IMPLEMENTATION OF INTEGRATED FUNCTIONAL ADULT LITERACY IN DODOLA WOREDA, WEST ARSI ZONE, OROMIA NATIONAL REGIONAL STATE

Abstract

The purpose of this study is to investigate the implementation of integrated functional adult literacy in Dodola woreda, West Arsi zone, Oromia National regional state. For this study, descriptive survey research design was employed; both qualitative and quantitative data were gathered through questionnaire, interview and document analysis. The sources of data for the study were;285 IFAL learners,4 literacy teachers,4 literacy facilitators,25 IFAL committee,22 PTA,2 school supervisors, 2 woreda education experts ,5 school directors ,6 health extension workers,9 DAs,4 kebele chair persons, and relevant documents related to the issue. The simple random and available sampling techniques were employed to select the respondents of the study. The collected data were analyzed using percentage and frequency. Two separate sets of questionnaire were prepared to be completed by IFAL learners’ IFAL committee, PTA and DAs. The interview was employed to the literacy teachers, facilitators, school supervisors, woreda education experts’ school directors, kebele chair persons and health extension workers. The finding of the study indicate that IFAL participants profile (sex, age, occupation and marital status) were similar to the points in the strategy document 15-45 age. In addition, the woreda education expert, adult literacy teachers and literacy participants have good knowledge and understanding about the IFAL. The time for provision of IFAL is convenient. And the certificate, was given when the learners complete the level. However, the support provided by the community members to construct and maintain literacy centers and the attention provided by coordinating committee to support the program, the lack of regular meeting, the training given for facilitators and the shortage of educational materials and budget, the monitoring and evaluation was unsatisfactory. Consequently; the implementation of IFAL program resulted in high dropout rate of IFAL learners and irregular attendance to participate in the program. Hence, IFAL participants gave more emphasis and priority to their day to day activities; rather than lose 2-3 hours a day for about 3-5 days in a week to literacy education. To improve the condition in literacy program it is essential to raise the interest of IFAL learners and motivate them to attend literacy classes regularly, constructing literacy centers facilitated with the necessary educational materials and allocating adequate budget, Providing adequate training for literacy teachers and improving their payments, above all it is important to creating responsible and independent institution that has authority to govern on implementation of the program. To sum up, to be successful in IFAL program the contribution of every responsible individual and organization in the Woreda is very important.