Adult Participation in Basic Literacy Programs in Pakistan: Challenges and Practical Steps for Policy Administrators
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| Title: | Adult Participation in Basic Literacy Programs in Pakistan: Challenges and Practical Steps for Policy Administrators |
|---|---|
| Language: | English |
| Authors: | Sidra Noreen (ORCID |
| Source: | International Journal of Lifelong Education. 2025 44(4):383-403. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Basic Education Adult Education Elementary Education |
| Descriptors: | Foreign Countries, Adult Literacy, Adult Basic Education, Adult Reading Programs, Adult Students, Student Participation, Student Attitudes, Barriers, Sociocultural Patterns, Learner Engagement, Adult Educators, Teacher Attitudes |
| Geographic Terms: | Pakistan |
| DOI: | 10.1080/02601370.2025.2464660 |
| ISSN: | 0260-1370 1464-519X |
| Abstract: | In Pakistan, adult literacy programs are designed to empower individuals for personal, familial, and societal development; however, these programs continue to struggle with persistently low participation rates. This study uses a descriptive qualitative approach to explore the underlying factors contributing to this issue. Forty-five participants, including 30 learners, 10 teachers, and 5 literacy officials, were purposively selected from 5 adult literacy centres. Data were gathered through focus group discussions and semi-structured interviews, followed by thematic analysis. Findings reveal that learners face challenges due to the irrelevance of literacy content to their daily lives, unengaging instructional methods, and socio-cultural barriers. Literacy teachers report a lack of administrative support, while literacy officials encounter difficulties in adapting content to cater to the diverse age groups of adult learners. Based on the challenges found, practical steps were suggested for policy administrators, encompassing conducting needs assessments, crafting literacy content, implementing engaging delivery methods, and conducting learner assessments to ensure effective and impactful adult literacy programs with a strong focus on adult learners and literacy teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477668 |
| Database: | ERIC |
| Abstract: | In Pakistan, adult literacy programs are designed to empower individuals for personal, familial, and societal development; however, these programs continue to struggle with persistently low participation rates. This study uses a descriptive qualitative approach to explore the underlying factors contributing to this issue. Forty-five participants, including 30 learners, 10 teachers, and 5 literacy officials, were purposively selected from 5 adult literacy centres. Data were gathered through focus group discussions and semi-structured interviews, followed by thematic analysis. Findings reveal that learners face challenges due to the irrelevance of literacy content to their daily lives, unengaging instructional methods, and socio-cultural barriers. Literacy teachers report a lack of administrative support, while literacy officials encounter difficulties in adapting content to cater to the diverse age groups of adult learners. Based on the challenges found, practical steps were suggested for policy administrators, encompassing conducting needs assessments, crafting literacy content, implementing engaging delivery methods, and conducting learner assessments to ensure effective and impactful adult literacy programs with a strong focus on adult learners and literacy teachers. |
|---|---|
| ISSN: | 0260-1370 1464-519X |
| DOI: | 10.1080/02601370.2025.2464660 |
