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    What difference does literacy make among adult learners? Impact of adult basic education programme in a rural community in Botswana

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    Date
    2021-04-19
    Author
    Kolawole, Oluwatoyin D.
    Pusoetsile, Tshegofatso
    Publisher
    Sage; https://journals.sagepub.com/
    Link
    https://journals.sagepub.com/doi/10.1177/14779714211007495
    Rights holder
    The authors
    Type
    Published Article
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    Abstract
    Functional education and human development are not mutually exclusive. To achieve an all-round development, the fourth Sustainable Development Goal partly emphasizes the need to ‘. . . promote lifelong learning opportunities for all’ by year 2030. This article, therefore, uses a case study approach to analyse the impact of a government funded adult basic education programme in improving literacy level of Sehithwa community in rural, northwestern Botswana. Using a snowball technique and questionnaire/interview schedule survey to sample and interview 30 adult basic education programme participants and 30 non-participants, respectively, and holding other factors constant, the article’s main thrust was to determine the difference in literacy attainment between the two groups. Results from the T-test analysis performed showed that there was a significant difference in participants’ and non-participants’ age, association membership, and household size at p≤0.00 level. Nonetheless, there was no significant difference in literacy attainment between the two groups, perhaps as a result of lack of effectiveness and other challenges associated with the implementation of the literacy programme in the study area.
    URI
    http://hdl.handle.net/10311/2456
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    • Research articles (ORI) [229]

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