Learning against the Odds: Reading and Writing Challenges of Adult Learners in Levels One to Three in South Africa
Resilient Manyike
Department of Education Studies, University of Limpopo, South Africa.
Ronnie Risimati Maceke
*
Department of Education Studies, University of Limpopo, South Africa.
Nkarhi Excellent Mathebula
Department of Education Studies, University of Limpopo, South Africa.
*Author to whom correspondence should be addressed.
Abstract
This study highlights the reading and writing challenges faced by adult learners at Levels One to Three in Community Learning Centres (CLCs) within the Manyeleti Circuit, Bohlabela District, Mpumalanga Province. Through the lens of Social Cognitive Theory, the paper investigates how the interplay of personal, behavioral, and environmental factors influences adult learners' growth in a rural South African context. The researchers applied a qualitative research design and conducted semi-structured interviews with three adult learners and three adult educators. They also analysed institutional and instructional documents. The findings show that literacy development is limited due to a wide range of barriers that are closely linked. On the one hand, socio-cultural factors emerged as the most dominant barrier, traditional norms and family responsibilities demotivate learners and reduce their participation in the literacy program and, on the other hand, technological barriers such as lack of access to devices, bad network connection, and low digital literacy limit learning opportunities. Psychological factors mainly low self-esteem, anxiety, and fear of judgement have a strong negative impact on learners' confidence, and they even shy away from reading and writing activities. Inadequate infrastructure, and shortage of teaching and learning materials have deepened these problems thus, the learners have become isolated and less privileged. The research recommends the use of comprehensive measures that would combine community participation, infrastructural development, resource mobilization, digital literacy training and psychological support. Incorporating Social Cognitive Theory as a framework, the study reveals how the system of barriers experienced by learners weakens their self-efficacy and motivation to continue learning. By addressing these issues in the context of rural South Africa, the study offers practical insights that can help improve adult literacy provision and create fairer access to education.
Keywords: Manyeleti circuit, adult learning, literacy challenges, adult education, rural contexts, community learning centres, reading and writing skills, adult learners, socio-cultural factors