragogical techniques, primary school teachers and even
81 school certificate holders are usually appointed as facilitators. Hussain (2013) points out that statistics revealed that there are still Grade II teachers and even less qualified personnel teaching in the non-formal Education centers and are not fully trained in the andragogical methods.
Another study confirms the findings is that of Njeri (2011) citing Karani (1996) who noted that the decline in adult literacy enrolment for the case in Kenya was contributed by inability to recruit adequate and qualified teachers, social factors which discourage some adults from attending classes, lack of adequate classes enough to attract adults and non-availability of appropriate reading materials in some ethnic language.
It is in line with that of Fasokun (2006) who noted that in Nigeria, only a few of those working in adult education have received basic professional training in the field, while some have received training in other disciplines, but without specific preparation for teaching material to adults. This means that most instructors in adult education lack adequate training on the development and effective utilization of instructional materials.
The findings go parallel with that by Kway (2016) who points out that shortage of competent facilitators was indicated as one of the serious challenge which lower the status of Adult Education in Tanzania. It was noted that in Tanzania majority of the serving facilitators had low education level as many possessed diplomas some of the diploma were irrelevant to the adult education. This was attributed to less attention given to adult learning in Tanzania that in turn demoralize higher achievers secondary schools‟ candidates to opt for adult specialization in colleges and universities. 82 The findings correspond with that of Gezahegn (2013) who pointed out that one major factor for the failure of the educational system is absence of the concern to and feeling of the ownership of educational matters on the part of the community.
The sustainability of the program is ensured where the community participates in program development as well as in the implementation of the program.
The findings are contrary with that by TIE and UNESCO (2000) which points out that since COBET is a community based programme, the parents and the general community surrounding COBET centres in Masasi and Kisarawe have shown a lot of support to the COBET programme. In most of the centers, parents had put a lot of effort in trying to provide COBET with permanent shelter. Parents were involved in building COBET offices and classrooms on a self-help basis (without payment)
5.1.4 Stakeholders’ Opinions on the effective way of Improving Adult
Education in Ilemela District
The aim of this research question was partly to solicit stakeholders‟ opinions on the effective way of improving Adult Education in Ilemela District. The findings from the interviews and open ended questionnaires revealed that the respondents suggested that the government and other Adult Education providers to strengthen community participation in supporting the implementation of Adult Education
Programmes.
These findings are in conformity with Kageni (2012) who pointed out that participation of the total society is crucial to development of Adult and continuing
Education. Participation of adult learners and the community is a key factor for the successful developments, implementation and evaluation of Adult and Continuing
Education programmes. This is because their views, suggestions and requests need 83 to be integrated into the development of the programme so as to raise their motivation and commitment to participate in the programmes. She also argued that all stakeholders should be involved in decision making and in creating the infrastructures that will lead to creating ownership, besides accomplishing the goals and sustainability of the Adult and Continuing Education programmes.
The findings corresponds to the study of Gezahegn (2013) who suggested that the community should have the possibility to express the difficulties that hinder the educational success and to take part in the identification of solutions. He argued that the absence of community participation in program development and program evaluation is a threat to the sustainability of the program.
The findings agree with those of Hussain (2013) who argued that there should be proper mobilization of all stakeholders to come and embrace adult education programmes so as to achieve the desired results. He also emphasized that there should be intensified and sustained advocacy, sensitization and mobilization of all stake holders to come and support Adult and Non-Formal Education in the country.
It was further revealed that through questionnaires as indicated in the table 4.2.4 (2) in the chapter four, majority of respondents opted item which suggested that decision regarding educational matters should be left in the hands of academicians rather than politicians.
The above findings go in line with that of Kway (2016) who argued that most challenges facing adults emanate from poor political will towards the implementation of Adult education policies as decision makers give more priority on the formal education. The study established that unless political guts and
84 commitment among decision makers to invest in Adult education in terms of resources allocation and well trained adult educators attaining high quality Adult
Education is doomed to failure.
The findings concurs with those of Bhalalusesa (2003) who noted that the reasons for many adult literacy classes to cease to function were attributed to lack of strong political will for community mobilization. The late President Nyerere (1961-1985), in particular, endeavored to instill an understanding among his citizens of the importance of education and their role in implementation of Universal Primary
Education through his numerous speeches. Resources were made available to facilitate community mobilization and advocacy.
The above argument is supported by the study of Mwaikokesya and Mushi (2017) who argued that, due to lack of political will and commitment for older adult education, fewer monetary and non-monetary resources have been allocated in the area of adult learning. In most cases, the policy and financial support emphasis have been for basic, secondary and higher education. Only a limited attention has been given to the education for older adults.
The findings concurs with that by Aitchison and Alidou (2009) who argues that the reasons for shortcomings of adult education in Sub-Saharan Africa includes failures to re–organize responsibilities for different services within the Ministries of education, the lack of strong political will to delegate decision making to the
National committee for literacy (composed of Government, Civil society and private sector representatives and weak communication among the different stakeholders.
85 With reference to the shortage of qualified Adult Education facilitators, the respondents suggested that the government should develop the unqualified teaching staffs of Adult Education. The finding also agrees with Egwu (2007) as cited in
Akaraka (2014) who is of the view that one of the strategies for improving adult education programme is the organization of workshops and seminars for adult education facilitators and instructors to keep them abreast with current methodology of teaching adult learners.
The findings are parallel with that of Hussain (2013) who pointed out that, in order to solve the challenge of inadequate number of qualified Adult Education facilitators, the government should employ the adequate number of staff at all levels to meet the ever increasing demand of Adult and Non-Formal Education in the country. Adult and Non-formal Education should be staffed with people with proven ability so as to strengthened the system and helps in the development of Adult and
Non-formal Education in the country.
Through the responses of the majority of respondents from questionnaires, it was further revealed that close and regular monitoring and measurements could facilitate the successful implementation of Adult Education in Ilemela District. These findings are linked with those of Olufunke and Wuraola (2013) who asserted that Quality
Control in Adult Education can only be guaranteed through regular and effective supervision and well monitoring of Adult Education programmes. Adult education can be improved through proper planning of adult education, funding it adequately and improving the monitoring of adult education programmes.
Similarly, the findings of the study concur with those of Hussain (2013) who emphasized that regular and effective monitoring of programmes at all levels is 86 crucial for the successful implementation of adult education. It is essential to train and re-train manpower to manage Monitoring and Evaluation activities in the Non- formal Education. There should be capacity building for monitoring and evaluation of officers through short, medium and long term training programmes, workshops, conferences amongst others.
87 CHAPTER SIX
SUMMARY, CONCLUSION AND RECOMMENDATIONS
6.0 Introduction
This chapter presents the summary of research according to research objectives and questions. It also presents the conclusions and recommendations made with regards to the main findings of the study.
6.1 Summary of the Research Findings
This summary is presented following the research objectives. The study sought to assess the status of Adult Education in Tanzania, specifically in Ilemela District. The study had four specific objectives; these objectives were to investigate the existing adult education supporting structures, to assess the extent of the implementation of adult education; determine factors influencing the implementation of adult education and to solicit stakeholders‟ opinions on the effective way of improving Adult
Education in Ilemela district.
The study was guided by Adult Learning theory, Andragogy theory and
Transformative Theory of Adult learning. To deepen the researcher‟s knowledge, both empirical and theoretical analysis of foreign and local studies was done. The study employed cross sectional research design to examine the status of Adult
Education in Ilemela District. In order to achieve the objectives of the study, both qualitative and quantitative approaches were applied in this study.
Furthermore, the study employed simple random sampling in the selection of adult learners and adult education facilitators while purposive sampling were employed in the selection of WECs, WEOs, Health and Agricultural Extension officers, DEAO and the resident tutor. The research tools used to collect data in the field were 88 questionnaires and interviews. Qualitative data obtained from the field were analyzed through content analysis and quantitative data obtained from the Likert
Scales were organized and summarized in the form of frequency, percentage,
Standard deviation and mean and then exploratory analysis was done. Following the data collection and analysis, the main findings of the study are summarized in relation to the research questions guided the study.
The findings of the study with regard to the first research question sought to assess the effectiveness of the available structures in supporting the delivery of adult education in Ilemela district. The findings indicated that Ilemela district has poor teaching and learning environment for adults, problem of insufficiency of infrastructure, scarcity of libraries, the shortage of textbooks and library books as well as less local motivation from the local communities which signifies ineffective structures supporting the implementation of Adult Education.
The second research question intended at assessing the extent to which Adult
Education is implemented in Ilemela District. The results of the study indicated that
Adult Education is moderately implemented in Ilemela district.
The third research question aimed to identify factors influencing the implementation of adult education in Ilemela district. The results revealed that the majority of respondents were not sure on the factors that influence the implementation of Adult
Education in Ilemela District. However, it was found that inefficiency of government in allocating adequate funds to finance the purchasing of adequate teaching and learning materials, less community participation and the shortage of qualified Adult Education facilitators influence the poor implementation of Adult
Education in Ilemela District. 89 The fourth research question aimed at soliciting stakeholders‟ opinions on the effective way of improving Adult Education in Ilemela District. The stakeholders suggested that the government and other Adult Education providers to strengthen community participation in supporting the implementation of Adult Education
Programmes, decision regarding educational matters should be left in the hands of academicians rather than politicians as well as ensuring close and regular monitoring and measurements. With reference to the shortage of qualified Adult Education facilitators, the respondents suggested that the government should develop the unqualified teaching staffs of Adult Education.
6.2 Conclusion
On the basis of the study findings, the following conclusions were drawn: i. Despite of its critical role towards individual and national development, Adult
education is accorded low status in Ilemela district since the structures
supporting the implementation of adult education are ineffective. It was found
that most of Adult learning centers had poor conducive teaching and learning
environment for adults, problem of insufficiency of infrastructure, scarcity of
libraries, the shortage of textbooks and library books as well as less local
motivation from the local communities. ii. With regard to the extent to which to which Adult Educatin is implemented in
Ilemela district, it was concluded that adult education is moderately
implemented through arious programmes such as COBET, ICBAE, ODL,
technical centers and home craft. iii. The study also concluded that, the government is inefficient in allocating
adequate funds to finance the purchasing of teaching and learning material. The
less community participation, shortage of teaching and learning materials as 90 well as the shortage of qualified adult education facilitators influenced the poor
implementation of adult education in Ilemela district.. iv. To ensure the effective way of improving Adult Education in Ilemela District it
was suggested that government and other Adult Education providers to
strengthen community participation in supporting the implementation of Adult
Education Programmes, decision regarding educational matters should be left in
the hands of academicians rather than politicians, ensuring close and regular
monitoring and measurements and the government should develop the
unqualified teaching staffs of Adult Education.
6.3 Recommendations of the study
The following are the recommendation that the researcher come up with pertaining to the findings: a) The community and the government should provide adequate infrastructures and
facilities in adult education learning centers so as to create conducive teaching
and learning environment for adults and make the successful implementation of
Adult Education. b) The government and other adult education providers should foster higher
community participation. The stakeholders should be participated in decision
making, creating the infrastructures, identifying and solving problems that act as
barriers to the successful implementation of Adult Education. c) The government should employ enough and competent Adult Education
facilitators in each Adult Education learning center so as to accommodate the
learning needs of Adult learners. This is because the facilitator who is not a
trained adult educator may not be conversant with the nature and characteristics
91 of adult learner. To update the skills of the available unqualified Adult Education
facilitators, constant workshops, seminar and conferences should be organized. d) The government should improve the financial positions of the Adult Education
department by allocating adequate funds to finance the purchasing of adequate
teaching and learning materials.
6.4 Suggestions for Further Studies
Basing on the findings of the study, the following suggestions for further studies are proposed. a) This study used a case of a single district; therefore, future research must use
more than one district. b) Further, the research should focus on exploring the impact of stakeholders‟
participation to the successful implementation of adult education. c) Adult performance levels should be studied to ensure that the contents and
methodology is appropriate.
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98 APPENDICES
Appendix I: Questionnaire for Adult Learners, Adult Education Facilitators, Ward Executive Officer, Ward Education Coordinators, Health and Agriculture Extension Officers
THE STATUS OF ADULT EDUCATION IN TANZANIA: A CASE OF ILEMELA DISTRICT, MWANZA Dear Respondent my name Margareth Soloma, a Master student at the University of
Dodoma , I am doing research on adult education specifically on the status adult education is in Tanzania as part of completion of my study. Your participation in this study is of paramount importance so as to make this study fruitful and achieve the desired objectives. Your responses will be treated with strict confidentiality.
Please do not identify yourself in this paper.
A.Personal Particulars
1. Gender: (Tick whichever applicable) 1. Male ( ) 2. Female ( )
2. Education level: (Tick whichever applicable) i.No schooling ( ) ii. Primary education ( ) iii. Secondary Education ( ) iv. Certificate ( ) v. Diploma ( ) vi. Degree ( ) vii. Any other postgraduate studies ( ) 3. Age: (Tick whichever applicable)
i. 18-22 ( ) ii. 23-27 ( ) iii. 28-32 ( ) iv. 33-37 ( ) v. 38-60
4. Work experience: (Tick whichever applicable)
i. Non experienced ii. 1-10 ( ) iii. 11-20 ( ) iv. Above25( )
99 SECTION B: The existing adult education supporting structures in Ilemela district
To what extent do you agree or disagree with the following statements? (Please indicate your response by putting a tick (√).
Scale: 1= Agree 2=Disagree
S/N STATEMENT 1 2
1. Improved library services
2. Improved teaching and learning processes
3. Increased quality assessment and feedback
4. Improved infrastructures and educational facilities
5. Increased teacher and student motivation
6. Improved teaching and learning environment
7. Improved availability of resources
8. Increased management efficiency
9. Increased in-service and administrative training
10. Improved teachers ethics and commitment
11. Increased community willingness to contribute financially
12. Good relationship between management and teachers
13. Increased good services and problem solving to teachers
100 SECTION C: Factors that influence the implementation of Adult Education
To what extent do you agree or disagree with the following statements? (Please indicate your response using 1-5 scale) by putting a tick (√). Scale: 1=Strongly Disagree. 2=Disagree. 3=Undecided 4= Agree 5= Strongly Agree S/N ITEMS SD D UD A SA 1. Decision making to local authorities on Adult Education 2. Fostering community and parental participation on Adult Education 3. Increase accountability to management on Adult Education 4. Improved education delivery and provision of Adult Education 5. Bringing closer supervision and inspection on Adult Education 6. Increased efficiency and effectiveness to educational activities on Adult Education 7. To reduce regional disparities geographically 8. Expansion of educational institutions 9. Autonomy to individual schools, colleges and Adult educational centers 10. Services for teachers to be closer and timely 11. Failure of the central government in financing Adult Education 12. To reduce bureaucracy and quicken decision making 13. Increase democratization by distributing power 14. Improving the quality of education
101 Add others (If any)
……………………………………………………………………….
SECTION D: the extent of the implementation of Adult Education
1. Highly implemented ( ) 2.Low implemented ( )
3. Average implemented ( ) 4.Not implemented ( )
SECTION E: Stakeholders’ opinions to successful implementation of Adult
Education
To what extent do you agree or disagree with the following statements? (Please indicate your response using 1-5 scale) by putting a tick (√). Scale: 1=Strongly
Disagree. 2=Disagree. 3=Not sure 4= Agree 5= Strongly Agree
S/N ITEMS SD D UD A SA 1. Decentralize budget and allocation of revenues in the Adult Education centers 2. Give full autonomy to local authorities on Adult Education 3. Contextualize curriculum to suit local settings and needs on Adult Education 4. Education matters in the hands of academicians rather than politicians 5. Decentralize inspectorate units on Adult Education 6. Decentralize assessment and feedback on Adult Education 7. Raise the status of teaching profession of the Adult Education 8. Increase the instructional time on Adult Education 9. Develop the teaching staffs on Adult Education 10. Close and regular monitoring and measurements
102 11. Parental and community involvement in decision making 12. The use of OPRAS forms to Adult Education facilitators 13. Renew teaching and learning methodologies
Add other opinions (if any)……………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
Thank you for your cooperation
103 Appendix II: Interview for the Adult Education Officer
THE STATUS OF ADULT EDUCATION IN TANZANIA: A CASE OF
ILEMELA DISTRICT, MWANZA
Dear Sir/Madam,
This interview is aimed at collecting your opinion about the status of adult education in Ilemela District. You are hereby requested to provide your genuine responses about each question. The information you provide will be treated strictly confidential, and be used for this research purpose only.
Level of Education………..……….....Professional………………......
1. Do you have any professional training in adult education? YES ( ), NO ( ).
If YES what is the highest level you have achieved in adult education
2. What are your major roles as the District adult education officer?
3. Is there any organ that helps the municipality to run the centre and sub-centres?
YES ( ), NO ( ). (If YES, may you please mention them and elaborate/list its
composition).
4. What are the major sources of financial resources at your district?
5. Do you receive fund from the government?
6. Are the funds enough to run the office?
7. What are your views regarding the following:
(a) Teaching and learning facilities in centres under your office
(c) The curriculum used in centres under your office.
8. What are the major problems and challenges facing the organization in the
implementation of the adult education in Ilemela District?
9. Suggest the best ways that can be used to address the problems and challenges
facing the implementation of adult education in Tanzania.
Thank you for your cooperation
104 Appendix III: Interview for the Resident Tutor
THE STATUS OF ADULT EDUCATION IN TANZANIA: A CASE OF
ILEMELA DISTRICT, MWANZA
Dear Sir/Madam,
This interview is aimed at collecting your opinion about the status of adult education in Ilemela District. You are hereby requested to provide your genuine responses about each question. The information you provide will be treated strictly confidential, and be used for this research purpose only.
Level of Education………………….....Professional………………......
1. Do you have any professional training in adult education?
YES ( ), NO ( ).
If YES what is the highest level you have achieved in adult education
2. What are your major roles as the residents tutor?
3. What are the target groups for the adult education programmes?
4. Is there any organ that helps the municipality to run the centre and sub-centres?
YES ( ), NO ( ). (If YES, may you please mention them and elaborate/list its
composition).
5. What are the major sources of financial resources at your centre?
6. Do you receive fund from the government?
7. Are the funds enough to run the office?
8. Which ways does your office use to recruit facilitators/teachers at your centre?
9. What are your views regarding the following:
(a) Teaching and learning facilities in centres under your office
(c) The curriculum used in centres under your office.
105 10. What are the major problems and challenges facing the organization in the
implementation of the adult education in Ilemela District?
11. Suggest the best ways that can be used to address the problems and challenges
facing the implementation of adult education in Tanzania.
Thank you for your cooperation
106 Appendix IV: Permission Letter from the University of Dodoma
107 Appendix V: Permission Letter from Ilemela District Council
108