The Status of Integrated Functional Adult Literacy Program Management in Metekel Zone of Benishangul Gumuz Regional State
| dc.contributor.advisor | Ashebo, Bisrat (PhD) | |
| dc.contributor.author | Assefa, Yalalem | |
| dc.date.accessioned | 2019-02-15T07:21:52Z | |
| dc.date.accessioned | 2023-11-05T09:05:10Z | |
| dc.date.available | 2019-02-15T07:21:52Z | |
| dc.date.available | 2023-11-05T09:05:10Z | |
| dc.date.issued | 2018-06 | |
| dc.description.abstract | The main purpose of the study was to assess the status of IFAL program management in Metekel zone. Descriptive survey design was employed. Simple random and purposive sampling techniques were used to select 241 respondents. Data were collected through questionnaire, interview and document analysis. The quantitative data was analyzed by using frequency, percentage, multiple linear regression and chi-square test statistical models. Qualitative data were also narrated to support the analyzed data. As a result, the following main study findings were obtained: In the IFAL program planning, the target beneficiaries of IFAL program were identified in terms of their size, sex and age, however, the plan lacks to consider the previous learning experience of adults’ and explore where adults stop their previous education and what they need now. The IFAL plan was developed with having inadequate schedule of activities. It was low to state clearly what strategies will be used during monitoring and evaluation of the program and how it will be funded. Stakeholders coordination in the IFAL program implementation was low due to several hindering factors. The most influential hindering factors are (i) lack of integration between wereda sector office managers and local level workers, (ii) lack of stakeholders’ clarified goal being achieved through IFAL program and (iii) lack of accountability of stakeholders in the IFAL program implementation. Training for IFAL personnel was provided mostly for only full-time facilitators, but others such as primary school teachers, DAs and HEWs who facilitate the program on part-time base hadn’t got any training. Supporting and encouraging facilitators contribution through providing certificate and promoting to better job was limited to only for a few. Providing financial subsidy was significantly low. Due to these, part- time facilitators are demoralized and not interested to do more. The IFAL program monitoring was limited to see the learners’ enrollment i.e. how many adults are registered and attained the literacy class. However, following-up the facilitation situation, the retention of literacy and numeracy skills, and exploring the application of learned key life skill learning contents in to the life of adult learners was significantly low. During evaluation of the IFAL program, WEO personnel conducting through developing evaluation instruments, however, it lacks in examination of what strength and weakness the LCs have. At the end, possible solutions are forwarded to fill the gap. Keywords: IFAL Program, Planning, Staffing, Coordination, Controlling, Metekel Zone | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/16444 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | IFAL Program | en_US |
| dc.subject | Planning | en_US |
| dc.subject | Staffing | en_US |
| dc.subject | Coordination | en_US |
| dc.subject | Controlling | en_US |
| dc.subject | Metekel Zone | en_US |
| dc.title | The Status of Integrated Functional Adult Literacy Program Management in Metekel Zone of Benishangul Gumuz Regional State | en_US |
| dc.type | Thesis | en_US |