Adult Learning Observation: Andragogy in Uganda

Introduction to Adult Learning and Andragogy

Adult learning involves adults engaging in systematic educational activities in order to gain new skills, values, attitudes, and knowledge. This typically occurs after the years of traditional schooling have passed. Some adults may never have had the opportunity to pursue formal education in their early years, while others may have been prevented from attending school by various circumstances. As a result, adults engage in such programs to fulfill personal long-term literacy goals (Sharan & Brockett, 2007).

The art and science by which adults are assisted to learn is referred to as andragogy. This differs from pedagogy in that it perceives adults as self-directed learners seeking educational opportunities for specific reasons and with particular goals in mind (Wilmarth, 2010). In adult learning, participants are generally free to choose educational activities suited to their needs, unlike formal schooling where the syllabus is largely fixed. For instance, students in high schools and universities have little say in what they learn — the curriculum is pre-developed by the government and respective educational institutions, and teachers are expected to follow it (Zmeyov, 1998). For the better part of the last century, research has been conducted on why adults choose to participate or not participate in adult learning. However, the documented findings lack coherence and a clear theoretical framework (Boeren, Nicaise, & Baert, 2010).

This paper presents observations made in one adult learning program in Uganda, East Africa. One of the first notable features was the language of instruction. Adult learning programs in Uganda are conducted in the local languages spoken in the regions where the learning institutions are located. Uganda has a diverse range of local languages, with virtually every region having its own. Nuwagaba (2005) observed that the larger part of the content taught to adults is developed by the Ministry of Gender, Labour and Social Development (GL&SD). The curriculum integrates reading and writing skills with economic, social, and political activities that learners can relate to.

Both men and women enrolled in the observed program; however, the ratio was unbalanced, with 50 women and 17 men attending. In addition to basic reading and writing skills, women engaged in cooking activities, while men participated in business and numeracy skills. The facilitator was a member of the local community.

The adult learners appeared motivated. They had a strong desire to engage with the modern world and recognized that education was essential to achieving this. However, many exhibited low confidence due to their limited literacy background, and they sought to acquire basic reading and writing skills as a foundation for greater confidence. Adults generally learn most readily when the skills being taught can help them address challenges in their daily lives. There must be a meaningful relationship between the content taught and the developmental stage of the learner. For instance, it would be inappropriate to deliver a lecture on phacoemulsification with premium intraocular lenses to first-year medical residents, whereas third-year residents could benefit substantially from such content (Palis & Quiros, 2014).

The day's activities were outlined at the beginning of each session. This approach is particularly beneficial for adult learners, who generally prefer to know in advance what they will be studying. This practice has the following pedagogical implications:

In the Ugandan program, the facilitator wrote the proposed activities for the day on the blackboard and described the tasks making up each activity. This organizational practice proved effective, as it allowed learners to arrive mentally prepared for the day's lessons.

Learning Activities in the Ugandan Program

The adults engaged in learning activities designed to improve their functioning both at home and within their communities. These included language study, mathematics, reading and writing, and domestic activities. The facilitator made follow-up visits after lessons and informed learners that the program followed national government guidelines regarding curriculum content. While there had been some discussion with learners about their preferences, the Ministry's guidelines still had to be incorporated into the schedule. Even so, some adult learners reported that there was no genuine mutual agreement on what was being taught — a claim that warrants further investigation.

Reading and writing occupied the largest portion of the day's schedule. This is partly attributable to the fact that many Ugandan adult learners have a limited formal education background, and most enrollees seek these skills because they regard literacy as essential in today's world. Numeracy was the next priority. Basic numeracy skills are considered indispensable, given that every individual participates in some form of commerce, whether as a buyer or a seller. Learning the English language was also a high priority, as it is Uganda's official language of communication. Cooking lessons, by contrast, were largely perceived as "women's activities" — a view consistent with traditional African gender roles that draw clear distinctions between male and female responsibilities, and which may also help explain the significant disparity in female versus male enrollment.

In summary, the learning activities were clearly tailored to equip adult learners with practical skills applicable to their daily lives.

Reference Group Theory and Group Influence

According to reference group theory, an individual will most often identify with a social group to which he or she belongs, or one to which he or she aspires to belong. The group to which the individual currently belongs is referred to as the Normative Reference Group (NRG). The group the individual aspires to join is referred to as the Comparative Reference Group (CRG) (McGivney, 1992). While reference group theory has a long history, it has not been widely applied in the field of adult education. Nevertheless, the theory can be used to study the participation or non-participation of adults in adult learning and to explain why individuals may set aside their personal interests to work for the benefit of a group.

Whether a person participates in adult learning may be significantly shaped by the social circles surrounding them. An adult whose friends regularly attend learning programs is more likely to enroll. Conversely, if that person's social circle holds negative views of adult education, enrollment becomes less likely. This dynamic may help explain the pronounced gender imbalance observed in the Ugandan program. Considering the Comparative Reference Group, adults may enroll simply to form new social connections with people already participating in programs. It is also known that adults sometimes join classes in order to be near learners they admire. According to Dench and Regan (2000), peer influence plays a significant role in determining whether an individual will enroll — and such influence may come from peers, teachers, or family members. Peer influence can also be negative: an enrolled adult may be persuaded to drop out by someone who has already left the program. Calder (1993) concurs, noting that adults take up classes in order to improve their job satisfaction and the quality of their lives outside of working hours.

Comparative Reference Groups also enable people to measure themselves against others or compare their group to other groups. Such comparisons can exert a powerful influence on behavior. Kroger (1989) stated that people typically define themselves in relation to others, who become a standard of judgment. This can lead to descriptions such as "less privileged than so-and-so," which in turn may produce low self-esteem, anger, depression, and social withdrawal. Others, however, have the capacity to accept themselves as they are, regardless of external comparison. Reference group theory summarizes this well: the way a person believes others perceive him or her shapes how that person perceives themselves.

Within any group, individual members are strongly influenced by the behavior and attitudes of others. If a situation is defined as critical, the perceived solutions available to group members are shaped accordingly. In adult learning, if learners consider a particular activity important to their needs, they will engage with it enthusiastically. If they regard it as irrelevant, their engagement will be minimal.

According to Rice (1992), many Africans continue to hold traditional values, including stereotyped gender roles. This is evident in most adult learning programs in Uganda, where women significantly outnumber men. This demographic reality further reinforces the social perception of certain activities as gender-specific. As Murphy, Morgan-Klein, Osborne, and Gallacher (2002) explain, adults are less likely to enroll if they feel underqualified or lack confidence. Within the classroom, those with low confidence may not actively contribute to discussions, and may ultimately withdraw, concluding that learning is simply too difficult. This problem is compounded in settings where adults with widely varying educational backgrounds are grouped together — a situation that discourages participation. Ideally, adults should be grouped according to their prior classroom experience, though this practice is not common in many Ugandan adult learning institutions.

In summary, reference group theory highlights the following key principles: