Challenges experienced in English language by learners and promoters of adult upper primary education programme in Khomas region, Namibia
| dc.contributor.advisor | Hamunyela, Miriam | |
| dc.contributor.author | Odunlami, Aune Hambeleleni | |
| dc.date.accessioned | 2025-10-23T09:19:55Z | |
| dc.date.available | 2025-10-23T09:19:55Z | |
| dc.date.issued | 2025 | |
| dc.description | A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education( Adult Education) | |
| dc.description.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motivated by the love of working with adults, their practice was challenged by a lack of permanent teaching centres, outdated teaching materials, and some learners tend to be slow to understand the lesson, making it a challenge for the promoter to move on within the limited time.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 | |
| dc.identifier.uri | http://hdl.handle.net/11070/4172 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | English language | |
| dc.subject | Andragogy | |
| dc.subject | Challenges | |
| dc.subject | Adult learners | |
| dc.subject | Promoters | |
| dc.subject | Namibia | |
| dc.subject | University of Namibia | |
| dc.title | Challenges experienced in English language by learners and promoters of adult upper primary education programme in Khomas region, Namibia | |
| dc.type | Thesis |