|Title:||Literacy Skills For The Hard-To-Reach Girls: A Look In To Biruhtesfa Project In Amhara Region|
|???metadata.dc.contributor.*???:||Ambissa Kenea (Dr)|
|Keywords:||empowering instrument, especially|
|Publisher:||Addis Ababa University|
|Abstract:||Literacy is basic human right and most significantly an enabling and empowering instrument, especially for the disempowered people. But, this is only true when it is need based, jimctional, income generating and sustainable. Hence, the purpose of this study was to examine the activity of BiruhTesfa project in the area of basic skills of literacy vis-iI-vis theoretical fi'ameworks and the espoused purposes of the project. To this end, mL,ed research design was employed. The sources of data were both prill1wy (beneficiaries, ex~benefic iaries, facilitators and project coordinatol) and secondwy (documents). In addition. the Women, Children and Youth office heads were used as key informants. To draw sample, both probability (stratified, simple random and census) and non-probability (snowball, availability) sampling techniques were used. Then, data were gathered through questionnaire, interviews (structured and semi-structured), observation and document analysis. Finally, the data were analyzed using both quantitative (fi'equenc ies, percentages, means, standard deviations, chi-square, McNemar 's chi-square test and one way ANOVA) and qualitative data analysis techniques. Following these procedures, the study has revealed the following findings: literacy skills were conceived differently by the project workers and benefiCiaries, i.e. while the project workers view literacy as the acquisition of the 3Rs, the beneficiaries focused on the jimctionality of the literacy skills. The project is providing literacy training in the area of HIV, literacy and predominantly life skills but not livelihood skills. Hence, the literacy skills were not integrated in the livelihood skills, or even with life skill contents. However, most of the benefiCiaries joined the project mainly for learning literacy and livelihood skills. The facil itators were mainly selected by kebele and Women, Children and Youth office heads. Further, there was no initial as well as on-going training provided for facilitators in the area of literacy and its approaches. And, the incentives given 10 them were found to be inadequale compared wilh Iheir lasks. In addilion, the project used literacy material,' prepared by educalion bureau for teaching children to teach the young people and Ihe activity of the project in the area of crealing literate envirol1lllent was velY weak. The changes observed on the lives of beneficiaries as a resuli of joining the project were insignificanl, except the changes in ' the life skills. Besides, participanls' fi'equent absenleeism and high rate of dropoul and Ihe mismatch between whal the leamers wanl 10 learn and whal Ihe project wanl 10 leach were found 10 be serious challenges. 11 was concluded Ihallhe underslanding of project regarding lileracy was velY oul daled and as a resull il failed 10 train and motivate facil ilalors and 11I0s1 significanlly, jcliled 10 consider Ihe wondeljz,lneeci.l· ofils ben~ficiaries. Based on this, il was recommended Ihat the project need 10 develop the lIiore recent and up-to-date underslanding of literacy and its approaches and the existing gap between Ihe needs and priorities of the project and benefiCiaries must be filled.|
|Appears in Collections:||Thesis - Educational Planning & Management|
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