Abstract

The study aimed to explore experiences of facilitators in REFLECT adult literacy programmes in Malawi. The main research question sought to explore how REFLECT facilitators experience the REFLECT approach in bringing out the desired programme outcomes. The study employed qualitative approach using case study design to have a deeper understanding of facilitators’ experiences in literacy circles. Purposive sampling was used to select the sample for the study. In-depth interviews, focus group discussions and observations were used to generate data from the participants. The theoretical framework which guided the study was andragogy theory by Malcolm Knowles. While the extent to which adult learning outcomes are achieved can partly be traced from the manner in which adult learners are taught in literacy circles, the study found that although facilitation process takes place in the participating literacy circles, the actual effective facilitation does not really take place. From the study, this was due to several challenges such as inadequate training of facilitators, recruitment of underqualified facilitators, lack of refresher courses, and lack of motivation which compromised the quality of facilitation process. Given the experiences of facilitators overall, the study established that lecture method was predominantly used in literacy circles which deprived adult learners’ opportunities to interact, contrary to andragogical principles. Consequently, the study further revealed that the core outcomes such as economic empowerment and participation in development activities were not achieved due to adult learners’ failure to interpret theory into practice, the problem that has its roots in the way adult learners are taught in literacy circles which is directly linked to facilitators’ knowledge. Thus, consideration and strengthening of four key factors such as the required academic qualifications, proper training, regular refresher courses and motivation may improve not only the experiences of facilitators.

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School	: School of Education
Issued Date	: 2024

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