Investigating female learners’ withdrawals in adult literacy programmes in Chongwe district: implications for the organization and management of open and distance learning in Zambia.
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Date
2025
Authors
Chabu, Magdalene
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study examines the factors contributing to female adult learners' withdrawal from literacy classes in Chongwe District, Zambia, and explores the gender-specific effects on Open and Distance Learning (ODL) adult literacy programmes as well as the challenges incurred by the ODL in retaining female learners. The study employed a purposive sampling approach, selecting 56 participants comprising 5 literacy facilitators, Ten adult learners from each of the Five-adult literacy centers, One facilitator from each center, and the Education Standard Officer in the district. Data was collected through focus group discussions and one-to-one interviews, and analyzed using thematic analysis. The findings indicated that female withdrawals are primarily attributed to a complex array of factors, including limited access to resources and support services, societal and cultural expectations restricting women's participation, inadequate addressing of gender-specific needs and challenges, and insufficient community engagement and outreach efforts. The study also analyzed the gender-specific effects of female learner withdrawals on the delivery and success of Open and Distance Learning adult literacy programmes, revealing significant disparities in participation rates, learning outcomes, and overall programme effectiveness. Furthermore, the assessment of current strategies and interventions aimed at retaining female learners revealed significant gaps in addressing the root causes of withdrawal, emphasizing the need for more targeted and gender-sensitive approaches. The findings of this study have significant implications for the organization and management of Open and Distance Learning in Zambia, highlighting the need for a more gender-sensitive approach to adult literacy programs, prioritizing targeted interventions to address the complex factors contributing to female withdrawals. This includes providing accessible resources and support services, addressing societal and cultural barriers, incorporating gender-specific programming, and enhancing community engagement and outreach efforts to promote gender equity and improve adult literacy outcomes.
Keywords: Adult Literacy, Female Withdrawals, Open and Distance Learning, GenderSensitive Programming.
Description
Thesis of Master of Education in Adult Education.