FUNCTIONAL ADULT LITERACY (FAL) AND ECONOMIC DEVELOPMENT OF

WOMEN: A CASE STUDY OF DABANI SUB-COUNTY, BUSIA DISTRICT

BY

MAYENDE ANTHONY OBELLE

15/U/3129/BDE/PE

A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE AWARD OF THE BERCHLOR DEGREE OF
DEVELOPMENT STUDIES OF KYAMBOGO UNIVISERSITY

AUGUST, 2018
DECLARATION
I, Mayende Anthony Obelle hereby declare that the work contained in this proposal is my
original work. Complements are made to people whose work I have consulted. I have not
submitted this same work to any other university for the award of a bachelor’s degree.
Signature………………………………………………………
Date: …………………….. ….
APPROVAL
This is to certify that this work entitled Functional Adult Literacy (FAL) and Economic
Development of women; a Case Study of Dabani sub-county Uganda was done under my
supervision.
Mr. Serugo Paulaus
Signature……………………………………….…
Date…………………………………………….….
DEDICATION
This book is dedicated to my parents; Wilber and Mary Obelle, sister Nabwire Lilian, brother
Gladstone Okumu, friends and relatives who supported, encouraged, tolerated and gave me a
chance to have this level achieved. I also dedicate this piece of work to those who were always
on my side praying and encouraging me through the whole project not leaving out my dedicated
lecturers throughout my time in Kyambogo University.
Thank you and May God richly bless you all.
ACKNOWLEDGEMENT
My great thanks go to Mr Serugo Paulaus my supervisor, for his excellent feedback, guidance
and cooperation each time I contacted him during the entire course and for sparing his precious
time to read through my draft reports and directing me accordingly.

I am grateful to the entire community of Busia District particularly the District Community
Development Officer- Dabani Sub-county, the FAL instructors and learners of the sub- County
for their time and information granted to my project.

I am so grateful to my course-mates in the Department of Teacher Education and Development

Studies, my mother for her love, care, and prayers, my cousin, a lecturer at Makerere in the
School of Sociology who always guided and supported me. Thank you very much.
ACRYNOMS
ADRA Adventist Relief Agency (ADRA).
ALP Adult Literacy Programmes
CS Conditioning Stimulus
CR Conditioning Response
DCDO District Community Development Officer
DCO District Community Officer
EFA Education For All
FAL Functional Adult Literacy.
FAS Functional Adult Skills
MDGs Millennium Development Goals
MCCD Ministry of Culture and Community Development
MCD Ministry of Community Development
MGLSD Ministry of Gender, Labour and Social Development
NLPN The National Literacy Programme in Namibia xi
NGO Non- Governmental Organization.
NCVER National Centre for Vocational Education Research
UNESCO United Nations Educational, Scientific and Cultural Organization
SECTION I

INTRODUCTION
1.0. Introduction
This section deals with the background of the study on functional adult education and economic
development of women, statement of the problem, purpose, objectives, research questions, and
the significance of the research.

1.0 Background of the study

In all countries of the world, education is recognized as the cornerstone for sustainable
development particularly for those who have been excluded from formal system of education and
development. The National Educational Goals Panel, (1999) advocated for adult literacy and
lifelong learning, which is one of the Millennium Development Goals (MDGs) for closing the
skills gap. This was reflected in the Millennium summit of 2000, where 189 Countries agreed to
undertake the Millennium Development Goals. During this summit, Countries agreed to reduce
extreme poverty and hunger by half by the year 2015. For the case of Uganda, adult education
started as early as 1979 /1980 as reported by Ampene (1981) and cited in the UNESCO report
(1981). At the request of the government of the Republic of Uganda, the Director-General of
UNESCO arranged under the organization's regular programme for 1979-1980, to visit Uganda
from the 27th of October 1978 to the 31st of January 1979. One of the terms of reference for the
visit was to advise the Ministry of Culture and Community Development on adult learning
programmes, especially for rural areas, to assist in programming and initiating adult education
programmes particularly in training personnel, including the staff of the Ministry of Community
Development and Ministry of Education and Sports. The training included organizing adult
education workshops for teachers and adult students as well as participating in the evaluation of
adult education programmes in Uganda. This followed the Namutamba project in Mityana
District to advise the supervisors on suitable adult education programmes and to help the
supervisor develop programmes for school leavers and the youth in the area.

However, the period after the political instability 1982-1986 particularly in the central region of
Uganda, covering a number of districts including, Wakiso, Luwero, Mpigi, Mukono, Mubende
and Mityana saw adult education programmes strongly revealed. During the insurgence, both
young and adults dropped out of the formal education system. Thus, many adults lacked
functional adult literacy (FAL) skills especially in the earlier mentioned war-torn districts. Most
of these adults lacking functional literacy are not able to confidently express themselves and take
part in state affairs as well as to protect their rights. Bour (2004) noted that “people, who did not
learn to read, write and carry out simple arithmetic in their childhood may be reluctant to start or
persevere with learning when they become adults”. Given that adults in these areas usually face
substantial barriers to literacy and numeracy learning, it affects their political, social, and
economic development. By 1992, FAL pilot projects had begun with eight Districts. These
included: Apac, Hoima, Kaborarole, Mbarara, Mpigi, Mukono, and Wakiso. By the end of 1999,
adult literacy programmes were being carried out in the whole country (Nteyereize, 2006). The
revival of adult education in Wakiso District started with the FAL programmes in 1992 which
were sponsored by NGO‟s such as Adventist Relief Agency (ADRA).

However, Teshome Gudissa Degu, (2016) observed that no attempt has been made to determine
how these integrated women's educational projects have contributed to improving the socio-
economic status and living standard of rural women. Internationally, the importance of adult
literacy to social and economic development has been recognized so far through research. There
are also evidences that adult literacy is beneficial within families, with uneducated adult family
members earning more when living within the literate family. Nevertheless, the process by which
adult literacy in general and the integrated women's adult literacy program in particular, affects
the well-being of individual rural women and their families in Uganda, are not fully understood.
For example, questions like how do literacy programmes changes women's attitude with respect
to resource allocation in the families? How does literacy help them participate in social matters?
How does literacy help them in developing positive self-esteem, have not been addressed at all in
the Ugandan context? These are some of the issues that have motivated the present researcher to
conduct this study in Uganda context. Peace Habomugisha (1997), observed that the functional
literacy programs in Mbarara, were put in place to help women overcome ignorance poverty and
subordination. He adds that Feminists argue that women's subordination in third world countries
like Uganda results from patriarchal, colonial and capitalistic relations. Feminist theorists of
development argue that colonialism promoted men in the art of farming in politics, education and
legal systems, and excluded women. Women were placed in the private sphere where they do all
the unpaid and unrecognized work while men occupy the public sphere as bread winner. Thus
the inception of the FAL programme has witnessed a lot of success towards women economic
development. In regard to participation, the majority of adult literacy learners in Uganda are
women (Okech et al., 1999). In general, men do not want to join literacy classes because the
literacy programmes have come to be regarded as programmes for women. The programmes
taught women how to read and write local languages such as Luganda, Lusamia and foreign
languages such as English for its utilitarian purposes. helped on the reading, writing and
numeracy to health issues like improvement of home hygiene, maintenance of clean pit latrines,
construction of local dish racks, and. In addition, learners are helped to access micro finance for
investment in income generating activities. Reports from the various agencies show that they are
engaged in a variety of developmental initiatives ((Guttabingi, 2000). However the FAL
programme still faces the challenges of ideology, policy and planning, institutional and
organizational frameworks, mobilization, professional support, curriculum development and
programme development, media and material production, orientation/training, teaching-learning,
post literacy and evaluation which hinder women empowerment through the programme.
Therefore the study of FAL program and Economic development of women in Dabani sub-
county results from my skepticism as to whether the program could contribute to the
emancipation of rural women from their age-old subordination and oppression.

This study will be conducted in Dabani sub-county which is part of Busia district. The district is
located in the eastern region of Uganda. It borders Tororo district to the north, Busia County,
Keya to the east, Tanzania to the south, Namayingo district to south east and Bugiri district to the
west. The district is divided into 10 sub-counties namely, Buhehe, Bulumbi, Busitema, Lumino
Masafu, lunyo, Buteba, Busia TC, Masaba and Dabani is our main focus. In 2014, the national
population censes put Busia district at 323,662(UBOS, November, 2014). It’s composed of
mainly Lusamia speaking people. The main source of income Busia in the municipality and fish,
sale of crops and livestock in rural areas. The stable food is fish and ‘kalo’.

1.2 Statement of the problem

Although the FAL programme was initiated with flowering promises to produce wonderful
socio- economic solutions. The United Nations Educational Scientific and Cultural Organization
(UNESCO) expresses the fear that Uganda is one of the countries that may not reduce illiteracy
levels to half of what they are by 2015 (UNESCO, 2002). There is growing concern that adult
literacy programmes may be missing their intended target population and may not be achieving
their objectives. This may be because the voices of the adult literacy most especially women
learners are seldom heard and their issues hardly put at the center of discussions on adult literacy
provision. Uganda over the years has ratified and signed several local and international
conventions and charters on gender equality and women’s empowerment. The Education Policy
and Strategic Investment Plan (1997 – 2003) are the key Government policies, which recognize
gender as one of the equity issues has to be addressed which has also tried to addresses the issues
of the girl child and promoted women empowerment in all spheres of life.

Despite the above interventions, adult literacy agenda in Uganda and Busia in particular is not set
from the perspective of the youth and elderly women who are potential beneficiaries but by
programme planners and implementers. In Busia, many literacy providers adapt Urban-based
materials for rural use, some adapt primary school materials and others develop their own
materials. The appropriateness of these materials for women in rural setting has not been
investigated. There is also a risk that these programmes may not be responding to the needs of
the women because there is very limited participation of the women in the planning, designing,
implementation and evaluation of the programmes. The study therefore analyzes the performance
of FAL programme towards economic development of women in Dabani sub-county, Busia
district.

1.3. Objectives of the study

Given the background of FAL programme, the purpose of this study is to;

1.3.1 General objective

The main objective of this study is to examine the performance of FAL programme towards
women development in Dabani Sub-county.

1.3.2 Specific objectives

 I. To assess the achievements of FAL programme towards women development in
Dabani sub-county.
II. To examine the challenges faced in implementing the FAL programme towards
women development in Dabani sub-county.
III. To analyze how FAL programme can be adjusted to ensure women development
in Dabani sub-county.

1.4 Scope of the study

1.4.1 Geographical scope

The study will be carried in Dabani sub-county which is part of Busia. In 2014, the national

population census put Busia’s population at 323,662. (UBOS, November, 2014).It is one of the

districts implementing the FAL program and also faced with implementing challenges.

1.4.2 Content scope

The study will assess FAL performance and Economic development of women in Uganda with

sub themes like; assessing the achievements of FAL programme towards women development in

Dabani sub-county. Examining the challenges fed in implementing the FAL programme towards

women development in Dabani sub-county and analyzing how FAL programme can be adjusted

to ensure women development in Dabani sub-county.

1.4.3 Time scope

This study will cover all aspects of FAL program towards Economic empowerment of women

from late 1992 -2018. This period provides a clear view about the topic since it is the same

period that FAL program gained influence in Uganda.

1.4.4 Justification of the study

At the moment, very little is known about FAL program and Economic women development in

Uganda. Moreover, the little that is known is from the perspective of the providers. There is

therefore a need to study FAL program from the perspective of the rural women economic

empowerment. The study is significant because it will contribute to the body of knowledge

relating to FAL programme and Economic women development in particular and adult education

in Uganda in general. Understanding the performance of FAL programme and Economic

development of women will also inform FAL policy makers (Ministry of Gender, Labour and

Social Development, Busia District programme Coordinators and Non –governmental

Organizations) and this will guide policy making and implementation.

1.4.5 Significance of the study

It is hoped that the findings of the study will highlight the achievements of FAL programme

towards women economic development in Dabani sub-county. Examine the challenges faced in

implementing the FAL programme towards women development in Dabani sub-county and

analyze how FAL programme can be adjusted to ensure women development in Dabani sub-

county.

1.5 Theoretical framework of the study

This will focus on the theories which help to explain the topic understudy. The framework is

deemed to provide an overview of the study and also provide a better understanding of the study.
1.5.1 Empowerment Theory

The first theoretical perspective in which this study was located is the notion of empowerment, a
term that has been used to mean different things to different people. In simple terms, it refers to
policies and measures designed to increase the degree of autonomy and self-determination in the
lives of people and in communities in order to enable them to represent their interests in a
responsible and self-determined way, acting on their own authority. This idea is emphasized in
the work of Adams (2008, p. xvi) in which he defines empowerment as: the capacity of
individuals, groups and/or communities to take control of their circumstances, exercise power
and achieve their own goals, and the process by which, individually and collectively, they are
able to help themselves and others to maximize the quality of their lives. Judging from the above
definitions, it can be said that theoretically, empowerment revolves around power and control
over resources which individuals and groups need to transform their lives. Talking about power
and control, Zimmerman (2000, p. 43) discusses empowerment and refers to it as: Both a value
orientation for working in the community and a theoretical model for understanding the process
and consequences of efforts to exert control and influence over
Decisions that affect one’s life, organizational functioning and the quality of community life.
According to him, while value orientation of empowerment suggests goals, aims and strategies
for implementing change, empowerment theory provides the principles and a framework for
organizing our knowledge. This idea of focusing on people was very important in this study
because all development interventions whose impact we seek to examine are about transforming
the quality of lives of the people. Rappaport (1984, in Zimmeran, 2000, p. 43) supports this idea,
in that she defines empowerment as “a process; the mechanism by which people, organizations
and communities gain mastery over their lives’. Related to the above definition is the view from
Mechanic (1991, in Zimmerman, 2000, p. 43) who conceptualizes empowerment as “a process
through which individuals learn to see a closer correspondence between their goals and a sense
of how to achieve them and a relationship between their efforts and life outcomes”. A further and
more comprehensive definition of empowerment was provided by Cornell Empowerment Group
(1989, in Zimmerman, 2000, p. 43) in which they define the term as: “intentional ongoing
process centered in the local community, involving mutual respect, critical reflection, caring and
group participation, through which people lacking an equal share of the valued resources gain
greater access to and control over those resources”.
Recognizing the theory Government recognizes non-formal education as extremely important
and it commitment has been implemented through the Functional Adult Literacy (FAL)
programme under the Ministry of Gender Labor and Social Development which developed and
has been implementing a National Adult Literacy Strategic Investment Plan (NALSIP) 2002
which aimed at achieving 50% improvement in levels of Adult literacy by 2007, and achieving
equitable access to basic and counting education for women and out of school girl youths.
Essentially, NALSIP contains indicators aimed at redressing the gender imbalances in adult
literacy rates. The two are stated as follows; a) 40,000 community literacy instructors (50%
women) able to teach literacy and produce relevant learning and instructional materials. This was
meant to address the situation where the majority of learners are women but women instructors
are a small minority. ii) At least 3.5 million literacy learners reached (70% women and 30%
men) proficient in reading, writing and numeracy. This was meant to address the imbalance in
the literacy rates. A comprehensive evaluation of adult literacy programmes in Uganda in 1999
already found that an overwhelming majority of the participants (over 70%) who successfully
completed the adult literacy programme were women (Okech et al 1999; Carr-Hill ed, 2001).
 However, it is worth noting at this point that of all the literature the researcher reviewed about
the topic of this research to establish what has so far been done in the study area, no study has
used the empowerment theory to examine the performance of FAL programme and Economic
development of women in Busia and Dabani sub-county in particular.

1.6. Conceptual Framework of the study

The Conceptual framework provides connections and relationships between concepts, should be

sufficiently specific to help answering the research questions. It’s a basic structure of a research

consisting of a certain abstract ideas and concepts that a researcher wants to observe, experiment

or analyze

1.1. A figure showing the conceptual framework

Independent variable Dependent variable

Economic development of women

FALIntervening
program vari Intervening variable
-Learning how to read and write
-Achievements of
Government -Participation in economic activities
FAL
policies -Increased self-esteem and decision
-Challenges faced
making
in implementing
FAL

Source: Mayende Anthony, (2018)

In the figure 2.1 above shows a diagrammatic connection between dependent, intermediate and

independent variable variables involved in the performance of FAL and Economic development

of women..
SECTION II

LITERACTURE REVIEW

2.0 Introduction

This section discusses literatures which were reviewed by other authors and scholars relating to,
theoretical framework of the study, meaning of FAL program, Economic women development,
achievements of FAL programme towards women economic development in Dabani sub-county.
Challenges faced in implementing the FAL programme towards women development in Dabani
sub-county and analyze how FAL programme can be adjusted to ensure women development in
Dabani sub-county.

2.1 Conceptual definitions of key terms

2.1.1 Meaning of FAL Program.

In 1994/ 1996, the Ministry of Gender, Labour and Social Development (MGLSD) came up with
a training session for adult learning that ended up with a provision of an FAL curriculum (1999).
Currently Functional Adult Literacy is a government priority programme to implement the
Poverty Eradication Action Plan (PEAP) as the National Planning Frame-work for development
in Uganda. As such, there is a strong emphasis on income generating activities in the
Curriculum. Since it started, 1,200,000 learners have been trained through the programme. They
lie between 15 – 60+ years old. Enrolment figures have been rising over the years and currently
the enrolment stands at 412,689 learners.(i) To reduce Adult Literacy rate;(ii)To build capacity
of Adult Learners to use literacy and numeracy skills in improving their income generating
activities;(iii)To build a culture of lifelong learning at the Community level;(iv)To promote
Functional Adult Literacy skills training among non-literate youths, Adults, Persons with
Disability and the Elderly; and (v) To increase Adult Learners ability to make informed
decisions. (Ministry of Gender, Labour and Social Development, 1998). Hence the researcher has
a duty to investigate these objectives in relation to women economic empowerment.

2.1.2 Meaning of Economic development of women

The concept of development has been viewed from different angles (for example, social,
economic, political and cultural). Development, within the national outlook, depicts positive
change or growth in socio-economic and political conditions or situations of the society.
Development according to Akintayo and Oghenekohwo, (2004) is a process of economic, social,
political and cultural change engineered in a given society by the efforts of all stakeholders both
internal and external. Osokoya (2008) perceived National development as the development of a
nation’s human and material resources and education is perhaps the only means to prepare
individuals for participation in national development. In the last two decades, according to
Olaleye, (2008), debates on the status of women and the need to integrate them into development
process of any nation have ranged on at national and international workshops, seminars, and fora
amongst others. And Economic development refers to the market domain, in which a person is
an economic actor. (Alsop, Bertelsen, and Holland 2006; World Bank 2007).
Despite the interventions by stakeholders women still have limited access to and control over the
natural, human, financial, physical and social resources. The meagre incomes of women subject
them to economic dependency and contribute to among others unequal gender power relations at
the household level, which affects decision making at family level and ultimately at the national
level hence motivating the researcher to undertake the study topic.
2.1.3 The performance of FAL in Uganda towards Economic development of women
In the study conducted on Adult literacy in Uganda by ( Word bank, 2001) noted equally
interesting findings, that the FAL programs are used mainly by poor women and that unschooled
and even elderly adults do seem to learn the skills of reading, writing, and calculating more
rapidly than pupils in primary schools. On the other hand, it is helpful to have it confirmed that
most adults, who have never been to primary school, do seem to need rather more than a year of
regular classes to attain a minimally adequate mastery of those skills (while primary school
pupils in Uganda’s schools seem to need a good deal more than four years of schooling to do the
same). Also helpful is the reminder that learning abilities vary widely among adults, just as they
do among children. Quick fixes are ruled out. However a report on Apac district, Northern
Uganda, (Judith Abal Akello el al 2017) revealed that, despite interventions by the district to
increase enrollment of adult learners, gender differences still exist. More women are affected in
terms of gender compared to men, for instance, negative cultural practices, limited access to
educational facilities and low income (Government, 2011). Whereas huge amounts of funds have
been committed to improving literacy among women and men, not much has achieved.
Therefore basing on the fact that, in Uganda, national literacy rates for women in rural areas are
at 68%, much lower than that of men at 77%. Literacy rates also show similar trends in urban
area standing at 88.7% for men and 83.6% for women (Uganda Bureau of Statistics [UBOS],
2016). The researcher is motivated to investigate the FAL program towards women economic
development in Uganda.
2.1.4 The achievements of FAL programme towards Economic empowerment of women

In the study conducted by Willy Ngaka, (2016) observed that in addition to participating in FAL
classes, the women participating in FAL were involved in Village Savings and Cooperative
Societies that were later registered as CBOs. This position was equally confirmed in all the four
FGDs held with the participants. Indeed when the researcher went to some of the villages he was
able to see some of the FAL classes. Similarly in the study conducted by Peace Habomugisha
(1997), respondents were asked what type of activities they were engaged in with their literacy
groups and what benefits they get from those activities. The respondents revealed that they were
involved in a range of economic, social and political activities as well as in health issues.
Through group discussion the respondents reported that the social and economic activities are
those that aim at generating income. Social activities included music, dance and drama
performances. Women perform plays accompanied by dances and songs in different places.
People who watch them pay them some money. Other income generating activities included
weaving and crocheting and making bricks, baskets, mats, hats, bags, and table clothes. They
grew sweet potatoes and passion fruits for sale. They also trade in cow's butter. New vision
reporter Alex Ashaba, (2017) noted that Babirye of Busamuzi, Buvuma Island, who at the age of
22 could not read or write any letters leave alone her name. This not only presented challenges
related to mobility and confidentiality because she could not read signs posts and personal
letters, but eventually led to the collapse of her business for failure to keep records of income and
expenditure. This changed when she joined a Functional Adult Literacy (FAL) class in 2008
where she acquired literacy, numeracy and life skills and today she holds a vision of utilizing
these skills to improve her livelihood and further her education (New vision, 29 th/05/2015).
Similarly Okech et al. (1999) says that learners explained that it was easy to locate places on
their own thus saving them the inconveniences and embarrassment of asking for locations which
are clearly labeled. Several learners had previously had experiences like entering men's toilet,
going past their destinations or asking for a place that they were already in or when there were
signposts, banners, or posters, or labels clearly marked.

2.1.5 The challenges faced in implementing FAL that hinder the economic development of
women
The facilitators in Ugandan literacy programmes lack technical skills. Okech et al. (1999) found
out that over 40% of FAL instructors in Government programmes had at best, completed primary
education whereas 67% of instructors working for NGOs had completed S.4 or above. In terms
of training, more instructors working for NGOs than facilitators of the government FAL
programme had received initial facilitators' training and refresher training from their
organizations or through outsourcing. Budgetary restrictions are perhaps the most important
challenge of the programme. Due to resource limitations, over two thirds of FAL classes do not
have a specific venue and are taught outside, and learning materials are severely limited; the
desired interactive approach of FAL programmes is hindered by the availability of diverse
teaching materials, so the teaching is normally very textbook-orientated. Furthermore, financial
limitations are a great burden on the quality of instruction; instructors do not receive any
payment or incentives for their work, nor do most of them receive adequate training. The result is
that there is a great turnover of instructors, and that these instructors are often unprepared,
unmotivated or not regularly attending. This is an outcome which severely hinders the
constructiveness of the learning environment and impairs the efficiency of the programme.
Government of Uganda (Ministry of Gender, Labour and Social Development, FAL Report,
1997). As the FAL instructor and coordinator of the programme in Butuntumula sub county
Haruna Mutyaba says that the FAL instructors resigned after the government failed to give them
transport allowances as motivation. Mutyaba adds that the instructors were travelling long
distances and working three days a week to teach the learners but they were not receiving
anything which demoralized them although they had been recruited as volunteers.(New
vision,15th / Feb/ 2018). In the study conducted by Teshome Gudissa Degu, (2016) revealed that
community has a negative attitude towards education in general and women’s education in
particular. As most of the informants stated, they faced serious resistance from their husbands,
members of the community and even from their children especially at the initial stage of the
program. In connection to this, a respondent said: “women faced strong resistance from their
husbands and even their children”. He further notes the problem of heavy workload as another
serious factor that affected women's participation in the adult literacy program. Most of the
informants stated that they were busy working day and night both at home and outside at their
farms. As another respondent added this reality as follows: “My heavy workload at home
affected my education.

Judith Abal Akello el al (2017), also notes that whereas the trained women expected enormous
benefits, there were negative perception has contributed to some FAL trained women in having
less interest to participate in FAL training. The women argued that, “There is no difference
between me and the one that is non-literate”. A male key informant expressed his perception of
the FAL training participants’ expectation that: People who go for FAL training, they just go to
pass time because after all, after completing those cycles, where else would they go? Most of
them have a misconception that the training is not relevant because people only study to get
employed. They don’t understand that they are trained so that informed on issues that may also
improve on their well-being.

2.1.6. How FAL can be adjusted to ensure women economic development in Uganda

In the study conducted by Judith Akello (2018), recommends that social and economic inclusion
of adult people, particularly, women who missed formal education must start with policy review
and action plan on compulsory FAL training programme. MoGLSD which coordinates FAL
programme in Uganda, international development partners, NGOs and civil society should
ensure that support and implementation of FAL programme takes priority. To sensitise the
community on FAL benefits, stakeholders should initiate or support a forum or movement to
give older persons momentum of participating in Sustainable Development Goals. To review,
Development policy to ensure that FAL trainees are part of the general planning. Given that
keeping a commitment is a way to shared accomplishment, there is need for an evident political
will and guarantee that supports the programme throughout its stages: launching of FAL
programme and graduation ceremony of FAL trained graduates should be presided over by a
designated senior official, for instance, MoGLSD officials, Education Officials, Members of
Parliament and District Local Council Chairpersons which represents higher levels of political
presence and technical staff.. In an interview with Daily monitor, the district community officer,
Busembatia Mr. Samuel Batuka, said literacy levels are still low and asked government to
increase funding development for the adult literacy programme (Daily monitor, 3/12/2017).

Rev. Jescar Naome Oundo (2006), study points out the need to resist the use of the great
dividers- patriarchy, tribalism, class, religion, ethnic background, and sexuality can be a way
forward in this struggle. We must be on guard against divisions and conquer tactics arising from
the above mentioned systems of injustice that have caused discrimination, control of women's
sexuality, control of women's economic and social independence by "breaking the culture of
silence." Judith Abal Akello el al (2017), analyses health problem as one of the serious problems
that affect women’s active participation in an adult literacy program; so, she recommended that
adult literacy centers should coordinate and work with health centers to solve urgent health
issues. Moreover, attention should be given to raising the awareness of the participants’ health
skills by focusing on preventive measures than curative one to improve the health of literacy
participants (keeping personal hygiene, hand washing and proper use of the toilet).

Therefore from the literature reviewed above my study hopes to look more deeply at the FAL
program in Uganda. I Want to look at the age and marital status of the respondents because this
would help me to see whether the program affects older and younger women, married and single
women, those with and without children differently, look at the workload of women. Do women
have time for literacy classes? Do classes impose an additional burden on women’s lives? Are
they able to get help with their workloads from husbands, children or others? Look at women's
income. Do women acquire new sources of income or more income because of joining the
program? Are women able to engage in larger income generating activities? Are women able to
control their income? I want to know whether women were able to grow crops collectively and
on whose land. Do women have markets for their produce? I want to know whether the program
made illiterate women literate. Do women have reading materials? Do they apply their literacy
skills in their homes? Do literacy skills help women improve their home situations? Does the
functional literacy programs make rural women equal participants in Uganda's development?
SECTION III

RESEARCH METHODOLOGY

3.0 Introduction

The section includes the methods, tools and procedures that the researcher is going to use in the

collection of necessary data/information and how data collected is going to be analyzed and

made of research design, study population, sampling design and sources of data, administration

of the instruments, data processing and data analysis, ethical considerations, solutions and

limitations of the study. The section will contain both qualitative quantitative methods.

3.1 Research Design

A case- study research design will be used to carry out this study. This will be combined with

qualitative, quantitative and descriptive research designs. The qualitative techniques will help in

gathering and evaluating data on respondents’ preferences, contextualization, interpretation,

attitudes, opinions and behavior while the quantitative research gathered information using a

constructed questionnaire and scales, which will help to understand a number of phenomenon’s

such as generalizability, prediction and causal explanations. On the other hand descriptive

research technique will involve graphical, tabular and parametric descriptions if necessary.

3.2 Area of the Study

The study will be carried out in Busia district with special and much focus on Dabani Sub-county

which is one of those sub-counties benefiting from the program. It’s made up 5parishes, 60

villages of which majority of the population are engaged in agriculture. Little research on the

FAL program and women economic empowerment in the sub-county has motivated its selection.
3.3 Study Population

According to Sekaran and Boungie (2010), a study population refers to the entire group of

people, events or things of interest on which the researcher wishes to investigate. The population

can have observable characteristics from which the researcher intends to draw generalizations.

The study will target people who participate in the FAL policy implementation in the rural areas

such as District program coordinators, Non –governmental Organizations, local councils,

instructors and the adults over the age of 15 who have missed the opportunity of formal

education during their childhood who are the major beneficiaries of the FAL program.

3.4 Sample Size

The sample sizes will be 67 respondents drawn from the above population. According to Roscoe

cited by Sekaran (2003), a sample size larger than 30 and less than 500 is appropriate for most

studies. Bailey (1992) argues that for the descriptive research, 10 percent of the population is

adequate and for research involving smaller population 40 percent may be considered.

3.5 Sampling method and selection procedure

Purposive and stratified sampling procedures will be employed by the researcher. Sekaran

(2003:277) suggests that purposive or judgment sampling involves choice of subjects who are

most advantageously placed or in the best position to provide the information required.

Similarly, Kakooza (1994) argued that purposive sampling ensures that the significant sub

groups of the population are represented in the sample. One FAL program district Coordinator

will be purposively selected. Twenty women beneficiaries of these program will be randomly

sampled into strata, 10 Non-FAL women beneficiaries, and 4 men (peasants) who will be

randomly selected. Nine local politicians including councilors, eight local government officials
all randomly selected. In statistical surveys, when subpopulations within an overall population

vary, it is advantageous to sample each subpopulation (stratum) independently. Stratification is

the process of dividing members of the population into homogeneous subgroups before

sampling. The strata will be mutually exclusive: every element in the population being assigned

to only one stratum. The strata will be collectively exhaustive: no population element can be

excluded. Then random or systematic sampling will be applied within each stratum.

3.6 Sources of Data

Data will be collected using both primary and secondary sources;

Primary data will be collected using both qualitative and quantitative techniques; quantitative

methods include use of questioners while qualitative methods will basically include interviews,

focused group discussions with selected respondents.

Secondary data will be also be collected by reviewing documents. The researcher will review

journals like Farmer’s Voice, magazines, library books, manuals, workshop and seminar papers,

official circulars from NGOs, Acts of Parliament, Newspapers, Internet documents, FAL

program reports among others.

3.7 Data Collection Methods

In order to ensure reliability of the study findings, several data collection methods will be

employed. The type of data to be collected will dictate the methods to be used, as seen below;

3.7.1 Questionnaire

Questionnaire is one of the data collection tools in which written questions will be presented and

answered by the respondents (rural women) in written form. The researcher will issue out

questionnaires which will be answered by the respondents in written form. 40 questionnaires will
be given out to the respondents. The questionnaires will be hand-delivered and collected at a

later date. For respondents who could not read and write; assistance will be provided by the

researcher through direct discussion to answer the questionnaire. Open ended and closed ended

questions will be used so as to eliminate bias when answering questions.

3.7.2 Observation

The researcher will also have to take systematic observation through systematic selection,

walking, watching and recording information regarding the state of FAL programme and women

economic empowerment.

3.7.3 Photography

Using a camera, photographs will be taken to identify activities of FAL in the Sub –county.

3.7.4 Key informant interview (kiis)

This method will be specifically be used to collect information from the FAL district program

Coordinator, local politicians (councilors), local government officials. The researcher will give

an interview guide for this purpose. Interview is a flexible method of data collection, it will be

used to supplement the data collected using questionnaires, and the researcher considers it to be

suitable for the study because it also permits on spot editing which enhances the accuracy of the

data.

3.7.5 Focused group discussions [FDGs]

The focused group discussion guide will be constructed to enable probing so as to get more

answers; the researcher will organize two FDGS which will be done through a formal meeting

with the help of local leaders. The first group will consist of four FAL beneficiaries and four Non
beneficiaries and the second group will be of 4 local politicians and 3 FAL officials and all

discussions will strictly take one hour.

3.8 Data Management

Data from questionnaires will be entered in the EPIDATA after collection and then exported to

MS Excel for cleaning. Cleaned data will be then be exported to STATA 11 or Statistical

package for social sciences (SPSS) for analysis. Descriptive statistics will be used to analyze

socio demographic information such as age, level of education, income material status and

occupation, religion. Frequently tables, bar graphs and pie charts will be also be generated.

3.9 Data Analysis and Presentation

The data entry will be done using Statistical Package for Social Scientists (SPSS) to generate

frequencies and percentages. This will make the data collected from the field more organized,

meaningful and easier to analyze. The statistics will be presented using charts and tables and the

data collected will be presented in form of a written report (essay), tables and charts which will

be generated using Ms. Excel.

3.10 Ethical considerations

In conducting my study I will make sure that high moral positions maintain for instance

participation will be voluntarily without coercing any one to participate in my research,

respecting respondents and their responses or opinions, confidentiality, anonymity, impartiality,

and finally participants privacy will be respected by not invading them in other words personality

questions will be avoided. All actions taken will be guided by respect for the wishes, the rights

and dignity of the respondents. The researcher will receive ethical clearance from Dabani-sub

county administrators, and the FAL program coordinator.

3.11 Limitations of the study

The problems am likely to face include among others ;lack of enough time to conduct research,

lack of enough resources and uncooperative respondents and biased information, language

barrier since am going to a new environment, the community might suspect me to be a

government spy since they are just from election period. However the researcher will consider

the following solutions to overcome this problem and they will be include; I will try to minimize

the little time by organizing a work plan which will be followed during the study, on the issue of

resources I will be try to be efficient that is doing more with less, on the issue of uncooperative

respondents, I will try to be persuasive, on the issue of biased information, I will use random

sampling to recruit participants and observation method to interpret the situation, interview guide

will be used especially where people are unable to read and write and many others as the

situation may prevail.

APPENDICES

WORK PLAN
FEB MARCH APRIL MAY JUNE JULY AUG
Library
search
Proposal
writing
Field
research
Data
management
Data analysis

Handing in
PROPOSED BUDGET
ITEM QUANTITY UNIT PRICE(Shs) TOTAL PRICE(Shs)
Pens 10 500@ 5000
Ruler 1 1000 1000
Ream of paper 2 17000 34,000
Photocopying 60 copies 300@ 30,000
questionnaires
Photocopying 10 copies 300@ 3000
interviews.
Accommodation 600,000

Feeding 10,000 500,000

Hard cover binding 3 copies 15000@ 45000
Transport @day 3000 270,000
Airtime 60,000
Feeding 10,000 500,000
Miscellaneous 100,000 100,000
Grand total 1,648,000
 BIBLIOGRAPHY

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Guttabingi, R. (2000). COBAP Hand book. Kampala: COPAP Programme. Okech, A., Carr-Hill, R.,

Judith Abal Akello el al (2017), Women Beneficiaries of Functional Adult Literacy Speak Out:
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Cape Town: Oxford University Press.

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Ministry of Gender, Labour and Social Development, Functional Adult Literacy report, 2016.

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Social Development (MoGLSD).
Okech, A, (2001) Adult Literacy Programs in Uganda, the World Bank, Washington D.C.

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The World Bank (2001) Adult Literacy Programs in Uganda Evaluation Report, the International Bank
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Wiley $ sons.
APPENDIX A

QUESTIONNAIRE FOR FAL PROGRAMME BENEFICIARIES

I am Mayende Anthony, a third year student pursuing Bachelor of Arts in Social Sciences at
Makerere University. This questionnaire is designed to ‘to examine the performance of FAL
programme towards women development in Dabani Sub-county’. The information that you
will give will be used for academic purpose only. I therefore kindly request you to give your
honest opinion

Instruction: Tick appropriate option and fill in where required.

SECTION A: Background information

Please tick or write accordingly.

1. Gender

(i)Male (ii) Female

2. Age in years

(i) 18-30 (ii) 31-40 (iii) 41-above

3. Highest level of education attained.

(i) Primary (ii) Secondary (iii) Tertiary

(iv)Others specify…………………………………..

4. Religion

(i) Catholic (ii) Protestant (iii) Muslim

(iv) Others (specify)…………………….

Section B: Information on FAL program.

1. Are you are a FAL member/beneficiary?

(i) Yes (ii) No

2. Which year did you enroll for this programme?

………………………………………………………………………………………………………

4. Did you finish all the levels of the programme?

………………………………………………………………………………………………….

5. What are the reasons for joining the programme?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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6. Why do other women do not want to join?

…………………………………………………………………………………………………

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7. What assistance are you given as women while attending classes?

 …………………………………………………………………………………………………

…………………………………………………………………………………………………

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8. What activities do you engage in with your literacy groups and the beneficiates you get

from them?

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………………………………………………………………………………………………………

………………………………………………………………………………………………………

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SECTION C: The performance of FAL programme in Dabani sub-county

1. How do you rate the performance of FAL programme in Dabani Sub-county?

(I)Very good (II) Good (III) fair (IV) poor

2. How has FAL transformed your life? (Economically,)

………………………………………………………………………………………………………

………………………………………………………………………………………………………

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SECTION D: The achievements of FAL programme in Dabani sub-county?

1. What are the achievements of FAL programme in Dabani sub-county towards women

economic development?

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SECTION E: The challenges/constraints facing FAL implementation in Dabani sub-

county?

1. What challenges do you face in implementing the FAL programme towards women economic

development?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

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SECTION F: How to improve the FAL program in Dabani sub-county?

1. Are there changes you would like FAL to implement towards women economic development?

And if yes what are the changes?

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Thank you so much for your cooperation.

APPENDIX B

INTERVIEW GUIDE FOR THE SUB COUNTY FAL PROGRAMME COORDINATORS

I am Mayende Anthony, a third year student pursuing Bachelor of Development studies at

Kyambogo University. This interview guide is designed to ‘‘to examine the performance of

FAL programme towards women development in Dabani Sub-county’’. The information

that you will give will be used for academic purpose only. I therefore kindly request you to give

your honest opinion.

1. What is your name?

2. What is your title?

3. For how long have you been serving in this capacity?

4. What is your view about FAL program towards women economic development?

5. What assistance do you give to women while attending to classes?

6. How do you measure success (output, impact of the FAL) in the sub-county towards

women economic development?

 7. What is your view about the performance of FAL towards women economic

development?

8. What are the achievements experienced in the implementation of FAL in Dabani sub-

county towards women economic development?

9. What challenges do you face in implementing the FAL programme towards women

economic development?

10. Are there changes you would like FAL to implement towards women economic

development? And if yes what are the changes?

Thank you so much for your time

APPENDIX C

FOCUSED GROUP DISCUSSION GUIDE

I am Mayende Anthony a third year student pursuing Bachelor of Development studies at

Kyambogo University. FDG guide is designed to ‘to examine the performance of FAL

programme towards women development in Dabani Sub-county’. The information that you

will give will be used for academic purpose only. I therefore kindly request you to give your

honest opinion.

1. How did you come to know about FAL and what is it?

2. What is your view about FAL program towards women economic development?

3. What assistance you receive as women while attending to classes?

4. How do you measure success (output, impact of the FAL) in the sub-county towards

women economic development?

 5. What is your view about the performance of FAL towards women economic

development?

6. What are the achievements experienced in the implementation of FAL in Dabani sub-

county towards women economic development?

7. What challenges do you face in implementing the FAL programme towards women

economic development?

8. Are there changes you would like FAL to implement towards women economic

development? And if yes what are the changes?

Thanks for your co-operation.