The state, benefits and meaning of adult women literacy in Kenya : a thematic analysis of Global education monitoring report 2006, literacy for life

Abstract

Literacy has been recognized for a long time, to have the capacity to emancipate and liberate. Great scholars like Paulo Freire advocate for literacy as a means of empowering the oppressed: Liberate people from social, economic and political oppression; Instill in them critical capability that would necessitate reflexivity; Enable them to question the elements of oppression and how to tackle them. Women have been marginalized in many societies especially in the developing nations. They have been denied education which would allow them to acquire the most basic and essential tool for their daily survival. Literacy would enable these women first and foremost to be able to navigate in their world. As mothers, they should acquire skills that would improve their mothering skills. They should raise their economic welfare, self-esteem and see themselves rise on the social ladder.

Sustainable development goals are pegged on three pillars: social, economic and environment. Achievement of set goals within these pillars surely demands a people who have an understanding of what is required on them. They must understand their own context, be able to function within a literate society and be empowered. This study sought to understand the state, benefits and meaning of adult women literacy in Kenya. Through a thematic analysis of global education monitoring report of 2006, named literacy for life, answers were sought, in understanding the meaning of literacy, the benefits of literacy towards adult women and sustainable development as well as the state of adult women literacy in Kenya. Transformative learning theory and various conceptions of literacy were relied upon in shedding light on adult literacy education.