An investigation of problems facing implementation of adult literacy program in Kiganjo Division of Gatundu South District in Kiambu County
Education is the cornerstone of economic growth and social development. It should be promoted at all levels and for everyone who is eligible. Successful completion of adult literacy programmes yields benefits similar to formal schooling. In Kenya Adult Basic Education is one of the major components of the Adult and Continuing Education. However, despite the various campaigns that have been undertaken to eradicate illiteracy in the country, the level of literacy is still low. According to the Kenya Adult Literacy Survey Report, whereas 61.5 per cent of adult population had attained minimum literacy level, only 29.6 per cent had attained the desired literacy competency. In Kiganjo Division of Gatundu South District, the department of adult education has established thirteen adult literacy centres. Of these only ten are operational but even then they are characterized by low enrolment, and high dropout cases. This study therefore sought to investigate factors that face effective implementation of adult literacy program in the Division. This was done by: finding out the current status of physical and human resources used in the program; analyzing educational policies governing quality assurance in adult education; and analyzing problems that face adult literacy learners, teachers and supervisors. The research study adopted an exploratory approach using a descriptive survey design which is preferable in educational research. The study targeted the DAEO, three AAEOs, ten literacy teachers and 200 literacy learners. Ten out of the 13 adult literacy centers were selected using convenient sampling based on accessibility of the literacy centers since they are sparsely distributed. Out of the possible 200 learners in the 10 literacy centers 5 were sampled from each centre using convenient sampling. Two basic instruments were used to collect the data, namely; questionnaires and interview schedules. Piloting was done in one literacy center with a view to pretest the validity and reliability of the questionnaires using test-retest. The quantitative data was analyzed using descriptive statistics and qualitative data was also interpreted and analyzed thematically. The results of data analysis were presented in form of frequency tables and charts. Among study findings are problems of: inadequate number of trained permanent adult literacy teachers; poor terms and conditions of service for teachers; inadequate teaching/learning resources; poor physical facilities, multi-grade teaching; and poor facilitation of education officials. In view the findings, the researcher recommends that there be increased funding and support for adult literacy programmes through recruitment of more trained teachers on permanent basis and improvement of terms and conditions 0f service for the teacners; facilitation of the office-of-adult education officer, and reviewing of adult literacy curriculum. The study proposes further study on Impacts of Adult Literacy Learning on learners in the study area; factors facing implementation of adult literacy program in the entire district and on the relevance of the current adult education policies against the expectations of the Millennium Development Goals and Vision 2030 Strategy.