Challenges experienced in English language by learners and promoters of adult upper primary education programme in Khomas region, Namibia
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Date
2025
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University of Namibia
Abstract
The lack of acceptable fluency in speaking, reading, and writing of the English language
among adult learners, at the Adult Upper Primary Education level of the National
Literacy Programme in Namibia poses a significant challenge. This study explored the
challenges experienced by promoters and learners at the AUPE level of the NLPN, in the
Khomas Region, in teaching and learning the English language, respectively. By
employing a phenomenological design of the qualitative approach, the data was
collected through interviews and observation techniques. Three (3) promoters and six (6)
adult learners were purposively sampled and interviewed, and classroom observation of
three (3) promoters’ teaching English language was conducted after the interviews.
Through the content analysis, the interview data revealed that although promoters were
motivated by the love of working with adults, their practice was challenged by a lack of
permanent teaching centres, outdated teaching materials, and some learners tend to be
slow to understand the lesson, making it a challenge for the promoter to move on within
the limited time. Another challenge is the stringent recruitment policy of a minimum of
fifteen (15) adult learners per class, which is difficult to attain and sustain, as well as
limited support from the Directorate of Adult Education (DAE). Nevertheless, the
observation data indicated that promoters employed various effective techniques such as
lectures, question and answer, incorporation of translation and practical activities in
lessons to promote learners’ learning of the English language. The findings shed light on
the difficulties experienced by learners related to reading comprehension, listening
skills, grammar usage, spelling, pronunciation, and sentence construction. External
factors such as work schedules and limited class time further hindered learners’ English
language learning
Description
A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education( Adult Education)
Keywords
English language, Andragogy, Challenges, Adult learners, Promoters, Namibia, University of Namibia