Browsing by Author "Dessie, Yalew"

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    An Evaluation of the Planning System of the Adult Literacy Programmed of Ethiopia
    (Addis Ababa University, 1992-06) Dessie, Yalew; Ghedai, Abebe (PhD)
    This study has attempted to evaluate the planning system practiced in the literacy progr8Jllme of Ethiopia. It tried to investigate whether there is substantial relationship between the programme planning system experienced in the literacy programme of Ethiopia and the planning system advocated by unesco sponsered conferences, and different adult educators. The study used a combination of descriptive and analytical research methods. The data for the study were obtained from three sources i.e. review of related literature, the documents issued in the programme, and interview. Puprosive sample of people, in the Department of Adult Education, were used in the process. Unstructured interview instruments were developed and used in the study. As a consequence of the nature of the instrument used, the findings of the study were presented by way of qUQlitative explanations about the adequacies and inadequacies of the planning system deployed. According to the findings of the study, the literacy programme was massive C8Jllpaign thQt sought to make all adult men and women in the nation literate within around seven years. In this perspective, the programme's plan resembled to be ambitious. The intention of the government to promote the literacy programme was mainly for political purposes which appear to be narrow in its scope. In the planning process of the literacy programme, no study of the melieu had been executed to integrate the national necessities with the needs expressed by the different social groups. A Single model was· used without any adaptation being made to different geographical areas or the needs of different social groups. The planning system exercised in the literacy programme was based on a centralized model as that of the formal ed~cation. This approach is contradictory to the principles of adult literacy programmes. The needs and problems of the local communities were largely overlooked and not reflected in the curriculum designed. This. imply that the curriaulum was not functional and responsive to the local needs of adult participants. Several problems were inherent in the progr8JllJlle as a result of the defects of the planning system used.The programme planning and the implementation pattenms applied in the literacy programme were not adopted and adhered to the basic principles of functional literacy that have been widely acknovdedged for effective literacy programmes. The implication the writer has drawn from this is that the effectiveness of , the literacy programme is doubtful. Over and above, the progralJlllle has been characterized by acute shortage of specially trained literacy workers 1n the field of adult education. This suggests that the programme's activities were mainly based on mere chances. Very little attention has been given to the training of literacy agents compared to the formal education in the country. Consequently, it is difficult to expect effective qualitative outcomes from the programme. In conclusion, there are clearly noticed differences between the planning system experienced in the literacy progra.mm.e and the planning system vlidely advocated by different adult educators. On the basis of the findings of the study recommendations were made with the premise of improving the programme planning system. Moreover, the paper suggests for the restructuring of the exieting adult lieracy programme of the nation.