n Language Matters : Studies in the Languages of Southern Africa - A comparison of the ideological foundation of the FAL and REFLECT approaches to teaching adult literacy in Uganda

Volume 35, Issue 2
  • ISSN : 0256-5986



Literacy was introduced into Uganda as part of the Christian missionaries' work. Since then, several methods have been used to teach adult literacy in Uganda. At present, two approaches, namely Functional Adult Literacy (FAL) and Regenerated Freirean Literacy Through Empowering Community Technique (REFLECT), are competing for recognition. This has generated a lot of debate between literacy practitioners using the two approaches. Motivated by these debates, a number of studies have been done, leading to controversial finding and conclusions. Most of these studies focused on issues relating to efficiency and effectiveness, by looking at the process and impact of the two approaches. This article reports on a study that undertook to compare the ideology underpinning the two approaches. This study concluded that the approaches are more similar than different.

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