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.
1
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:
12
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:_________________________________