An analysis of adult literacy and cultural education for the youth in the Indian community in Lusaka,Zambia

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Pal, Tinku
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The University of Zambia
This dissertation is based on a study that was carried out amongst the Indian community living in Lusaka in 2014. The study was aimed at analysing the main forms of adult literacy and cultural education for the Indian youth in Lusaka. The study was based on four objectives: 1. To identify the main forms of cultural and adult literacy for the youth in the Indian community in Lusaka. 2. To investigate the methods used for facilitating cultural education and adult literacy for the youth in the Indian community. 3. To explore the factors influencing participation in cultural education and adult literacy by the youth. 4. To determine the extent to which cultural education and literacy in regional languages of India meet the needs of the youth. The descriptive survey research design was used in this study. The number of respondents for this study was 110, comprising 98 Indian youth, 9 trainers and organisers and 3 officials from the High Commission of India. The Indian sample in Lusaka was selected using the quota sampling method. To select the youth in the Indian community, four schools with large number of Indian youth were identified and purposively selected for the study. The purposive sampling method was used to select the officials from the Indian High commission of Lusaka and to select the trainers and organisers of adult literacy and cultural education programmes for Indian youth in Lusaka. The study identified adult literacy in the form of literacy in regional languages and eleven forms of cultural education namely; literacy in regional languages of India, singing, dancing, speech/discussion, recitation, debates and discussion, drama performances, culinary art, religious practices, etiquette and manners, sports and health education. The following methods and techniques were used to facilitate learning; lectures, reading textbooks, story-telling, visual demonstrations, illustrations, small task oriented works, tests, blackboard and recitations. The following factors; positive and negative worked to motivate participation in the programmes; geographical factors, socio-economic factors, and contextual background. Lack of interest, vii nature of programme, transportation to the venues and time considerations for each programme was constrain to youth participation in the programmes. With regard to the extent to which the programmes met the needs of the learners, the study had established that although the programmes contents were ideal for meeting the needs of the youth, the programmes at the time of the study were not structured and faced a number of constraints that limited their meeting of the needs of the Indian youth. The recommendations made after conducting this study are: first, the adult members of the Indian community should develop a policy, time limit and funds to promote adult literacy and cultural education for the youth. Second, there is a need to build a modern youth centre centrally located containing of a multipurpose theatrical stage, a central hall, library-cum- reading room, provision of pure drinking water and convenient sanitation system for the youth. Fourth, there is a need for the Indian community to provide resources for educational activities such as trained educators and learning materials; and fifth, to achieve the goal of Education For All, there should be enough learning materials needed for integration. Materials such as, text books written in Hindi and regional languages, posters, printed colourful pictures for better understanding in a learning sessions for children and the youth.
Reading (Adult education)--India , Literacy--India , Literacy programs--India , Minorities--Education--Cross-cultural studies.