Date of Award

12-2016

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Prof. Jacob Marriote Ngwaru

Second Supervisor/Advisor

Dr. Fortidas Bakuza

Department

Institute for Educational Development, East Africa

Abstract

Literacy is perceived as a crucial tool for acquiring a wide range of learning skills and acts as an inducement for everyday life and life-long learning. Besides, literacy is one of the pillars that support individual and societal development as well as playing key role in poverty reduction. As such, this study explored the factors influencing the efficacy of school and community based literacy intervention programmes in context of literacy development, and learning outcomes in low resource communities. The study was conducted in two public primary schools, and two community literacy intervention centres, in Koboko district, Uganda. The study used qualitative approach with case study design. Research participants included KRTs, CCT, Inspector of School, focal parents, and Language and Literacy teachers. Data was collected using interviews, observation, document analysis and focus group discussions. Findings from the study revealed that, factors such as; curriculum, monitoring and supervision, local leadership, pedagogy, nature of classes, utilization of resources and facilities, nature of parents, community engagement and participation, and nature of learners influence the efficacy of school and community based literacy intervention programmes. The factors either increase or decrease the efficacy of the literacy interventions. The study also found that the relationship between the literacy intervention programmes in reinforcing literacy development is not strategic. Additionally, the study established that the literacy intervention programmes are making contribution towards literacy development but this varies according to level of efficacy. The study recommends that the ministry of education and sports, district education office, and head teachers should enforce policies on education at school levels, strengthen home-community-school relationship through visits, literacy events, and empower all project beneficiaries to play their roles to sustain the literacy projects. For future studies, research should be conducted in control or other intervention districts to compare findings.

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