ADDIS ABABA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES

DEPARTMENT OF CURRICULUM AND TEACHERS PROFESSIONAL

DEVELOPMENT STUDIES

(ADULT AND LIFELONG LEARNING UNIT)

THE PRACTICS AND CHALLENGES OF INTEGRATED

FUNCTIONAL ADULT EDUCATION IN NIFAS SILK LAFTO SUB-

CITY

Advisor: Ato Akalewold Eshete (Ass. Professor)

By: Haimanot Yemane

2014

ii

THESIS APPROVAL PAGE

This thesis titled ―The Practices and Challenges of Integrated Functional Adult

Education in Nifas Silk Lafto Sub-City” by Haimanot Yemane is approved for the Degree

of Masters of Curriculum and Teachers Professional Development Studies

Board of Examiners

Approved by: Signature

________________________________ ____________________

Advisor

________________________________ ____________________

Examiner

________________________________ ____________________

Examiner

Date: _____________________

i

Acknowledgements

First of all, I would like to thank my thesis advisor, Ato Akalewold Eshete (Assistant Prof.),

for his constructive suggestions and critical comments throughout my research study. Of

course, without his critical advice, this thesis wouldn‘t have taken its present shape.

I would also like to express my heartfelt thanks to all respondent facilitators, IFAE

coordinators, wereda education supervisors, AAEB expert for IFAE as well as IFAE learners

for all the information they provided me. Finally, I am also indebted to my family for their

moral support during my study at Addis Ababa University.

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Table of Contents

Pages

Acknowledgment ..................................................................................................................i

Table of Contents ............................................................................................................................... ii

List of Tables ...................................................................................................................................... v

Acronyms .......................................................................................................................................... vi

Abstract ............................................................................................................................................. vii

Chapter One

Introduction ............................................................................................................................1

1.1 Background of the Study ...........................................................................................1

1.2 Statement of the Problem ..........................................................................................2

1.3 Objectives of the Study ..............................................................................................3

1.3.1. General Objective ............................................................................................3

1.3.2. Specific Objectives ..........................................................................................3

1.4 Significance of the Study ...........................................................................................4

1.5 Scope of the Study……………………... ..................................................................5

1.6 Limitation of the Study ..............................................................................................5

1.7 Definition of Key Terms ............................................................................................6

Chapter Two

Review of the Relevant Literature .........................................................................................7

2.1 Concept of Adult Literacy .........................................................................................7

2.2 The Historical Development of Adult Education in Ethiopia ....................................10

2.2.1. Adult Education Up To 1942………… ........................................................10

2.2.2. Adult Education Up To 1943 -1974 .................................................................11

2.2.3. Adult Education Up To 1974-1991 ..................................................................14

2.2.4. Adult Education since 1991 .............................................................................16

2.3 National Adult Education Strategy As The Legal Base of IFAE In Ethiopia ...........18

2.3.1 The MoU Among Line Ministries ....................................................................18

2.3.2 The Structure for the Management of IFAE ....................................................19

2.4. Participation of Stakeholders in the Provision of Integrated Functional

Adult Literacy in Ethiopia ...............................................................................................21

2.4.1 Participation of NGOs...................................................................................................21

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2.4.2 The Contribution of Communities and the Private Sector .................................22

2.5. Elements of Successful Programs: The Experience of Nepal ...................................22

2.5.1 Timing and Duration of Instruction ...................................................................23

2.5.2 Instructional Materials .......................................................................................24

2.5.2.1 Reading ................................................................................................24

2.5.2.2 Writing ................................................................................................26

2.5.2.3 Mathematics ........................................................................................26

2.5.3 Language of Instruction .......................................................................................27

2.5.4 Teacher Recruitment and Training ......................................................................28

2.5.5 Participant Motivation .........................................................................................30

2.5.6 Supervision and Monitoring ................................................................................30

2.5.7 Connection to Other Development Activities ......................................................31

2.5.8 NGO/Government Collaboration .........................................................................32

2.5.9 Post-Literacy Activities .......................................................................................33

Chapter Three

Research Design and Methodology…………………………………………………. .........35

3.1 Research Design.........................................................................................................35

3.2. Method ......................................................................................................................35

3.3 Data Source ................................................................................................................35

3.4 Population Size and Sampling Techniques ................................................................36

3.5 Data Collection Instruments ......................................................................................37

3.5.1 Questionnaire ...................................................................................................37

3.5.2 Semi-Structured Interview Guide ....................................................................38

3.5.3 Focus Group Discussion ..................................................................................38

3.5.4 Observation Checklist .......................................................................................38

3.6 Procedure of Data Collection .....................................................................................39

3.7 Methods of Data Analysis ..........................................................................................39

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Chapter Four

Presentation, Analysis and Interpretation of Data ................................................................41

4.1 Background Characteristics of Respondents .............................................................41

4.2. The Practice of IFAE in Nifas Silk Lafto Sub-City ..................................................42

4.2.1 The IFAL Curriculum Frame Work .................................................................42

4.2.2 The Methods of Teaching Facilitators Use in NSL Sub City ........................44

4.2.3 Management of IFAE .......................................................................................45

4.2.4 Monitoring and Evaluation of the IFAE Program ............................................46

4.3 Challenges Encountered in the Implementation of IFAE ........................................48

Chapter Five

Summary, Conclusion and Recommendations ......................................................................51

5.1. Summary of the Findings ..........................................................................................51

5.2. Conclusion ................................................................................................................52

5.3 Recommendations ......................................................................................................53

Reference ...............................................................................................................................55

Appendices .............................................................................................................................61

Appendix-A............................................................................................................................61

Appendix-B ............................................................................................................................64

Appendix-C ............................................................................................................................66

Appendix-D............................................................................................................................68

Appendix-E ............................................................................................................................69

Appendix-F ............................................................................................................................69

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List of tables

Pages

Table 4.1 Background Characteristics of Respondents .........................................................41

Table 4.2.1 Respondent facilitators‘ views concerning themes dealt with in

the teaching learning process .................................................................................................43

Table 4.2.2Wereda education supervisors‘ views on the methods of

teaching facilitators use..........................................................................................................44

Table 4.2.3 Respondent facilitators‘ views concerning management

of IFAE in NSL Sub-city .......................................................................................................45

Table 4.2.4 The views of facilitators on the existence of monitoring and

evaluation of the IFAE program ...........................................................................................47

Table 4.3 Facilitators‘ views concerning the challenges encountered the

provision of IFAE in the sub-city ..........................................................................................48

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List of Abbreviations and Acronyms

AE – Adult Education

Dvv – German Adult Education Association

EFA – Education for All

ESDP – Education Sector Development Program

ESR-Education sector review

ETP – Education and Training Policy

FDG- Focus group discussion

FDRE- Federal Democratic Republic of Ethiopia

IFAL - Integrated functional adult literacy

MoE – Ministry of Education

MoNCD-Ministry of national community development

MoU –Memorandum of understanding

NFE – Non-formal Education

NSL – Nifas Silk Lafto

SA-Social affairs

TGE – Transitional Government of Ethiopia

UNDESD- United Nations Decade of Education for Sustainable Development

UNESCO – United Nations Educational Scientific and Cultural Organization

UNLD- United Nations Literacy Decade (UNLD)

WAEB – Woreda Adult Education Board

WAETC – Woreda Adult Education Technical Committee

WEOs- Wereda education offices

WOALP- Work oriented adult literacy project

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Abstract

The purpose of this study was to analyze the practices and challenges of IFALP. Descriptive

survey design was used and both quantitative and qualitative methods were employed.

Sources of primary data were 85 respondents, namely twelve facilitators, six IFAE

coordinators, six wereda education supervisors, one IFAE expert from AAEB and 60 IFAE

learners. Simple random sampling technique was used to select IFAE facilitators, IFAE

coordinators, and wereda education office experts. Purposive sampling was employed to

select the IFAE expert from Addis Ababa Education Bureau. Secondary sources of data were

the statistical reports of the wereda education offices and records of the sample IFAE

centers. Data collection tools were questionnaire with close-ended question items, semi-

structured interview guide, focus group discussion (FGD) and observation checklist. The

data obtained through the use of a questionnaire was analyzed quantitatively by using

frequency count and percentages whereas the information gathered by using semi-structured

interview guide, FGD and observation checklist were transcribed, qualitatively analyzed,

interpreted and expressed by using descriptive statements. The data analysis led to the

following major findings: The study disclosed that group discussion was the most frequently

used method of teaching (83.3%), followed by the lecture method (66.6%) and role playing

method (50%); the great majority (83.3%) of the facilitators never employed the simulation

method in delivering lessons; facilitators were not given feedback on the results of

monitoring and evaluation of IFAE program; the great majority (75%) of the facilitators

believed that the Wereda Adult Education Board (WAEB) in Nifas Silk Lafto Sub-city was not

functional; Wereda Adult Education “Technical Committee” was functional and adequately

discharging its responsibilities and the most serious challenges that IFAE program of NSL

Sub-city encountered were lack of adequate budget and lack of support from line ministries,

since the implementation of the program was practically left to the education sector. Based

on the findings, it was concluded that the practices of IFAE in NFS Sub-city was only

moderately effective. Based on the findings and conclusion, certain feasible recommendations

were forwarded to improve the practices by solving the existing challenges that faced the

IFAE program in the Sub-city.

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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Ethiopia introduced its new Education and Training Policy in 1994 with the aim to address

the following five major issues: access, equity, relevance, efficiency and quality. In order to

implement the Policy, it also designed the Education Sector Development Program (ESDP)

which is now in its fourth phase. It is one of the signatories of the international agreement on

Education for All (EFA) which consists of six components. Specifically the fourth goal of

Education for All (EFA) calls on countries to ―achieve a 50 % improvement in levels of adult

literacy by 2015, especially for women and equitable access to basic and continuing

education for all‖(MoE, 2005). Furthermore, international initiatives like the Dakar

Framework of Action (2000), United Nations Literacy Decade (UNLD), the United Nations

Decade of Education for Sustainable Development (DESD) have been considered by member

states of the UNO. (UNESCO,2000) Ethiopia has implemented a series of poverty eradication

plans and it has emphasized the need to overcome the problem of illiteracy if a real socio-

economic transformation is to occur. The multifaceted effects of illiteracy could be

understood from the following view of Jean-Paul Hautecoeur (1990):

In the economy: illiteracy would lead to major losses in production, low productivity, and

poor product quality, industrial accidents, etc.; In the social sector: it is associated with the

increase in criminality, disease and accidents, with the growing exclusion of new population

levels; In private life: illiterate families and individuals display certain psychological

disturbances which affect their identity, interfere with their role and lead to isolation and

behavior characterized by failure, aggressiveness, etc. In culture: the cultural capital of the

nation is threatened due to the competition of imported values, etc.

In the socio-political sector: it is a direct threat to democracy, to national security, and

national unity.

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Functional Adult Literacy (FAL) in Ethiopia is an approach designed to impart reading,

writing and numeracy skills among adults side by side with other functional knowledge and

skills in agriculture, health and other livelihood activities.

Under the federal system of government, education is a shared responsibility of the federal,

regional state and wereda governments (MoE,2006). The MoE gives technical and policy

support to regional states and manages university education. Regional states and weredas

have the mandate to run formal and non-formal education programs. WEOs (Wereda

education offices ) are responsible for primary, secondary education as well as non -formal

education for adults and youth out of school children.

In 2008, the country endorsed its National Adult Education Strategy and at the same time

Memorandum of Understanding (MoU) was signed by various line ministries. These were the

Ministry of Agriculture and Rural Development, Ministry of Health, Ministry of Labor and

Social Affair, Ministry of Women‘s Affairs and Ministry of Youth and Sports.

Nifas Silk Lafto Sub-city has twelve weredas. Currently, there are nine hundred forty one

IFAE learners attending the program in twenty one FAL centers in Nifas Silk Lafto Sub-

city.

Even though Nifas Silk Lafto Sub-city has implemented the IFAE program for the last three

years, no study was conducted on the practices and challenges of the provision of the

program. It is on this background that the researcher was highly interested to undertake this

research study.

1.2 STATEMENT OF THE PROBLEM

Adult education plays an important role in increasing literacy rate, in building the capacity of

adults in the world of work, in promoting gender equity, the development of democracy and a

culture of peace (UNESCO, 1997). Cognizant of this, the Ethiopian government has included

adult and non-formal education as an integral part of the education system (MOE, 2005). In

In 2008, it endorsed the National Adult Education Strategy that has served as a legal base for

the provision of diverse forms of adult and non-formal education. In its ESDP IV, the

Government of Ethiopia indicated that Integrated Functional Adult Literacy is its one of its

Priority Areas (MOE, 2010). However, only few studies were conducted in the areas of the

implementation of IFAE since then. Among those studies were Merga (2011), Simret (2012).

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The former studied the implementation of IFAE in East Shoa Zone of Oromia Region; the

latter, studied the structure and management of IFAE in Bole Sub-city of Addis Ababa. The

research gap lies in the lack of comprehensiveness (both implementation of the curriculum

and the management aspect) because Merga‘s study focused on the implementation of the

curriculum whereas that of Semret focused on the management dimension of IFAE.

Furthermore, both researchers conducted their studies in different geographical settings than

the one indicated in this research study. In other words, to the knowledge of the researcher no

study was conducted on the practices and challenges of IFAE in Nifas Silk Lafto Sub-city.

Hence, the researcher believes that this study would contribute to closing the existing

research gap. To this end, the following basic research questions were set:

1.What does the practice of IFAE in Nifs Silk Lafto sub-city look like?

How competent are IFAL facilitators ?

2 Does the effective policy and strategy on IFAL ?

3. Does the effective financial support the program ?

4.Does this research support the program effectively ?

A) Have the IFAL program effective capacity building for the teachers ?

B) Are there effective teachers in adult education ?

C)Are the teachers use appropriate teaching aid ?

D)Are there enough class room ?

E)Are there enough text book ?

6 To what extent stakeholders (the community and NGOs)participate in IFAL program ?

7. How to IFAL P is supervised and monitored for its effective practices ?

8. What were the major challenges that encountered the practice of IFAE in the sub-city?

9. What should be done to improve the practices of IFAE in the sub-city?

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1.3 OBJECTIVES OF THE STUDY

This study has both general and specific objectives.

1.3.1. GENERAL OBJECTIVE

The overall objective of this study was to analyze the practice and challenges of the provision

of integrated functional adult education in Nifas Silk Sub-city.

1.3.2. SPECIFIC OBJECTIVES

The specific objectives of this study are :

Analyzing the extent to which the IFAE board is functional in the sub-city;

Identifying major challenges faced in the provision of IFAE in the sub-city.

Identifying the practice of recruitment and selection of facilitators;

To assess the teaching methods of adult education.

To assess the contribution of the ongoing IFALP to increase educational access.

To examine the existing support provision by stakeholders.

To identify the mechanisms of monitoring and evaluating system on IFALP in the

center.

To raise the problems of integrated functional adult literacy.

Suggesting ways of improving the existing practices in the provision of IFAE in the

sub-city.

1.4 SIGNIFICANCE OF THE STUDY

Integrated functional adult education is one of the priorities of the FDRE. Investigating the

existing practices and the challenges faced in the provision of IFAE in Nifas Silk Lafto Sub-

city would have the following significance:

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It may provide Addis Ababa Education Bureau officials and Nifas Silk Lafto Sub

city education experts with necessary information concerning the practices of IFAE

in the sub-city;

It may help IFAE facilitators and coordinators reflect on the findings of the study and

improve the practices of IFAE in the sub-city;

It may initiate IFAE stakeholders (sub-city bureaus of various line ministries, the

community, NGOs, schools, and the private sector) to render the necessary support to

the provision of IFAE in the sub-city;

Finally, it may serve other interested researchers as a stepping stone to conduct more

extensive research in related areas.

1.5 SCOPE OF THE STUDY

It would have been comprehensive if more sub-cities had been included in this study.

However, to make the study manageable in light of the available time and financial resource,

it was geographically delimited to Nifas Silk Lafto sub-city of Addis Ababa City

Administration. Furthermore, it dealt only with issues of facilitator recruitment and selection,

functionality of IFAE board, implementation of the IFAE curriculum, major challenges

encountered and ways of improving the practice of the provision of IFAR in the sub-city.

1.6 LIMITATION OF THE STUDY

The researcher believes that the limitation of this study lies the fact that the findings and

conclusions made may not be adequate to represent both the wereda and sub city since the

study dealt with only six adult education centers only in Nifas Silk Lafto sub city .

The time constrait on the facilitators , adult learners and the wereda education office

supervisors to meet the demand of an in depth interview and focus group discussion is found

to be major limiting factor to gather sufficient information needed for the study . Moreover,

the IFAE centers are far apart from each other in the sub city. These might have affected the

quality the research output.

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1.7 DEFINITION OF KEY TERMS

Literacy :-refers to the ability to read and write with comprehension as well as to make

simple arithmetical calculations (numeracy).

Woreda :- is the smallest administration division lower than zone and region .

Monitoring:- is about recording and reviewing day-to-day activities in a systematic way .

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CHAPTER TWO

REVIEW OF THE RELEVANT LITERATURE

2.1 CONCEPT OF ADULT LITRACY

Adult literacy is understood differently by different scholars. This time there is a new debate

about the meaning of adult literacy. the debate is between practitioners and theoreticians

over the nature of the various literacy , the debate is driven in directly by very necessary

attempts to influence globalization and by poverty reduction schemes, which see

participation and capacity, building as part of the process of economic growth and the

establishment of social service. The first view directly related to livelihood legal literacy,

economic literacy, political literacy etc) activities. The later view is, more closely tied to the

marrow field of education which is related to reading, writing and mathematical skills.

The National Literacy Strategy (DfEE. SEU, 1998) defines literacy as reading and writing —

essentially, making sense of text and making sense in text. Fluent readers can read silently

with comprehension any text which is significant to them and which relates to a topic with

which they could cope in their spoken language. Similarly, fluent writers can compose texts

on such topics. So fluent readers and writers can deal with text equally competently at the

word, sentence and text levels, and are so familiar with the literacy skills that they can deploy

them automatically.

A usual learning sequence leading to such fluency may begin with sharing books from an

early age and/or structured early teaching of the relationships between speech and text and

meaning. Whatever the starting point(s) and route, learners need to infer or be taught certain

prerequisites to literacy – for example, the difference between text and pictures, the

directionality of print and, above all, the fact that text encodes both meaning and (in

alphabetic scripts) the sounds of words.

Literacy has traditionally been described as the ability to read for written coherently and think

critically about the written word. In fact doing beyond this literacy can be the ability to

understand all forms of be it body language, picture, video and sound ( reading, speaking,

listing and viewing ) . In addition there is numeracy which is the understanding of number

8

communication, but that is a different because it is only understood by specific community.

Evolving definition of literacy often include all the symbol systems relevant to a

particular community. there for literacy encompasses a complex set of abilities to

understand and use the dominant symbol system of a technological society, the concept of

text in addition to different social and cultural contexts according to need and demand . In

any case individuals must be given lifelong opportunities to move a long continuum that

includes the reading and writing , critical understanding and decision making abilities they

need in their community.

According to Queensland School Curriculum council (QSCC, 1997: 23) literacy represents;

The lifelong intellectual process of gaining meaning from print key to all literacy is

reading development, which involves a progression of skill that begins with the ability

to understand spoken words and decode written words and culminates in the deep

understanding of text. Reading development involves arrange of complex language

understanding including awareness of speech sounds (phonology) , spelling patterns

(orthography), word meaning( semantic) grammar ( syntax) and patterns of word

formation ( morphology) all of each provide necessary flat form for reading fluency and

comprehension. Ones this skills are acquired the reader can attain full language

literacy, which includes the ability approach printed material with critical analysis,

inference and synthesis to write the accuracy and coherence to use information and

insights from text as the bases for informed decisions and creative though.

The united nation educational scientific and cultural organization (UNESCO, 2004:12)

defines literacy as ―the ability to identify, standard, interpret, create communicate and

compute using printed and written materials associated with varying contexts.‖ Literacy

involves a continuum of learning in enabling individuals to achieve their goals, to develop

knowledge and potential and to participate fully in their community and wider society. This

in return can bring change and development in the context. Besides it says important

(UNESCO,1958) has made four major statements in relation to development:-

9

A person is literate who can with understanding both read and write a short simple

statement on his/her everyday life.

A person is functionally literate who can engage in which literacy is required for

effective functioning of his/her group and community and also for enabling him/ her to

continue to use reading writing and arithmetic for his/her own and the communities

development

Literacy is the ability understands, interpret, create communication and compute using

printed and written materials associated with varying contexts. Literacy involves a

continuum of learning in enabling individuals to achieve his/her goals, develop his/her

knowledge and potential and to participate fully in community and wider society.

Finally the nation of ― plurality of literacy‖ UNESCO, 2004) was advanced stress the

social dimensions of literacy is seen as comprising divers practices imbedded in socio

economic political cultural and linguistic contexts acquired in school and out side of

school . It is also involves family and community contexts, the media various forms of

technology, skills for further learning and the world of work and life in general. Thus this

concept of literacy emphasizes the literacy challenges as making societies literate and not

simply as making individual literate. This social dimension of literacy can contribute for

people to live together in any social selling.

This involving ideas pay attention to some key elements that have to be taken to account in

any discussion about literacy and literacy measurement. The centrality of using text, the need

to use texts with understanding, that is competently the need to go beyond texts including

numerous issue the need to explore this issue anchored to everyday life experiences where the

divers and manifold aspects of social life and instantiated and the need to understand that

everyday life in any social setting is never as isolated individually bound reality.

The above dimensions of literacy are linked to different periods and with established in

dialog with the knowledge advanced by the academic debate on the subject particularly the

outcomes of policy interventions intended to cope with literacy challenges. For instance the

Glora Combign for education has conducted a major consultative effort that led to the

10

establishment of a set of international benchmarks on adult literacy, which includes a

definition that has some common elements with those previously explained.

Literacy is about that the acquisition and use of reading, writing and numeracy skills and

there by the development of active citizenship, improved health and livelihood, and gender

equality. The goals of literacy program should reflect this understanding (global campaign

for education 2005:9)

This definition stresses two elements: - skills (reading, writing and numeracy) and different

areas of social life where literacy skills are actualized. In addition, the definition want to

explain that literacy skills and their use are in extricable interviewed.

2.2 THE HISTORICAL DEVELOPMENT OF ADULT EDUCATION IN

ETHIOPIA

Adult Education in Ethiopia is diversified and dynamic, changing with circumstances

(Tilahun, 2011), These diversified programs and practices have had their own impact on the

structure organization and management of Adult Education in the country. Therefore, in order

to have clear picture of it, it is important to take the different historical periods into account.

2.2.1. 1ADULT EDUCATION UP TO 1942

Education opportunities/provisions for adults have deep but discontinuous roots in Ethiopia.

Ethiopia had indigenous NFAE practices long before the arrival of organized religion and

western style modern formal education. Family and community problems, conflicts and

common concerns have been resolved through meetings of elders. These fora afforded

learning exercises, opportunities, and duties. The Borena of Oromiya for example still have a

practice of educating their youth. Age cohorts of for example 16-31 and 32-40 are taken

through different stages of education at the end of which they emerge able to assume different

family and community adult roles.

The Ethiopian Orthodox Church (EOC) has been the organized provider of AE since King

Ezana was taught Christianity and baptized around 330 AD. That event represents the first

instance of an adult, a royal tutor, teaching another adult, the king. The action is NFAE in

current parlance. (Sandhaas, 2009)

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2.2.2. ADULT EDUCATION UP TO 1943 -1974

There have been many achievements in this period. In terms of AE, school principals took

the initiative to offer evening classes beginning 1943 in AA. Already a community school in

TebasseKoso was offering day and evening classes (Pankhurst 1955). The then Ministry of

Education and Fine Arts (MoEFA) sponsored and opened BerhanehZare New Institute, 1948-

1978, (literally, your light is today), an adult evening school.

This action marked formal or official government involvement in AE. This opening of the

Institute gave a tacit approval of and caused the development of evening adult education. The

University College of Addis Ababa accepted and recognized AE as field of provision when it

opened evening classes both at degree and sub-degree levels in 1951-52. The schools, this

Institute, and the University College of Addis Ababa, led part time formal adult evening

learning at primary, secondary, and tertiary levels (Tilahun W. 1991).

A second major AE development, which led to the participation of illiterate adults, occurred

following a Public Notice by government on fundamental education/adult literacy in 1955.

The Public Notice provided for :-

All illiterate adults (18-50 years old) to become literate through their own

efforts/arrangements;

The literate community including all employers to assist in the drive; and

The MoEFA to coordinate the efforts (Imperial Ethiopian Government 1948 EC).

The increase in literacy activities such as organizing classes, mobilizing resources, learners,

identifying teachers, getting books, followed which engaged many government and non-

government organizations. To implement the Public Notice, the MoEFA opened two

institutions to support the general area of AE/community development:

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1. A Community Development Teacher Training School at Debre Berhan, and

2. A Community Development Workers‘ Training Centre at Majete (Pankhurst and

Endreas 1958; MoEFA 1955; Maaza 1966). In which graduates were teamed up and

deployed to rural communities. ( Sandhaas, 2009)

The third development in this area was influenced by an external factor with a special bearing

on functional literacy. The functional component of the literacy education programme was

introduced and strengthened by the arrival and implementation of the

MoEFA/UNESCO/UNDP Work-Oriented Adult Literacy Project (WOALP) 1967-1973.

The government appointed a National Council of Adult Education chaired by the Prime

Minister, and a director general for adult education and literacy in the MoEFA. A monthly

Amharic paper, free for the neo-literates, was designed by the MoEFA (Andargachew 1973).

Both marked government‘s formal entry into AE and more specifically into adult literacy for

the second time. Nevertheless, the MoEFA had neither the resources nor the authority to

coordinate other line ministries. Within the MoEFA itself, the management structure was not

only weak at the headquarters but stopped at the Provincial Literacy Office level and did not

go down any further. Both concerns were reported to and by the 1972 Education Sector

Review (ESR 1972).

Outside of the MoEFA, almost every government agency had an AE programme for its

employees as they currently do. Among the other principal government ministries externally

involved in AE in ‗on a less ad hoc basis‖ were the Ministries of Community and National

Development and Social Affairs (MoNCD & SA, now MoLSA), Agriculture, and Health.

These ministries were always offering AE without recognizing it as such. The MoNCD & SA

was the second government agency charged with education of the larger community at its

establishment in 1957. Among other education activities directed at adults, the new agency

trained development officers at university level and village level workers at a newly

established Community Development Centre at Awasa. These trained teams were assigned to

selected urban and rural (agricultural) communities to promote self-help projects, cooperative

development, better food and nutrition, cottage industries, and youth recreation clubs,

13

women‘s programs (Andargachew 1973; Niehoff and Wilder 1974) The new ministry while

advancing AE in broad terms, perhaps contributed to decline of MoEFA‘s interest in and

responsibility for NFAE or otherwise. Broadly defined AE work as such fell between the

cracks; it was neither in portfolio of the MoFEA nor in that of the MoNCD & SA until 1974.

In terms of still reaching the rural population and specifically concerned with improving

agricultural productivity for rural and national life, the then Ministry of Agriculture (MoA),

had and still has the largest and longest involvement in non formal agricultural education in

Ethiopia since the early 1950s. Agriculture extension/education was a cooperative

undertaking of the MoA and Alemaya College of Agriculture and Mechanical Arts. This

engagement has been called agriculture extension, not adult education of course.

In the 1960s agriculture extension service had the largest participation in terms of adult

educators or extension workers and the people affected, though no one knows whether the

former were trained in adult education approaches and methods. While the core of the

programme was agriculture, there were attempts to make it multi-disciplinary. There were

efforts to integrate literacy, health, and family planning and home science. Agriculture agents

were trained in agriculture higher education institutions in Alemaya, Ambo and Jimma.

Part of the responsibility of the Ministry of Health, once Ministry of Public Health, was and

still is to give health education and services to the public. In addition to hospitals where

general health education is offered as a secondary activity by the health personnel, the

Ministry instituted in the 1960s, two delivery mechanisms for health education and services:

the Health Centre and the Malaria Eradication Services. Health Centers which had a

physician or a health officer, a community nurse and a sanitarian (the team was trained at the

then Gonder Public Health) were meant to serve the community in basic maternal and child

services, control of diseases, environmental sanitation, health education and medical care.

The Malaria Eradication Services, a semi-government agency, gave mass education

especially in the low land areas, about the spread, prevention, control, and treatment of

malaria (Andargachew 1973; Niehoff and Wilder 1974).

14

2.2.3. ADULT EDUCATION UP TO 1974-1991

The government of this period made education a mass movement for national development

within a Socialist framework. Soon after taking power in 1974, the government mobilized

about 60,000 senior secondary school students and their teachers as well as students and staff

of tertiary level education institutions for a two-year rural service program to organize rural

communities to promote the new ideology and manage their affairs. The Department of Adult

Education was strengthened and its role expanded. It became the Department of Adult and

Continuing Education. The National Literacy Campaign (NLC) 1979-1991 became the

flagship of the government and Adult literacy rate was reported at 75% ten years after its

launch, (NLCCC Meskerem 1972; Tilahun W. 1989; Tilahun S. 1994) in Sandhaas 2009.

As indicated in (Sandhaas, 2009) the National Literacy Campaign (NLC) was driven by

neither a specific policy nor a proclamation, but by a number of directives executed to the

spirit and letter by the lowest level of administrative unit (Kebele). The NLC laid the

foundation for the use of more than 13 indigenous languages as media of literacy and primary

instruction as well as the writing of teaching materials in these to reach the linguistically

divers populations.

The NLC was one of the reasons for the establishment of an organizational/administrative

structure going down to the Kebele, and the subsequent formalization of decentralization and

deconcentration of education responsibility to lower units, weredas and Kebeles (Sandhaas,

2009).

The NLC generally tended to be compulsory, highly politicized and left unpleasant memories.

UNESCO report submitted to the new government in 1994, says: ‗‗the experience in

Ethiopia in NFE in many ways is considered one of the most successful in Africa, particularly

in literacy. It will be a pity if the rich and very illustrious experience of Ethiopia is ignored or

underestimated simply (or mainly) because in part it was associated with a political phase in

the history of Ethiopia that has left many unpleasant memories‘‘ (UNESCO 1994, p. 4).

Though the NLC had constraints, in terms of broader Adult Education it (1) demonstrated

much can be done with political commitment and with no written policy; (2) created

15

incalculable awareness, social, political, and economic among the people which itself is AE;

(3) laid a solid foundation for literacy work as well as for general adult education in the later

years; and (4) created a national awareness of the scope, significance and magnitude of

illiteracy in Ethiopia and the measures taken to fight it (NLCCC Meskerem 1972; Tilahun W.

1989) in (Sandhaas 2009).

Other developments of the period in putting the broad area of AE at the service of the all

Ethiopia were the establishment of Basic Development Centres, over 400 Community Skill

Training Centers (CSTCs), farmers training centres, the Agrafa Multi-Purpose Farmers‘

Training Institute in Bale, now an agriculture TVET, training about 2000-4000 farmers

annually, the Management Institute, the Ardayta Farmers Management Institute in Arsi, all

still active in one form or another, the Yekatit Political Education Institute in Addis Ababa

with a branch in Gonder, the establishment in Bahir Dar of the first national programme to

train adult educators (1980-1995), placing AE as an agenda on MoEFA meetings and annual

conferences, the introduction of weekly, subsequently monthly, political discussions in all

organizations with ten or more employees, and similar but quarterly activity at kebeles

(various MoEFA documents). In terms of the volume of attention, work, and money and

participation, this period was the zenith of AE, or at least limited components of it.

The government of the time issued several sectorial proclamations to reorganize life and

development in Ethiopia with enabling clauses for AE activities, adult basic education

included. To conclude, this government made AE a mass movement for national

development; had the clearest political commitment for adult basic education and the drive

for the literacy took center stage; AE was conceived and operationalized broadly during this

period; and obviously, AE was largely funded and managed by the government. In short, this

government came closest to operationalzing the ‗hullum yimar‘ (education for all) motto of

Menilik II and his predecessors.

In general, Adult Education in the pre-1974 times predominantly meant, and still means,

traditional literacy, adult literacy or functional literacy. The period 1974 – 1991 was a period

of mass adult education under the Ministry of education expanded to include new elements

like skills training, ideological/political education, evening and distance learning, in-service

16

teacher education. The general and prevailing Diversification of Adult Education programs,

linkage between Adult Education and primary schools, networking government institutions,

NGOs and other agencies working on Adult Education were raised as concerns of adult

education research in Ethiopia. (Tilahun, 2011).

Major institutional development during the Dergue regime included: The establishment of

about 400 Community skills training centers; The Agarfa Farmers Training Institute in Bale;

The Ardayata Farmers‘ Management Institute in Arsi; The Yekatit Political Education

Institute; The diploma program in adult education at Bahir Dar (1980-1995); One general

adult education course was introduced into the Educational administration Program (at

Diploma, BA, and MA Levels ) in the 1980s at Addis Ababa University (AAU) .

2.2.4. ADULT EDUCATION SINCE 1991

Since 1991, with the change of new government Ethiopia has a federal government consisting

of nine regional states and two City administrations. Each regional state has its own

constitution. Regional states have considerable authority and responsibility which they

exercise and discharge through councils at regional, zonal (in some cases), wereda and kebele

levels. There are over 720 weredas and close to 18,000 kebeles.

Under the federal system of government, education is a shared responsibility of the federal,

regional state and wereda governments. The relationship between the federal and regional

state governments is not hierarchical. Accordingly the Ministry of Education (MoE) has no

direct and line authority over the Regional Education Bureaus (REBs). It has the

responsibility of initiating and enforcing policy matters and promulgating laws to be

implemented by sector offices in the regions.

The twenty-year Education and Training Policy consists of rolling five-year Education Sector

Development Programs, started in 1997, to meet the Education for All (EFA) and Millennium

Development Goals (MDGs) by 2015. Education Sector Development Plans I, II, III have

already been developed and implemented and ESDP IV is under implementation.

17

Bearing in mind the close and dynamic relationship between the federal and regional state

governments the following roles and responsibilities for adult education can be identified.

(Focus on Adult Education newsletter No. 18/19 2006)

At federal level the MoE‘s roles include: Determining country-wide goals , Formulating

policy guidelines , Networking and co-ordination with other stakeholders in adult education,

Liaising with Regions regarding the planning of adult education , Regulation of adult

education providers, Overall supervision, monitoring, evaluation and quality assurance of

adult education provision, Accreditation of learning within adult education programs and

Research, documentation and dissemination of research findings

At regional level the REBs‘ roles include: Specification of regional priorities , Identifying

organizations and agencies to participate in implementing adult education in the region and

making formal arrangements to enable them to do so , Providing guidelines for adult

education planning and implementation in the region, Ensuring the integration of adult

education in regional plans and budgets, Ensuring the development of appropriate curricula

and materials for adult education in regional languages, Building capacity for adult education

at various levels through training and in other ways, Mobilizing resources for adult education

work in the region, Supervising and monitoring the implementation of adult education

programs.

The roles of zones include: Serving as a link between the region and the woredas , promoting

and coordinating the provision by different stakeholders in the woredas and helping the

Region to provide the woredas with services.

The roles of woredas include: Identification of woreda priorities in relation to regional goals,

planning for adult education and ensuring that it is integrated into woreda plans and budgets,

mobilizing additional services for adult education, ensuring the implementation of adult

education programs that respond to the needs and demands of the local population and

Supervising and monitoring the implementation of adult education programs in the local

communities,

18

The roles of kebeles include: co-ordination of services to support implementation of

programs, Identification of locals learning needs and demands, Assisting with the recruitment

and enrolment of learners.

2.3. NATIONAL ADULT EDUCATION STRATEGY AS THE LEGAL

BASE OF IFAE IN ETHIOPA

The Government of Ethiopia endorsed the National Adult Education Strategy in 2008, The

adult education has significant contribution to poverty reduction, national socio economic

development, addressing the motto ‗Education for All ‗and ensuring the achievement of

millennium Development Goal/MDG/.

In order to successfully implement the National Adult Education Strategy, the Ministry of

Education in collaboration with the concerned stakeholders had prepared the necessary

curriculum framework and the program implementation manual. The documents focused on

expanding Integrated Functional Adult Education (IFAE) which is strongly related to

trainees‘ occupation and everyday life i.e. reading, writing and basic arithmetic skills. The

results and outcomes of Integrated Functional Adult Education (IFAE) highly demand the

coordinated effort from the concerned development ministries, the government and the

community at large.

2.3.1 THE MOU AMONG LINE MINISTRIES

At the same time a Memorandum of Understanding was agreed between the MoE and five

federal ministries to use resources in common to implement the Integrated Functional Adult

Literacy which is renamed as IFAE, within their development strategies and packages. The

objective is clear i.e. to reduce poverty and ensure sustainable development by providing the

necessary education to the productive part of the community /youth, adults/ which enable

them to actively participate in the National development.

Similar agreements have been agreed at regional level. The ministries concerned are the:

Ministry of Agriculture and Rural Development , Ministry of Health , Ministry of Labor and

Social Affair , Ministry of Women‘s Affairs and Ministry of Youth and Sports .

19

The idea of establishing the National Adult Education Board and the Technical Committee

was part of the memorandum of understanding signed in the year 2006 among six concerned

ministries to facilitate the effective implementation of the National Adult Education Strategy.

Similar procedures have been followed in establishing Adult Education Board and Technical

Committee at regional, zonal and woreda/District/ level.

To ensure sustainable implementation of the program and achieve the intended result

necessitates the formation of a strong responsible body which manages the program and the

corresponding institutional arrangement. The six signatory ministries believe the

establishment the National Adult Education Board which will take the overall responsibility

of the program is mandatory.

2.3.2 THE STRUCTURE FOR THE MANAGEMENT OF IFAE

Ethiopia has launched a new adult education strategy in March 2008. The strategy was

developed, enriched and finalized by involving many actors that are engaged in adult

education in one way or another. For the first time in the history of the country, a national

adult education strategy was endorsed by six government ministries who are involved in adult

education directly or indirectly. Following the national strategy, the Ministry of Education

has developed a Functional Adult Education guideline and a three-year national action plan to

expand functional adult literacy in Ethiopia with the active involvement of stakeholders.

20

Source: developed by looking into the NAES and MoU documents ( 2006)

The idea of establishing the National Adult Education Board and the Technical Committee

was part of the memorandum of understanding signed in the year 2006 among six concerned

ministries to facilitate the effective implementation of the National Adult Education Strategy.

It was clearly indicated in the MoE that the successful accomplishment of the program and

the attainment of the strategic objectives are the power and duty of the six signatory

ministries. Similar procedures have been followed in establishing Adult Education Board and

21

Technical Committee at regional, zonal and woreda/District/ level. The participation of these

concerned stakeholders extends to all phases of the program that ranges from planning,

resource mobilization, implementation to monitoring and evaluation.

2.4. PARTICIPATION OF STAKEHOLDERS IN THE PROVISION OF

INTEGRATED FUNCTIONAL ADULT LITERACY IN ETHIOPIA

Various stakeholders have played a significant role in the designing and implementation of

integrated functional adult education in Ethiopia.

2.4.1 PARTICIPATION OF NGOS

A number of NGOs have contributed to the implementation of integrated functional adult

education in Ethiopia. Some of them are listed below:

Lit Net, with funding from Irish Aid and DVV International, mobilized civil society to

actively participate in the bottom-up planning to ensure local governments allocate resources

and mainstream adult literacy activities within their development plans. These engagements

resulted into increased resources for functional adult literacy from government conditional

grants under the Poverty Action Fund (PAF), and non – conditional grants and other

development programs such as the Plan for Modernization of Agriculture (PMA).

Similarly Book Aid International promotes literacy in developing countries by creating

reading and learning opportunities for disadvantaged people in order to help them in to realize

their full potential and eradicate poverty. MOE (1999:33) indicated that in Ethiopia in Afar,

Somalia and the most pastoral area of Oromia ,NGOs support the FAL centers in organizing

and sponsoring workshops, providing teaching learning materials ,paying salary for some

FALP facilitators ,providing some amount of fund to the FALP .

Save the Children International, Action Aid, Adult and Non-formal Education Association in

Ethiopia (ANFEAE), PACT Ethiopia also provided support to the implementation of

integrated functional adult education in Ethiopia.

22

2.4.2 THE CONTRIBUTION OF COMMUNITIES AND THE PRIVATE SECTOR

In most developing countries, FAL centers nearby communities and private sectors play a

great role. In India (UNESCO, 2009:9) cited in (Tekalign, 2010) communities and private

sectors involved in the implementation of functional adult literacy program (FALP) in the

identification and preparation learning materials and resources as well as in the coordination

of the program in collaboration with the community learning centers.

Similarly, the report of UNESCO indicate that in Uganda, because of decentralization, most

of the private sector played a significant role in the planning, policy analysis, curriculum and

examination reform, national assessments, monitoring and evaluation of FALP.

In Ethiopia, communities and the private sector have tremendous contribution in assisting the

implementation of IFAE program. This includes recruiting and selecting IFAL facilitators,

raising funds, constructing FAL centers, and actively engaging in the management of the

IFAL program.

2.5. ELEMENTS OF SUCCESSFUL PROGRAMS: THE EXPERIENCE

OF NEPAL

An integrated literacy program might spend more resources on a per participant basis and,

through careful recruitment of participants, teacher training, and the provision of additional

support services, achieve a high level of success for a small percentage of potential

participants. A literacy campaign might spend less on a per participant basis to include a

larger number of adults with lower levels of individual success. Both approaches could be

called successful by their organizers. Additionally, participants themselves might have their

own definition of success. Some participants want only to learn how to write their names

while others are hoping that literacy skills will dramatically improve their lives. The latter

goal, however, requires a good deal more funding than the former.

Based on a review of the literature and project experience in Nepal, the following appear to

be the important elements of a literacy program are:- timing and duration of instruction ,

instructional materials , teacher recruitment and training, participant motivation,

23

supervision and monitoring, connection to other development activities, Government /NGO

collaboration, and Post-literacy activities.

2.5.1 TIMING AND DURATION OF INSTRUCTION

Some adults can learn to read and write quickly with little trouble while others, because of

learning disabilities, find this task very difficult. The same is true for children learning to read

in primary school. Unfortunately, the funding for both primary schools and adult literacy

programs in the Third World is too limited to provide sufficient time and resources to help

students who require special attention. The little data that is available suggests that, for the

average adult, 200 to 300 hours of instruction are needed to acquire a level of skill sufficient

to use and retain over time. Time constraint is the first design element that planners must

consider. Adults often have responsibilities that take precedence over study. In rural

communities, for example, there are times of the year when agricultural demands prevent

participants from attending literacy classes. In fact, in most rural communities there are only

about six months during which even a few hours each day can be made available for study.

Within such a time period, a program of approximately 250 hours (for example, 2 hours per

day, 6 days a week for 5 months) would be both realistic and yet sufficient in duration for the

majority of adults to acquire a usable level of skill.

How to best configure these 250 hours has never been studied. A program that takes place 8

hours a day over 30 days might achieve the same result as one of 2 hours a day over 120

days, but there is insufficient evidence to make this determination. Logically speaking,

consistent effort (at least 8 hours per week) would be most effective. In Nepal, some NGOs

have been able to complete the six month course in five months by increasing the class time

from 2 hours per meeting to 3 hours, but no group has been successful in four months.

Programs in Nepal that last 9 months or longer have provided an opportunity for more hours

of instruction. Evaluations have shown that greater skill level is attained when additional

hours are spent in class or in organized group or self-study. This added impact appears to be

especially true for math and writing, which are generally more difficult skills to master.

24

2.5.2 INSTRUCTIONAL MATERIALS

Instructional materials provide the focus for classroom learning as well as the knowledge and

skill units of the curriculum. The instructional materials must be built around a coherent

approach to teaching basic skills, contain sufficient material, cover content of interest to the

participants, employ a large type size, and have an appropriate number of words on a page.

With a good set of materials, teachers and participants can still work out a way to learn even

if teacher training has been insufficient.

To ensure that the materials are well designed, program staff must field test and revise them

several times to insure that they are serving the needs of participants. Each field test requires

a full class cycle, usually a year. The complete development of a set of effective literacy

materials can take two or three years. During the first year, the number of participants served

must be kept low so that the materials development staff can focus on identifying strengths

and weaknesses. After the first year, the program can serve a larger number of participants

while refining the materials.

2.5.2.1 READING

Over the last several decades several approaches to teaching reading have been developed.

The earliest materials followed a phonetic approach in which participants were first taught the

sounds of the alphabet and then learned how to put them together into syllables, words,

sentences and paragraphs. Later, a whole word approach, in which participants learned words

and built a vocabulary that they could recognize on sight, became popular. More recently, a

whole language approach, which emphasizes reading in context, has gained wide support. In

fact, good readers use all three skills (phonetics, sight vocabulary, and context), and most

adult literacy programs now employ an approach that combines all three. Two other trends

have influenced the development of reading materials. During the 60s and 70s, UNESCO

popularized the concept of functional literacy, which stipulates that literacy should be learned

within a context of practical skill and knowledge.31 For example, literacy was learned in

conjunction with improved fanning methods. At the same time, Paulo Freire, a Brazilian

educator, was promoting a literacy learning process that also built critical thinking skills. In

Freire's approach, participants engaged in open dialogue about themes related to oppression

25

and empowerment as they learned to read and write. Both of these approaches are combined

in many of the best materials.

Materials usually consist of one or two books that carefully build from a few letters to full

paragraphs in a minimum of 150 pages. In addition, a class should have a set of instructional

aids, such as charts, word or syllable cards, and games, which help teachers to present and

review content and help participants to practice skills.

Participants study the story in small groups, and then one member of each group reports what

the members have decided is happening in each frame. The objective of this activity is to

show that a story can be told by pictures alone, without words. The participants are then

asked to imagine what the characters might be thinking or saying. They can even role play the

story. Much later in the curriculum, participants begin reading articles that focus on specific

issues. Participants are encouraged to get up in front of the group to read and discuss the

information presented in the text. This exercise builds oral presentation skills while

reinforcing what has been learned about the content.

New readers must practice recognizing syllables and putting them together to form new

words. The AID-funded Ecuador Project developed a number of games that provide this

practice, which the Nepal program adapted for use in its literacy classes. The simplest of

these games consists of cards with syllables printed on one side. In the beginning of a course,

participants play games that require them to match identical syllables. Later, these same cards

can be used to play games in which participants build words from the syllables. Cards with

words are used to build sight vocabulary or to construct whole sentences.

A good literacy curriculum teaches comprehension as well as oral reading. Participants must

be encouraged to discuss the words, sentences, and stories that they encounter in class. The

"teacher must continually question participants about what they are reading, and later

participants should be encouraged to write in response to the readings. Stories that present a

common dilemma but do offer a specific resolution can motivate participants to discuss what

they have read.

26

Materials that pose specific questions in the text stimulate participants to answer orally or to

discuss answers as a group. For example, one of the stories in the Nepal materials focuses on

a woman whose husband steals money for drinking and gambling that she has earned by

raising and selling her own vegetables. They have a fight, and the woman leaves her husband

and goes home to her parents. Afterwards her husband feels remorse, seeks her out at her

parent's house, asks her to return home, and promises that he will stop drinking and gambling.

2.5.2.2 WRITING

Many adults in Third World countries come to class never having held a pencil. Writing,

therefore, should begin with the writing of simple shapes such as X, 0 and +. After some

practice with these shapes, participants can move on to individual letters. While they are

mastering these skills, participants can use the syllable cards from the reading games to

practice making words. Games that build writing skills can be played by small groups of

participants or by the class as a whole. For example, one participant is asked to form a word

suggested by the group, and the group then decides if it is correct or not and provides the

correct spelling, if needed. Once writing comes easier, teachers can dictate single words and

full sentences so that participants can practice their skills. Participants can also write the

names of familiar objects shown to them or depicted in pictures in the materials. Later, they

might be asked to write out answers to questions about the pictures. Before the course is

complete, the participant should be reading questions and writing answers on their own and

even writing down their own ideas and memories.

Since writing also helps participants to improve their reading comprehension, these two skills

should be combined as students progress. Combinations of these two activities are nearly

always profitable. For example, participants can read a passage from their books and then

write about it. They can then read each other's writing, silently or orally.

2.5.2.3 MATHEMATICS

Math requires some of the same skills as reading and writing but requires its own separate

skills as well. Early in the Nepal program, participants are taught the number symbols and

helped to understand them by counting with real objects or marks on a piece of paper. This

27

practice is similar to learning to arrange letters into words Operations are usually taught after

participants have studied reading and writing for a month so that they are not asked to learn

the basics of too many skills at the same time. Addition is introduced first, followed by

subtraction, multiplication and division, In the beginning, the math operations are taught

within the limits of numbers 1 to 10, but later go to two and three digit numbers. In the Nepal

curriculum, addition is taught with exercises that use drawings of objects to help participants

understand the concept.

After an explanation by the teacher and practice in a whole class setting, participants work in

small groups. Later, they perform these activities in workbook~. Subtraction is taught using

similar activities. Once simple addition and subtraction with numbers up to 10 has been

introduced, the relationship between the two operations are practiced. Participants can use

grain or pebbles to help solve problems until they have learned to work only with numbers.

Math card games, similar to the reading and writing games, help to reinforce these concepts

and to support progress to number symbols.

The next step in math learning is to progress to addition and subtraction with two and three

digit numbers. Drawings are used to explain the concept of the decimal system. Participants

are encouraged to use fingers and slashes on paper as they learn to work with larger numbers.

Multiplication and division, which are more difficult operations to learn, are covered later in

the Nepal program. They are taught in the same way with drawings of objects in sets, which

are added together. Participants are more comfortable with numbers by this time and can,

therefore, move more easily from real objects to paper and pencil.

Within short time participants cannot be expected to learn to read, write and perform math at

a high level, but exposure to the four basic functions and written numbers is important.

Evaluations in Bangladesh and Nepal show that addition is learned easiest, followed by

subtraction, multiplication and division.

2.5.3 LANGUAGE OF INSTRUCTION

Many Third World countries have a national language and a number of local languages.

Learning literacy in a local language is easier because the difficulty is not compounded by

28

having to grapple with a less familiar national language at the same time. Furthermore, for

minority groups, learning to read and write their mother tongue usually reinforces their

culture, history, identity and feeling of self-worth. On the other hand, a single national

language can be a binding force that contributes to building national unity within a rich

cultural diversity. In addition, many countries cannot afford the costs of literacy programs

and reading materials in all their local languages. As is the case with most government issues,

language policies are usually decided on political and economic grounds rather than on

cultural, psychological, or pedagogical ones.

In Nepal, the literacy program is conducted in the national language. Studies appear to show

that Nepalese people whose mother tongue is different than the national language do about as

well as those for whom Nepali is their first language. This may be a result of wide exposure

to the national language via radio and in the marketplace. Anecdotal evidence points to

increased oral fluency in the national language among people who complete the literacy

program. An additional outcome of a literacy program, therefore, can be increased oral

fluency in the national language among participants.

2.5.4 TEACHER RECRUITMENT AND TRAINING

Though a well designed and tested set of materials is essential for a good program, that

program's success cannot be assured without a teacher. According to one study of literacy

programs the most important teacher behavior is simply showing up for class. If the materials

are adequate and the teacher shows up for class on a regular basis and makes some attempt to

teach, a completion rate of around 50 percent can be expected. In primary schools in poor

rural communities, teachers often do not show up to teach, but those schools generally have

more than one teacher. The extra students are simply brought into the class of another

teacher. Most literacy programs, however, have only one teacher for a class, and so if the

teacher does not appear, there is no program for that day. Children are more likely to continue

going to school when teacher attendance is sporadic, but adults are likely to quit under such

circumstances. Teacher selection, incentives for teacher attendance, and monitoring that

focuses on teacher attendance can ensure an acceptable level of success. Administrators of the

literacy campaign in Burdwan district in India addressed this problem by assigning two

29

volunteer teachers to each class. The Nepal study36 also found that the behavior of a teacher

towards his or her participants can affect success. In classes with teachers who treated their

participants with respect, the drop-out rates were low. In classes with teachers who treated

their participants with condescension, the drop-out rates were high.

Children are more likely to endure disrespectful behavior, but adults will cease to attend in

such cases. The Nepal study found that positive teacher behavior can reduce drop-out rates to

30 percent or less. Respectful behavior can be assured by carefully selecting teachers, training

them in appropriate behavior, and monitoring their activities by observing them in class and

interviewing participants. Teacher training should include both an introduction to concepts of

adult learning and an orientation to the specific materials and instructional approach they will

be using. Unfortunately, most programs in poor countries do not have the resources to train

for more than two weeks. In this amount of time, teachers cannot be exposed to the entire

curriculum or taught to be effective in classroom practice. To address this problem, the

program in Nepal provides each teacher with a format for classes that is reflected in a set of

lesson plans and trains them in their use. The lesson plans comprise the following four

activities for each class: First An introduction during which the teacher presents information

. Second Group work during which students discuss issues or do reading and writing

activities . Third Games during which students practice skills and help one another. And forth

Testing during which both teacher and students check their understanding and progress.

New teachers are introduced to these four ways of teaching by participating in two mock

lessons using Arabic script. In this way, new teachers experience a lesson as an adult

participant might. The mock lessons also allow the future teachers to observe how the trainer

handles the four activities of teaching. After the mock lessons, the new teachers watch a

trainer teach the actual program materials to a real class. Literacy teachers in Nepal must

teach differently from the rote memorization methods they experienced in school. Ample

practice time for new teachers is crucial; when the duration of training is limited, trainers

should concentrate on practice teaching.

30

2.5.5 PARTICIPANT MOTIVATION

Arguments against investment in adult literacy programs quite often focus on participant

motivation and the general relevance of literacy to poor rural people. The target group for

adult literacy programs is poor people living in communities where literacy may appear to be

a low priority to outsiders. Within these communities, however, are people who truly want to

learn to read, have the time to study, and are motivated to complete a literacy course.

Experience in Nepal has shown that as literacy class participants begin to acquire reading and

writing skills, their confidence and motivation increases. What's more, the example of the

first classes provides a model of success that can help motivate the next group of participants.

Literacy program organizers can assume that every adult wants to learn to read and write, but

even when education is a personal priority, some adults are reticent to participate for any

number of reasons. Program planners must invest some of their resources in formative

evaluation focused on the reasons why participants are unwilling to join a literacy class or

drop-out early and devise activities that lower such barriers to participation. Other

development programs, such as childhood immunization and family planning, usually spend a

significant percentage of their resources to reach and motivate participants, but too often adult

literacy administrators assume that participation is either guaranteed or impossible.

In the Burdwan literacy campaign, as with other campaigns in India, the first activities were

realistically focused on motivation. The Literacy Campaign used parades and other types of

entertainment to attract attention, and then local leaders and politicians gave speeches to urge

people to teach and enroll.

2.5.6 SUPERVISION AND MONITORING

The purpose of supervision is to ensure that classes are being conducted according to plan

and that teachers receive the support they need to be effective. Teachers benefit from support

and advice during the course of a literacy program. This counsel should be provided by a

designated supervisor whose role is to visit the classes several times a month to check on the

progress of the classes. When supervisors visit, they should observe the entire class, answer

the teacher's questions, solve logistical problems, and record class data on a fonn or in a

31

notebook. The supervisor can usually determine if the class is going well by talking with

participants and their family and friends. The supervisor must be assigned authority to make

changes in case the class is not going well. Teacher and participant attendance, teaching style,

and participant progress are the primary issues on which supervision and monitoring should

be focused. If these elements are strong, then additional time can be spent on helping the

teacher and participants to discuss and solve any remaining class problems.

Supervisors need training to be effective mentors to teachers. In Nepal, supervisors attend a

five-day training session during which they are introduced to the objectives of the literacy

program, approaches to adult literacy education, the roles of the supervisor, and indicators

and expectations of effective supervision. After a hands-on orientation to the curriculum, the

teacher's guide book, and the instructional methodology, the supervisors receive practical

training in such skills as open-ended questioning and giving feedback.

Supervisors need to be supervised as well. The implementing agency has the responsibility to

ensure that supervisors, themselves, are doing their jobs. This can be accomplished through

spot checks on supervisors' activities. In Nepal, supervision is carried out in many different

ways. In some programs, local school teachers or headmasters do the supervision. In others,

NGO staff perform this task. All have been successful. Close connection of the supervisor to

the community and oversight by the implementing agency have been identified as key to

success.

2.5.7 CONNECTION TO OTHER DEVELOPMENT ACTIVITIES

If learning to read were easy, requiring only 20 or 30 hours of time, almost every illiterate

adult would be willing to put in the time and effort needed to accomplish this task. For most

adults (and children as well), learning to read and write takes a lot of time and effort, and

after a few weeks of study, motivation can wane. Linking education to real problems and

solutions helps provide the additional motivation needed to persevere to the end of the course;

it can also improve the quality of participants' lives. Adults who persevere and complete a

literacy program are people who would be likely to succeed in other activities. As mentioned

earlier, literacy classes serve as a selection process for identifying the best people to recruit

32

for development projects in the community. Connecting adult literacy programs to

development activities motivates adult participants, and the literacy skills acquired in the

class have a positive impact on the development activity.

Despite the obvious mutual benefits, deliberate efforts must be made to link development

activities with literacy programs. Integrated programs have the best chance of success in

connecting participants to other activities that may improve their lives when there is a direct

partnership with development agencies. For example, local personnel from development

agencies could visit the class or become involved in the program as a supervisor or teacher. In

Nepal, staff from other agencies such as health or agriculture provided input into the design

of the materials. In some of the integrated programs, staff from health, family planning, or

credit agencies make presentations in class and participate in follow-up activities. Some

NGOs make completion of the literacy class a prerequisite for participation in other

development activities.

2.5.8 NGO/GOVERNMENT COLLABORATION

Adult literacy programs offer an opportunity for collaboration among national government,

local government and NGOs. Some aspects of a literacy program are best directed at a

national level; for example, developing and printing materials and training teacher-trainers

logically benefit from the economies of scale that a national effort can provide. Most

individual NGOs do not have the resources needed to develop and field test a really

comprehensive set of literacy materials or to maintain a quality teacher-training department.

A national training staff, however, can train local staff to take on this specific role.

One of the primary strengths of NGOs is their direct connection to the communities they

serve. They can also make decisions more quickly than national governments and mobilize all

of their resources for a single effort, while national governments must slowly address several

goals at the same time NGOs, therefore, are usually more efficient and effective at recruiting

teachers and supervising classes. Some local government structures can approximate the

advantages of NGOs. In such cases, passing implementation responsibility to their level can

produce the same results as NGOs.

33

In Nepal, the initial collaborations between government and NGOs were hobbled by

suspicions on both sides; however, the high quality and low cost of the materials and the free

training of teacher-trainers convinced some NGOs to try the government literacy program.

The positive results obtained by these NGOs encouraged other NGOs to begin including

literacy training to their missions. The government saw that the number of people being

served was increasing with little additional cost and, therefore, began to encourage other

NGOs to participate.

NGOs found that they could add materials and lessons that focused on their particular

interests while depending on the government program to cover both literacy and the basic

issues of community development. Eventually, many Ns decided to begin their work in a

community with a literacy program because it was effective in providing basic skills

education to adults, served an expressed need, and acted as a good mechanism for selecting

and training the community members with whom they would work.

2.5.9 POST-LITERACY ACTIVITIES

One concern about adult literacy classes is that acquired literacy skills will quickly erode.

Critics point to the lack of reading material in rural villages as one cause. Very little research

exists that addresses this issue, but a review of the existing studies reveals that while some

adults do experience a partial loss of skills, most adults retain their skill, and some even

improve it. This same review concludes that an organized program that provides new readers

with simple and interesting reading materials can help adults to improve their reading,

writing, and even their math skills after the end of their programs. Though very little data is

available, the review found that a regular periodical, such as a newspaper, appears to be most

successful for maintaining skills and that a connection to a radio program that exposes adults

to the concepts and vocabulary covered in the reading material can increase the impact.

Common sense supports the notion that if interesting reading materials are available, adults

will use their reading skills and improve them through practice. In addition, national

governments are investing an enormous amount of money to teach children how to read in

primary school, and providing reading materials is a way to build on that investment. Both

34

adult literacy class participants and adults who have learned to read in primary school can

improve those skills at very little unit cost through an organized post-literacy program.

35

CHAPTER THREE

RESEARCH DESIGN AND METHDOLOGY

The major purpose of this study is to examine the problem encountered and current practices

of utilizing integrated functional adult literacy program in Nifas Silk Lafto sub city .

This part of the study presents research design and methodology. It contains data sources,

sampling techniques, data gathering tools, procedures of data collection and methods of data

analysis.

3.1 RESEARCH DESIGN

It has been mentioned in chapter one that the purpose of this study is to investigate the

practices and challenges of IFALP. To this end, descriptive survey design was used because it

helps the researcher analyze the current practices and prevailing problems by collecting data

from a relatively large number of respondents (Seliger and Shohamy,1989).

3.2. METHOD

In this study, both quantitative and qualitative methods were used to generate and analyze

information obtained from diverse groups of respondents. The quantitative method helped the

researcher to analyze the quantitative data obtained through the use of a questionnaire with

close-ended question items whereas the qualitative method helped her analyze the data

obtained through the use of semi-structured interview guide, focus group discussion (FGD)

and observation checklist.

3.3 DATA SOURCE

To get valid and reliable information, the use of appropriate data sources is vital. Therefore,

two sources of data (primary and secondary) were employed for this study. Primary sources

of data were IFAL facilitators (such as formal school teacher, ABE facilitators, and health

extension workers), coordinators, woreda education experts IFAE learners. Secondary

36

sources of data included woreda education office statistical data reports and annual report in

IFAE centers.

No

1

2

3.

4

5.

Item

IFAE facilitators

IFAE coordinators

Woredaeducation supervisors

IFAE learners

IFAE expert from AAEB

Total

M

3

3

4

18

1

28

F

9

3

2

42

-

56

Total

12

6

6

60

1

85

3.4 POPULATION SIZE AND SAMPLING TECHNIQUES

A sample is a small proportion of a population selected for observation and analysis. By

observing the characteristics of the sample, one can make certain inferences about the

characteristics of the population from which it drawn (Best and Kahn, (1993:13).

In this study, the researcher selected six IFAE centers. In order to select them, first stratified

sampling was used to address all the six woredas of Nifas Silk Lafto Sub-city. Then, simple

random sampling was employed to select only one IFAE center from each woreda. The IFAE

centers are situated within primary schools found in each woreda. Hence, out of the available

18 IFAE centers of the sub-city, the following IFAE six centers were included by using

simple random sampling technique: Kotari 21, first cycle; Lafto first cycle; Megabit 28 first

cycle; Sene 9 first cycle; Abiwot Fana first cycle , and Hibir first cycle.

Then, out of the existing 38 IFAE facilitators, 12 were selected (2 from each woreda) by

using simple random sampling. Moreover, six coordinators of the IFAE program (1 from

each woreda) were included out of the existing 21 coordinators through simple random

sampling technique. Furthermore, out the total of 14 wereda education supervisors of the sub-

37

city, only six (one from each sample wereda) were selected by using simple random sampling

technique. In addition, one IFAE expert from Addis Ababa Education Bureau was included

by using purposive sampling technique.

The total number of IFAE learners attending the program in eighteen IFAL centers of the

Sub-city was 941. Out of this population, 60 IFAE learners (10 from each of the six woredas)

were included through systematic random sampling technique for the purpose of focus group

discussion in each sample IFAE center. Generally, 85 respondents were included in this

study. In short sample the sampling techniques employed in the study:-

No Population Sample Sampling technique

1 IFAE Centers 21 6 Simple random sampling

2 IFAE facilitators 38 12 Simple random sampling

3 IFAE coordinators 21 6 Simple random sampling

4. IFAE learners 941 60 Systematic sampling

5 Wereda education supervisors 14 6 Simple random sampling

6 IFAE expert from AAEB 1 1 Purposive sampling technique

3.5 DATA COLLECTION INSTRUMENTS

In this study, the following data collection instruments were used: questionnaire; semi-

structured interview and observation check list.

3.5.1 QUESTIONNAIRE

Questionnaire:- It was used to generate information from IFAL facilitators and coordinators

as a means of data collection tools because it enables to get wider information from widely

dispersed sample population and makes possible an economy of time and provides a high

proportion of usable responses (Best and Kahn, 2003).Moreover it helps to obtain unbiased

factual data , opinions and attitudes from respondents (Seyoum and Ayalew,1987).

38

3.5.2 SEMI-STRUCTURED INTERVIEW GUIDE

Interviewing is a commonly used method of collecting information from the people. Any

person to person interaction between two or more individuals with a specific purpose in mind

is an interview .On the one hand interviewing can be very flexible, when the interviewer has

the freedom to formulate questions as they come to mind around the issue being investigated

& on the other hand it can be inflexible, when the investigator is to keep strictly to the

questions decided beforehand. Hence, semi-structured interview guide was used to generate

information from the six education experts from the Sub-city and from the IFAE expert of

AAEB.

3.5.3 FOCUS GROUP DISCUSSION

Focal group discussion (FGO):- It is a special type of group interview (Johnson and

Christensen, 2004) which is often used to triangulate information obtained by using other data

collection instruments. The researcher has led the discussions with IFAE learners at each

sample center.

3.5.4 OBSERVATION CHECKLIST

Observation is one way to collect primary data. Observation is a purposeful, systematic and

selective way of watching and listening to an interaction or phenomenon as it takes place.

There are many situations in which observation is the most appropriate method of data

collection. It is appropriate in situations where full and/ or accurate information can‘t be

elicited by questioning because respondents either are not co-operative or are an aware of the

answers because of that it is difficult for them to detach themselves from the interaction .in

summary when you are more interested to the behavior than in the perception of individuals,

or when subjects are so involved in the interaction that they are an able to provide objective

information about it ,observation is the best approach to collect the required

information(Ranjit,1999:105-106).

The researcher observed classroom teaching and learning at each sample IFAE center twice

by using an observation checklist.

39

3.6 PROCEDURE OF DATA COLLECTION

In order to answer the problem in related with the I FAL program in Nifas Silk Lafti sub city

has been dealt through sampling or interview. i.e. facilitators ,coordinators and WEOs . These

stakeholders have their own role in supplementing the research with considerable data.

Before embarking on fieldwork, a pilot study has been carried out to pre-test the instruments.

This was done in order to assess the clarity of items, validity and reliability of the

instruments. It is after the pilot testing that the main survey followed. To ascertain the validity

of questionnaire, a pilot test was carried out. This was done by administering the

questionnaire onto the pilot group. The content validity of the research instrument will be

evaluated through the actual administration of the pilot group. In validating the instruments,

10 beneficiaries will be selected. The population units used in the pilot study will not be

included in the final sample. The content of survey method that will be used in sampling will

be assessed. Content validity is concerned with sample-population representativeness. i.e. the

knowledge and skills covered by the test items should be representative to the larger domain

of knowledge and skills. It is important to determine the suitability, clarity and relevance of

the instruments.

For the validation of the research, the input from the research advisor was one other

methodology used for testing the reliability as well as the significance the research questions

has in bringing a significant output.

3.7 METHODS OF DATA ANALYSIS

Data analysis refers to shifting, organizing, summarizing and synthesizing the data so as to

arrive at the results and conclusions of the research (Seliger and Shohamy, 1989).

Quantitative and qualitative research methods were used since descriptive survey design was

employed. The quantitative information obtained through the questionnaire were tallied,

tabulated, and analyzed by using frequency count and percentage. On the other hand, the

qualitative information obtained by using semi-structured interview guide, focus group

discussion and observation checklist were transcribed, categorized thematically, expressed

40

through descriptive statements, interpreted and triangulated with the quantitative data as

necessary.

41

CHAPTER FOUR

PRESENTATION, ANALYSIS AND INTERPRETION OF DATA

As indicated in chapter one the general objectives of this study was to analyze the practice

and challenges of the provision of integrated functional adult education in Nifas Silk Lafto

sub city. So in this chapter, the data gathered by using various tools were presented, analyzed

and interpreted.

The researcher was deal with the presentation and analysis of the data gathered from IFAL

program implementation and challenges in NSL sub city. Different tools were used to gather

the data: a questionnaire, focus group discussion and interview guide questions and

observation checklists. Twenty four copies of the questionnaire consisting of close- ended and

open-ended items were distributed to the selected facilitators; center coordinators and wereda

supervisors. All copies were properly filled and returned.

4.1 BACKGROUND CHARACTERISTICS OF RESPONDENTS

In this sub-section the data gathered using different tools have been described for setting

background.

Table 4.1 Background Characteristics of Respondents

IFAE

facilitators

Wereda

education

supervisors

IFAE

learners

IFAE

coordinator

s

AAEB

expert

Sex M 3 4 18 3 1

F 9 2 42 3 -

T 12 6 60 6 1

Qualification IFAE year 1

complete

- - 60 - -

Grade 10 complete 4 - - - -

Grade 12 complete 2 - - - -

10+1 certificate 6 - - - -

Diploma - 2 - 1 -

B.A./B.Sc - 4 - 5 -

M.A./M.Sc - - - - 1

42

As indicated in table 1 above, 3 (25%), 4 (66.6%), 18 (30%) , 3 (50%), and 1 (100%) of the

respondent facilitators, wereda education supervisors, IFAE learners and AAEB expert

respectively were males whereas 9 (75%), 2 (33.3%), 42 (70%), and 3 (50%) of the

facilitators, wereda education supervisors and IFAE learners are females. Generally, out of 85

(100%) respondents, 56 (65.8%) are females.

Concerning their qualifications, 4 (33.3%), 2 (16.6%) and 6 (50%) of the facilitators were

grade 10 complete, grade 12 complete and 10+1 complete respectively. This implies that the

qualifications of the facilitators are in line with the IFAE guideline which says they should at

least be grade 10 complete.

Moreover,2 (33.3%) and 4 (66.6%) of the respondent wereda education supervisors had

diploma and bachelor degree respectively whereas 1 (16.6%) and 5 (83.3%) of the

coordinators had diploma and bachelor degree respectively.

On the other hand, 60 (100%) IFAE learners were year 1 of the IFAE program complete

whereas 1(100%) of the AAEB education expert had an M.A. degree.

4.2. THE PRACTICE OF IFAE IN NIFAS SILK LAFTO SUB-CITY

Literacy programs should be incorporated into and correlated with economic and social

development plans. Literacy should preferably be linked with economic priorities and carried

out in areas undergoing rapid economic expansion.(UNESCO 1965)

4.2. 1 THE IFAL CURRICULEM FRAME WORK

The IFAE curriculum framework has clearly indicated the themes to be handled during the

provision of IFAE. To analyze this the researcher was focus the topics and curriculum

concerning themes dealt with in the teaching learning process to improve their daily life .

43

Table 4.2.1 Respondent facilitators‘ views concerning themes dealt with in the teaching

learning process

No Topics Yes No

M F T M F T

1. Health 3 9 12 - - -

2. Agriculture 1 - 1 2 9 11

3. Income generation 2 8 10 1 1 2

4. Civics and ethics 3 9 12 - - -

5. Social life 1 7 8 2 2 4

6. Environmental conservation and protection 3 9 12 - - -

7. Gender - - - 3 9 12

As indicated in table 2 above, 100% of respondent facilitators confirmed the fact that themes

related to health, civics and ethics and environmental conservation and protection were

handled during the teaching learning process. Moreover,10 (83.3% ) and 8 (66.6% ) of the

facilitators asserted that themes on income generation and social life were dealt with during

the teaching learning process respectively. However, 100% and 91.7% of the respondent

asserted that gender and agriculture related themes respectively were not handled during the

teaching learning process.

Concerning this, the researcher conducted interview with the IFAE expert from AAEB and he

said the following:

The IFAE curriculum framework has clearly indicated the themes to be handled during the

provision of IFAE. Moreover, it is expected that facilitators use their own creativity and

communication skills to select relevant issues for discussion. Of course, many facilitators

44

lacked adequate teaching skills and knowledge; hence, they usually take gender issues for

granted. Likewise, they didn’t consider urban garden activities as part of the broader issues

of agriculture. In some other sub-cities, there are facilitators who are capable of delivering

lessons on all the themes as long as they are believed to relevant to the daily life of the IFAE

learners. (August 4, 2014).

Likewise, one of the coordinators (Coordinator) of IFAE reported during an interview

session:

IFAE facilitators often tell me that the learners show more interest when the topic is about

health (Prevention and control of HIV/AIDS as well as basic reproductive health), issues

related to income generation (savings, self employment) and social life. I think, the provision

of IFAE addresses the daily life of the participants. (April 4, 2014).

4.2.2 THE METHODS OF TEACHING FACILITATORS USE IN NSL SUB CITY

In this sub-section the data gathered using different tools have been described for setting

method of teaching and the management of IFAE in NSL Sub-city. The data presented in

tables 3 and 4 were gathered using the questionnaire respectively.

Table 4.2.2 Wereda education supervisors‘ views on the methods of teaching facilitators use

Methods of teaching Very

frequently

Always Sometimes Rarely Never

Lecture method 4 1 1 - -

Group discussion method 5 1 - - -

Role playing method 3 - 1 - -

Simulation method - - - 1 5

Demonstration method 2 1 - 3 -

Problem-solving method 2 2 - - 3

45

As indicated in table 3 above, wereda education supervisors were asked how frequent

facilitators utilize certain methods of teaching. Accordingly, it was found out that group

discussion was the most frequently used method of teaching (83.3%), followed by the lecture

method (66.6%) and role playing method (50%). Only 33.3% of the facilitators employed

demonstration method and problem-solving method very frequently. However, 83.3% of the

facilitators never employed the simulation method.

With regard to the utilization of methods of teaching, the researcher asked one of the

coordinators of IFAE (Coordinator D) and he said the following:

Most of the IFAE facilitators in our sub-city are grade 10+1 complete. They received a short-

term training on method of teaching. However, I always appreciate their efforts and

enthusiasm to equip the IFAE learners with the necessary knowledge, skills and values.

(April 3, 2014)

4.2.3 MANAGEMENT OF IFAE

Table 4.2.3 Respondent facilitators‘ views concerning management of IFAE in NSL Sub-city

No QUESTION ITEM M F T

1

Is the wereda adult education board of NSL sub-city

functional?

Yes 1 2 3

No 2 7 9

2. If your answer to question number 1 is yes, how do you rate its

functionality level?

very high - - -

High - - -

Medium 1 2 3

Low - - -

Very low - - -

3. Is the wereda adult education ―Technical Committee‖

functional?

Yes 3 9 12

No - - -

46

4. If your answer to question number 3 above is ―Yes‖, how do

you rate its level of functionality?

Very high 2 6 8

High 1 2 3

Medium - 1 1

Low - - -

Very low - - -

As indicated in item 1 of table 4 above, respondent facilitators were asked whether the

wereda adult education board (WAEB) was functional or not. Accordingly, only 3 (25%) of

the facilitators asserted that the board was functional whereas 9 (75%) of them reported that it

was not functional.

In item 2 of the same table, those respondent facilitators who asserted the functionality of the

WAEB were asked to rate the degree of its functionality. Accordingly, all of them 3 (100%)

rated it as ‗medium‖. From this, it could be deduced that the functionality of the WAEB of

the NSL Sub-city was not so functional.

In item 3 of the same table, facilitators were asked whether the Wereda Technical Committee

for IFAE was functional or not. Accordingly, 12 (100%) of them reported that the ―Technical

Committee‖ for integrated functional adult education of the Sub-city was functional, meaning

it was adequately discharging its responsibilities.

Then, in item 4 of the same table, respondent facilitators were requested to rate the level of

functionality of the Technical Committee in the Sub-city? Accordingly, they 8 (66.6%), 3

(25%) and 1 (8.3%) of the facilitators responded as ―very high‘, ―high‖ and ―medium‖

respectively. From this, one can conclude that the Technical Committee for the provision of

integrated functional adult education in the sub-city was well functioning.

4.2.4 MONITORING AND EVALUATION OF THE IFAE PROGRAM

Monitoring and evaluating programs of the IFAL gives opportunities to learn from

experience, change and improve, be accountable to others whether these are external to the

program like NGOs and governments, or stakeholders like learners and facilitators . Yoland

47

Wadsworth in her book on ‗every day evaluation on the run‘, points out that all of us evaluate

all the time in our daily lives: ‗We decide whether things are valuable or not important,

worthwhile or not ‗worth it‘; whether things are good or bad, right or wrong, are going OK or

‗off the rails‘ … every time we choose, decide, accept or reject we have made an evaluation‘

(Wadsworth 1997: 5). To analyze this monitoring and evaluation program the researcher

used the following questions and interviewed the stockholders.

Table 4.2.4 The views of facilitators on the existence of monitoring and evaluation of the

IFAE program

No Yes No

M F T M F T

1. Does the WEO conduct monitoring and evaluation

of the IFAE program?

3 9 12 - - -

2. If your answer to question number 1 above is ―Yes‖,

have the facilitators ever got feedback about the

results of M&E?

- - - 3 9 12

As depicted in item 1 of table 5 above, respondent IFAE facilitators were asked whether there

monitoring and evaluation of the IFAE program there. Accordingly, 12 (100%) of the IFAE

facilitators replied that there was monitoring and evaluation of the IFAE program in the sub-

city. However, to the question whether they have got any feedback concerning the results of

monitoring and evaluation of the program, the coordinators responded that they didn‘t receive

any feedback.

The researcher raised the issue of monitoring and evaluation of IFAE program during her

interview session with the AAEB expert and he reported about it as follows:

Monitoring and evaluation of IFAE program is an essential activity. Wereda education

supervisors make the necessary follow-ups. They visit IFAE centers and discuss periodically

48

with the facilitators as well as IFAE learners. In addition, the wereda education offices in

collaboration with other stakeholders periodically monitor the progress of the program.

However, a comprehensive and systematic monitoring and evaluation of the program has not

yet conducted in the Sub-city. (August 4, 2014).

4.3 CHALLENGES ENCOUNTERED IN THE IMPLEMENTATION OF

IFAE

Table 4.3 Facilitators‘ views concerning the challenges encountered the provision of IFAE in

the sub-city

Item

Yes No

M F T M F T

1. Is there adequate budget for the effective

implementation of IFAE in the woreda?

1 2 3 2 7 9

2 Is the community well aware of the

importance of IFAE?

1 4 5 2 5 7

3. Is there adequate support from

stakeholders of IFAE from the line

ministries ?

1 2 3 2 7 9

4. Are there adequate instructional

materials in the IFAE centers?

1 3 4 2 6 8

5. Do the IFAE learners show keen interest

in attending the program?

2 6 8 1 3

As indicated in table 6 above, facilitators were asked about the challenges that have

encountered the provision of IFAE program. In item 1 of the same table, facilitators were

asked whether there is adequate budget for the implementation of IFAE program in the

49

weredas of NSL sub-city. Accordingly, the majority 9 (75%) of them said that there wasn‘t

adequate budget for the effective implementation of the program.

In item 2 of the same table, the respondents were asked whether the community is well aware

of the importance of the IFAE program. Then, 58.2 % of them replied ―No‘ whereas 41.7% of

the respondents claimed the fact that the community lacked awareness about the importance

of the IFAE program.

In item 3 of the same table, the respondents were asked whether there is adequate support

from stakeholders. Then, only 25% of them replied ―yes‖ whereas 75% of them asserted that

there was no adequate support from stakeholders from line ministries who signed MoU for

the joint provision of IFAE program.

From this, it could be concluded that the provision of IFAE program in the sub-city was

almost left to the wereda education sector unlike what was stated in the National Adult

Education Strategy of 2008.

In item 4 of the same table, they were asked whether there are adequate instructional

materials in the IFAE centers. Accordingly, only 33.3% of them replied ―yes‖ whereas 66.6%

of them asserted ―No‖. Concerning this issue, in all the focus group discussions held at the

IFAE centers, FGD discussants claimed that there was lack of adequate instructional

materials.

Likewise, one of the coordinators (Coordinator A) said:

The number of available textbooks was not adequate. In some centers, there are so many

IFAE learners. We have also reported to the wereda education supervisors about the

inadequacy of the instructional materials. They promised that the problem would be solved in

a few future. (April 24, 2014).

Finally, in item 5 of the table, the issue of interest of the IFAE learners for the program was

raised. Then, 66.6% of the facilitators reported that the IFAE learners have keen interest for

the IFAE program whereas 33.3% of them claimed that they observed lack of interest for

learning on the part of the IFAE learners.

50

During the FGDs, the IFAE learners pointed out that some of the learners are housemaids and

they were forced to be absent from the IFAE center. Otherwise, everybody has interest to

learn and to be free from the shackles of illiteracy.

51

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1. SUMMARY OF THE FINDINGS

The purpose of this study was to analyze the practices and challenges of the provision of

integrated functional adult education in Nifas Silk Lafto Sub-city of Addis Ababa City

Administration. To this end, descriptive survey design was used and both quantitative and

qualitative methods were employed. Sources of primary data were facilitators, wereda

education supervisors, coordinators, IFAE learners and AAEB expert of IFAE. A total of 85

respondents were sources of primary data. In addition, secondary data were obtained from

relevant IFAE policy documents (IFAE guidelines, National Adult Education Strategy) and

IFAE centers‘ reports. Simple random sampling, systematic sampling and purposive sampling

techniques were used to select the respondents.

Commitment deepens with success, and success hinges on the program‘s ability to meet local

needs and adapt to local conditions. (Lockheed, Verspoor and associates, 1991:232) The data

analysis was resulted in the following major findings:

1) The study disclosed that out of the total 85 (100%) respondents, the majority 56

(65.8%) were females. Concerning their qualifications, 4 (33.3%), 2 (16.6%) and 6

(50%) of the facilitators were grade 10 complete, grade 12 complete and 10+1

complete respectively.

2) The study revealed that group discussion was the most frequently used method of

teaching (83.3%), followed by the lecture method (66.6%) and role playing method

(50%).

3) It was also found out that the great majority (83.3%) of the facilitators never

employed the simulation method in delivering lessons.

4) The study disclosed that facilitators were not given feedback on the results of

monitoring and evaluation of IFAE program.

52

5) The study disclosed that the great majority (75%) of the facilitators believed that the

Woreda Adult Education Board (WAEB) in Nifas Silk Lafto Sub-city was not

functional.

6) It was also found out that 100% of respondent facilitators believed that the wereda

adult education ―Technical Committee‖ was functional and adequately discharging its

responsibilities.

7) The study indicated that the implementation of IFAE in NSL Sub-city was monitored

and evaluated.

8) The study showed that the most serious challenges that IFAE program of NSL Sub-

city encountered were lack of adequate budget and lack of support from line

ministries.

9) It was also found out that the community lacked adequate awareness about the

importance of the IFAE program.

10) The study revealed that the availability of instructional materials for the IFAE learners

was inadequate.

5.2. CONCLUSION

The implementation of integrated functional adult education created opportunities for

hundreds of young adults in Nifas Silk Lafto Sub-city to learn reading, writing and numeracy

as well as basic life skills which are highly related to their daily life. However, lack of

adequate budget and support from sectors which signed memorandum of understanding

(MoU) negatively affected the practices of IFAE in the Sub-city. Based on the foregone

major findings of the study, the following concussions have been drawn.

1. The facilitators educational back grounds are in line with the IFAE guideline which

says they should at least be grade 10 complete.

2. This study was found out that the great majority (83.3%) of the facilitators never

employed the simulation method in delivering lessons.

53

3. This study indicated the wereda adult education board (WAEB) mostly was not so

functional.

4. Accordingly this study respondent facilitators believed that the wereda adult education

―Technical Committee‖ was functional and adequately discharging its responsibilities.

5. The study indicated that the implementation of IFAE in NSL Sub-city was monitored

and evaluated. But the coordinators responded that they didn‘t receive any feedback.

6. The study showed that the most serious challenges that IFAE program of NSL Sub-

city encountered were lack of adequate budget.

7. It was also found out that the community lacked adequate awareness about the

importance of the IFAE program.

8. From this study adequate support from stakeholders of IFAE from the line ministries

could be concluded that the provision of IFAE program in the sub-city was almost left

to the wereda education sector unlike what was stated in the National Adult Education

Strategy of 2008.

9. The number of available textbooks was not adequate. So the study revealed that the

availability of instructional materials for the IFAE learners was inadequate.

10. This study indicated most of the adult learners have no interest in attending the

program.

5.3 RECOMMENDATIONS

Commitment deepens with success, and success hinges on the program‘s ability to meet local

needs and adapt to local conditions. (Lockheed, Verspoor and associates, 1991:232)

The practices of integrated functional adult education require the collaboration of diverse

stakeholders. Therefore, based on the major findings and the conclusion drawn, the following

recommendations were made;

54

(1) Nifas Silk Lafto Sub-city is advised to organize short-term refresher training for

facilitators of integrated functional adult education so that they would improve

their teaching/facilitation skills.

(2) Wereda education supervisors are advised to provide timely feedback for

facilitators concerning the strengths and weaknesses they observed in the practice

of IFAE in the centers.

(3) Weredas of NSL Sub-city are advised to supply adequate instructional materials for

the IFAE centers by closely working with AAEB and other relevant stakeholders of

the program

(4) Weredas of Nifas Silk Lafto Sub-city are advised to raise awareness of the

community about the importance of the IFAE program by organizing regular

meetings with the community members.

(5) The Sub-city is also advised to strengthen the Wereda Adult Education Board so

that it would discharge its duties and responsibilities as indicated in the IFAE

Guidelines..

55

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61

APPENDICES

Appendix-A

Questionnaire for IFAE facilitators

Questionnaire to be filled by FAL facilitators

Addis Ababa University

School of Graduate studies

Department of Curriculum and Teachers professional Development Studies

(Adult and lifelong learning program)

The main purpose of this questionnaire is to assess the practice and challenge of IFAL

Program implementation. Therefore, I honestly request your collaboration in fulfilling this

questionnaire responsibly because your truthful response is of great importance for the

success of this study.

Thanks!

Note: - No need of writing your name please indicates your response by putting ―×‖ mark in

the box

Part one: - personal Information (Data)

1.1. Name of IFAL center/ School ___________ Woreda ____________ Kebele _______

1.2. Sex A. Male______ B. Female_______

1.3. Educational back ground

A. 10 completed B. 12 completed C. Certificate D. Diploma E .BA/BSC/ BED

1.4. Current Job

A. Employed facilitator B. Extension worker (health/ Agricultural)

C. Volunteer students D. ABE or primary school teacher

E. Education Expert F. Other_______________

2. How much is the IFALP lesson is related to Adult daily life?

62

Topics Yes No

A. Agriculture Education

B. Health education

C. About civic and Ethics education

D. About family relation

E. Income generating activity

F. About environmental Protection

G. Gender

3. Is the wereda adult education board functional?

A . Yes B. No

4. If your answer to question number 1 is yes, how do you rate its functionality level?

A. very high B. high C. medium D. Low

5. Is the wereda adult education ―Technical Committee‖ functional?

A Yes B. No

6. If your answer to question number 3 above is ―Yes‖, how do you rate its level of

functionality?

A. very high B. high C. medium D. Low

7. Does the WEO conduct monitoring and evaluation of the IFAE program?

A Yes B. No

8. If your answer to question number 1 above is ―Yes‖, does the WEO give the IFAE

facilitators feedback about the results of monitoring and evaluating system ?

A Yes B. No

9. Is there adequate budget for the implementation of IFAE in the woreda?

A Yes B. No

10. Is the community well aware of the importance of IFAE?

A Yes B. No

11. Is there adequate support from stakeholders of IFAE from the line ministries ?

A Yes B. No

63

12. Do the IFAE learners show keen interest in attending the program?

A Yes B. No

13. If your answer to question number 6 above is ―No‖ why the learners interests are low ?

ITEMS Yes No

Economic problems

Lack of awareness

Distance of IFAL centers from home

Lack of commitment

Lack of resources

14. Are there adequate instructional materials in the IFAE centers?

A. Yes B. No

64

Appendix-B

Questionnaire for Wereda Education coordinators and Supervisors

Questionnaire to be filled by FAL coordinators and supervisors

Addis Ababa University

School of Graduate studies

Department of Curriculum and Teachers professional Development Studies

(Adult and lifelong learning program)

The main purpose of this questionnaire is to assess the practice and challenge of IFAL

Program implementation. Therefore, I honestly request your collaboration in fulfilling this

questionnaire responsibly because your truthful response is of great importance for the

success of this study.

Thanks!

Note: - No need of writing your name please indicates your response by putting ―×‖ mark in

the box

Part one: - personal Information (Data)

1.1. Name of IFAL center/ School ___________ Woreda ____________ Kebele _______

1.2. Sex A. Male______ B. Female_______

1.3. Educational back ground

A. 12 completed B. Certificate C. Diploma D .BA/BSC/ BED E . MSC

2. According to your views on the methods of teaching facilitators use:

No Methods of teaching Very

frequently

Always Sometimes Rarely

Never

1 Lecture method

2 Group discussion method

3 Role playing method

4 Simulation method

5 Demonstration method

6 Problem-solving method

65

3. What are the major problems of the integrated functional adult literacy program ?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

_________________________________________________________________________

4.How to improve the problems of the integrated functional adult literacy program ?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

66

Appendix-C

Semi-structured Interview Guide for AAEB expert of IFAE

Guiding questions

I Personal data

1. Work place -----------------------------------------------

2. Sex ; Male ----------- Female -------------------------

3. Age ----------------------------------------------------------

4. Educational level -----------------------------------------

5. Field of study ------------------------------------------------

6. Current job ----------------------------------------------------

II General Information

1. What are the contribution of NGOs in the promotion of IFALP ?

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

2. What role did your organization play in the process of curriculum development of

IFALP?

-----------------------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------------------------

3. What strategies of NGOs follow to promote IFALP ?

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

4. How many community participation in the program ?

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

5. What major challenges are encouraged during implementation process ? And what

measures are taken to alleviate this challenges ?

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

67

6. How is the implementation IFALP planed and organized in your wereda (center )

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

7. If you have comments that help to improve IFALP NGOs implementation you well come.

-----------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

THANK YOU !!!

68

Appendix-D

Semi-structured Interview Guide for Coordinators of IFAE

Guiding questions

I Personal data

1. Work place -----------------------------------------------

2. Sex ; Male ----------- Female -------------------------

3. Age ----------------------------------------------------------

4. Educational level -----------------------------------------

5. Field of study ------------------------------------------------

6. Current job ----------------------------------------------------

II General information

1.What should to be done to improve the implementation of IFALP?

___________________________________________________________________________

___________________________________________________________________________

1.What are the major challenges encouraged during the implementation of IFALP.

________________________________________________________________________

________________________________________________________________________

3. Please suggest solution to overcome the challenges you mentioned above

-----------------------------------------------------------------------------------------------------------------

69

Appendix-E

Observation Checklist

No Checklist items Yes No

1 Do facilitators appropriately prepared and use lesson plan?

2 Is learning materials available to each facilitator on the

observation day?

3 Do all learners bring their learning materials?

4 Is the classroom climate condition good ?

5 Are the adult learners participate during teaching learning

process?

Appendix F

For FGD guiding questions

አዲስ አበባ ዩኒቨርስቲ

የድህረ ምረቃ ትምሕርት ክፍል

በጎልማሶች ትምህርት ክፍል ተግባር ተኮር ጎልማሶች ትምሕርት ትግበራ የተቀናጀ የተግባር

ተኮር የጎልማሶች ትምሕርትን በተመሇከተ የቀረበ ጥያቄ የዚህ መጠይቅ ዋና አላማ በንፊስ

ስልክ ላፍቶ ክፍሇ ከተማ በተመረጡ ወረዳዎች በተግባር ተኮር የጎልማሶች ትምሕርት

አተገባበር ዙሪያ ስላሇው ተሞክሮ እና ተግዳሮቶች /አስቸጋሪ ሁኔታዎች ሇማጥናት ይረዳ

ዘንድ አስፇላጊውን መረጃ ሇማሰባሰብ ሲሆን እንዲሁም ውጤታማ በሆነ የተግባር ተኮር

የጎልማሶች ትምሕርት አተገባበር ዙሪያ ሇሚነሱ ችግሮች መፍትሄዎችም ሇመጠቆም ነው ::

ስሇሆነም የዕርስዎ ልባዊ ትብብር /ተሳትፎ ሇጥናቱ ውጤታማነት ወሳኝ በመሆኑ

የተሇመደውን ቀና ትብብር እንዲያደርጉልኝ በትሕትና እንጠይቃሇሁ::

ሇሚደረግልኝ ቀና ትብብር በቅድሚያ አመሰግናሇሁ::

መመሪያ

ሥሞትን መፃፍ አያስፇልግም

መልስዎን ሇመጠቆም በተሰጦ አማራጭ ላይ ያክብቡ ወይም ከጥያቄው ትክክል

በተቀመጠው ሳጥን ውስጥ የ"X" ምልክትን ያስቀምጡ

በተሰጠው ክፍት ቦታ የርስዎን ሀሳብ ሇሚጠይቁ ጥያቄዎች አጭር መልስ ይፅፈ

ዘንድ በትሕትና እጠይቃሇሁ

70

ከአንድ በላይ መልስ ካሇም መልስ ነው የሚለትን ሁለ ያክቡ

1.የተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርት የመማር ፍላጎት አሎት ?

ሀ. አዎን --------- ሇ. የሇኝም------------

2. ሇ ጥያቄ "1" መልሶ አሇኝ ከሆነ ምክንያቱን ይግሇፁ ?

--------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------

3. የተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርት ተማሪዎች ወይም የክፍል ጉዋደኞቾህ

ትምሕርቱን ሇመማር ፍልጎት አላቸው ብሇው ያስባለ?

ሀ. አዎን ______ ሇ. አላስብም_______________

4. የተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርት ፕሮግራም ላይ መሳተፎ ያስገኞት

ጠቀሜታ አሇ ?

ሀ. አሇ _______ ሇ. የሇም_____________

5. የተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርት በመማርዎ ያገኙት ጥቅም ምንድን

ነው?

ሀ. የመፃፍ ፣የማንበብ ችሎታዬን እንዳዳብር አድርጎኛል ____________

ሇ. የየሇቱን የስራ ተግባሬን እንዳሻሻል እረድቶኛል______________

ሐ. ከአካባቢው ሕብረተሰብ ክብር እንዳገኝ አድርጎኛል_____________

መ. የሀብት ምንጭ ሇማፇላሇግ ረድቶኛል_______________

ሠ. የቤተሰቦቼን ጤና ሇመንከባከብ አግዞኛል___________________

ረ .በራስ የመተማመን አቅሜን ጨምሮልኛል___________________

6. የተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርት የሚሰጥበት ሰዓት፣ቀን፣ ወሩ፣ እና

ቦታው ትምሕርቱን ሇመማር /ሇመከታተል አመቺ ነው ብሇው ያስባለ?

ሀ. አዎን ________ ሇ. አይደሇም____________

7. ከላይ ሇ "6" ተኛው ጥያቄ መልሶ አይደልም ከሆነ ምክንያቱን ቢገልፁ

__________________________________________________________________

______________________________________________

8. የተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርት በየቀኑ/ እሇት ከእሇት ከምንተገብራቸው

ስራዎች ጋር ምን ያሕል ዝምድና አሇ

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በጣም

ከፍተኛ

ከፍተኛ መካከሇኛ ዝቅተኛ

በጣም

ዝቅተኛ

ሀ. ግብርናን ትምህርትን

በተመሇከተ

ሇ. የጤና ትምህርትን

በተመሇከተ

ሐ.የሥነዜጋናሥነ-ምግባር

ትምህርትን በተመሇከተ

መ. የአካባቢ እንክብካቤ ጥበቃን

በተመሇከተ

ሠ. የቤተሰብ ምጣኔን

በተመሇከተ

ረ. የሀብት ምንጭ ማፇላሇግን

በተመሇከተ

ሰ. ስሇ ስርዓተ ፆታ

9. የተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርት አመቻቾች

እውቀት፣ክሕሎት፣የማስተማር ልምድ ያላቸው ናቸው ብሇው ያስባለ?

ሀ.አዎአስባሇሁ________

ሇ.አላስብም________________

10. እርሶ የተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርትፕሮግራምን በየቀኑ ሳያቀሩ

ትምህርቱን ይከታተላለ?

ሀ. አልፎ አልፎ ከትምሕርቱ እቀራሇሁ____________

ሇ. ከሚሰጠው ትምሕርት ቀርቼ አላውቅም____________

ሐ. አብዛኛውን ጊዜ ትምሕርቱን እከታተላሇሁ____________

መ. ሙለበሙለ ትምሕርቱን በማቋረጥ ላይ ነኝ___________

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11. የተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርት ተማሪዎች በተከታታይ ሳያቋርጡ

እንዳይከታተለ የሚያደርጋቸው ምክንያቱ ምንድን ነው?

ሀ. ትምህርቱ የሚሰጥበት ቦታ ርቀት ያሇው በመሆኑ _______________

ሇ. ትምህርቱ የሚሰጥበት ጊዜ፣ ሰዓት እና ቦታ አመቺ ባሇመሆኑ

ሐ. ሇትምሕርት የሚያስፇልጉ መርጃ መሳሪያዎች ስሇሌላቸው

መ. ተማሪዎቹ በስራ ፍሇጋ ምክንያት በአንድ ቦታ ስሇማይቀመጡ

ሠ. ትምሕርቱ የሚሠጠውን ጥቅም ካሇመረዳት የተነሳ

ረ. ትምሕርቱን ሇመማር ፍላጎት ስሇሌላቸው________________

ሸ. ሌላ ካሇ ይጥቀሡ

12. የአካባቢው ሕብረተሰብ የተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርትፕሮግራምን

በገንዘብ፣ በግብዓት፣ በተሇያዩ ቁሳቁሶች በማቅረብ አስተዋፅኦ ያደርጋለ?

ሀ. በጣም ያደርጋለ _____ሇ. ያደርጋለ ______

ሐ. እርግጠኛ አይደሇሁም___________ መ. አያደርጉም

13. በተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርት በሚማሩ ጊዜ የሚጠቀሙበትን መርጃ

መሳሪያዎች የትኞቹ ናቸው

ሀ. መማሪያ መፃፍ___________ ሐ. የመፃፉያ መሇማመጃ

ሇ. የተሇያዩ መርጃ መሳሪያዎች______መ. እርሳስ ፣ እስኪብርቶ

ሠ. ሞጁል ረ. ማኑዋል

ሠ. ሌላ ካሇ ይጥቀሡ_____________

14. በተቀናጀ የተግባር ተኮር የጎልማሶች ትምሕርት ፕሮግራም በሚፇሇገው መጠን

እንዳይካሄድ የሚያጋጥሙ ዋና ዋና ችግሮችን ይግሇፁ

15. ከላይ ሇተጠቀሱት ችግሮች መፍትሄ ይሆንለ የሚለትን ይግሇፁ

አመሰግናሇሁ!!!

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Declaration

This thesis is my original work and has not been presented for a degree in any

university and that all sources of material used for the thesis have been duly

acknowledged.

Name:Haimanot Yemane

Date:___________________________

This thesis has been submitted for examination with my approval as University

advisor.

Name:Ato Akalewold Eshete (Ass. Prof.)

Signature:_____________________________

Date:_________________________________