An Evaluation of the Planning System of the Adult Literacy Programmed of Ethiopia
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Date
1992-06
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Addis Ababa University
Abstract
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.
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An Evaluation of the Planning System of the Adult Literacy