Kenyan women adult literacy learners: Why their motivation is difficult to sustain.

Autor/in	Mwiria, Kilemi
Titel	Kenyan women adult literacy learners: Why their motivation is difficult to sustain.
Quelle	In: International review of education, (1993) 3, S.183-192Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/BF01102401
Schlagwörter	Literacy Programme; Literacy Class; Class Attendance; Flexible Work Schedule; Woman Literacy
Abstract	Abstract Women comprise more than seventy per cent of those enrolled in the Kenya literacy programme. The reasons for this include: the limited formal educational opportunities available to females; the demands of a changing economy which have forced women to acquire extra responsibilities outside the home; the socializing opportunity made possible by literacy class attendance; flexible work schedules; and cultural beliefs which in some Kenyan communities discourage men from enrolling in the same literacy classes as women. Women literacy learners may find it difficult to sustain their interest in literacy learning because of: their multiple responsibilities; having to operate in environments not particularly conducive to learning; having to contend with professionally unqualified teachers; their limited exposure to reading materials and other learning aids; their very limited mastery of the two languages of official communication in Kenya; as well as the fact that the literacy programme is mainly administered by men. Although changes at the wider societal level still will, to the most part, determine the extent of women's participation in the Kenyan literacy programme, much could be accomplished through involving more of them in the programme's administration and by improving the quality of literacy instruction.
Erfasst von	OLC
Update	2023/2/05