Community Perceptions and Engagements with Adult Education: A Case Study of Kigamboni and Temeke Municipalities in Dar es Salaam

Abstract

Despite extensive research efforts dedicated to adult education in postindependence five decades, illiteracy remains an enigmatic social challenge with no sustainable solution. This study assessed community awareness and attitudes towards adult education initiatives within the Kigamboni and Temele Municipalities. It employed cross-sectional research, design; it involved 250 respondents using quantitative and qualitative research methods. Quantitative data were analysed through descriptive statistics, with Likert scales, to gauge community awareness and attitudes. The findings revealed that 58.4% of respondents were aware of adult education programmes; however, the concept of "adult education" remained ambiguous in the community's perception. The study suggests that the government must redefine "adult education." Furthermore, negative community sentiments towards adult education were identified, primarily due to the programmes' limited availability for individuals aged 19 and above. The study recommends the importance of political commitment in decision-making, planning, budget allocation, programme implementation, and management of literacy initiatives to enhance community understanding and foster positive attitudes toward adult education. It is also suggested that the Ministry of Education and Vocational Training, Local Government, and the Institute of Adult Education should introduce sustainable programmes that engage individuals aged 19 and above in adult education activities.