Perception of Adult Learners and Challenges of Integrated Functional Adult Literacy Programme Implementation in Shashemene City Administration, Oromia Region
Journal of Education and Practice
The Purpose of this study was to assess the perception of adult learners and Challenges of integrated functional adult literacy programme implementation in Shashemene City Administration. To achieve the purpose; Mixed method of research design was employed; both quantitative and qualitative data were gathered through questionnaire, interviews and focus group discussion. The questionnaires were distributed to 130 respondents. Out of these questionnaires 120 (92.3%) were correctly filled and
... tly filled and returned. In addition, twenty four experts were interviewed. Quantitative data were analyzed using descriptive statistics(percentage, frequency, mean and independent t-test). Qualitative data were analyzed using narrative and thematic description. The major findings revealed that since the introduction of adult education programs with an integrated manner the learners positive perception, positive attitudes towards the program, satisfaction of learners with teaching-learning process in the IFAL center, adult learners have understanding on the advantage (importance) of to be literate, their confidence when participating through IFALP and they are direct beneficiaries of IFALP. The major challenges identified, poor integration and coordination among the sectors, lack of financial package, trained personnel and lack of interest and motivation of facilitators, low commitments among political leaders to sustain the IFAL program, lack of connecting the program with primary education program in curricula and low payment of facilitators and coordinators were the major bottlenecks in the practice of IFAL program implementation. Therefore, to alleviate these problems, allocation of necessary budget, encouraging IFAL Stakeholders participation building their capacity, training of facilitators and improving the amount of their payments, developing relevant IFAL curriculum, equipping IFAL centers with the necessary educational materials and facilities, developing commitment leaders to sustain the literacy campaign, developing learners attitudes and interest towards the program were suggested.