Adult Literacy Programs in Uganda
The purpose of this study is to compare,
and contrast the resource requirements, and effectiveness of
adult literacy programs in Uganda, assess its
implementation, and recommend future policy for the
development of adult literacy education. The report presents
the research, and evaluation background, providing analyses
of effectiveness in terms of both the attainment, and
retention of reading, writing, and arithmetic skills,
including practical knowledge, and attitude changes -
particularly, knowledge about HIV/AIDS prevention, and care.
It explores the factors affecting the performance of adult
education, the costs of activities, and the extent of local
commitment under the current socioeconomic conditions. The
context of literacy programs in Uganda, and the current
state of both government, and nongovernmental
organizations' programs, are described, emphasizing on
outcomes, and cost-effectiveness, rather than process, or
methodology. Conclusions suggest that while the programs are
helping the government in redressing the imbalance of
educational opportunities, namely between men and women,
these programs are nonetheless in danger of missing their
primary target, i.e., the people who have had no schooling.
Furthermore, the average level of attainment is very
limited, revealing the quality of implementation is the
major explanation for the variations in learners'
attainments. Recommendations suggest consistency in policy,
to ensure reconciliation between decentralization, and the
priority for universal literacy.
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Bibliographic Details
| Main Authors: |
Okech, Anthony,
Carr-Hill, Roy A.,
Katahoire, Anne R.,
Kakooza, Teresa,
Ndidde, Alice N.,
Oxenham, John |
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| Other Authors: |
Carr-Hill, Roy A |
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| Format: | Publication
biblioteca
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| Language: | English
en_US |
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| Published: |
Washington, DC: World Bank
2001-01
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| Subjects: | ADDITION,
ADULT EDUCATION,
ADULT LEARNING,
ADULT LITERACY,
ADULT LITERACY EDUCATION,
AGE GROUP,
AVERAGE LEVEL,
BASIC EDUCATION,
BASIC EDUCATION PROGRAMS,
BASIC LITERACY,
CALL,
CIVIC ACTIVITIES,
COMMUNICATION SKILLS,
COMMUNITY DEVELOPMENT,
COMPREHENSION,
CONTINUING EDUCATION,
CURRICULA,
DECENTRALIZATION,
DEVELOPING COUNTRIES,
EDUCATION PROFESSION,
EDUCATION PROJECTS,
EDUCATION SECTOR,
EDUCATIONAL OPPORTUNITIES,
EDUCATIONAL PLANNING,
EDUCATORS,
ENROLLMENT,
FUNCTIONAL LITERACY,
GIRLS,
HOMEWORK,
HOUSEHOLD CIRCUMSTANCES,
HUMAN DEVELOPMENT,
ILLITERACY,
INSTRUCTORS,
KEY ROLE,
LANGUAGES,
LEARNING,
LEARNING STYLES,
LECTURERS,
LIFELONG LEARNING,
LITERACY CENTERS,
LITERACY CLASSES,
LITERACY PROGRAM,
LITERACY PROGRAMS,
LITERATURE,
LOCAL AUTHORITIES,
MEDIA,
NONFORMAL EDUCATION,
NONGOVERNMENTAL ORGANIZATIONS,
NUMERACY,
PRIMARY SCHOOL,
PRIMARY SCHOOL PUPILS,
PRIMARY SCHOOLING,
PRIMARY SCHOOLS,
PRIMERS,
PRINTING,
PROFICIENCY,
READING,
READING MATERIALS,
RELIGIOUS BOOKS,
RESEARCH DESIGN,
SCHOOL ATTENDANCE,
SOCIAL DEVELOPMENT,
TEACHER,
TEACHERS,
TEACHING,
TEACHING MATERIALS,
TEST SCORES,
UNIVERSAL PRIMARY EDUCATION,
UPE,
GENDER, |
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| Online Access: | http://documents.worldbank.org/curated/en/2001/01/1089464/adult-literacy-programs-uganda
http://hdl.handle.net/10986/13856
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