An Investigation into Farm Worker and Tutor Related Factors that Negatively Impact on the Receptivity of Adult Literacy Programmes in the Mashonaland Central Province of Zimbabwe

Abstract

In most developing countries education, and in particular literacy, is viewed as a major vehicle in the process of development. Development itself is viewed as involving changes in structures, attitudes, institutions, acceleration of economic growth, reduction of inequalities and the eradication of absolute poverty. The problem which prompted this study was that, in spite of efforts by government and non governmental organisations to raise farm worker conditions through adult literacy programmes in Mashonaland Central Province, the response of farm workers to these programmes has been low. This study thus set out to investigate critical issues that negatively impacted on the acceptability of adult literacy programmes in commercial farming communities in Mashonaland Central Province of Zimbabwe. A qualitative case study approach using in depth face to face interviews was adopted in the collection and analysis of data. A total of 102 people were interviewed. These included 48 literacy participants, 48 non-participants, 3 tutors and 3 Programme Area Coordinators. The study established that while farm communities held positive views about the role of literacy programmes in their lives, participation in the programmes was constrained by the fact that programmes did not seem to meet the daily socio-cultural, economic and political needs of the communities. Thus, it was recommended that efforts be directed towards making literacy programmes functional so that they become relevant to the daily needs of the people.