Abstract:
This study explores the prevalence of illiteracy among adults with limited reading
and writing skills in Kigamboni and Temeke Municipalities, Dar es Salaam, and
assesses factors influencing adults' willingness to participate in education classes.
A cross-sectional design was employed to gather data from 250 respondents using
qualitative and quantitative methods. The study finds a higher prevalence of
illiteracy in Kigamboni compared to Temeke, with no significant statistical
difference between the two areas. The research identifies five significant factors
affecting adults' willingness to engage in adult education programs: availability of
professional teachers, domestic roles, time constraints, conducive learning
environments, and programs offering job opportunities. Recommendations include
establishing education centres in primary or secondary schools to attract more
learners, creating special centres in various, and adopting online and distance
learning modalities. Moreover, integrating entrepreneurship and vocational
training into adult education is recommended to enhance employability. The study
underscores the urgent need for adult education programs in both municipalities
and suggests that the Ministry of Education and Vocational Training collaborate
with local governments to prioritize infrastructure development and political
support. These initiatives aim to reduce adult illiteracy rates effectively,
emphasizing the importance of tailored educational approaches to meet diverse
adult learner needs.
