College of Education and Behavioral Studies Department of Educational Planning and Management
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Date
2020-10
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Journal ISSN
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Publisher
AAU
Abstract
The purpose of this study was to assess the factors affecting the implementation of integrated
functional adult literacy in Gudeya Bila Woreda, East Wollega zone, Oromia Region. The
sources of data were 164 IFAL participants,4 literacy teachers,4 literacy facilitators,28 IFAL
committee,2 school supervisors, 2 woreda education experts ,4 school directors ,4 health
extension workers,6 agricultural workers,4 kebele chair persons. The simple random sampling
and census sampling techniques were employed to select the respondents of the study. Relevant
documents related to the issue. This study used both quantitative and qualitative methods
questionnaire, interview and document analysis. To analyze the collected data, frequency,
percentage, mean and standard deviation were used. Woreda education expert, teachers,
facilitators and literacy participants’ good knowledge and understanding about the IFAL related
to the strategy document and others integrated sectors they know about the IFAL program but
they lack commitment to implement it. The support provided by the community members to
construct literacy centres and the attention provided by coordinating committee to support the
program was unsatisfactory. The finding revealed that in Gudeya Bila woreda the major factors
that affect the implementation of IFAL were the lack of commitment among integrated sectors to
implement IFAL program, inadequate budget, lack of regular supervision, ineffective leadership
from the woreda education office. Finally based on the finding and conclusions of the study
recommendations forwarded that Woreda Education Office, should strength the power to
discharge their duties and responsibility as indicated in the IFAL guide lines.