ADULT EDUCATION PROGRAM IMPLEMENTATION FACTORS AND ADULT LITERACY LEARNING OUTCOMES IN RWANDAA CASE OF GICUMBI DISTRICT

The research assessed adult education program implementation factorsand adult literacy learning outcomes in GicumbiDistrict, Rwanda. Specifically, the research identified teaching methods that affect adult literacy learning outcomes in GicumbiDistrict, Rwanda, established the extent of adult literacy learning outcomes in GicumbiDistrict, Rwanda and assessed the relationship between adult education program implementation factors and adult literacy learning outcomes in GicumbiDistrict, Rwanda. The population in this study consisted of 4625 respondents, while their sample size was 368. Sample size determination was done by using Yamane formula.Descriptive survey design was adopted by the researcher as the study wanted to obtain insight for basic information provision in the study area. This study used questionnaire, interview, and observation to gather data. The questionnaire was administered to instructors and learners while the interview was given to District Director of Education, District Education Officer and Sector Education Officers. It usedpurposive, simple random sampling and stratified methods. The data of the study were analyzed in tables and charts by relying on descriptive statistics. The researcher used statistical tools like means, percentages, standarddeviations, correlation coefficients and coefficients as regression models.IBM SPSS Version 21 was used to organize and summarize data with accuracy and finding evidences assurance. Both quantitative and qualitative methodologies were used, including content analysis. Regarding the first objective, results indicate that 74.9% strongly agreed that their instructor puts them in a small group to complete tasks, 64.2% strongly agreed that they take an active role in their learning by setting their own goals, 75.6% strongly agreed that their instructor uses games to increase their motivation, and 88.1% strongly agreed that they act out specific roles to learn different concepts.The implication of this is that the instructors use learner-centered teaching methods in order to improve adult literacy learning outcomes. For the second objective, 86.6% strongly agreed that improved learners living standards indicate adult literacy learning outcomes 74.9% strongly agreed that an increased number of small businesses indicates adult literacy learning outcomes 75.6% strongly agreed that increased digital communication indicates adult literacy learning outcomes and 63.2% strongly agreed that improved health practices indicate adult literacy learning outcomes. Results on the effects of teaching methods on adult literacy learning outcomes in public adult literacy centres in Gicumbi District. The study revealed a strong positive relationship between group learning, self-directed learning, and role-playing, as well as between game-based learning and improved learners living standards, small business growth, and digital communication. The positive correlation was less than 0.05, indicating that adjustments in group learning and self-directed learning positively impacted these factors. The study also found a significant positive correlation between game-based learning and improved learners living standards, small business growth, and high attractiveness rate. This implied that there is a positive correlation among adult education factors and adult literacy learning outcomes. The Pearsons p value was than 0.05. The researcher recommended that the Ministry of Education should provide robust government, support, clear guidelines, and infrastructure for adult education programs. Rwanda Basic Education Board should involve NGOs and local communities and authorities in monitoring and evaluating the functioning of adult education at grass root level. Gicumbi District should use quality materials, well-trained teachers for improved effectiveness.