International Journal of Education, Training and Learning ISSN 2577-7688 Vol. 6, No. 2, pp. 26-32. 2022 DOI: 10.33094/ijetl.v6i2.671 © 2022 by the authors; licensee Online Academic Press, USA 26 © 2022 by the authors; licensee Online Academic Press, USA Adult Learning: An Alternative Gateway to Women's Improved Participation in Children’s Education in Lango Region, Northern Uganda Judith Abal Akello 12* Evelyn Lutwama-Rukundo 2 1 Department of Commerce and Business Management, Faculty of Management Sciences, Lira University, Uganda. Email: judithakello@yahoo.com 2 School of Women and Gender Studies, College of Humanities and Social Sciences, Makerere University, Kampala, Uganda. Email: lutwamarukundo@gmail.com Licensed: This work is licensed under a Creative Commons Attribution 4.0 License. Keywords: Children Involvement Practical knowledge Transformation Women. Received: 19 July 2022 Revised: 25 August 2022 Accepted: 12 September 2022 Published: 29 September 2022 (* Corresponding Author) Abstract This research explored the contribution of Functional Adult Literacy training (FAL) and what it did to women’s involvement in children’s education in Apac District. The main objective of this study was to explore whether and how women participants in Lango Region supported their children’s education from the skills acquired from FAL training. A study of 7 participants based on qualitative interpretive framework intended to examine the benefits reaped by FAL-trained women after their positive perception and support to children’s education. Using individual in-depth and key informant interviews based on qualitative content analysis, the study indicates that women trained in FAL became active agents of their socio and economic development. The study was influenced by Kabeer's socio-economic perspective and Freire's literacy perspective, both of which emphasize the importance of conscientisation in making marginalized non-literates actors of socio-economic progress. Women who participated in FAL obtained abilities that vividly improved their lives, according to the conclusions, which were based on facts or witnessed evidence inductively derived from the participants. Furthermore, the women gained a better understanding of their role and influence on their children's academic achievement, perseverance, and success as a result of the practical skills. Therefore, this study recommends that key stakeholders like, Ministry of Gender, Labour and Social Development, global supporters, (Non- Governmental Organisations) NGOs as well as Civil Society Organisations should prioritise in supporting putting into practice FAL training. Funding: This research is supported by DAAD (German Academic Exchange Service) (Grant number: 91560790). Competing Interests: The authors declare that they have no competing interests. 1. Introduction According to UNESCO (2015a), access to education is a hunam right during life time. The debate by the Sustainable Development Goal (SDG) 4, Incheon Declaration as well as the Education 2030 Framework for Action agreed that all women, girls, men and boys must acquire basic functional literacy and numeracy skill for individual and communal development. Therefore, the forum unanimously recognised on an equal opportunity and importance of education that, all ages and adults should be supported in literacy skills and to continue learning through many and flexible ways as well as entry points. Freire (1970) have as a result suggested functional literacy as the means through which the quality of a person’s life and ability to make informed decisions about life can be improved. Uganda government introduced functional literacy between 1983 and 1989 under the guidance of United Nations Educational, Scientific and Cultural Organization (UNESCO) that played a major role in spearheading, revamping and co- financing FAL training to improve socio-economics lives of adult populance (Okech & Carr-Hill, 2001). The FAL programme that was implemented in 8 districts in 1992 was to be implemented across the country.