ADDIS ABABA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES

DEPARTMENT OF EDUCATIONAL PLANNING AND
MANAGEMENT

FACTORS AFFECTING THE IMPLEMENTATION OF INTEGRATED

FUNCTIONAL ADULT LITERACY: THE CASE OF GUDEYA BILA
WOREDA OF EAST WOLLEGA ZONE OROMIA REGINAL STATE

BY: AGA MORODA

A THESIS SUBMITTED TO DEPARTMENT OF EDUCATIONAL

PLANNING AND MANAGEMENT IN PARTIAL FULFILMENT OF
THE REQUIREMENT FOR THE DEGREE OF MASTER OF ARTS IN
SCHOOL LEADERSHIP

ADVISOR: DEMOZE DEGEFA (PhD)

JULY, 2023

ADDIS ABABA ETHIOPIA

 DECLARATION
I Aga MorodaWakjira declare that this research work entitled, Factors Affecting the
Implementation of Integrated Functional Adult Literacy in Gudeya Bila East Wollega
Zone, Oromia Region is an outcome of my own effort and study except for the guidance and
suggestion of the research advisor it is submitted as partial fulfillment of the degree of MA in
school Leadership. It is not submitted for any degree in this or any other university. In due
course, all sources of materials used for the study have been duly acknowledged.

By Aga Moroda Wakjira Advisor: Demoze Degefa (PhD)

Signature_________________________ Signature _________________________

Date_____________________________ Date ______________________________

 APPROVALY BOARD OF EXAMINERS

As members of the Examining Board of the Final MA Open Defense, we certify that we have
read and evaluated the thesis prepared by Aga Moroda Wakjira and examined the candidate. We
recommend that the thesis be accepted as fulfilling the thesis requirement for the Degree of
Masters of Arts in School leadership Program.

----------------------------------------------------------- ------------------- -------------------------------

Department chairperson’s Name Signature Date

------------------------------------------------------------ ------------------- -------------------------------

Internal examiner’s Name Signature Date

------------------------------------------------------------ ------------------- -------------------------------

External examiner’s Name Signature Date

------------------------------------------------------------ ------------------- -------------------------------

Advisor’s Name Signature Date
 ACKNOWLEDGMENT
Above all, I would like to thank Almightily God for granting me strong survival, health and
wisdom to complete my work. First, I would like to express my sincere and heartfelt gratitude
to my advisor, Dr. Demoze Degefa for his unreserved, critical and constructive comments
that he has given me for over all accomplishment of this thesis and for his well coming and
excellent approach in advising me. Secondly, I would like to thank my beloved wife Bachu
Duressa and my sons Milkisa and Chalchisa Aga and my daughter Sheggo Aga whose love,
support and encouragement have been source of my inspiration throughout my graduate
study.

My thoughtful thanks also goes to my colleagues Mr.TemesgenWaktola ,GadisaBekere,

,Bayisa Moroda ,Mengesha Bendu ,GemechuUrgecha, Jure Debelo and Gadisa Korre as well
as Gebire Kidan Tariku who heart fully provided me moral and material support throughout
my work. Finally, I would like to thank all the IFAL implementers, Coordinating committees
and adult learners for their cooperation in providing the necessary information for this study.

I
 ABSTRACT
The purpose of this study was to analysis factors affecting the implementation of integrated functional
adult literacy the case of Gudeya Bila woreda of east Wollega zone Oromia regional state. To this
end descriptive design was employed .Namely primary and secondary sources of data were adult
learner 125 coordinating committee 10 healthy extension ,agree cultural workers, teachers,
supervisors ,facilitators and educational expert 28 and secondary source of data were report and
plans of IFALE at Gudeya Bila woreda education office. A total of 165 respondents were used in this
study technical and availability sampling were .Data collection instrument were questioners
,interview guide and document analysis .The data analysis led to the following major findings; The
study found out that the majority 76(61.78%) of the adult learners responded that the
community lacked an interest to support literacy centers. The study indicated that the
majority 68(55.28%) of the adult learners replied that the time was not convenient to attend
integrated functional adult literacy program. The study find out that the major problems that
encountered the implementation of integrated functional adult literacy in the study area
were; Integrated sectors lack commitment, lack of incentives, Inadequate budget allocation to
literacy program, lack of regular supervision, inconvenient time, lack of NGO surrounding
area, lack of certification for learners, Committees lack commitment to implement the
program. The study revealed that the (50%) of the coordinating committees responded that
the extent of evaluation and monitoring of the program is low. The study indicated that the
5(50%) of the conducts committee responded that the literacy education was provided to
learners 1- 2 days per week and each day for one hour. Based on the findings, it was
concluded that the implementation of integrated functional adult literacy in Gudeya Bila
woreda. It is not only the responsibility of government to equip integrated functional adult
literacy center each year using government recurrent budget but also it needs the
participation of the community and private sectors to equip integrated functional adult
literacy center. To successful in integrated functional adult literacy program the contribution
of every responsibility individual and organization in the woreda for real implementation of
the strategy document is believed to be very important. Finally same recommendation were
forwarded; In order to implement integrated functional adult literacy effectively, it is
advisable for the woreda education office; Administration, Committee and surrounding NGO
to allocate enough budgets for integrated functional adult literacy program in each year.
Zone education office is adjusted to work with woreda educational office to provide
satisfactory training for all stake holders for the proper implementation of the program.
Woreda administration is advised to strengthen the commitment of all committees formed at
woreda and Kebele levels in encouraging and giving training for them from time to time. The
research finding has indicated the time of education is mainly after noon, there for it is
recommended that the woreda education office / chairperson facilitators, Committee and
learners to discuss and adjust the time of the program based on the interest of adult learners.

II
 Table of Contents
_Toc140723864ACKNOWLEDGMENT ................................................................................. I
ABSTRACT ......................................................................................................................... II
Table of Contents ................................................................................................................ III
List of table ......................................................................................................................... VI
CHAPTER ONE ................................................................................................................... 1
INTRODUCTION ................................................................................................................ 1
1.1. Background of the Study............................................................................................. 1
1.3. Research Questions ..................................................................................................... 4
1.4. Objectives of the Study ............................................................................................... 4
1.4.1. General objective of the study .............................................................................. 4
1.4.2. Specific objectives of the study were: ................................................................... 4
1.5. Significance of the Study ............................................................................................ 5
1.6. Scope of the Study ...................................................................................................... 5
1.7. Limitation of the study ................................................................................................ 5
1.8. Organization of the Study ........................................................................................... 6
1.9. Definitions of Key Terms............................................................................................ 6
CHAPTER TWO .................................................................................................................. 7
2.1. Adult Literacy ............................................................................................................. 7
2.2. Adult learning Theory ................................................................................................. 8
2.3. Adult Literacy and Approaches ................................................................................... 9
2.3.1. Selective approach ................................................................................................ 9
2.3.2. The mass campaign approach ............................................................................. 10
2.3.3. Combined approach ............................................................................................ 10
2.4. Literacy and Development ........................................................................................ 10
2.5. The Implementation of Adult Literacy Program in Developing Countries ................. 13
2.5.1 Adult literacy program in Tanzania ..................................................................... 13
2.5.1.1. Goals and objectives of the literacy campaign .............................................. 13
2.5.1.2. The organization and administration of the literacy campaign in Tanzania. .. 14
2.5.1.3. The national literacy campaign delivery system ........................................... 14
2.5.1.4. Major achievements and weaknesses of the campaign .................................. 15
2.6. History of adult literacy education Ethiopia .............................................................. 16
2.6.1. The national literacy campaign ........................................................................... 16
2.6.2. Adult literacy education after the socialist period................................................ 17

III
 2.7. Major Challenges in Adult (Literacy) Education Implementation .............................. 18
2.8. Problems and Possible Solutions in Adult Literacy Program ..................................... 19
2.9. Specific Governance Model for the Adult Education System .................................... 20
2.10. Adult Education since 1991 .................................................................................... 21
2.11. Selecting the Appropriate Teaching Method............................................................ 22
CHAPTER THREE............................................................................................................. 24
RESEARCH DESIGN AND METHODOLOGY ................................................................ 24
3.1 Research design ......................................................................................................... 24
3.2 Research Method ....................................................................................................... 24
3.3. Sources of data ......................................................................................................... 24
3.3.1 Primary Sources of Data ...................................................................................... 24
3.3.2 Secondary sources of data ................................................................................... 24
3.4 Population, Sample and Sampling techniques ............................................................ 24
3.5. Data Collection Instruments ...................................................................................... 25
3.5.1 Questionnaire ...................................................................................................... 25
3.5.2. Interview ............................................................................................................ 26
3.5.3 Document Analysis ............................................................................................. 26
3.6. Data collection procedures ........................................................................................ 26
3.7. Methods of Data Analysis ......................................................................................... 27
CHAPTER FOUR ............................................................................................................... 28
PRESENTATION, ANALYSIS AND INTERPRATATION OF DATA ............................. 28
4.1. Perception of Adult learners towards IFAL implementation ...................................... 30
4.2. Implementation of integrated functional adult literacy with line to the strategic
document ......................................................................................................................... 34
4.3The major problem that encounters the implementation of integrated functional adult
literacy program .............................................................................................................. 36
4.4. Perception of coordinating committee on implementation of integrated functional adult
literacy program. ............................................................................................................. 38
4.5. Coordinating committee responses on Implementation of integrated functional adult
literacy in line with the strategic document ...................................................................... 42

IV
CHAPTER FIVE ................................................................................................................ 46
SUMMARY OF FINDING, CONCLUSIONS AND RECOMMENDATIONS ................... 46
5.1. Summary .................................................................................................................. 46
5.2. Conclusions .............................................................................................................. 47
5.3. Recommendations..................................................................................................... 49
6. REFERENCES ............................................................................................................... 52
APPENDICES

V
 List of table
Table 1.Population and sample of respondents .................................................................. 25
Table 2. Respondents characteristic ................................................................................... 28
Table.3. Responses that shows the Perception of Adult literacy ......................................... 30
Table 4- Respondents adult learner in implementation of integrated functional adult literacy
program ................................................................................................................. 34
Table.5. Shows that Adult learners respondents on the problem of the implementation
of integrated functional adult literacy ..................................................................... 36
Table.6. shows the respondents of coordinating committee on the perception of
integrated functional adult literacy program. .......................................................... 38
Table.7:- Shows the respondents of coordinating committee on Implementation of
integrated functional adult literacy in line with the strategic document ................... 42
Table8: Coordinating committee responses on Implementation of integrated functional adult
literacy in line with the strategic document ........................................................... 44

VI
 CHAPTER ONE
INTRODUCTION

1.1. Background of the Study

Adult education is an important factor for poverty reduction and sustainable development. It
leads to economic and social progress of community as a whole including personal
advancement of individual. If properly targeted and made relevant, adult education results in
better health and better living condition, improved facilities and so on(ANFEAE, 2011).
In April 2000, 164 countries attended the world education forum held in Dakar, Senegal.
Among the goals to be achieved by 2015 was 50% improvement in levels of adult literacy
and equitable access to basic and continuing education for all adults. Ethiopia being among
them started promoting adult literacy. On the other hand, policies and directions in promoting
adult literacy education differ in each country (UNESCO, 2006).

The Ethiopian education sector development program III advocates for the use of functional
adult literacy program in expanding universal access to education. The action plan issues a
directives that functional adult literacy program will be expanded and that regional states will
organize adult literacy program and develop materials in the mother tongue (MOE, 2005).The
adopted national adult education strategy with the objectives of establishing well planned,
organized and coordinated adult education system for youth and adults with focus on access,
quality and relevant learning program (MoE, 2008). Adult and youth 15 years above who did
not get chance to go in to regular school program are targets of the strategy.

The major policy provisions in the strategy are: Increase courage equitably by expanding
adult education for peasants, pastoralists, women and citizens with special need through a
modular approach, address quality and relevance, create an institutional system and capacity
for continuous adult education, and create effective network and partnership between
government and non-governmental organization(MoE,2008).The strategy is assumed to
enable the education sector play its role as a tool for development and contribute the
Millennium development goals of reducing literacy by 50% and emphasizes increasing adult
literacy rates supports other development goals and growth in both economic output and
GDP. Example, children with literate parents stay in school longer which advocate for each
greater investment in adolescent girls because of the long term benefits to girl themselves and
families the strategy points to the link between mothers education and a decline in infant

1
mortality and improved child health. Adult literacy program contribute to reducing the spread
of HIV and AIDS (MoE, 2008).The ESDP IV foresees a major program in adult education
that will allow all adult illiterates with particular focus on women, to participate 2 years
integrated functional adult literacy course. Master plan for adult education has been drafted
and it is expected to guide efforts in this sub- sector. The government intends to put more
efforts in mobilizing resources and developing partnership necessary for sustained adult
literacy complied final program are considered as vehicle for newly literate population to
engage in to social and economic development of the country (MoE, 2008).

The newly implementing adult education program is integrated functional adult literacy
(IFAL).This IFAL program has the following national benchmarks. These are: Literacy is
about acquiring and using reading, writing and numeracy skills that contribute to the
enhancement of social, economic and political participation of children, youth, and adults.
Functional adult literacy program should be based on learners need and interest encourages
problem solving and improves the livelihood of learners and should be given in a mother
tongue of the learners and in the working language of the region (MoE, 2008).

And to achieve more in keeping with international thinking Functional Adult Literacy
program is providing skills of reading, writing and numerical calculating, and basic
vocational skills that are linked to occupational desires of the productive citizens (Denial and
Kofi, 2009). According to UNESCO report, adult literacy program encompassed family
literacy and intergenerational learning; health promotion and HIV prevention; empowerment
and economic self-sufficiency (UNESCO, 2007). Functional adult literacy is therefore very
important and the most effective strategies for insuring that the skills of functional literacy
and numeracy do support the struggle of very poor to develop livelihoods sufficient to lift
themselves out of poverty (IIZ/DV, 2011).

Potential learners and the local community should be involved in the planning and delivery of
functional adult literacy programs. Government, NGO and civil society organization should
work collaboratively for the expansion of IFAL programs that contribute to national
sustainable development. There should be regular supervision and monitoring to ensure the
effectiveness of functional adults literacy programs and data about these programs should be
included in t regional and national annual education abstracts. Government education offices
should coordinate the work of the governmental and NGO organizations as well as those in
the private sector to ensure the availability of developed –related reading materials for adults.

2
Governmental education office should take the primary responsibility for leading,
coordinating, controlling and allocating the required resources for functional adult literacy
programs. Taking account of the capacity of the country, appropriately trained staff and the
necessary financial resources should be allocated within the government education sector to
enable the expansion of high quality functional adult literacy program (ANFEAE, 2011).

Education and training policy of Ethiopia (ETP) emphasizes the adult education program as
one of the objectives of educations is to develop the physical and mental potential and
problem solving capacity of individuals by expanding education for all (ETP,
1994).However, there is still a great gap between theory and practical implementation in
many areas of our country.

Even though adult education is important for adults and country development, the
commitment of the leaders, the integration of the concerned government officials and the
community representatives challenges its implementation.

In the same way, from researcher’s experience and observation in the East Wollega Zone, the
practice of integrated functional Adult Literacy, in the zone particularly in Gudeya
BilaWoreda is unsatisfactory due to some existing problems. Those problems are;

 The adult education facilitator is not effectively trained

 There is no integrated approach among sector offices in the implementation of IFAE..
 There is no evaluation of plan between stakeholders.
1.2 Statement of the Problem
The integrated Functional Adult Literacy program focusing on adult literacy integrated with
other sectors and wide livelihoods concerns. This collaboration has been part of a wider
campaign to make education more accessible to all and thus to improve literacy levels,
development, poverty reduction and social transformation (UNESCO, 2013).
It is quite clear that adult education is very essential for sustainable development of the
country and to improve adults the ability to calculate, to read and write, to integrate what
he/she learns with their day today improvement to get the skill of using best seeds, to
improve their health condition, to develop culture of saving and poverty reduction (ANFEAE,
2011).To achieve this, education and training policy of Ethiopia calls for adult education.
However, there is the problem of implementation of integrated functional adult literacy in
rural and urban areas of our country. Similarly, there is the problem of implementation

3
integrated Functional Adult Literacy in Gudeya BilaWoreda (Gudeya Bila WEO, 2020).The
integrated functional adult literacy is not the only concern of education sector. It is the
program that needs the integration of other sectors like health, agriculture, women and
children affair, administration and NGO (MoE, 2008]

This study differs from other because it mainly focuses on factors affecting the
implementation of integrated functional adult literacy program in East Wollega Zone, Gudeya
BilaWoreda. Whereas, still there is no empirical investigation under taken. So that to address
awareness and information about the factor affecting the implementation of an integrated
functional adult literacy in the study area. So that, During the monthly and quarter evaluation
of work activities at the woreda level from the woreda education experts the question was
raised for the school principals also raising the issues there is a problem in Implementation of
integrated functional adult literacy and poor coordination in between other sectors. This is
why the researcher is motivated to conduct the study on factors affecting the implementation
of integrated adult literacy in Gudeya BilaWoreda.

1.3. Research Questions

The followings were major questions to be answered in this study.
1. What are the perceptions of participants towards integrated functional adult literacy
implementation in Gudeya BilaWoreda?
2. How integrated functional adult literacy is implemented in line with the strategy
document designed at National level?
3. What are the major problems that encountered the implementation of integrated functional
adult literacy in Gudeya BilaWoreda?
4. What are the mechanisms through which challenges of the implementation of Integrated
Functional Adult Literacy implementation would be improved?

1.4. Objectives of the Study

1.4.1. General objective of the study
The overall objective of the study was to assess the factors affecting the implementation of
integrated functional adult literacy in Gudeya BilaWoreda.

1.4.2. Specific objectives of the study were:

1. To describe the perception of participants toward integrated functional adult literacy
implementation in Gudeya BilaWoreda.

4
2. To describe how integrated functional adult literacy is implemented in line with the
strategy document designed at National level.
3. To identify the major problems of the implementation of integrated functional adult
literacy in Gudeya BilaWoreda?
4. To recommend ways in which the challenges of the implementation of integrated
functional adult literacy would be improved in the study area.

1.5. Significance of the Study

The significance of conducting this research is mainly to assess the major factors affecting
the implementation of integrated functional Adult literacy program in Gudeya BilaWoreda.
The findings of the study would be significant in the following ways:

 It would help woreda educational leaders to seek solution for problems that
encountering integrated functional adult literacy program in study areas.
 It would provide information to woreda administration to know the problem of
integrated functional adult literacy program in the study area.
 It helps all the stakeholders (health and agricultural sectors) and administration to pay
attention for the implementation of the program in the study area.
 It would provide information for other researchers and helps policy makers.

1.6. Scope of the Study

The researcher is aware that it would be appropriate to conduct this study in large scale.
However, due to time and financial constraints the study is restricting to assessing the major
factors affecting the implementation of integrated functional adult literacy in the two selected
clusters namely Gute chancho and Bila in Gudeya BilaWoreda in East Wollega Zone.

1.7. Limitation of the study

It is obvious that research work can be not totally free from limitation. To this end, some
limitations were also observed in this study. One apparent limitation was that most of
Coordinating committee, adult learners and integrated sectors during interview were busy
and had no enough time to respond to questionnaires and interview. Some of them who have
enough time were also reluctant to fill in and return the questionnaire as per the required
time. Another limitation was lack of recent and relevant literature on the topic and updated
books in the study area. In spite of these short comings, however, it was attempted to make
the study as complete as possible.

5
1.8. Organization of the Study
This research paper is organized five chapters. The first chapter compresses the introductory
part of the study which consists of background of the research, statement of the problem,
Research questions, Objectives of the study, significance, scope and limitation of the study.
The second chapter deals with review of literature pertinent to the research. The third chapter
presents the research design and methodology interpreted under the fourth chapter. The fifth
chapter summarizes the research findings and forward conclusion and recommendation on
the findings of the study. Reference and appendices which include questionnaire, interview
format, and other related materials will be part of the document

1.9. Definitions of Key Terms

Adult: is a person who performs socially productive roles who has assumed primary
responsibility for his/ her own life.

Illiteracy: is inability to read, write and understand critically.

IFAL, integrated functional adult literacy: is the education that is given by cooperation of
different sectors to teach adults (MoE, 2008).

Literacy: is the ability to reading, writing and understanding signs, numeracy, language
skills, autonomy or empowerment, life skills, and critical thinking (UNESCO, 2006)

6
 CHAPTER TWO
REVIEW OF RELATED LITERATURE

2.1. Adult Literacy

Adult Literacy is defined as activities internationally designed for purpose of bringing about
learning among those whose age, social role or self-perception define them as adult( Megrims
& Bracket, 1999).It is the action of external education agent in purposefully ordering
behavior into planned systematic experiences that can result in learning for those for whom
such activity is supplemental to their primary roles in a society and which devolves some
continuity in an exchanged relationship between the agent and the learners.

According to Houle (1996) adult education is theories by which men and women (alone, in
groups or instructional settings) seek to improve themselves or their society by increasing
their skill, knowledge or sensitiveness or it is any process by which individuals and groups or
institution try to help men and women to improve in these ways.

Courtney (1989) has also identified five basic overlapping prospective. They are as follows:
Adult Literacy as the work of institution and organization. It is profession or scientific
discipline. It is as especial kind of relationship as in the concept andragogy, it is as stemming
from a historical identification with social movement and it is distinguishable from other
kinds of education by its goals and function. Therefore, adult Literacy means many different
things too many different people. There for, adult Literacy is lifelong experience and training.
So it is good to keep this set broad prospective in mind when thinking about the various
definitions.
The Government of Ethiopia endorsed the National Adult Literacy Strategy in 2008. The
adult Literacy has significant contribution to poverty reduction, national socio economic
development, addressing the motto ‘Education for All’ and ensuring the achievement of
millennium Development Goal/MDG/.In order to successfully implement the National Adult
Education Strategy, the Ministry of Education in collaboration with the concerned
stakeholders had prepared the necessary curriculum framework and the program
implementation manual. The documents focused on expanding Integrated Functional Adult
Education (IFAE) which is strongly related to trainees ‘occupation and everyday life i.e.
reading, writing and basic arithmetic skills. The results and outcomes of Integrated
Functional Adult Education (IFAE highly demand the coordinated effort from the concerned
development ministries, the government and the community at large.

7
2.2. Adult learning Theory
Adult learning theory can trace its philosophical roots back to the experiential learning
philosophy of education stressed the importance of experience in the learning process, the
participation of the learner in the learning process, and the importance of perceiving learning
as lifelong process. There is no point in the philosophy of education which is sounder than its
emphasis upon the importance of the participation of the learner in the formation of the
purposes which direct his/her activities in the learning process. The idea that education was
related to the whole of life’s experiences, and that the educational experience required active
participation of the learner, was quite radical for the time while the adult learning community
has utilized these concepts as theoretical underpinnings of its pedagogy, it’s interesting,
reading his work, to note resurgence in these educational concepts in education in the recent
movement toward learner-centered teaching (Weimer, 2002).

The concept of andragogy versus pedagogy that is, adult learning versus child learning, is
widely accepted as a seminal work in the field. (Knowles, 1984) was first introduced to the
concept of andragogy. The concept of andragogy had been evolving in Europe for some time,
and was further refined. Andragogy, the art and science of teaching adults, is contrasted with
pedagogy, the art and science of teaching children (Knowles, 1984). In the former, the
learning experience is driven by the learner; in the latter, the learning experience is driven by
the teacher. The assumptions posited by Knowles have been the subject of much debate, a
frequent criticism being that Knowles was more descriptive than analytical in presenting his
ideas and that andragogy is perhaps his own ideological exposition.

The more students practice the skill, the more proficient they become. While the desire and
the ability to learn are not shared equally by everyone, both can be fostered by good teaching,
by careful guidance, by building and enlarging sympathetic enclaves, and by providing a
range of educational opportunities. These tasks are too great for partial and divided efforts.
The inquiring minds of the past have produced most of the advances of civilization. Our
hopes for the future must rest in large measure on our capacity to increase the number and the
ability of those who continue all their lives to share in the benefits and the pleasures of
intellectual inquiry. The environments in which adult learners live and work as well as the
people in their lives have an impact on their persistence. Understanding systems theory will
provide a foundation for understanding what role faculty and family support have in the

8
persistence of adult (Awal Mohammed, 2012).Therefore, to educate adults it needs focusing
on social, environmental, working area and condition.

2.3. Adult Literacy and Approaches

According (Bhola, 1984) literacy is defined as the ability to read and write in the mother
tongue, but sometimes literacy could be defined also as the ability to read and write in the
national or even international language. Furthermore, literacy was defined by Hunter and
Harrison (cited in Darken Wald and Mariam, 1982) as the ability to read, write and
understand signs, labels, and instruction and so on necessary to get along in one's
environment. To be literate has different levels, among literates some could be able to read
and write simple statements, while others have the skills of reading newspapers and other
print materials.

Literacy skills could be provided in two forms: 1) traditional literacy 2) functional literacy.
The traditional literacy is to educate learners reading, writing and arithmetic skills. The
Functional literacy is the teaching of economic skills. A functionally literate should also be
able to read a simple instruction leaflet and write legible letter (Amare Asgedom,
1989).Moreover, the advantage of functional literacy is explained as it could enable adult
learners to engage effectively in activities that literacy is assumed in his culture or group.
Because the functional literacy programs are linked with the needs, interests and livelihood of
the learners, it may result in better retention of literacy skills and hold the interest and
attendance of participants longer than the mass literacy programs (UNESCO, 1997). Adult
literacy education could be provided using different approaches. According to (Hamadache
and Martin, 1986), there are three approaches to conduct literacy program: 1) Selective
approach 2) Mass campaign approach 3) Combined approach.

2.3.1. Selective approach

This approach sometimes termed as the selective intensive approach (Lind, 1988). The aim of
this approach is to teach a target population that is selected based on different criteria, such
as: Socio-economic, geographic, linguistic, (Hamadache and Martin, 1986). In the selective-
intensive approach, participants are expected to follow up specific timetable, and to reach at
determined literacy level. Moreover, the content, methods of teaching, duration of class and
resources are directed towards the successful implementation of the program. The selective
approach is believed that it helps to maintain quality of education and to assure the needs of
the community. Thailand was among countries that applied this program. However, the

9
approach has its own limitations. The selective approach focuses mainly on small group of
individuals and creates separation among people. In addition, it deprives the right of the
majority to learn. Moreover, the time it requires to minimize the rate of illiteracy took several
years (Hamadache and Martin, 1986).

2.3.2. The mass campaign approach

Mostly exercised in socialist countries, this approach focuses to teach every individual in the
society. In this approach all segments of the society are involved to make adults literates with
in a limited time span. According to (Lind, 1988), the mass campaign approach has two
distinct types. These are 1) short single campaign to eradicate illiteracy 2) Eradication of
literacy by a series of campaigns. In the short single campaign type Cuba, Nicaraguan and
Southern Vietnam succeed to eradicate illiteracy within 2-3 years. The achievement of the
campaign was mainly based on the commitment of the people, determination of the
government and relatively low rate of illiteracy. The eradication of literacy by a series of
campaign was practiced in Tanzania, Burma, Ethiopia, Angola and Mozambique. These
countries preferred the mass campaign approach due to the high literacy rate. This approach
enabled them to be successful in reducing the rate of illiteracy and to maintain the
participation of adults.

2.3.3. Combined approach

It is the combination of selective and mass literacy approaches. Although its final goal is to
educate the nation as a whole, the assumption in this approach is to reach at the level of
eradicating illiteracy through various stages. The combined approach prefers to use the scarce
resource wisely and it attempts to protect wastage of resource. Hence, it is not ''uncommon
for a given country to use both approaches (the combined approach), either in turn or
simultaneously'' (Hamadache and Matin, 1986).To conclude, in the provision of adult literacy
selection of approach mainly depends upon the objective of the country. Besides, factors
including participants, age, sex, language, economic condition, the rate of literacy, etc. also
determine the selection of an approach.

2.4. Literacy and Development

Besides literacy has advantages for the individual to be independent in his daily activities, it
helps the individual to increase productivity, to improve his status in the society and to assist
him in the ''upward mobility'' in the social structure (Bhola, 1984). In addition, it contributes
also to the community to experience improvements in demographic transformation, through

10
change in fertility and mortality rates. Even though there are arguments on the positive
relationship between level of literacy and the social, economic and political development of
the society .Bhola(1984), stated that illiteracy could hinder development. However, literacy
alone doesn't automatically lead to development. According to the assumptions of different
writers, illiteracy is associated with poverty and underdevelopment, whereas, literacy is the
manifestation of development. Bhola (1984) confirmed, that “the map of the world illiteracy
and the map of world poverty to be congruent. In addition, (Hamadache et al., 1986) also
stated that throughout the world illiteracy principally affects the least privileged groups,
frequently, as an accompaniment to poverty. The highest rates are encountered in rural areas,
which is where two-thirds of the world population live often in extreme poverty. In defining
development (Fagerlind and Saha. 1991), explained that development is ambiguous and have
been argumentative. This is because development is associated with political and ideological
interpretations used in variety of contents and there are many words with similar meanings
with development, such as: social change, growth, evaluation, progress, advancement and
modernization. With the exception of social change, all others imply change in a specific
direction, which is regarded by users as positive, or highly valued. The definition provided by
(Bhola, 1992) elaborates that definition for development is many, but Modernization and
Democratization are at the core of all definitions. In these writers' view, ''development is
related to higher production, consumption and services, particularly in the third world
countries''. However, this couldn't be actualized without using achievements of science and
technology, which are associated with modernization. On the other hand, development
includes democratization for which is the participation of the people in the political, social
and economic affairs of the society. The participation of the people in the above stated affairs
enables them to ensure that what institutions are performing is related with the benefit of the
society. All the above stated assumptions couldn't be realized without acquiring basic
knowledge, skills and attitudes. Hence, literacy should be at the center of all development
support communications. Supporting the views and assumptions stated above (Fagerlind and
Saha, 1991), argue that basic writing and basic arithmetic appear to have been major
requirements for the emergence of civilization. There is a qualitative difference between pre-
literate and literate societies, in terms of the mobilization of human resources through more
effective and efficient communication, more complex forms of social organization and the
ability to create and utilize higher levels of technology. Moreover, (Bhola, 1984) described
that literacy is one of human kinds paramount achievements the invention and use of
symbolic systems. It is the denial of the essential elements of human heritage and the
11
imposition of an intellectual bondage. In addition illiteracy is difficulty in rationalization,
calculation, perceiving images, inability to reason and consequent dependence on intuition
Illiteracy is seen as danger to the principle of the equality of man and an obstacle to human
right.

Additionally, ( Bhola, 1984), found that literacy contributed to economic development in

raising productivity of new literate, expediting the flow of general knowledge to individuals
(instruction about health and nutrition), and thus reducing cost of transmitting useful
information, stimulating the demand for vocational training and technical education)
selecting the more able and enhancing their occupational mobility, and Strengthening the
tendency for people to respond positively to a rise in the rate of reward for their efforts.

As (Fagerlind and Saha, 1991), pointed out the importance of literacy was not only trade,
commerce and the economic sector of society radically altered, but also the nature of human
interaction was transformed. But, finally it would be valuable to cite the conclusion of
(Bhola. 1984) which says that literacy alone may not create a just society, but it is important
for the establishment and sustenance of egalitarian and participative institutions. However,
regarding the relation between literacy and development (Mammo Kebede, 1999) suggested
that threshold of male literacy of 40 percent was necessary, before there could be any
significant take-off in economic development. To sum up, all assumptions stated above
confirm the relation between development and education in general and literacy in particular.
Hence, it is possible to conclude by quoting from the consensus of the international
conferences of adult education on the decisiveness of education for personal and national
development.
The right to learn is an indispensable tool for the survival of humanity, no human
development without the right to learn, if we want peoples of the world to be self-sufficient in
food production and other essential human needs; they must have the right to learn and there
will be no breakthrough in agriculture and industry, no progress in community health and
indeed, no change in living conditions without the right to learn. Generally literacy and
development are inseparable

12
2.5. The Implementation of Adult Literacy Program in Developing
Countries
Bhola (1984), stated because the illiterate is desperately poor, hungry, sick and powerless.
To overcome all these problems governments took literacy education as their best solution.
For instance, Tanzania is one of the African nations that attempted to practice literacy
programs right after their independence. As stated above, the driving force of the literacy
programs in these countries was the ambition of governments and ruling parties to mobilize
peoples of their countries and to eradicate illiteracy out of their countries with in limited
period of time (Lind, 1988 and Bhola, 1984

2.5.1 Adult literacy program in Tanzania

Tanzania is one of the East African countries that practiced the literacy program after
Independence and achieved results that could be mentioned as model for other African
Nations and developing countries in general (Unsciker, 1987). In Tanzania, adult education in
general and literacy education in particular has been exercised starting from the Germans
colonial period and the British time of protectorate. But, the great majority of the people of
Tanzania hadn't been beneficiaries from the program. As a consequence at least 75% men and
85% of the women were illiterate at the time of independence (Bwatawa, et al., 1989). Thus,
it was to educate the illiterate population and to reach the stage of development that the adult
education (the Literacy campaign) was started in Tanzania.

2.5.1.1. Goals and objectives of the literacy campaign

The goals and objectives of the literacy campaign were totally integrated with the
development objectives of the country (Bhola, 1984).According to( Bawatawa, et al., 1989)
specific objectives of the adult education program in Tanzania were: To mobilize the rural
and urban masses in to a better understanding of the national policies and self-reliance, to
provide leadership training in various aspects of life and at all levels, to eradicate illiteracy, to
give knowledge and skills in agriculture and rural construction, health and home economics,
that will raise people’s productivity and standard of living, to provide follow-up education for
primary and secondary school leavers with a view to settle them in Ujamaa village and to
provide continuing education progressively at various stages in the form of Seminars,
evening class, in service training programs, correspondence courses and vocational training.
To realize the above stated objectives, different programs were implemented. Among these

13
the national literacy campaign was the first to be mentioned. The main emphasis of the
literacy

campaign was to teach adults the literacy skills (reading, writing and arithmetic), which was
integrated with economic activities of each respective area.

2.5.1.2. The organization and administration of the literacy campaign in

Tanzania.

It was the responsibility of different Ministries of the country to follow up the adult education
program. Particularly, Ministry of Education was in charge of the literacy campaign. To
facilitate activities of the literacy campaign different institutes and department were
established, which were working independently and some under the Ministry of Education.
The Department of Adult Education (Ministry of Education) was responsible to organize the
mobilization of masses and training of field workers, whereas the Institute of Adult Education
(an independent institute) was working mainly on program planning and production of
teaching materials (Bawatawa et al., 1989).In the coordination of the campaign, party cadres,
government officials, teachers, secondary school students participated and district officers,
regional coordinators, and division supervisors were appointed, to coordinate activities of the
campaign (Bwatawa, et al., 1989; Unsciker, 1987).

2.5.1. 3. The national literacy campaign delivery system

To actualize the campaign literacy classes were established in schools, health centers,
Factories, offices, Army camps, prisons, specially constructed literacy center, cooperatives
and in the open air (Bhola, 1984; Bwatawa et al., 1989). Workers were encouraged to attend
literacy classes in their working areas, and every Tanzanian above the age of 14 and who was
a drop out from the formal education system was required to join the literacy class (Bwatwa,
et al. 1989).At the village level, primary schools played a significant role in organizing the
literacy campaign in which school head teachers were designated also as the local education
coordinator (Bwatawa, et al, 1989; Unsiker,1987). Literacy teachers got training at
workshops and most of them were’ ‘volunteers'' who got small amount of money as
honorarium (30shillings) per month. In the literacy campaign different supporting activities
were also organized. These were: a) Rural Newspaper b) Rural Libraries c) Radio Education
Program Several foreign nations and development agencies supported the Tanzanian literacy
Campaign, among these supporters one was the Swedish International Development Agency
(SIDA). SIDA financed the literacy campaign and provided paper supplies for the program,
14
where as Germany donated materials like motor vehicles, motor boats, printing press and
others, which were valuable to coordinate activities of the campaign. (Bwatawa, 1989;
Unsicker,1987).

2.5.1.4. Major achievements and weaknesses of the campaign

As stated earlier, the main objective of the literacy campaign in Tanzania was to eradicate
illiteracy out of the country with in limited time. The ambition was created to make citizens
of Tanzania to be participants in the development of their country with a short period of time.
In Tanzania, within four years’ time frame, 5 million persons participated in the literacy
campaign and over 3.8million took the national examination, which was developed with the
aim to assess the success of the campaign. The result demonstrated that about 1.4 Million
people passed to levels, where one was judged as functionally literate. The achievement
obtained confirmed the reduction of illiteracy rate to 39%.Moreover, the official illiteracy
rate fell to 15% after the 1983 examination (Unsciker, 1987).According to (Bhola, 1984),
among lessons that the Tanzania literacy campaign teaches the rest of the world, some are:
The poorest countries could be able to reduce the rate of literacy and didn't wait until the
economy grows, the political will of the country is necessary to produce structures and to
allocate resources, the role of effective leader ship is important to implement large scale
transformational actions and the government established the structure for adult education and
it used also the party cadres, literacy committees, and volunteers to make the campaign.

On the other hand, weakness of the Tanzania literacy campaign were exposed in the research
of (Unsciker, 1987) as:-inadequate training of literacy teachers and in ability of teachers to
get respect from illiterate elders, due to their age (they were too young to teach
elders).Pressures on illiterates to pay heavy fines by party members if they aren't registered
for the literacy education, lack of an objective relationship between contents of the teaching
materials and agricultural practices in the rural areas. Based on the results of his study Von
Frey-hold concludes that education had no organic link to village development. (Bwatawa, et
al., 1989) also listed down a number of pedagogical short comings of Tanzania adult literacy
campaign. Some are: poor quality of teachers, lack of sufficient educational materials and
equipment, which leads the learners to memorization. In general, although, the objective to
wipe out illiteracy from Tanzania wasn't realized, achievements obtained were remarkable
and encouraging for developing.

15
2.6. History of adult literacy education Ethiopia
Modern secular education was introduced in Ethiopia with the establishment Manlike II
School at Addis Ababa at the beginning of the century (Tekeste, 1990). After the opening of
Manlike School several other schools were constructed in different parts (provinces) of the
country in which the expansion continued till the present day. Prior to the Opening of
Manlike II School, traditional education (Church and Koran school) have dominated the
education system of the country Even though the expansion of Modern secular schools had
been continued year after year, large percentage of the population remained illiterate (90%)
till the outbreak of the revolution. However, this doesn't mean that there weren't non- formal
education practices in the years, prior the revolution. Prior the revolution, non-formal
education system of Ethiopia has been an adult education program, that entirely focused on
literacy and work oriented literacy/ functional literacy programs. Hence, non- formal
education activities were mainly related with adult literacy education, which was organized
and assisted by government, private and religious institutions in Ethiopia.

2.6.1. The national literacy campaign

In Ethiopia, although secular modern education was started a century ago and attempts were
made to spread formal education in the country by government, non-government, private and
religious institution, to realize the eradication of illiteracy and to have literate citizens wasn't
found to be a simple task. Hence, the new government which assumed power after the 1974
revolution decided to launch a massive nation- wide literacy campaign (Tasew et al.,
1995).The National literacy campaign was designed to achieve the following objectives: The
eradication of illiteracy from all urban areas and their surrounding (Short range plan), the
total eradication of illiteracy from Ethiopia. (Long range plan), the use of literacy as a means
of acquiring scientific theories, concepts and skills for effective participation in economic,
social and political affairs, to apply literacy in everyday activities to improve living
conditions, to lay the foundation for continuing education. Realizing these objectives a
National Literacy campaign Coordinating Committee was established in which Ministry of
Education was made committee chairperson. The National Literacy campaign Coordinating
Committee holds 28 representatives of government agencies, mass organization, Professional
associations and religious institutions. Moreover, the National Literacy campaign
Coordinating Committee has executive committees, which was responsible to plan,
coordinate and implement activities of the campaign. In addition, the National Literacy
campaign Coordinating Committee had also 4(four) different sub committees, which were

16
responsible for: Educational materials procurement and distribution, recruitment, training and
placement of teachers, propaganda and aid coordination data collection, supervision and
certification committees and sub- committee were also established at the Region, Provincial,
District and local levels to perform activities, which were similar to the central committee
(NLCCC, 1984).

2.6.2. Adult literacy education after the socialist period

After the fall of the socialist government in May 1991, the administrative structure introduced
in Ethiopia was a Federal system. Following the introduction of the federal Government
system, decentralization of authority was implemented based on the proclamation that
empowered the newly organized regions to manage their own affairs. Consequently, among
sector offices established in the Oromia region, the Education Bureau was one, and it was
responsible for both formal & non-formal education activities in the region. The sectors like
health, Agriculture are also given responsibility to teach integrated functional adult literacy.
Now days little bites these sectors are planning to teach IFAL. But no satisfactory result is
gained. ESDPII and III put literacy as major agenda; accordingly regional educational
bureaus have strived to establish low cost non formal learning centers in which adults and
non-formal education programs are carried out. The ANFEAE centers are mean to cater
education needs out of schoolchildren and adults with special emphasis on women.
Thousands of rural young who are highly school leavers have been recruited and trained to
serve as professional teachers (MoE,2008).In spite of all efforts ,Ethiopia had forced problem
of coordination among several actors .
There have been several un recognized and un coordinated piecemeal efforts that are related
to adult education in one way or another .In order to address this problem ,the Ethiopian
government has taken fruitful measures such as developing national adult education strategy
and establishing government and NGO forums at various levels .the new strategy launched in
2008 developed the three year national action plan to expand integrated functional adult
literacy in Ethiopia with active involvement of stake holders.(MoE. 2008).According to the
conference held in May, 2012 there are 20.4million adults aged from 15-60 illiterate in
Ethiopia the Ministry has planned to maximize the literacy rate by 95% and aimed to educate
17 million adults in the rest of GTP period (Ethiopian Herald, 2013).

17
2.7. Major Challenges in Adult (Literacy) Education Implementation

One of the seven goals of ESDP III is to provide increased access to Adult and Non-Formal
Education (NFE) in order to combat the problem of adult literacy. The Adult and NFE
program me is planned, through its functional adult literacy component, to reach 5.2 million
adults in the programmer period – quite an ambitious target. Moreover, it plans to train
143,500 adults in different skills in the existing 287 CSTCs (Community Skills Training
Centers). ESDP III recognizes that government alone cannot provide sufficient financial or
human resources to support the program me and hence will seek support from other
stakeholders: multilateral and bilateral development partners, NGOs, local governments and
communities. The targets need a well-designed, professionally implemented strategy to
ensure that these goals are achieved (Ziyn, 2012). Elements of the strategy provided in the
document for Adult Education include how functional adult literacy program will be
expanded. Each region will organize adult literacy program which will involve developing
materials in the mother tongues of learners and covering various areas of life skills. The areas
listed in order to enable the population as a whole to participate in the development process
are: primary health care, prevention of diseases such as malaria, HIV/AIDS, etc., family
planning, environment, agriculture, marketing, banking, and gender issues. On teaching
arrangements, ESDP III provides that teaching will be a voluntary activity organized at
schools, ABECs and at the village level. The program, it is further explained, will utilize
teachers, ABEC facilitators, literate adults, secondary and tertiary level students, while the
main investments will be in the provision of literacy readers, training manuals and in the
training of literacy volunteer teachers. Recent statistical evidence from the Federal Ministry
of Education has revealed that the literacy target set at 5.2 million in ESDP III was not
achieved due to lack of funding, lack of structure at all levels to support activities, poor
coordination, absence of guidelines and training manuals and unavailability of human
resources at the grassroots level. According to ESDP IV, the major challenges in the Adult
Education sector include (Ziyn, 2012).

 Differences in the conceptual understanding of integrated FAL and lack of

standardized parameters.
 The limitation of Adult Education to FAL despite broader provisions in the national

Adult Education strategy.

18
  Failure to recognize the Adult Education activities conducted by various ministries,

NGOs and the private sector.

 Difficulties in the coordination, linkages, and monitoring of Adult Education

programs due to the fragmentation of the provision.

 Low level of relevance in relation to daily life situations

 Low level of quality Adult Education due to the absence or poor quality of Adult

Education structures, programs and materials and unskilled human resources.

 Low level of human, financial and material resource allocation.

Low capacity for data collection, evaluation, monitoring and reporting capacities at all

2.8. Problems and Possible Solutions in Adult Literacy Program

Literacy as mentioned above enables the adult to have independent personal contact. It is a
struggle against poverty and hence, simultaneously for social and economic development,
justice, equality, respect for traditional culture and recognition of the dignity of every human
being (Muller, 1997). However, even though literacy contributes for development, there are
various problems that arise in the implementation of the program. According to (David,
2001), it is essential to consider the involvement of all groups of participants (organizers,
learners, and educators) in the planning stage. Among problems identified from different
literacy programs, some are listed as follows: Deficiencies in planning the program,
inadequate teaching materials, lack of coordination and delays in implementation and
decision making, staff turnover because of low motivation and payments for coordinators and
literacy teachers, inadequate training of teachers, voluntarily teaching and attendance, a
strategy which leads coordinators, participants and tutors, not to take the activity seriously,
and resulted high dropout, poor research activities on issues related with the program and
inadequate budget allocation for the program implementation. Similarly, in our country the
recent statically evident from the federal ministry education has revealed that the literacy
target set 5.2 million ESDP III was not achieved due to lack of funding, lack structure at all
levels to support activities, poor coordination, absence guide lines and training materials and
un availability human resources at grassroots level. . According to ESPP IV the major
challenges in adult education Sector include: Deference in the concept of understanding of
integrated FAL to recognize the adult education activities conducted by various ministers
difficult in the coordination, linkages and monitoring of adult program and low level of

19
human, financial and material resources lack of culture of volunteerism to serve free like
another country Ethiopian herald (July, 2013).

Due to the above problems the IFAL is not implementing as designed in the strategy
document, so it needs the commitment of sectors, community and adult participant. As a
solution to the above listed and other related problems in literacy programs, different
recommendations were suggested and passed in seminars and workshops organized at
different time and places. Among these recommendations (David, 2001) summarized few of
them as follows: National commitment and support for any literacy effort, adult education
professionals should be hired to lead, direct and evaluate the literacy program at national,
provincial, district and village level, salaries for these professionals should be commensurate
with their qualifications, in this way, staff retention would be enhanced, to publicize literacy
program objectives to the community, people's differing needs must be considered in the
planning and coordination stages and authorities should use experiences obtained in the
program implementation for the improvement of other programs.

2.9. Specific Governance Model for the Adult Education System

With the aim of creating an efficient institutional system for adult and non-formal education,
the subsequent analytical considerations, assumptions and pre-requisites have been retained
in the master plan of adult education in ESDP IV (MoE, 2008)
Under the federal system of government, educational is shared responsibility of the federal,
regional state and worked administrations. The relationship in the federal and regional state
government is not hierarchal. Accordingly, MoE has no direct and line authority over the
regional state education bureaus (REB). It has the responsibility of initiating and enforcing
policy matters and promulgating Laws to implement by sector offices in the regions. MoE
gives technical and policy support to the regional state. Regional state and woreda council
and their sub-units for example regional state education bureaus and woreda education
offices have a mandate for other levels and types of formal and non-formal education
programs.

In the past although adult education is part of mandate of the MoE and REB, there has been
little recognition of adult education in national planning (e.g., ESDP II and ESDP III) the
adult education structure is not represented on the organizational charts on MoE statically
abstract that being said, there is a new enthusiasm for adult education especially since the
acceptance of ANFEAE.

20
2.10. Adult Education since 1991
Under the federal system of government, education is a shared responsibility of the federal,
regional state and wereda governments. The relationship between the federal and regional
state governments is not hierarchical. Accordingly the Ministry of Education has no direct
and line authority over the Regional Education Bureaus. It has the responsibility of initiating
and enforcing policy matters and promulgating laws to be implemented by sectors offices in
the regions.

The twenty year Education and Training Policy consists of rolling five year Education sector
Development programs, started in 1997,to meet the Education For All and Millennium
Development Goals by 2015.

Education Sector Development Plans I, II, III, IV have already been developed and
implemented and ESDP V is under implementation. Bearing in mind the close and dynamic
relationship between the federal and regional state governments the following roles and
responsibilities for adult education can be identified (Focus on Adult Education newsletter,
2006).

At federal level the Moe roles include: Determining country wide goals, Formulating policy
guidelines, networking and co-ordination with other stakeholders in adult education, Liaising
with Regions regarding the planning of adult education, Regulation of adult education
providers, Accreditation of learning within adult education programs and Research,
documentation and dissemination of research findings. At regional level the regional
education bureaus roles include: Specification of regional priorities, identifying organizations
and agencies to participate in implementing adult education in the region and making formal
arrangements to enable them in them to do so, providing guidelines for adult education
planning and implementation in the region, Ensuring the integration of adult education in
regional plans and budgets, Ensuring the development of appropriate curricula and materials
for adult education in regional languages, Building capacity for adult education at various
levels through training and in other ways, Mobilizing resources for adult education work in
the region, Supervising and monitoring the implementation of adult education programs. The
roles of zones include: Serving as a link between the regional and the woreda, promoting and
coordinating the provision by different stakeholders in the woreda and helping the region to
provide the woreda with services. The roles of woreda include: Identification of woreda
priorities in relation to regional goals, Planning for adult education and ensuring that it is

21
integrated into woreda plans and budgets, mobilizing additional services for adult education,
ensuring the implementation of adult education programs that respond to the needs and
demands of the local population and supervising and monitoring the implementation of adult
education programs in the local communities.

The roles of kebels include; Co-ordination of services to support implementation of

programs, identification of locals learning needs and demands, assisting with the recruitment
and enrolment of learners.

2.11. Selecting the Appropriate Teaching Method

The major type set active learning strategies for adult education. As current the thinking and
practice in education highly support the need to actively involve learner in their learning
teachers, health extension workers, DAs, facilitators should use different active learning
methods to be effective in their teaching learning process of adult education. However, only
some of them that commonly used will be discussed in this section.

Group work: Group work is apart collaborative strategies of teaching learning. According to
(Kyriacou,1998), group work can take many forms; involving pairs of learners work together,
more than four learns together or it can involve student who work individually and come
together in groups to compare and discuss the result of their group.

Role play: Role playing is a deliberate acting of a social role in which the teachers provides
the learners with real or imaginary context along with a range of relevant characteristics or
ideas to improvise dramatic interaction among their Characters in classroom.

Discussion: Discussion and amercing kind of active leering method to examine information
in order to develop adept and broader understanding of the topic (ICDR, 1999) however to
lead an effectible discussion the presenter should be a good facilitator guide the discussion to
cover the important points and deep discus ton to the relevant punts following its logical
order similarly according to (Nards, 2000) this strategy guise room for students to exchange,
explore and air their views.

Brain storming: Brain storming is a method of collaborative (or individual problem solving
in which all members of a group spontaneously contribute ideas to generate rapidly and
record variety possible solution. That is, the student generate as many ideas as possible about
a topic it can be great way to start access on any given topic and is a good way of finding out

22
of learners what they already know a subject as well as an excellent review activity (Bowell
and EISON, 2003).

Project work: Project is natural, life like learning activity involving the investigation and
solving of problem by individuals or group of student ICDR, (1999). Ideally project work
should consist of task to achieve some definite goals of real personal value. It involves
cooperative investigation of real life situation or problem under supervision of the teacher. It
encourages learners to plan and carryout investigations real life situation in learners’
immediate environment individually in a group.

Demonstration: Demonstration is an activity which learners are asked to show how to do

something standing in front of their class. Its purpose is to illustrate how to do something to
whole class both in words and actions. When students demonstrates he/she points out the
process step by step having written instruction on the board on piece of chart or land is also
helpful way of demonstrating something. Therefore, demonstration is an interesting learning
technique that facilitates learners learning from one and other.

23
 CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Research design
Research design is the plan of action that links the philosophical assumptions to specific
methods (Creswell &Plano Clark, 2007).The main aim of this study was to assess the major
factors that affect the implementation of integrated functional adult literacy in Gudeya
BilaWoreda. The researcher used descriptive research design. The design was used for it is
conducive to describe the nature of the existing conditions (Kumar, 1999).

3.2 Research Method

Method is a style of conducting a research work which is determined by the nature of the
problem (Singh, 2006).In order to achieve the objective of the study the researcher used both
quantitative and qualitative research methods in order to get adequate data on the problem of
the study.

3.3. Sources of data

The study employed both primary and secondary sources of data.

3.3.1 Primary Sources of Data

The primary sources of data were adult learners, cluster chairpersons, facilitators, teachers,
Agricultural and health extension workers, and supervisors, adult education coordinating
committee, school directors and woreda education experts.

3.3.2 Secondary sources of data

The secondary sources of data were adult education document such as attendance, plan,
reports, mark list/roster, minutes of sectors on integrated functional adult literacy
implementation, policy and strategy documents.

3.4 Population, Sample and Sampling techniques

The study was conducted at Gudeya BilaWoreda. Gudeya BilaWoreda has 5 clusters of
functional adult literacy centers. These are Bila, Jare, Zangi, Ifabiya, and Gute chancho in
which integrated functional adult literacy was given. From this clusters the two clusters were
selected using purposive sampling technique In these sample the two cluster, as statistical
data obtained from Gudeya Bila educational office of /2021/2022/ there were 250 adults who
were learning integrated functional adult literacy, 4 teachers, 4 health extension workers, 6
agricultural extension workers, 2 supervisors, 4 school directors, 20 adult literacy committee,

24
 4 chair persons, 4 facilitators and 2 woreda education experts forming a total of 300
population. Due to time and resources scarcity, it was difficult to study the whole population
at a time .Therefore, the researcher sample population under the study. From 250 adults, 125
respondents, 20, coordinating committees were 10, and 12, agricultural workers 6,
respondents selected for the study by simple random sampling techniques. Accordingly, 2
Woreda educational experts, 2 supervisors, 4 school directors, 4 facilitators, 4,teachers, 4,
chair persons and 4, health extension workers were selected by census sampling techniques
and included in the study. So that 125, adults, 4 teachers, 4 health extension workers,4
facilitators, 6 agricultural workers,2 supervisors, 4 school directors, 10, adult literacy
committee, 2 woreda education experts and 4 chair persons would be respondents of this
study . The summery is given below

Table 1.Population and sample of respondents

No Population Sample % Sampling techniques
Respondents
1 Adult learners 250 125 50 Simple random sampling
2 Coordinating committee 20 10 50 Simple random sampling
3 Experts of woreda education 2 2 100 Availability
office Sampling
4 School directors 4 4 100 Availability
Sampling
5 Supervisors 2 2 100 Availability Sampling
6 Health extensions 4 4 100 Availability sampling
7 Agricultural workers 12 6 50 Simple random sampling
8 Teachers 4 4 100 Availability
Sampling
9 Facilitators 4 4 100 Availability
Sampling
10 Chair persons 4 4 100 Availability Sampling
Total 306 165

3.5. Data Collection Instruments

In order to achieve the objectives of the study questionnaire, interviews and documents were
used as data gathering instrument for this study.

3.5.1 Questionnaire
Questionnaire helps to obtain adequate primary data from relatively large or small numbers
of people in any topic within a given time limit( Abiy et al,2009) .The researcher employed
both 4 open and 20 closed ended questions developed on the bases of the objectives of the
study. The questionnaires translated in to Afan Oromo for adult learners to avoid language
communication barriers.
25
Then, the developed questionnaires were administered by the researcher and data collectors
for the selected. The researcher oriented the data collectors in order to assist adult participants
in the completion of the questionnaire process in reading and clarifying concepts of the
questionnaire. Before actual study conducted, the pilot test was conducted at Gudeya
BilaWoreda, at Gute chancho cluster chancho Kebele so as to check the appropriateness of
the items in the questionnaires. All the dispatched pilot test questionnaires were returned,
necessary modification on 4 items and complete removal and replacement of 2 unclear
questions were done.

3.5.2. Interview
Interviews are a type of survey where questions are delivered in face to face encounter by an
interviewer to obtain information relevant to particular topic .Today; interview is more
popular as a means of gathering information widely in qualitative research (Robson,
2002).Thus, the purpose of the interviews was to collect data, so as to triangulate the
questionnaire response. With this in mind, the interview was conducted in Afan Oromo to
make communication easier with respondents. Therefore, the researcher used structured 4
health extension workers, 4 teachers, 4 facilitators, 2 supervisors, 4 school directors,4 Keble
chair persons, 6 Agricultural workers and 2 woreda education experts a total of 28,
respondents were selected from the position they hold in the area.

3.5.3 Document Analysis

To collect relevant data from documents at different levels, check lists were prepared and
used to gather data from various adult education documents such as attendance, roster,
reports, and minutes of me

3.6. Data collection procedures

For the data collection, a total of 4 data collectors (one from each sample cluster were
recruited. They were selected for their local language skills, educational qualification,
experience in research works and familiarity to the areas and on the basis of
recommendations of the woreda education office. One day training has been given for the
data collectors. The training focused on clarifying about general procedures for completing
questionnaires. A convenient time was also chosen for the respondents for filling
questionnaire so as to maximize the quality of responses and degree of return. After the
respondents have been identified, questionnaires were dispatched independently according to
the time schedule. The final questionnaires were administered to sample adult learners and
coordinating committees. The participants were allowed to give their own answers to each

26
item independently and the data collectors closely assist and clarifying as well as supervise
them to solve any confusion regarding to the instrument. Finally, the questionnaires were
collected and made ready for data analysis. Then, open ended and structured interview was
conducted. Lastly, document analysis was conducted in order to counter check the data
obtained through questionnaire and interviews.

3.7. Methods of Data Analysis

On the basis and types of data gathered and the instrument used, both quantitative and
qualitative methods of data analysis were employed. To get the collected data ready for
analysis, the questionnaires were checked for completion. Thus, the data obtained through a
closed ended questionnaire items were presented and analyzed by using frequency,
percentage, mean and standard deviation followed by discussion of the most important points.

analysis,5 rank responses of the questionnaires of the following liker scales,i.e.,5=strongly

agree,4=agree,3=undecided,2=disagree and 1=strongly disagree respectively. The data
gathered through interview, document analysis and some of the open ended questions were
analyzed qualitatively by narration

27
 CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRATATION OF DATA
This chapter deals with presentation, analysis and interpretation of data gathered from the
respondents through questionnaires, interviews and document analysis. Thus both
quantitative and qualitative data analysis was combined in this chapter. Hence, the qualitative
data includes the data gathered through open ended, structured interview and document
analysis. The data was collected from a total of 123 respondents. To this, a total of 125 copies
of questionnaires were distributed to 125 Adult learners and among the distributed
questionnaires 123 (97.04%) were returned and analyzed. Additionally, 10 copies of
questionnaires were distributed to 10 coordinating committees and among the distributed
questionnaires 10 (100%) were returned and analyzed. Moreover,4 teachers,4 health
extension works 4 facilitators, 6 agricultural workers,2 supervisors,4 school directors, 2
woreda educational experts and 4 chair persons are interviewed and documents were
analyzed.

The chapter consists of two major parts. The first parts deals with the characteristics of the
respondents and the second part present the analysis and interpretation of the data.

Table 2 Respondents characteristic.

No Respondents sex Education Work /duet

M F Total background

1 Adult learners 92 31 123 literacy farmers

2 Coordinating committee 7 3 10 3-8 grades Farmer, merchant
3 Experts of woreda education 2 - 2 degree Govt, employee
office
4 School directors 4 - 4 degree Govt, employee
G Supervisors 2 - 2 degree Govt , employee
6 Health extent ion - 4 4 diploma Govt, employee
7 Agricultural workers 4 2 6 Diploma-degree Govt, employee
8 Teachers 3 1 4 degree Govt, employee
9 Facilitators 2 2 4 10-diploma Contract-employee
10 Chair persons 2 - 2 degree employee

28
As stated on table 2 above respondents were selected by random sampling and availability
sampling respondents are 165. From the total respondents population 132 respondents were
respond written questionnaires, 9 respondents interviewed and 4 respondents were document
analysis from 2021-2022 erode attendance, and roster. In general 145 respondents were
participated the rest 20 respondents are not positive/ have no interest

Hence the basic questions raised in the chapter one were given appropriate treatment. Thus,
in order to assess the factors affecting the implementation of integrated functional adult
literacy in the study area, it was necessary to elaborate on the research questions and to
describe the following four aspects relating to integrated functional adult literacy: perception
of participants towards IFAL implementation in line with strategy document, factors that
affecting implementation of IFAL and their solutions.

As the researcher interviewed the perception to woreda the integrate functional adult literacy
in your work area? The interviewer responded that somewhat ``additional work / burden`` in
integration this shows the integration of stakeholders were not tangible/blamed each other.

The data (closed ended items) were analyzed in terms of the frequency, percentage, mean
scores and standard deviation. Items scores for each category were arranged under five rating
scales. The ranges of rating scales were strongly agree=5,agree=4,uncertain=3,Disagree=2
and strongly disagree=1or Very high=5,high=4,medium=3,low=2,and very low=1.
Besides, data from interviews and document analysis were triangulated to validate the
findings. Mean scores from data analysis were calculated and interpreted based on the terms
of reference forwarded by Fowler(1996).Thus, for the purpose of easy analysis and
interpretation, the mean values of each item and dimension have been interpreted as follows.

In this study, implementation of integrated functional adult literacy with a mean value of 0-
1.49 strongly disagree (very low), 1.50-2.49 as disagree (low), 2.50-3.49 uncertain (as
medium), 3.50-4.49 agree (high) and 4.50-5.00 as strongly agree (very high) respectively and
other options.

29
4.1:- Perception of Adult learners towards IFAL implementation
Table.3. Responses that shows the Perception of Adult literacy

N Adult learners respondents N=123

o

Disagree
Strongly

Uncertain
disagree

Strongly
Agree

St. Deviation
agree
Items

Mean
Fr
%
Fr

Fr

Fr
%

%
Fr
%
1 You attend the literacy program

4.87

4.87

2.43

58.7

29.2

3.04
0.88
based on your own interest to

72

36
get knowledge and skills. 6

3
2 The content of adult literacy 3.2

2.4

1.6

2.2
0.8
34.

58.
42

72
4

5
3

3
2

1
7
relevance
3 Knowledge you have acquired

58.5
3.25

4.87

31.7

2.96
0.67
has helped you to improve your
4

39
1.6
72
life
4 You attend the literacy program
4.8

2.4

5.6

2.5
0.7
66.

20.
77
82

25

31
regularly
6

6
3

2
4
5 You are interested in teaching

15.44
79.6

0.75
approach of your teachers
1.6
1.6

1.6

3.5
98

19
2

6 Community should contribute

financial and other resources to
37.3

fulfill facilities to literacy center

61.78

2.43

4.87

3.95
0.91
1.6
76

36

7 Literacy teachers are competent

12.19
79.67
4.o6

3.56
0.82
2.43

in teaching adult learners

1.6
98

15
3

8 Adult understand the

importance of the lesson in
improving their living
68.29

19.51

3.17
0.68

conditions.
1.6

1.6
5,6

84

24
2

3.11
0.79

Mean score
Keys:-Scale Range of Mean Value: 0- 1.49 strongly disagree (very low); 3.50-4.49 agree
(high); 1.50-2.49 as disagree (low); 2.50-3.49 uncertain (as medium); & 4.50-5.00as strongly
agree (very high)

As indicated in table 3 above adult learners were asked to rate their perception towards
implementation of integrated functional adult literacy. Thus, the adult learners’ perception
over all mean value is 3.11 with the standard deviation of 0.79. This shows that the

30
respondents agree on the perception towards integrated functional adult literacy
implementation positively and they have knowledge of integrated functional adult literacy

As can be seen in the item number 1 of table 3, Adults attend the literacy program based on
their own interest to get knowledge and skills or not. Thus, 6(4.87%) of adult respondents
responded that they strongly disagree and disagree respectively .The majority 72(58.5%) and
36(29.2% of adult respondents replied that they do agree and strongly agree with mean value
3.04 and standard deviation 0.88 that their literacy attendance is based in their interest. This
indicates that adult learners were attending the literacy program based on their own interest to
get knowledge and skills (reading, writing and arithmetic). Accordingly, in order to obtain
knowledge and skills as well as changing their own life adults attend the literacy program
based on their own interest. However, 3(2.43%) of the respondents did not give their decision
on the program. Land (2001), found out in a study in south Africa that adult learners had
positive perception of adult literacy program classes because they felt that participation in
integrated functional adult literacy program by their own interest results in many highly
valued gains.

In the Item 2 of the table 3 above Adult learners were asked whether the content of adult
literacy relevant to them or not. In this respect, 4(3.25%), 3(2.43%) and 2(2.4%) of the
respondents responded that strongly disagree, disagree and uncertain respectively on the
relevance of the contents. While, the majority 72(68.5%) and 42(34,1%) of the respondents
responses that they strongly agree and agree respectively .Thus, the mean value is 2.21with
standard deviations of 0.87. This shows that the content of integrated functional adult literacy
was relevant and integrates the learning of literacy skills with agriculture, health, civics and
ethics, environmental conservation and protection. In addition to this, the content teaches, the
way to improve their everyday lives, write and sign, calculate, using of modeling farming
activities, the way to live a better life ,crop farming ,the way to generate income and social
life.

As can be seen in the 3rd item of the table 3, Respondents were asked to check whether the
knowledge they acquired was helped them in improving their life or not. Accordingly, 4
(3.25%), 6(4.89%) and 2(1.6%) of adult learners responded that strongly disagree, disagree
and uncertain respectively on the issue. The majority 72(58.5%) and 39(31.7%) of
respondents replied that agree and strongly agree respectively on the importance of
knowledge they acquired from the program in improving their life. Thus, the mean value is

31
2.96 with standard deviation of 0.67 shows that adult learners believed that the knowledge
they acquired from the integrated functional adult literacy was helped them to improve their
daily life. Adult learners who participate in the adult literacy programmed may have positive
or negative perception. From the above table 3 of item 4, Adult learners were asked whether
they attend on the literacy programmed regularly or not. The majority, 82(66.7%) of
respondents replied that they disagree on them. This shows that adults do not attend the
literacy programmed regularly due to the private and social problem. In the literacy centers,
there was an attendance which shows their continuous follow up of the learners. But the
learners did not attend the program continuously. Accordingly, 6(4.87%),3 (2.43%),25
(20.32%) and 7(5.69%) of the respondents reveals that they strongly disagree, uncertain,
agree and strongly agree respectively on the issue raised.

Further in the table 3 of item 5, the respondents were asked they interested in teaching
approach of adult literacy or not. The majority 98(79.67%) of the respondents replied that
they agree with it. Thus, mean value is 3.5 with standard deviation of 0.75. This shows that
adults are interested in teaching approach of integrated functional adult literacy programmed.
On the other hand, 2(1.6%), 2(1.6%), 2(1.6%) and 19(15.44%) of the respondents replied that
they strongly disagree, disagree, uncertain and strongly agree respectively on the teaching
approach of adult literacy teachers.

Moreover in table 3 above of item no 6, respondents were asked whether community should
have to contribute financial and other resources to fulfill facilities to literacy center or not.
The majority of the respondents 76 (61.78%) confirmed that they disagree on the idea. Thus,
mean value is 3.95 with standard deviation of 0.91. This shows that the community
surrounding area lack interest to support literacy center by contributing finance and fulfill
facilities in the literacy centers. In strategic document of integrated functional adult literacy
programmed stated as communities participated by their own interest in contribution of
literacy center facilitated with the necessary educational materials and raising funds.

To conclude that community contribution was against with strategic document. On other
hand, 36(37.3%), 3(2.43%), 6 (4.87%) and 2(1.6%) of the respondents responses that they
disagree, uncertain ,agree and strongly agree respectively

In table 3 item 7 respondents were asked whether teachers are competent in teaching adult
learners or not. The information collected from the respondents revealed that 98 (79.67%)
responded that they agree on them. Thus mean value 3.56 with standard deviation of

32
0.82shows that teachers are competent and cooperative in teaching and treating adults.
Accordingly, 3(2.43%), 5,(4.06%),2(1.6%) and 15(12.19%) of the respondents responded
that they strongly disagree, disagree, uncertain and strongly agree respectively on the
teaching approach of the teacher.

As indicated in table no 3 above of the item no 8, Respondents were asked whether they
understand the importance of the lesson or not. The majority 84(68.29%) of the respondent
responded that they agree on the idea. Thus, mean value 3.17 with standard deviation of 0.68.
This shows that the learners have adequate awareness on the about the importance the lesson
of IFAL program. It is believed that they understand the importance of the lesson in
improving their living condition and participated on poverty reduction and brings sustainable
development in National development. However, 2(1.6%), 7(5.6%), 2(1.6%) and 24(19.51%)
of the respondents responded they strongly disagree, disagree, uncertain and strongly agree
respectively on the issue raised.

Generally, from this we concluded that the mean value of the items 1,2,3,5, and 7 are
3.04,2.21, 2.96,3.50 and 3.17 respectively above the mean score value that is 3.11.This
implies that adult learners have a good perception toward integrated functional adult literacy
implementation. On the other hand the mean value of the items 4, 5 and 7 are below the mean
score value that is 3.17 and the respondents were undecided.

The interview results also indicted that the majority of the respondents responded that they
have a good knowledge and understanding on the basic concepts of the strategic document of
the integrated functional adult literacy program implementation. They viewed that adult
attend the literacy program based on their own interest without committee or Kebele leader
enforcement. Accordingly in the study area adults attend the literacy program based on their
own interests to get knowledge and skills. But due to the social and private problems they had
not attend regularly. Besides, the contents of integrated functional adult literacy program was
very relevant to the learner in changing and improving their living condition as well as the
knowledge they acquired used to improve their life. For example: The information obtained
from the interview in some Kebeles, the majority was used in toilet, constructed kitchen,
houses from grasses for hen, donkeys, calves separated from their bedroom. On the other
hand the majority of the interviewee knew that integrated functional adult literacy program
need the contribution of the community in order to facilitate the program sufficiently but due
to the lack of the commitment of the committee and other integrated sectors community lack

33
interest to contribute finance and supporting literacy centers. In the study area, teaching of the
adult literacy was takes place only by teachers and facilitators. Accordingly, the information
collected through the interview, confirmed that functional adult literacy was implemented in
integrated way with other sectors. But, integrated sectors were lack of integrated approach in
running Adult functional literacy and they run individually to accomplish their office job.
Woreda educational office runs only alone.

4.2. Implementation of integrated functional adult literacy with line to the

strategic document
Table 4- Respondents adult learner in implementation of integrated functional adult
literacy program

Adult learners Respondents N=123

Uncertain
Disagree
Strongly

Strongly
disagree

Items

Agree

agree

Standard deviation
N
o
Frequency

Frequency

Frequency

Frequency

Frequency

Mean
Mean
Fr

Fr
%

%
1 Time is convenient to attend
55.28
26.01

8.13

0.67
3.25

7.31

2.90
functional adult literacy
32

68

10
4

2 Place of educational provision

61.78

21.95

is convenient to attend the

4.87

9.75

3.17
0.68
1.6
12

76

27

program
6

3 Literacy teachers treat you

62.60

23.57
3.25
4.06

3.24
0.69

with respect
6.5

77

29
8

4 There are adequate

educational materials
11.38
23.57

55.28

available in the literacy

3.25

2.90
0.67
6.5
29

68

14

Centre
4

5 All stakeholders have a

19.51

65.04

commitment to support you

5.69
2.43

7.31

2.65
0.71
24

80

2.97
0.68

Mean score
keys; Scale range of mean value; 0-1.49=strongly disagree; 3.5-4.49=Agree; 1.50-
2.49=Disagree; 2.50-3.49=Uncertain; and 4.5-5.0=strongly agree

34
On the other hand, as indicated in the item 1 of table 4, respondents were asked whether the
time is convenient to attend functional adult literacy or not. Accordingly, the majority of the
respondents 68 (55.28%) replied that they disagree and among the respondents, 32 (26.01%)
of the respondents strongly disagree on the idea. Thus, the mean value is 2.90 with standard
deviation of 0.67. This implies that, the time assigned was not convenient to attend functional
adult literacy class. The community surrounding was lived in agricultural activities and they
emphasize on farming activities. They know the importance of Integrated Functional Adult
Literacy program but they don’t want to stay long time in IFAL class. So that in identifying
the most appropriate time to conduct literacy classes was one of the challenging factors,
particularly in area where the majority of the population was engaged up on agricultural
activities. Although, the non-formal education action plan recommends conducting adult
literacy at all levels without interruptions on actual situations the program is implemented for
9 months long in a year and day are not less than 3-5 days per week. Each day, there are 2-3
hours of literacy class in each Centre. But, as stated in strategic document it was not
implemented. Tangibly, in the study area adult learners attend the literacy class two days per
week and for 1 hour in each day. As stated in strategic document, it is not practiced. Others,
4(3.25%), 10 (8.13%) and 9(7.31%) responded that uncertain, they agree and strongly agree
respectively.

As depicted in the item 2 of table 4 above, respondents were asked whether educational
provision was convenient or not. The majority 76(61.78%) responded that they agree and
among the respondents, 27(21.95%) responded that they strongly agree on the idea. Thus,
mean value of 3.17 with standard deviation of 0.68. This indicates that, the place for
provision of literacy program was convenient for adult learners to participate in Integrated
Functional Adult Literacy. It is also located in a place where not far away from residence of
the learners.

Similarly, in the interview the respondents replied that the place of educational provision was
convenient for adult learners to attend the program. The learner had selected the place of
literacy Centers by their own interest and it was convenient for them to attend the program as
well as the centers not far away for their residence. The majority of respondents held the
view that the literacy participants were encouraged to select or recommend the place of
literacy Centre. As the result of this the adult learners have no objection to attend in selected
place of adult literacy Centers. In sample cluster of the study, the majority of literacy Centre
was in primary school classroom and FTC center. On the other hand, 6 (4.87%), 12(9.75%)

35
and 2 (1.6%) respondents responded that they strongly disagree, disagree and uncertain
respectively

4.3:-The major problem that encounters the implementation of integrated

functional adult literacy program

Table.5 Adult learners responses on the problem of the implementation

of integrated functional adult literacy
Adult learners Respondents N=123
N Strongly disagree Uncerta Agree Strongly mean
o disagree in Agree

deviation
Standard
Possible problems
Fr % Fr % Fr % Fr % Fr %
1 Lack of encouragement 2.73 0.69

37.39
47.96
from the woreda
2.43

4.87

7.31

59

46
Administration.
3

2 Lack of tem working 3.38 0.97

66.66

16.26
5.69

7.31

4.06
of all sectors. 82

20
7

3 Distance from the 2.3 0.83

82.11

3.25

4.06
8.94

1.62

literacy Centre.
101
11

2.8 0.74
Mean score value

Keys: scale range of mean value 0-1.49=strongly disagree; 3.50-4.49=Agree;

1.50-2.49=Disagree; 4.5-5.0=strongly agree; and 2.50-3.49=uncertain

As indicated in the above table 5, Respondents were asked to rate the factors that affecting
the implementation of integrated functional adult literacy program in the study area. Thus the
respondents overall mean score is 2.8 with standard deviation of 0.74.This shows that their
agreement on possible factors. In the study area these factors were seem to affect the effective
implementation of integrated functional adult literacy.

As shown that in the table 5 above of item no 1, respondents were asked whether the lack of
encouragement from the woreda administration affect the implementation of integrated
functional adult literacy or not. Accordingly, the majority 59(47.96%) of the respondents
replied that they agree on the idea. Among 46(37.39%) responded as strongly agree. Thus,
mean value 2.73with standard deviation of 0.69.This indicates that woreda administration had
not encouraged and agitate the program. The interviewed also expressed their view that

36
encouragement given from woreda administration for proper implementation of integrated
functional adult literacy was insufficient.

Similarly, the data in the table 5 above briefly indicates that except item no 3, all factors
affecting the implementation of integrated functional adult literacy in the study area. Thus
item no 1, 2 and 3 mean values are 2.73,3.38, and 2.3 with standard deviation of 0.69,0.71,
and 0.83 respectively. The mean values were above the mean score value implying their
agreement on the possible factors.

Open ended question were presented at the last part of questionnaire prepared for adult
learners, coordinating committees as well as in the interview question indicates that the
following are the major challenges that encountered the implementation of integrated
functional adult literacy in Gudeya Bila Woreda. Integrated sectors lack commitment to teach
integrated functional adult literacy in integrated manner. The integrated offices run
individually to accomplish their office job (lack of strong networking), Lack of incentives for
integrated functional adult literacy implementers (teachers, agricultural workers and health
extension), Inadequate budget allocation to literacy program, Poor support from the all
stakeholders and community to the program due to the ineffectiveness of the coordinating
committee, Lack of regular supervision, Inconvenient time, Lack of NGO surrounding area,
Lack of commitment from the different organization to support the program, Lack of
certification for learners and lack of cooperation in the committee and effective leadership
from the woreda training committee and leave all responsibility to woreda education office.

37
4.4. Perception of coordinating committee on implementation of integrated
functional adult literacy program.
Table.6 Respondents of coordinating committee on the perception of
integrated functional adult literacy program

N Coordinating committee respondents N=10

S. deviation
o Item

Uncertain
Disagree
Strongly

Strongly
disagree

Agree

Mean
agree
Fr

Fr

Fr

Fr
%

%
F
1 Literacy or teachers have pre

0.68
3.2
10

10

10

50

20
service Training
1

2
2 The woreda and Kebele committee

0.83
3.7
50

20

10

10

10
have regular meetings
5

1
3 There is adequate budget for the
implementation of integrated

10

0.68
2.8
20

50

10

10
functional adult literacy
2

1
4 The woreda coordinating

0.72
committee is functional

2.6
10

50

20

10

10
1

1
5 The coordinating committees at all
level prepare a working plan each
1

0.79
10

40

3.6
1
10
1
10

3
4

30

year
6 The coordinating committee at 0.83
2.8
20

50

10
1
10
1
10

woreda and Kebele level conduct

5

1
2

meeting
7 The degree of team spirit of the
coordinating committees at woreda
0.68
10
20

50

10

2.8
1

10
1
2

and Kebele level

5

8 The program is monitored and

0.88
2
20

10
1

3.8
5

1
10

10
50

evaluated
1

3.16
0.76

Mean score

Keys: scale range of mean value 0-1.49=strongly disagree; 3.50-4.49=Agree;

1.50-2.49=Disagree; 4.5-5.0=strongly agree; and 2.50-3.49=uncertain

38
In item 1 above of table 6, the respondents were asked to rate the degree of pre service
training given for literacy teachers or facilitators. Accordingly, the majority of respondents
5(50%) showed that their agreement. Thus, mean value is 3.2 with standard deviation of
0.68.This implies that teachers or facilitators obtain training before literacy class was started.
Teachers and facilitators have been actual implementers of the literacy program. They have
played valuable role for integrated functional adult literacy implementation. The strategic
document indicated that the role of teachers in the program in (AFEAE, 2011)
recommended, providing short term training to them for successful implementation of
integrated functional adult literacy. At woreda level training of literacy teachers and
facilitators were found to be one week before class was started. The strategy document
indicated that facilitators are required to attend 30 days initial training followed by 15 days
of refresher training every 6 months and teachers trained for 10-15 days. Even if, pre service
trainings had been given for teachers and facilitators at woreda level, it was not sufficient
and it was direct against guidelines stated in strategic document action plan. But recently the
government hired facilitators from the community (who had completed grade 10) and gave
chances to upgrade their knowledge and skills through training in summer program in the
colleges.
Concerning the training of teachers in Mozambique literacy campaign (Lind, 1988) indicates
that the training of teachers was for about three weeks with possible in service training in
summer season. In Uganda the training was given for about two-three weeks (a report of a
study tour to Uganda Nov.2002).This shows that the attention provide to literacy teachers
/facilitators training in Gudeya Bila Woreda was significant. So, according to the strategy
document recommended 30 days of initial training for literacy teachers.
From the interview the majority of them responded that both facilitators and teachers were
trained at woreda level before actual class was started. Even if they are trained it is not
enough and against with strategic document. The training was given for teachers and
facilitators but not for others. Other interviewee (Extension and Agricultural workers,
Kebele chair person, Supervisors) raised the ideas that they didn’t get training. So, from this
it is understood that it needs training for the proper implementation of integrated functional
adult literacy program. In Addition the facilitator from the college is not related with the
interest of adult learn. A person who train for adult education is shift/drop to the formal
education in case of Gudeya Bila Woreda.

39
As shown in item number 2 of the table 6, coordinating committee was asked whether they
have regular meeting at woreda and Kebele level or not. The majority 5 (50%) of the
respondents responded that they strongly disagree on having regular meeting at woreda and
Kebele level about the program. Thus mean value is 3.7 with standard deviation of 0.83.This
indicates that they had no regular meeting at each level. The committees were formed from
different offices at woreda and Kebele levels. Due to this they give attention for their own
work and lack of commitment to meet together regularly to discuss on the program
implementation. They give direction during meeting organized spontaneously. The lack of
permanent meeting schedule of the committee was believed by woreda educational offices as
the main causes delayed to pass decision on critical issues that faced the program. The
support provided from the committee was insufficient and disorganized. Consequently, all
activities of the literacy program were left to the woreda educational office and mostly for
literacy teachers and facilitators working in each Centre.

On the other hand, 2(20%), 1(10%), 1(10 %) and 1(10 %) respondents responded that they
disagree, uncertain, agree and strongly agree respectively. As indicated in the above table 6
of item 3 the respondents were asked to give their opinion about adequate budget for the
implementation of integrated functional adult literacy or not. The majority 5(50%) of the
respondent responded as disagree. Thus, mean value is 2.8 with standard deviation of 0.68.
This shows that there was lack of inadequate budget for the real implementation of the
program. The interviews results were also confirmed that there was inadequate budget for the
proper implementation of integrated functional adult literacy. In addition to this ,the program
has budget problems lack of support and encouragement from the woreda administration
except transmitting message on the meeting.Others,2(20%),1(10%),1(10%) and 1(10 %)
respondents replied that the adequate budget for the implementation of integrated functional
adult literacy as strongly disagree, uncertain, agree and strongly agree respectively.

As can be seen in the item 5 of the table 6, the respondents were asked to rate the extent to
which the coordinating committees prepare a working plan. The majority 4(40%) and 3(30%)
replied that the participation of coordinating committee in preparing working plan as high
and very high respectively. This implies that the coordinating committees at all levels
participate preparing a working plan related with objectives realities of the surrounding areas.
But only plans are there on the paper and there was no written document that shows their
implementation in the sampled areas. Even though there is a working plan it is not changing
in to the practice.

40
As indicated that in item 6 of the table 6, the respondents were asked to rate the extent to
which coordinating committee conduct meeting together to discuss on the issue of the
program. The majority of the respondents 5(50), responded that in conducting meeting at all
level was low. This indicates that the coordinating committee at all level lack to conduct
meeting together to discuss on the issue of the program regularly. The reasons mentioned
were that the lack of proper time schedule for meeting together, lack of permanent meeting,
low attention given to the program and lack of commitment of committee leaders. The
organization of literacy program was assigned to integrated functional adult literacy
committee established at different levels (woreda and kebeles). The education at the woreda
levels had the responsibility to assist technical issues in organizing literacy centers. The
efforts of the coordinating committee at all levels had been coordinated with the activity of
woreda education office; the effectiveness of the implementation might be hampered.

As indicated that in the item no 7 of table 6, the respondents were asked to rates the degree of
team spirit of the coordinating committee at woreda and Kebele level. The majority 5 (50%)
of the respondents responded as low in having team spirit. This implies that the coordinating
committee at woreda and kebele level lack team spirit in implementing integrated functional
adult literacy program in the study area. The committees leave all the activities to the woreda
education office. On the other hand, 2 (20%), 1 (10%), and 1 (10%) of the respondents rated
as very low, medium, high and very high respectively.

In the table above of the item no 8, the respondents were asked to rate the extent to which
integrated functional adult literacy is monitored and evaluated. The majority 5(50%) of the
respondents responded that the extent of evaluation and monitoring of the program is low.
This indicates that the monitoring and evaluation of the program in the study area is low and
it results poor achievements of integrated functional adult literacy program. As known that
monitoring and evaluation is an essential activity and committees as well as woreda
education makes necessary follow up, visit the center and discuss periodically with
stakeholders and learners. So, that there is no a comprehensive and systematic monitoring
and evaluation of the program in the study area .Others, 2 /20 %), 1(10%), 1(10%) and
1(10%) of the respondents responded that very low, medium, high and very high respectively.

41
 4.5. Coordinating committee responses on Implementation of integrated
functional adult literacy in line with the strategic document
Table.7:- Coordinating committee responses on Implementation of
integrated functional adult literacy in line with the strategic document
No Coordinating committee respondents N=10
Items

Uncertain
disagreed

Standard
Disagree
Strongly

Strongly
Agree

Mean
agree

deviation
Fr

Fr

Fr

Fr

Fr
%

%
1 There is selection criterion for
integrated functional adult literacy
program teachers/facilitators

0.70
3.3
10

10

10

50

10
1

1
2 You think that the time of

0.75
educational provision is convenient

2.5
10

60

10

10

10
for adult literacy participants
1

1
3 Places of adult literacy provision or
centers are selected with the

3.2

0.68
10

10

10

50

20
agreement of the participants
1

2
4 You think that the government has
responsibility to equip integrated
functional adult literacy centers each
year using government recurrent

0.83
3.7
50

20

10

10

10

budget
5

Mean score value 3.1 0.74

7

As indicated in the item 1 of table 7, respondents were asked to rate the selection criteria for
integrated functional adult literacy program teachers or facilitators. Accordingly, the majority
5(50%) of the respondents replied that they agree on the idea of the selection criteria for
IFAL teachers or facilitators. Thus mean value is 3.3 with standard deviation of 0.7.This
indicates that the facilitators or teachers were selected according to the strategic document of
integrated functional adult literacy program. On the other hand, 1(10%), 1 /10%), 1(10%) and
1(10%) replied that they strongly disagree, disagree, uncertain and strongly agree
respectively. Regarding selection criteria in the strategy document that requires higher grade

42
qualification criteria. Teachers or facilitators were selected in this way. Teachers have
Diploma and facilitators were grade 10th completed.).

In the item no 2 of table 7, respondents were asked to rate the time of educational provision
was convenient for adult literacy learner or not. Accordingly, 6(60%) of the respondents
replied that they disagree on the idea. Thus mean value is 2.5 with standard deviation of
0.75.This indicates that the time of educational provision is not convenient for learners in the
study area. As stated in strategic document integrated functional adult literacy was given for
2-3days per week and in each day’s 2-3hours literacy class in each center. In the study area
this was not practiced as stated in strategic document. The reason was that the majority of the
community engaged in agricultural activities, meeting and they did not to stay along time in
literacy class. Thus, they preferred to learn a few hours per days and week as well as they
requested adjustment of the time without interruption of their actual work.

In item no 3 of table 7, the respondents were asked to rate the place of adult literacy provision
had been selected with the agreement of learners or not. The majority 5(50%) of the
respondents responded that they agree on the idea This means that the place for provision of
literacy program was convenient and it located in sites where not far away from residence of
the community and it is in school regular classes and FTC centers.

In item no 4 of table 7, respondents were asked to rate the government has responsibility to
equip integrated functional adult literacy center each year using government recurrent
budget.Then,5(50%) and 2(20%) of the respondents replied that they strongly disagree and
disagree respectively. Thus mean value 3.7 with standard deviation 0.83.This implies that it
was not only the responsibility of government but also it involved the participation of the
community and private sectors to equip integrated functional adult literacy center. On the
other hand, 1(10%), 1(10%) and 1(10%) the rest of respondents replied that they uncertain,
agree and strongly agree respectively.

In India (UNESCO,2009) cited in (Tekalign,2010) communities and private sectors involved

in the implementation of functional adult literacy program in the identification and
preparation of leaning materials and resources, raising funds as well as in the coordination of
the program in collaboration with the community learning center. In Ethiopia, communities
and the private sector have tremendous contribution in assisting the implementation of
integrated functional adult literacy program. This including recruiting and selecting
integrated functional adult literacy facilitators, raising funds, constructing functional literacy

43
 centers and actively engaging in the management of the integrated functional adult literacy
program.

Table8: Coordinating committee responses on Implementation of

integrated functional adult literacy in line with the strategic document

No Items Frequency %
In which of the following age level does the majority of the adult literacy
1 learners could be grouped?
1.7-14 1 10
2.15-29 2 20
3.30-45 6 60
4.45 above 1 10
10 100%
2 What is the extent of availability of educational materials in the literacy
centre’s? 1.very low 3 30
2.low 4 40
3.medium 1 10
4. high 1 10
5. very high 1 10
10 100
3 For how many days in a week does the literacy education is provided to
learners? 1.1-2 days 5 50
2.2-3 days 3 30
3.3-4 days 1 10
4.4-5 days 1 10
10 100
4 How often does the literacy program is conducted in a year?
1.one round 1 10
2.Two round 2 20
3.Three round 5 50
4.Four round 1 10
5.Five round 1 10
10 100
5 What is the qualification of adult literacy facilitators dominantly?
1.10th complete 8 80
2.10+1 1 10
3 10+2 1 10
4.Diploma - -
5.Degree - -
10 100

As indicated in table 8 item 1, the respondents were asked about the age level of adult literacy
learners. Accordingly, the majority 6(60%) replied that the majority of the age level of
participants were grouped under 30-45 years. This is in line with the strategic document
action plan. In the strategic document the age limit was assumed for participants of the
literacy program within the range of 15 and 45 years (ESDP, 2010). The people within this
range are assumed to be adults who are expected to lead their live by their own decision. On
44
the other hand, the rest 1(10%), 2(20%) and 1(10%) responded that 7-14, 15-29 and above 45
respectively.

As seen in table 8 item 2, the respondents were asked the degree of availability of educational
materials in the literacy centers. Accordingly, the majority 4 (40%) of the respondents
responded as the availability of materials was low. This indicates that in the literacy centers
there was an insufficient educational material such as text books and modules. The rest
respondents 3(30%), 2(20%), 1(10%) and 1(10%) said that the availability of educational
materials was very low, medium, high and very high respectively.

As indicated in the above table of item no 3, the respondents were asked for how many days
in a week the literacy education provided to learners does. The majority 5(50%) of the
respondents replied that in a week literacy education was provided to learners for 1-
2days.The time that the literacy program was provided to adult was 9 months long and days
showed not be less than 3-5 days per week .Each day there were 2-3 hours of literacy class in
each center as stated in the strategic document. In the study area the days in a week that were
provided to literacy education had not been according to the strategic document and held for
1-2days peer week and each day for one hour. As a result, the learners did not complete the
portion on time and did not acquire the required knowledge at a time.

As indicated in the above table of item no 4 the respondents were asked about the literacy
program conducted in a year.Then,5(50%) of them replied that literacy program was
conducted in a year three round and each round have three months. This implies that
integrated functional adult literacy was conducted in a year as stated in strategic document.

In item no 5 above of table 8, the majority of the respondent 8(80%) replied that the
facilitators educational backgrounds are in line with the integrated functional adult literacy
guide line which says they should at least be grade 10 complete.

45
 CHAPTER FIVE
SUMMARY OF FINDING, CONCLUSIONS AND
RECOMMENDATIONS

5.1. Summary
The purpose of this study was to assess major factors affecting the implementation of
integrated functional adult literacy in Gudeya BilaWoreda. To this end, descriptive research
design was used and both quantitative and qualitative methods were employed. The source of
the data for the study were 123 adult learners,10 Coordinating committees ,4 teachers,4
health extension workers,4 facilitators, 6 agricultural workers, 2 supervisors, 4 school
directors, 2 woreda educational experts and 4 Kebele chair persons and relevant documents
related to the issues. The simple random sampling and sampling techniques were employed to
select the respondents of the study and frequency, percentage, mean and standard deviation
were used in the analysis of the collected data. Questionnaires, interview and document
analysis were the main tools of data collection.

What ate the perception of participations towards integrated fictional adult literacy
implementation, how integrated functional adult literacy implementation designed at national
level what is the major problem of implicational and the mechanisms to improve the
challenge of integration and the like question are raised.

The study revealed the following major findings.

 The study showed that 66 (66.6%) of the adult learners were not attending the IFAL
program regularly.
 The study found out that the majority 76(61.78%) of the adult learners responded that
the community lacked an interest to support literacy centers.
 The study indicated that the majority 68(55.28%) of the adult learners replied that the
time was not convenient to attend integrated functional adult literacy program.
 The study find out that the major problems that encountered the implementation of
integrated functional adult literacy in the study area were; Integrated sectors lack
commitment, lack of incentives, Inadequate budget allocation to literacy program,
lack of regular supervision, inconvenient time, lack of NGO surrounding area, lack of
certification for learners, Committees lack commitment to implement the program.

46
  The study found out that the extent of functionality of coordinated committee at
woreda and Kebele level was low for the fact that the majority of respondents 5(50%)
replied it.
 The study revealed that the (50%) of the coordinating committees responded that the
extent of evaluation and monitoring of the program is low.
 The study indicated that the 5(50%) of the conducts committee responded that the
literacy education was provided to learners 1- 2 days per week and each day for one
hour.
 The Study revealed that 5 (50%) of the Coordinating Committees responded that they
had regular meeting at woreda and kebele level about the program.
 The interview essence should that Woreda education experts, teachers, facilitators;
adult learners had acceptable knowledge and somewhat understanding about
integrated functional adult literacy program in relation to the strategy document.

5.2. Conclusions
The implementation of integrated functional adult literacy or education at national level
created opportunities for hundreds of young adults in the study area to learn reading, writing
and numeracy as well as basic life skills are highly related to their daily life. However, lack
of team working of all stakeholders, committee commitment, Lack of regular supervision,
inadequate budget, inconvenient time, lack of certification and support from sectors
(agricultural and health sectors) which signed memorandum of understanding affect the
implementation of integrated functional adult literacy in the Gudeya BilaWoreda.Adults
learners were not attending the IFAL program regularly due to the private, social problem
and time inconvenient. On the other hand adult education is after noon, this becalms two
tiered.

As stated in strategic document of integrated functional adult literacy program, it is

implemented with integrated sectors in integrated manner (education, agriculture and health),
But in actual situation integrated sectors were not supporting adult learners coordinately.
Additionally, there is no written document which shows the integration of the IFAL work
with each other.

In implementation of integrated functional adult literacy, it needs involvement of the all

stakeholders started from federal level to the kebele levels. But in the study area the
Stakeholders (agricultural and health office and others) they lack commitment or blame each

47
other to implement the program and resulted poor implementation of the program. As
strategic document stated that, different stake holders contribute finance and materials as well
as construct literacy Centre for proper implementation of integrated functional adult literacy
in literacy centers. But in the area the community lack interest to equip literacy centers.

The coordinating committee formed at woreda and Kebele levels was not working as
expected. The committee formed at the woreda and Kebeles levels had no regular meeting
schedule and it gives direction during different meeting organized spontaneously. The lack of
permanent meeting schedule of the committee was believed by woreda educational office as
the main causes delayed to pass decision on critical issues that faced the program. The delays
have also impact on the general activities and achievements of the program.

The extent of the functionality of the coordinated committee at woreda level is low. This
program is coordinated by committee that is formed at different educational level. In the
study area their extent was low and results improper implementation of IFAL program. The
extent of coordinating committee conducting meeting at all level is low. From this we
understand that the coordinating committee at all level did not conduct meeting together to
discuss on the issue of the program regularly.

In the study area the extent of evaluation and monitoring of the program is low and it results
poor achievements of program. So, that there is no a comprehensive and systematic
monitoring and evaluation of the program in the study area. The time of educational
provision is not convenient for learners in the study area. As stated in strategic document
design at National level integrated functional adult literacy was given for 2-3 days per week
and in each day’s 2-3 hours literacy class in each center. It is not practiced as stated in
strategic document.

It is not only the responsibility of government to equip integrated functional adult literacy
center each year using government recurrent budget but also it needs the participation of the
community and private sectors to equip integrated functional adult literacy center.

To successful in integrated functional adult literacy program the contribution of every

responsibility individual and organization in the woreda for real implementation of the
strategy document is believed to be very important.

48
5.3. Recommendations
Commitment deepens success, and success hinges on the programs integrated functional adult
literacy ability to meet needs and adapt to local condition (Lockheed,Verspooramd
associates, 1991).The implementation of integrated functional adult literacy requires the
collaboration of diverse stakeholders. Therefore, based on the major findings and the
conclusions drawn, the following recommendations were made to alleviate factors affecting
the implementation of integrated functional adult literacy in Gudeya BilaWoreda.

 The study found out that there was lack of integration among integrated sectors and
there was a lack of written document which shows the integration of the integrated
functional adult literacy implementation. Therefore, the woreda administration and
woreda educational office should make discussion with integrated sectors and aware
the programs as well as to strength their responsibilities in order to implement the
program in integrated manner as strategic document action plan. In addition it is vital
provide training for the sectors and conduct monitoring continuously.
 Woreda administration and woreda educational office to provide incentives
for integrated functional adult literacy implementers to motivate.
 Woreda educational office should work closely with the Zone education
office to strength the coordinating committee in order to discharge their
duties and responsibilities as indicated in the integrated functional adult
literacy guide lines.
 It is not only the responsibility of government to equip integrated functional
adult literacy center each year using government budget. Therefore, it is
recommended that it needs the participation of the all stakeholders including
the community and private sectors to equip literacy centers. Additionally,
the committee advised to discuss with the local community to encourage
their participation and working with woreda educational office to find the
local NGO to support the program.
 Woreda education and Zone education office should ensure participatory
monitoring and evaluation of integrated functional adult literacy program
from time to time. In addition to this woreda education prepared check list
and provide timely feedback for the concerning the strength and weakness
they observed in the implementation of integrated functional adult literacy in
the center’s.

49
  Woreda education and Zone education office should close working together
to provide certificate on time that show passing of the learners from one
level to the next level.
 Woreda administration and educational office are advised to strength the network of
the integrated sectors to implement integrate functional adult literacy effectively
according to the guide lines rather than blame each other.
 In order to implement integrated functional adult literacy effectively, it is advisable
for the woreda education office; Administration, Committee and surrounding NGO
to allocate enough budgets for integrated functional adult literacy program in each
year.
 Zone education office is adjusted to work with woreda educational office to provide
satisfactory training for all stake holders for the proper implementation of the
program.
 Woreda administration is advised to strengthen the commitment of all committees
formed at woreda and kebele levels in encouraging and giving training for them from
time to time.
 The research finding has indicated the time of education is mainly after noon, there
for it is recommended that the woreda education office / chairperson facilitators,
Committee and learners to discuss and adjust the time of the program based on the
interest of adult learners.
 The researcher finding has indicated that the community lack interest to equip literacy
centers. Therefore, it is recommended that for the administration, woreda education
and committees to develop commitments and aware the community about the
program as well as to provide training in order to participated on the program in
effective way.
 The finding indicated that the committee formed at woreda and Kebele levels had no
regular meeting. Hence, it is advisable for the committee at all levels to have
permanent meeting schedule for the activities and achievement of the program.
 It is clearly stated in the finding of the research that the extent of the functionality of
the coordinated committee at woreda level is low. Therefore, it is recommended that
the woreda education office and the political leaders give attention for the program
similar to the other programs to strengthen the duties and responsibilities of
committee.

50
 It is clearly stated in the finding of the research that the extent of the evaluation and
monitoring of the program was found to be low. Therefore, it is recommended that the
committee and woreda educational office makes necessary follow up, visit the center
and make comprehensive and systematic monitoring and evaluation of the program.

51
6. REFERENCES
Abiy .et al., 2009. .Introduction to Research Methods: preparatory Module for Addis Ababa
University Graduate Program.
AmareAsgedom, 1989. Literacy: Search for Collorates, the Ethiopian journal of Education
vol.x.No.2
Awal Mohammed, 2012 .Factors Affecting Adult Learning and their Persistence: Theoretical
Approach. Adult Education Unit.Ski.Norway
Bhola .H.S. 1984. Campaign for literacy, UNESCO .Paris
Biannual Newsletter of Adult and Non Formal Education Association in Ethiopia
(ANFEAE) vol.II, December 2011, Addis Ababa.
Bonwell, C.and A. Elison, 2003. Active Learning Creating Excitement in the classroom.
Bwatawa,et al., 1989, Adult Education, the Tanzanian Express. Oxford University Press
Capel, S.M. Leask and T.Tuner, 1995.Learning to Teach Secondary Schools.Routledge
Courtney, S. 1989. Hand book of Adult and Continuing Education. San Bass.
Darkenwald, G. GandMarriam, .S.B. 1982. Adult Education: foundation of practice, happer
Collins publishe, NewYork.
Denial, A.A. and Kofi, A.(2009) The impact of Functional Adult literacy on Socio Economic
Lives of Agona District of Ghana.Do Journal of Counselling.
David, D.Midizi. 2001. The Zimbabwe literacy campaign: problem ways for ward, Journal
Adult Education Development IIZ/DVV, vol.57.
Fagerlind,I.andSaha. L.1991. Education and national development: Pergemon press Oxford.
Federal Democratic Republic of Ethiopia, 1994.Education and Training Policy, first Edition
Addis Ababa, ST .George Printing press.
Federal Democratic Republic of Ethiopia, 2008.National Report on the Development and
State of Art of Adult Learning and Education, Ministry of Education, Addis
Ababa,GudeyaBilaWoreda Educational Office, 2014/15.
HaimanotYemane (2014).The practice and challenges of IFAL Education in Nifas Silk
Lafto Sub City, AA, Ethiopia.
Hamanache ALI and Marrin Daniel, 1986.Theory and practice of literacy work policies,
Strategies and experience, UNESCO /CODE.
Houle, C. 1996. The Design of Education (2ndEdtion.) San Francisco: Jossey-Bass.
Institute for International Cooperation of German/IIZ/DV(2011) literacy, Skills Training and
Entrepreneurships support for Rural Women in Ethiopia.

52
Bonn, Germany .http://www. dvv-international.de
ICDR, 1999. Teachers Education Hand book. Ministry of Education, Addis Ababa.
Kenea,A (2014) . Adult basic Literacy ’’initiatives’’ in Ethiopia: change and continuity, AAU ,
Ethiopia.
Knowles, M. (1984).The adult learner: A neglected species. Houston, TX: Gulf Publishing
CO.Kmmer,Kajit.(1999). Research Methodology. London. SAGE publication.
Kyriacou,C .1998. Essential of Teaching Skills (2nd Edition), Nelson Thornes London.
Limage, J. Leslie. 1987. Adult literacy Policy Campaign, Plenum press, New York.
Lind, Agenta .1988. Adult literacy lessons and promises: Mozambicans International
Education University of Stockholm (Ph.D. dissertation) . London.
MamoKebedeShankut. 1999 .Non-formal education its orgions, Meaning and Significance to
on National Conference on the situation for Non-Formal education in Ethiopia
Held in Addis Ababa 12th and13th
Megrims. S, Bracket. R. 1999.Midwest Research to Practice Conference in Adult,
Continuing, And Community Education, Indiana University, Indiana Polis IV October
6-8, 2004.
Ministry of Education (2006).Decentralized Management of education in Ethiopia: Reference
Manual, Addis Ababa.
Ministry of Education (2010). Draft Master Plan for Adult Education in Ethiopia.(2010/11-
2019/2020.Addis Ababa.
Ministry of Education (2005).Federal Democratic Republic of Ethiopia Education sector
Development Program III (ESDPIII) 2005/2006-2010/2011, (1998 EFY. 2002 EFY),
Program Action Plan. Addis Ababa
Mulugeta M.(2002).The implementation of Adult Literacy program in East Gojjam Zone
.AAU.
Muller Josef 1999.Literacy and Non-Formal (Basic Education still a donor’s priority?Journal
of adult Education and Development IID? DVV.vol .48
Nardos, A, 2000, Issues and Methods and Material in teaching Primary School Subject.Addis
Ababa University.
NLCCC, 1984.Every Ethiopian will be literate and will remain Literate. Addis Ababa.Robson,
C., 2002. Real World Research a Resource for Social Science and Practitioners’-
Research (2ndEdition) Black Well Publishing.Uk.
Tasewzewdie, et al., 1995.evaluation of Community Skills Training and Basic Development
Education Centre inRegion3, IER/AAU. (Unpublished)
53
TekesteNegash. 1990. The crisis of Ethiopian Education some implication for Nation Building,
Uppsala Uganda (2004): Functional Literacy for Women www.ifad.org.
UNESCO (2007). Institute for Lifelong learning making a difference: Effective practices in
Literacy in Africa.
UNESCO (1997), Asia Pacific Regional Consultation On Adult Education, Bangkok.
UNESCO (2013). DVV International Institute For Lifelong Learning. Ethiopia.
UNESCO(2006) .EFA Global Monitoring Report: The Quality imperative Paris.
Unsicker (1987). Tanzania. Literacycomplains in Historical Structure perspective in Arove.
Weimer (2002).Learner Centered Teaching. Sun Francisco: Joss-Bass.
YalewDessie. 1992. An evolution of planning system of adult literacy program in Ethiopia (un
published MA thesis) Addis Ababa University, Addis Ababa Ethiopia.
Ziyn Engdasew,2012. Functional Ault Literacy for the Pastoralists Community in Ethiopi
Challenges and prospects.
Oromia Education Bureau (2004).Qajeelfama Raawwii BarnootaGa’eessootaa
QindaawaaGochaIrrattiiXiyyeeffatee

54
 APPENDIX 1
Addis Ababa University
College of Humanities and Behavioral Studies
Department of Educational Planning and Management
Program School leadership
Questionnaire to be completed by adult Learner
Objective of the Questionnaire
The main purpose of this questionnaire is to collect data regarding Factors Affecting the
Implementation of Integrated Functional Adult literacy in GudeyaBilaWoreda.Your
response is found to be very essential for the achievement of the objective intended. As a
result, after reading each question carefully you are required to respond to all items honestly.
I will assure you that the data obtained will be used for this research purpose only and kept
confidential.
Aga Moroda Wakijira
Note:
•You shouldn't need to write your name.
•You are expected to indicate your response by using a tick mark ‘√’ on the provided box
choice corresponding to each question.
• For open-ended questions you are requested to give short and precise answers in the space
provided.
General Information
1. Age Sex

2. Marital status 1.Single 2.Married 3. Divorced

1. Items related to the perception of participants towards integrated functional adult
literacy implementation.
Use a tick ( √ ) that indicates your level of agreement
NB: strongly agree=5, Agree=4,Uncertain=3,Disagree =2 ,Strongly disagree = 1

No Items Responses
5 4 3 2 1
1 Do you attend the literacy program based on your own interest to get
knowledge and skill?
2 Is the content relevant to you or community?
3 Does the knowledge you have acquired has helped you to improve
your life?
4 Do you attend the literacy program regularly?
5 Do you support the participation of women in literacy program?
6 Are you interested in the teaching approach of your teachers?
7 Do you think the community should have to contribute financial and
other resources to fulfill facilities to literacy canters?
8 Do you think literacy teachers are competent in teaching adult
participants?
9 Do you understand the importance of the lesson in improving your
living conditions?
 2. Items related to implementation of integrated functional adult literacy with line to the
strategic documents.
Use a tick (√) that indicates your level of agreement
NB: strongly agree=5, Agree=4, Uncertain=3, Disagree =2, strongly disagree = 1
No Items Responses
5 4 3 2 1
1 Do you think that the time (the day, hour and the month) has
convenience to attend education?
2 Is the place of educational provision (literacy center) has convenience
to attend the lesson?
3 Do integrated sectors (educational, agricultural and health) support you
coordinately?
4 Do literacy teachers treat you with respect?
5 Are there adequate educational materials available in the literacy
centers?
6 Do all stakeholders have a commitment to support you?

3. Items related to factors affecting the implementation of integrated functional adult

literacy
Use a tick ( √ ) that indicates your level of agreement
NB: Very high=5, High=4, Average=3, Low=v 2, very low= 1
No Items Responses
5 4 3 2 1
1 Does lack of encouragement from the government
(woreda administration) affect the implementation of
integrated functional adult literacy?
2 Does lack of team working of all sectors affect the
implementation of integrated functional adult literacy?
3 Does distance from the literacy center affect the
implementation of integrated functional adult literacy?
4 Does lack of motivation or certification from one level to
other affect the implementation of integrated functional
adult literacy?
5 Do lacks of facilities affect the implementation of
integrated functional adult literacy?
3.1 List out other challenges (problems) in your literacy center that are hindrance for
successful implementation of integrated functional adult literacy program.
___________________________________________________________________________
___________________________________________________________________________
3.2 Suggest possible solution for the problems?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 APPENDIX 2
Addis Ababa University
College of Humanities and Behavioral Studies
Department of Educational Planning and Management
Program School leadership
Questions to be answered by integrated functional adult literacy coordinating
Committee
Objective of the Questionnaire
This questionnaire is prepared with the aim to study the Factors Affecting the
Implementation of Integrated Functional Adult Literacy in GudeyaBilaWoreda. Your
response is found to be very essential for the achievement of the objective intended. As a
result, after reading each question carefully you are required to respond to all items honestly.
I will assure you that the data obtained will be used for this research purpose only and kept
confidential.
Aga Moroda Wakjira
Notice:-
• You shouldn't need to write your names.
• For open-ended questions respondents are requested to give short and precise answers in the
space provided.
General profile of respondents
1. Qualification ___________________
2. Sex__________________
3. Occupation___________________________
4. Major responsibility in the IFAL committee_____________
5. Years of service in the committee____________________________
1 .Items related to their perception of participants towards implementation of
integrated functional adult literacy
Use a tick ( √ ) that indicates your level of agreement
NB: Very high=5, High=4,Average=3,Low=2 ,very low= 1
No Items Responses
5 4 3 2 1
1 The level of presence train for facilitators and teachers.
2 The level of woreda and kebele committee regular meetings.
3 The level of budget for the implementation of integrated
functional adult literacy.
4 The extent functionality of woreda coordinating committee
functional.
5 The extent of preparing a working plan by coordinating
committee at all level.
6 The extent of having regular meeting of the coordinating
committee.
7 The extent of having a joint meeting of coordinating committee
at woreda and kebele
8 The level of team spirit of woreda board members in working
with coordinating committee.
9. What is the qualification of adult literacy facilitators dominantly?
1. Grade 10complete 2.10+1 3.10+2 4.diploma
10. What is the duration of literacy teacher’s pre service training?
__________________________________________________________________________
2. Items related to the implementation of integrated functional adult literacy with line to
the strategic document
Use a tick ( √ ) that indicates your level of agreement
NB: strongly agree=5, Agree=4, undcided =3, disagree =2, strongly disagree = 1

No Items responses
5 4 3 2 1
1 Is there a selection criterion for integrated functional
adult literacy program teachers or facilitators?
2 Do you think that the time of educational provision is
convenient for adult literacy participant?
3 Are places of adult literacy provision or centers are
selected with the agreement of participants?
4 Do you think that the government has responsibility to
equip integrated functional adult literacy centers each
year using government recurrent budget?

2.1Indicate your response by putting a tick in the given box

5In which of the following age level does the great majority of the adult-literacy participant
could be grouped?
7-14years  15-39years  30-45years  above 45 
6. What is the extent of availability of educational materials (modules, manual policy
documents) in the literacy center’s?
Very high  high  Average  low
7. For how many days in a week does the literacy education is provided to participants?
One day  2-3days  four days  3-5 day 
8. How often does the literacy program is conducted in a year?
Two times  Three times  Four times Five times
3. What are the major problems of the literacy program in your literacy center that are
hindrance for successful implementation of integrated functional adult literacy program----
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------

3.1. What are your suggestions as possible solutions for the above stated problems .
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------
 APPENDIX 3
Addis Ababa University
College of Humanities and Behavioral Studies
Department of Educational Planning and Management
Program School leadership
Interview Questionnaire to be completed by literacy program teachers, facilitators’,
health extension workers, Kebele chair person, supervisors, woreda Education experts
,Agricultural workers and school directors.

Objective of the Questionnaire

This questionnaire is prepared with the aim to study the Factors Affecting the
Implementation of Integrated Functional Adult Literacy in Gudeya Bila Woreda.
I. Interview Questions
1. What are the perceptions of participants towards Integrated Functional Adult Literacy in
your Woreda?
2. What is the extent of adult literacy participants’ interest to learn in the program and the
training assisted you in teaching adults?
3. Does Integrated Functional Adult Literacy is implemented in integrated manner in your
Woreda according to the strategy document?
4. What are the encouragements are given from the all stakeholders to coordinate and
facilitate the program?
5. What are the major factors (problems) that affect implementation of Integrated Functional
Adult Literacy in your literacy center and suggest your solution for the problem?
Evaluation of participants’ performance and certification (document analysis)

1. Is there a document or record that show continuous evaluation program to assess the
performance of IFAL participants?
2. Do the Woreda and Kebele coordinating committee have documents that show follow up
of the reliability of the evaluation?
3. Are there attendances that show the continuous follow up of the learners and Rosters that
shows their mark?
4. Are there documents which show the integration of the IFAL work with different sectors?
5. Are there documents which show the implementation of IFAL program successfully in the
last two years?
6. What additional materials are available in the literacy centers?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------
 Addis Ababa University
College of Humanities and Behavioral Studies
Department of Educational Planning and Management
Program School leadership
Questionnaire to be completed by adult Learner
Objective of the Questionnaire
The main purpose of this questionnaire is to collect data regarding Factors Affecting the
Implementation of Integrated Functional Adult literacy in Gudeya Bila Woreda. Your
response is found to be very essential for the achievement of the objective intended. As a
result, after reading each question carefully you are required to respond to all items honestly.
I will assure you that the data obtained will be used for this research purpose only and kept
confidential.
Aga Moroda Wakjira
Note:
•You shouldn't need to write your name.
•You are expected to indicate your response by using a tick mark ‘√’ on the provided box
choice corresponding to each question.
• For open-ended questions you are requested to give short and precise answers in the space
provided
 General Information

1. Age Sex

2. Marital status 1.Single

2. Married
3. Divorced

1. Items related to the perception of participants towards integrated functional adult

literacy implementation.
Use a tick (√) that indicates your level of agreement
NB: strongly agree=5, Agree=4, Uncertain=3, Disagree =2, strongly disagree = 1
No Items Responses
5 4 3 2 1
1 Do you attend the literacy program based on your own interest to get
knowledge and skill?
2 Is the content relevant to you or community?
3 Does the knowledge you have acquired has helped you to improve
your life?
4 Do you attend the literacy program regularly?
5 Do you support the participation of women in literacy program?
6 Are you interested in the teaching approach of your teachers?
7 Do you think the community should have to contribute financial and
other resources to fulfill facilities to literacy canters?
8 Do you think literacy teachers are competent in teaching adult
participants?
9 Do you understand the importance of the lesson in improving your
living conditions?
 2. Items related to implementation of integrated functional adult literacy with line to the
strategic documents.
Use a tick (√) that indicates your level of agreement
NB: Very high=5, High=4, Average=3, Low=2, very low= 1
No Items Responses
5 4 3 2 1
1 Do you think that the time (the day, hour and the month) has
convenience to attend education?
2 Is the place of educational provision (literacy center) has convenience
to attend the lesson?
3 Do integrated sectors (educational, agricultural and health) support you
coordinately?
4 Do literacy teachers treat you with respect?
5 Are there adequate educational materials available in the literacy
centers?
6 Do all stakeholders have a commitment to support you?

3. Items related to factors affecting the implementation of integrated functional adult

literacy
Use a tick (√) that indicates your level of agreement
NB: Very high=5, High=4, Average=3, Low=2, very low= 1
No Items Responses
5 4 3 2 1
1 Does lack of encouragement from the government (woreda
administration) affect the implementation of integrated functional
adult literacy?
2 Does lack of team working of all sectors affect the
implementation of integrated functional adult literacy?
3 Does distance from the literacy center affect the implementation
of integrated functional adult literacy?
4 Does lack of motivation or certification from one level to other
affect the implementation of integrated functional adult literacy?
5 Do lacks of facilities affect the implementation of integrated
functional adult literacy?
3.1 List out other challenges (problems) in your literacy center that are hindrance for
successful implementation of integrated functional adult literacy program.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________________

3.2Suggestpossiblesolutionfortheproblems?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 Addis Ababa University
College of Humanities and Behavioral Studies
Department of Educational Planning and Management
Program School leadership
Questions to be answered by integrated functional adult literacy coordinating
Committee
Objective of the Questionnaire
This questionnaire is prepared with the aim to study the Factors Affecting the
Implementation of Integrated Functional Adult Literacy in Gudeya Bila Woreda. Your
response is found to be very essential for the achievement of the objective intended. As a
result, after reading each question carefully you are required to respond to all items honestly.
I will assure you that the data obtained will be used for this research purpose only and kept
confidential.
Aga Moroda Wakjira
Notice:-
• You shouldn't need to write your names.
• For open-ended questions respondents are requested to give short and precise answers in the
space provided.
General profile of respondents
1. Qualification ___________________
2. Sex__________________
3. Occupation___________________________
4. Major responsibility in the IFAL committee_____________
5. Years of service in the committee____________________________
1 .Items related to their perception of participants towards implementation of
integrated functional adult literacy
Use a tick (√) that indicates your level of agreement
NB: Very high=5, High=4, Average=3, Low=2, very low= 1
No Items Responses
5 4 3 2 1
1 Do literacy facilitators or teachers get pre service training
2 Do the woreda and Kebele committee have regular meetings?
3 Is there adequate budget for the implementation of integrated
functional adult literacy?
4 To what extent is woreda coordinating committee functional?
5 To what extent does the coordinating committee at all
levels/woreda, kebele prepare a working plan each year?
6 To what extent does the committee conduct meeting to discuss
on issues of the program?
7 To what extent does the coordinating committee at woreda and
kebele level conduct meeting together to discuss on the issues
of the program?
8 What is the extent of sprit of team working of woreda board
committee in coordinating committees?
9. What is the qualification of adult literacy facilitators dominantly?
1. Grade 10complete 2.10+1 3.10+2 4.diploma
10. What is the duration of literacy teacher’s pre service training?
__________________________________________________________________________
2. Items related to the implementation of integrated functional adult literacy with line to
the strategic document
Use a tick ( √ ) that indicates your level of agreement
NB: Very high=5, High=4, Average=3, Low=2, very low= 1
No Items Responses
5 4 3 2 1
1 Is there a selection criterion for integrated functional adult literacy
program teachers or facilitators?
2 Do you think that the time of educational provision is convenient for
adult literacy participant?
3 Are places of adult literacy provision or centers are selected with the
agreement of participants?
4 Do you think that the government has responsibility to equip
integrated functional adult literacy centers each year using
government recurrent budget?
2.1 Indicate your response by putting a tick in the given box
5 In which of the following age level does the great majority of the adult-literacy participant
could be grouped?
7-14 years  15-39 years  30-45years  above 45 
6. What is the extent of availability of educational materials (modules, manual policy
documents) in the literacy centers?
Very high  high  Average  low 
7. For how many days in a week do the literacy education is provided to participants?
One day  2-3days  four days  3-5day 
8. How often does the literacy program is conducted in a year?
Two times  Three times  Four times  Five times 

3. What are the major problems of the literacy program in your literacy center that are
hindrance for successful implementation of integrated functional adult literacy program?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------

3.1. What are your suggestions as possible solutions for the above stated problems?
-----------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
-----------------------------------
 Addis Ababa University
College of Humanities and Behavioral Studies
Department of Educational Planning and Management
Program School leadership
Interview Questionnaire to be completed by literacy program teachers, facilitators’,
health extension workers, Kebele chair person, supervisors, woreda Education experts
,Agricultural workers and school directors.

Objective of the Questionnaire

This questionnaire is prepared with the aim to study the Factors Affecting the
Implementation of Integrated Functional Adult Literacy in GudeyaBilaWoreda.
I. Interview Questions
1. What are the perceptions of participants towards Integrated Functional Adult Literacy
in
your Woreda?
2. What is the extent of adult literacy participants’ interest to learn in the program and
the
training assisted you in teaching adults?
3. Does Integrated Functional Adult Literacy is implemented in integrated manner in
your
Woreda according to the strategy document?
4. What are the encouragements are given from the all stakeholders to coordinate and
facilitate the program?
5. What are the major factors (problems) that affect implementation of Integrated
Functional
Adult Literacy in your literacy center and suggest your solution for the problem?
Evaluation of participants’ performance and certification (document analysis)
questioner

1. Is there a document or record that show continuous evaluation program to assess the
performance of IFAL participants?
2. Do the Woreda and Kebele coordinating committee have documents that show follow
up
of the reliability of the evaluation?
3. Are there attendances that show the continuous follow up of the learners and Rosters
that
shows their mark?
4. Are there documents which show the integration of the IFAL work with different
sectors?
5. Are there documents which show the implementation of IFAL program successfully
in the
last two years?
6. What additional materials are available in the literacy centers?

----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
 YUUNIVARSIITII FIINFINEE
KOLLEJJII BARNOOTA FI QO’ANNOO AMAALA
MUMMEE BULCHINSAA FI KAROORA BARNOOTA
SAGANTAA HOGANSAA MANNEEN BARNOOTA
Gaffannoo barattota barnoota ga’essotan guutamuu
Kayyoo gaffannoo kana
Dhimmii ijoon gaffannoo kana odeeffannoo sababota rakkolee hojii irraa olmaa barnotaa
ga’eessoota qindaa’a gochaa irratti xiyyeffate Aanaa Guddayyaa Biilaa ta’a
Debbii isiin kennitan kayyoo barbadameef bayy’ee murtesaa dha. Xummura irratti ;gaffannoo
armaan gadittii dhiyyatan hundaa sirritti ergaa dubbistani booda amanamuman akka
debbistaan isiinan gaffadha, Ani kanan isiif mirkanessuu barbaduu oddeffannoon kun
dhimmaa qorrannoof qofa akka oluu fi iccittiin akka egammuu dha
Aagaa Morodaa Waaqjiraa
Hubachiisaa:
•Maqaa keessaan barressuun hin barbachiisuu.
•Debbii keessaan mallattoo ‘√’gochuun sanduuqa gaaffii fuula dura jiru keessaa ka’a
•Gaffiwwaan ibsaa barbadaniif deebbii ifaa fi gababa ta’e bakka kename irrattii guutaa
Oddeffannoo waliigalaa
1. Umurii koorniyaa
2. Haala Ga’eela 1.kan hin fudhee/hin herumte
3. kan fudhee/ herumte
4. kan fudhee hiikee/ heerumtee hiikte
Gaffaannoo ilalchaa hirmatoota 1BGQGX walqabatu.
Mallattoo (√) fayyadamuuun sadarkaa yaddaa keessani ibsa.
Hub: Baay’ee ol aanaa=5, Ol aanaa=4, Gidduu galeessaa=3, Gadii aanaa=2, Baayyee
gad-aanaa=1
Lakk. Gaffannoo deebiiwwan
5 4 3 2 1
1 Barnoota ga’eessota kana fedhii kee irrattii hunda’un bekkumsa fi
dandettii argachuuf hordoftaa?
2 Qabiyyeen barnoota sii ykn hawwasa nannoo waliin walitti dhufenyaa
qaba?
3 Bekkumsa atii argate jirenyaa kee foyyesuuf sii fayyadeera?
4 Barnoota ga’eesoota yeroo hundaa ni hordoofta?
5 Sagantaa barnoota ga’eesotaa keessatti hirmana dubartoota ni
degartaa?
6 Haala barsiisonii barnoota itti isiiniif kennaanitti gammadanittu?
7 Hawwasni nannoo buufata barnoota ga’eesootaaf deggarsa maalaqaa
fi meeshaa ni tassisaa?
8 Barsiisooni barnoota ga’eesota barsiisan ga’uumsaa kan qabanii dha?
9 Fayyidaan qabbiyyeen barnoota haala jireenyaa kee ni jijjiraa jette
hubata?
 2. Gaffannoo qajjelfamaa BGQGX waliin walqabatu.
Mallattoo ( √ ) fayyadamuuun sadarkaa yaddaa keessani ibsa.
Hub : Baay’ee ol aanaa=5,Ol aanaa=4,Gidduu galeessaa=3,Gadii aanaa=2,Baayyee gad-
aanaa=1
lakk Gaafannoo filannoo
5 4 3 2 1
1 Yeroon barnootni itti kennamu(guyyaan,sa’attii fi
ji’ini) barnoota hordofuuf mijawaa dha?
2 Bakkii barnootnii ga’eessotaa ittii kennamu
barnoota hordoofuuf mijataa dha?
3 Secteroonii qindominaa (Barnnoota,Qonnaa fi
Fayyaa)waliin ta’un isiin deggaruu?
4 Barsiisooni deggarsaa barbachiisa ta’e isiif
tasiisuu?
5 Meeshaaleen barnootaaf barbachiisan buufatni
barnoota qaba?
6 Dhimmamtootni hundii deggarsaa tasiisuuf hubbii
qabu?
 3. Gaaffannoo hallaa hojii irraa olmaa BGQGX keessattii rakkoo ta’an
Mallattoo (√) fayyadamuuun sadarkaa yaddaa keessani ibsa.
Hub: Baay’ee ol aanaa=5, Ol aanaa=4, Gidduu galeessaa=3, Gadii aanaa=2, Baayyee
gad-aanaa=1

Lakk. Gaffannoo Fillannoo

5 4 3 2 1
1 Hojii irraa olmaa BGQGX tiif gammaa mottumaan degarsaa
tasiifamuu qabuun hanqiinii jira?
2 BGQGX hojii irraa olchuuf hanqinii qindominaa seekteroota
hundaa jira?
3 Fageenyii buufata BGQGX itti kenamu irraa jiru rakkoo qaba?
4 Hojii irraa olmaa BGQGX teef hanqiini kaffaltii jira?
5 Hanqiini leccalloo barnoota ga’eesoota gaggeesuuf mudatee jira?

3.1Rakkoo galmaa gahinsaa BGQGX hojii irraa olchuuf buufatta keeessaan muddate jiru
tarreesii.
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 YUUNIVARSIITI FIINFINEE
KOLLEJJII BARNOOTA FI QO’ANNOO AMAALA
MUMMEE BULCHINSAA FI KAROORA BARNOOTA
SAGANTAA HOGANSAA MANNEEN BARNOOTA
Gaffannoo koree haala mijeesitootaa barnoota ga’essotan guutamuu
Kayyoo gaffannoo kana
Dhimmii ijoon gaffannoo kana odeeffannoo sababota rakkolee hojii irraa olmaa barnotaa
ga’eessoota qindaa’a gochaa irratti xiyyeffate Aanaa Guddayyaa Biilaa ta’a
Debbii isiin kennitan kayyoo barbadameef bayy’ee murtesaa dha. Xummura irratti ;gaffannoo
armaan gadittii dhiyyatan hundaa sirritti ergaa dubbistani booda amanamuman akka
debbistaan isiinan gaffadha, Ani kanan isiif mirkanessuu barbaduu oddeffannoon kun
dhimmaa qorrannoof qofa akka oluu fi iccittiin akka egammuu dha
Aagaa Morodaa Waaqjiraa
Hubachiisaa:
•Maqaa keessaan barressuun hin barbachiisuu.
•Debbii keessaan mallattoo ‘√’gochuun sanduuqa gaaffii fuula dura jiru keessaa ka’a
•Gaffiwwaan ibsaa barbadaniif deebbii ifaa fi gababa ta’e bakka kename irrattii guutaa
Oddeffannoo waliigalaa
1. Saddarkaa barnoota __________________
2. Saala__________________
3. Gita hojii___________________________
4. Gahee hojii koree BGQGX keesatti_____________
5. Bara koree keessaa tajajiltaan ___________________________
 1 .Gaffannoo ilaalchaa hirmaatoota BGQGX irratti qaban.
Mallattoo ( √ ) fayyadamuuun sadarkaa yaddaa keessani ibsa.
Hub : Baay’ee ol aanaa=5,Ol aanaa=4,Gidduu galeessaa=3,Gadii aanaa=2,Baayyee gad-
aanaa=1
2. Gaffannoo qajjelfamaa BGQGX waliin walqabatu.
lakk Gaafannoo filannoo
5 4 3 2 1
1 Haala mijeesitooni fi barsiisonii barnoota
ga’eesoota leenjii hjii duraa fudhatanii jiru?
2 Hawwasnii nannoo buufataa barnoota ga’eessota
jiratuu buufatichaaf egumsaa tasiisuuf fedhii qaba?
3 Koreen Aanaa fi Gandaa walgahii idilee qabuu?
4 Wajjirii Barnoota Aanaan koree saddarkaan jiran
akkamiin qindeessaa?
5 Walgaahiin koree dhimmaa sagantichaa irrattii
sadarkaa kammiin gaggeeffaama?
6 Walgaahiin koree sadarkaa aanaa fi gandaa
dhimmaa sagantichaa irratti saddarkaa kammiin
waliin gaggeessuu?
7 Waliin hojechuun koree boordii aanaa fi koree
gandaa saddarkaa maalii irraa jiraa?

8.Saddarkaan barnootaa haala mijeessitoota barnoota ga’eessoota maal fakkata?

1.kutaa 10 kan xummee/te 2.10+1 3.10+2 4.dippilomaa
9.Barsiisonii barnoota ga’eesoota leenjii hojii duraa akkamii fudhataan?
__________________________________________________________________________
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
Mallattoo ( √ ) fayyadamuuun sadarkaa yaddaa keessani ibsa.
Hub : Baay’ee ol aanaa=5,Ol aanaa=4,Gidduu galeessaa=3,Gadii aanaa=2,Baayyee gad-
aanaa=1
Lakk Gaffannoo Fillannoo
5 4 3 2 1
1 Barsiisotnii fi haala mijeesitootnii BGQGX ulaagaa fillaannoo kan
guutanii dha?
2 Yeroon barnoota ga’eessotaaf kenname hirmatoota barnoota
ga’eesootaf mijaatadha jetta?
3 Bakkii buufataa barnoota ga’eesoota walii galtee hirmaatootani dha?
4 Mottummaan buufataa BGQGX bajataan fi meeshaan waggaa
waggaan deggarsaa gochuuf itti gaffatamumaa ni qaba ?
5 Koreen saddarkaa saddarkaan jiraan adeemsaa baruu barsiisuu ni
maddaluu?

2.1 Debbii kee mallattoo ‘√’gochuun saduqaa keessatti agarsiisii.

6. Kannen armman gadii keessaa baay’iini hirmaattota BGQGX saddarkaa umurrii kammii
irratti argaamuu?
Waggaa 7-14 Waggaa 15-39 Waggaa 30-45 Waggaa 45 ol
7.Dhiyeesiin meeshalee barnootaa ga’eessota sadarkaa buufata barnootattii maal fakkataa?
Baay’ee olaanaa olaanaa  gidduu galleessaa gadii aanaa 
8.Barnoonii ga’eessotaa torbaanitti guyyaa meeqaaf kennama?
Guyyaa tokkoof Guyyaa 2-3 Guyyaa 4 Guyyaa 3-5
9.Sagaantaan barnoota ga’eessota waggattii sii;aa meeqa kennama?
Yeroo lamaa  Yeroo sadii Yeroo Afuur  Yeroo Shan 
3.rakkoo ijoon buufataa BGQGX keessatti muddaattee sagantiichii akka hin milkoofne
danqee maali?
_________________________________________________________________________
3.1.Rakkowwaan armaan olitti mullataniif furmaatnii maal ta’a
__________________________________________________________________________
 YUUNIVARSIITII FIINFINEE
KOLLEJJII BARNOOTA FI QO’ANNOO AMAALA
MUMMEE BULCHINSAA FI KAROORA BARNOOTA
SAGANTAA HOGANSAA MANNEEN BARNOOTA.
Gaffannoo Qomaa
Gaffaannoon qomaa kun kan guutamuu barsiisotaa barsiisota ga’eesoota,hallaa
mijjesitootaa, eksteshinii fayyaa duraa ta’aa gandaa ,suppervaayizeraa,ogeessaa
wajjiiraa barnoota aanaa, hojeetaa misoomaa fi hogantoota mannen barnootan ta’a.
Kayyoo gaffannoo kana
Dhimmii ijoon gaffannoo qomaa kun dhiyyateef odeeffannoo sababota rakkolee hojii irraa
olmaa barnotaa ga’eessoota qindaa’a gochaa irratti xiyyeffate Aanaa Guddayyaa Biilaa
ta’a.Debbii isiin kennitan kayyoo barbadameef bayy’ee murtesaa dha. Xummura irratti
;gaffannoo armaan gadittii dhiyyatan hundaa sirritti ergaa dubbistani booda amanamuman
akka debbistaan isiinan gaffadha, Ani kanan isiif mirkanessuu barbaduu oddeffannoon kun
dhimmaa qorrannoof qofa akka oluu fi iccittiin akka egammuu dha
Oddeffannoo waliigalaa
I. Gaffannoo Qomaa
1. Akkaa Aanaa keessaanitti ilaalchii hirmatootni BGQGX irratti qaban maal fakkata?
2. Fedhiin hirmaatoonii dhimmaa sagantaa BGQGX irrattii qabani fi leenjii fi deegarsii
ga’eesotaa barsisuuf godhataan maal fakkata?
3. Bakkii argamaa buufataa barnoota ga’eesootaa barsiisuuf mijaataa ta’u fi hawwasnii
nannoo hirmaanaa gamma marraan buufataa ga’eessootaaf ni tassisaa(karoorsuu
dabalatee)
4. Sababooni rakkoo ijoo BGQGX hojii irraa olchuuf buufataa keessaan muddataani fi
yaddaa furmaata rakkichaf ta’u maali?
Maddallii gahumsaa fi kenninsaa waraqaa ragaa (Fayyilaa sakkata’uun)

1. Galmeen ykn ragaan maddalii walitti fufaa hirmaatoota sagantaa BGQGX

gaggefamuu mulisuu jira?
2. koreen saddarkaa Aanaa fi Gandaa galmee dhugadhan maddalliin gaggeeffamuu
agarsiisuu ittiin hordoofaan qabu?
3. Galmeen to’aannoo bartoota yeroo hundaa itti hordoofamanii fi roosterii maddalii
qabxii agarsiisuu jiraa?
4. Karoorii hojii irraa olmaa sagantaa BGQGX agarsiisuu jira?
5. Galmeen waraqaa ragaan saddarkaa xumuraniif kenname agarsiisuu jira?
6. Meeshaleen dabalataan buuufataa barnoota ga’eessotaa keessaa jiru maalii?

______________________________________________