Educating Adults in Uganda : Findings and Signals
The note summarizes a 1999 evaluation of adult literacy programs in Uganda, which looked at the longer-term outcomes of these programs. Four main questions were addressed: How well do adult literacy students remember how to read, write, and calcula...
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| Language: | English |
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2012
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| Online Access: | http://documents.worldbank.org/curated/en/2002/01/1717424/educating-adults-uganda-findings-signals http://hdl.handle.net/10986/9784 |
| Summary: | The note summarizes a 1999 evaluation of
adult literacy programs in Uganda, which looked at the
longer-term outcomes of these programs. Four main questions
were addressed: How well do adult literacy students remember
how to read, write, and calculate? To what extent do they
use their skills? Compared with non-literates, what
knowledge of "functional" topics do they exhibit,
and to what extent do they practice what was learnt? Which
are the most effective approaches to literacy teaching, and
what are the comparative costs? Some questions were left
open, such as the treatment of literacy instructors, which
engenders uncertainty towards policy formation, and, the
balance to be sought between general, national curriculum,
and an array of curricula tailored to suit different
interest groups. Evident signals seemed to confirm the
importance of reliable delivery of sound instruction, rather
than methods, and materials, and, as for policy, the strong
signal is that frameworks to encourage active, complementary
partnerships between governments, and agencies, would best
serve the people who could benefit from adult basic
education. Thus, there is an impending need to develop ways
of combining basic education in a vernacular introduction,
to an official language. |
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