Challenges Faced in the Implementation of Adult Literacy: A Case of Selected Schools in Marginalised Communities of Chitambo District

This study examined the challenges faced in the implementation of adult literacy programmes in selected schools within marginalized communities of Chitambo District in Central Province, Zambia. The study was guided by three key objectives: to identify the main challenges hindering the delivery of adult literacy education, to determine the effects of these challenges on programme implementation, and to explore practical strategies for overcoming them. The theoretical framework was anchored on social exclusion theory, Human Capital Theory and Andragogy theory which collectively informed the analysis of how structural, socio-cultural, and institutional factors interact to influence adult literacy outcomes. The study adopted a mixed-methods approach with an exploratory sequential aimed to gain a deeper understanding of the research topic. Data was collected from 100 participants, including literacy adult learners, community leaders, and policy implementers through structured questionnaires, interviews, and focus group discussions. Quantitative data was quantitatively analysed, while qualitative data was thematically analysed. The findings revealed that limited government financial support, inadequate teaching materials, lack of trained facilitators, inadequate learning space, and limited community support were the major barriers to successful program delivery. Additionally, socio-economic constraints and negative attitudes toward adult education significantly impacted program effectiveness. However, strong community engagement, government support, and flexible learning models emerged as potential strategies to enhance the success of adult literacy programs. The study recommends provision of financial resources, teaching and learning resources, capacity-building initiatives, and increased stakeholder collaboration.