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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/7085
Title: PRACTICES AND CHALLENGES OF INTEGRATED FUNCTIONAL ADULT LITERACY PROGRAMME: THE CASE OF KOLFE KERANYO SUB CITY
???metadata.dc.contributor.*???: Ato Bisrat Ashebo
HILDANA, GEREMEW
Keywords: integrated functional adult literacy
Issue Date: Jun-2014
Abstract: The purpose of this study was to investigate the practice and challenge of integrated functional adult literacy program implementation in woreda one and five in kolfe keranyo sub city. To this end, a descriptive survey method was employed. Data were gathered from 2 Kolfe keranyo sub city focal person , 4 woredas cluster supervisors, 3 woredas education experts, 2 IFAL center Coordinators ,2 IFAL center Directors , 12 IFAL facilitators, 175 IFAL learners of woreda one and woreda five in kolfe keranyo sub city. Two woredas were selected by using purposive sampling technique and two IFAL centers were selected by using simple random sampling. The instruments used to collected data were: 1) questionnaire 2) interview, 3) focus group discussion 4) document analysis and 5) Observation check list. Two separate set of questionnaires were prepared to be completed by IFAL facilitators and IFAL learners. The interview was employed to the supervisors, School directors, Woreda education experts and Kolfe keranyo focal persons. The findings from data analysis showed that some of the IFAL program was affected by: Shortage of allocated budget to implement and develop the program successfully, lack of practical stakeholder’s participations and involvement in the IFAL program, low attention given to the program in providing supervision and support, assignment of untrained facilitators, unavailability of learning materials and poor understanding about IFAL program. Therefore , to alleviate these problems, allocation of necessary budget and mobilization of resources by using different mechanisms such as fund raising from communities and different non-government bodies, encouraging IFAL Stakeholders participation building their capacity, Training of Facilitators, improving the amount of their payments and solving their housing problems, developing relevant IFAL curriculum, constructing IFAL centers equipping with the necessary educational materials and facilities, developing learners attitudes and interest towards the program were suggested.
URI: http://hdl.handle.net/123456789/7085
Appears in Collections:Center for Rural Development Studies

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