College of Education and Behavioral Studies Department of Educational Planning and Management

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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.