Challenges Facing ODL Students in Initiating Adult Literacy Classes in Mwanza Region, Tanzania

Abstract

This study shares findings on the challenges faced by Open and Distance Learning (ODL) students in initiating literacy classes in Mwanza region, Tanzania. This study employed a qualitative research approach and a case study design.
Convenient and purposive sampling techniques were used to select 14 ODL students and 6 lecturers from the Institute of Adult Education (IAE) at Mwanza Campus. Data were collected through interviews with participants. The collected data were analysed using thematic analysis. The findings show that the challenges faced by ODL students in initiating literacy classes included limited community understanding of adult education programmes, societal stigma, family and work responsibilities among students, shortage of teaching and learning materials, and financial constraints. These obstacles limit the broader impact of adult education on community development in Tanzania. In conclusion, the findings underscore that the challenges faced by ODL students are significantly categorised into
pronounced situational, institutional, and dispositional barriers. Based on these findings, the study recommends that the Ministry responsible for education, through the IAE, raise awareness among the community on the importance of adult education programmes; the IAE, in cooperation with local government authorities, should provide teaching and learning materials ensuring ODL students have access to adequate resources necessary for effective teaching; and IAE establish a funding mechanism, whether through non-government organisations, local businesses, or community donations for transport allowances to adult learners.