Adult Literacy Programs in Uganda

Abstract

The purpose of this study is to compare,
\n and contrast the resource requirements, and effectiveness of
\n adult literacy programs in Uganda, assess its
\n implementation, and recommend future policy for the
\n development of adult literacy education. The report presents
\n the research, and evaluation background, providing analyses
\n of effectiveness in terms of both the attainment, and
\n retention of reading, writing, and arithmetic skills,
\n including practical knowledge, and attitude changes -
\n particularly, knowledge about HIV/AIDS prevention, and care.
\n It explores the factors affecting the performance of adult
\n education, the costs of activities, and the extent of local
\n commitment under the current socioeconomic conditions. The
\n context of literacy programs in Uganda, and the current
\n state of both government, and nongovernmental
\n organizations' programs, are described, emphasizing on
\n outcomes, and cost-effectiveness, rather than process, or
\n methodology. Conclusions suggest that while the programs are
\n helping the government in redressing the imbalance of
\n educational opportunities, namely between men and women,
\n these programs are nonetheless in danger of missing their
\n primary target, i.e., the people who have had no schooling.
\n Furthermore, the average level of attainment is very
\n limited, revealing the quality of implementation is the
\n major explanation for the variations in learners'
\n attainments. Recommendations suggest consistency in policy,
\n to ensure reconciliation between decentralization, and the
\n priority for universal literacy.