Participation of adults with visual impairment in literacy skill development programmes a case study of Tabora municipality, Tanzania

Abstract

This study investigated participation of adults with visual impairments in literacy skills development programmes. Provision of adult literacy skills in Tanzania concern itself primarily with the acquisition of writing, reading and numeracy (3Rs) by adults as well as their use in their daily activities. These skills help adults including those with visual impairment to become independent and enjoy social interaction. However, participation of adults with visual impairments in adult literacy programmes seems to be low in Tabora Municipality in Tanzania. The study applied qualitative research approach and case study design. Research paradigm applied was critical or transformative. The target population included adult learners with visual impairment, educators, head of schools, education officers and community development and social worker. The study used purposive sampling. Interview and observation guides were used to collect data which were then analysed thematically. The findings revealed that there was low participation of adults with visual impairments in literacy skills development programmes in Tabora Municipality because of inherent conditions such as age, low self-esteem and low intrinsic motivation, negative socio-cultural beliefs and practices, incompetency of educators and inadequate resources. However where there was high self-esteem, intrinsic motivation, positive socio-cultural beliefs and practices, competent educators and adequate resources, their participation improved. It is recommended that guidance and counseling be provided to address the negative attitude of the learners and the community. In addition competencies of educators need to be strengthened. The institute of adult education should ensure that teaching and learning or instructional materials are available.