Abstract
This empirical study investigates and develops an in-depth
understanding of adult literacy program in district Kech, Baluchistan.
The empirical observation was conducted to gain a qualitative insight
into the adult literacy impact on women social, emotional and
psychological lives. This presentation argues that adult literacy
program is an effective dimension which bridges the gap between
literates and illiterates. The presentation focuses on National
Commission for Human Development (NCHD) Pakistan district Kech
learners’ (enrolled adults) knowledge, skills and attitudes that changed
within the specific time (three months). The adult literacy program
provides Basic Literacy skills to the individuals in the Age Group of
11-45, who either never enrolled or dropped out of schools before
acquiring literacy skills. The adult literacy program is designated to
achieve a 50% improvement in levels of adult literacy by 2015,
especially for women, with equitable access to basic and continuing
education for all adults. The study was contextual which required the
qualitative case study paradigm. Interviews, observations and
researcher’s own experiences were the main methods of data collection.
The study was conducted in district Kech, Balochistan. The primary
research participants were 50 learners of an adult literacy center, while
secondary research participants were District Literacy Officer, 6
Literacy Coordinators, 15 Local Area Supervisors and NCHD District
General Manager, Kech. The major findings of the study are: adult
literacy program leads to emotional and psychological control, develop
caring attitudes, enhance day-to-day learning and tends to lead to
community participation. The study offers insights for adult literacy
program personnel including Program Manager / coordinator and
Literacy District Officer. It points out the importance of literacy,
develops collective approach among literate and illiterates to reform a
low literacy society.
Atique-ur-Rehman. (2008) Impact of Adult Literacy on Women Lives in District Kech, Journal of Research and Reflections in Education, Volume 2, Issue 2.
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