Adult Literacy Programme in Vihiga: The Capacity of Facilitators to Produce Learners with Functional Skills
Audi Oluoch, Ayodo TMO, Simatwa Enose

Abstract
Functional adult literacy programmes combine reading, writing and numeracy and basic vocational skills that are linked to occupational aspirations of the beneficiaries. The skills acquired from the programme are always important in promoting income generating activities and improvement of the living standards of the beneficiaries. Functionality approach in literacy is therefore very important as the skills acquired have to be used to improve the learners’ lives and facilitate their involvement in socio-economic activities.This is because the knowledge and skills acquired make them to become more innovative and productive and to engage more effectively in the world of work. To facilitate functional literacy, the teachers or the facilitators must of necessity be well prepared, properly trained and motivated, lest they may not be able to help the learners in reaching their full potential. A study conducted in Vihiga County, Kenya therefore tried to establish the capacity of facilitators in the adult programme to produce learners with functional skills to enable them effectively implement the curriculum. It was established that the owing to their low education and training, the facilitators serious capacity-gap and lacked adequate capacity to help the learners acquire functional skills to improve their lives.

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