This paper examines what happens in the adult literacy project of Uganda Rural Literacy and Community Development Association (URLCODA) that has attracted and sustained a considerable number of children. The examination focuses on the critical motivational factors which enable the participants to remain in a learning environment that appears to disregard the key assumptions behind pedagogy and andragogy, the teaching methods; and materials used. A brief description of the background and context of the study, the concept of mediation and the humanist theory of learning are given to locate the article in right contextual as well as conceptual/theoretical perspective. The findings of the study regarding the key factors that motivate the participants, teaching methods and materials used in the classes are discussed. The author notes that intergenerational learning is important because it facilitates restoration of the good aspects of the traditional/cultural values and practices often missed by formal education, and which are also disappearing among the people. The paper highlights the challenges faced in course of managing the programme and concludes that participants have various motivational factors and that there is no one best material and teaching method that can be used to facilitate intergenerational learning. It suggests that for such a programme to succeed, the managers need to conduct a thorough needs assessment of the different age groups before launching it. Learning in such circumstances should be structured in accordance with the identified needs of the different age groups so that they are able to realize tangible results in the shortest possible time and be motivated to remain on the programme.
|Keywords:||Adult Learner, Child Learner, Dynamics, Intergenerational Learning, Literacy Classes, Motivation, Sustainability of Interests, URLCODA|
Doctoral Candidate, School of Comm. Dev. & Adult Learning, University of KwaZulu-Natal, Durban, South Africa
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