Women Beneficiaries of Functional Adult Literacy Speak Out: Opportunities and Challenges for Socio-Economic Development in Apac District, Northern Uganda

Abstract

Women’s literacy is critical to addressing gender inequality, though, globally, only 88 adult women are considered literate for every 100 adult men. This article is an analysis of challenges faced by Ugandan women based in the Northern part of the country who attempt to acquire and use skills attained from training in Functional Adult Literacy (FAL) to improve their socio-economic conditions. Qualitative data was collected from 45 participants (literate and non-literate) selected purposively. The study was informed by Freire’s literacy and agency theories which argues on the element of awareness by making marginalised non-literates see the reality of the world by using their agency to recognise their impediment to development. Findings indicate that women FAL graduates faced challenges ranging from lack of acknowledgement, belittlement to negative perceptions. It would be helpful for Government, International development partners, NGO’s and civil society to ensure strong support and inclusive planning with FAL trainees to enable them not only to benefit from their training but also to contribute to achievement of sustainable development.

Keywords: Practical Learning, Challenge, Socio-economic progress