Assessing Adults’ Willingness to Engage in Adult Education: A Case Study of Kigamboni and Temeke Municipalities. Tanzania

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.