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Adult Education and Community Development Thesis and Dissertations
2020-10-01
MAJOR FACTORS OF ADULT
LEARNERS DROPOUT FROM
INTEGRATED FUNCTIONAL ADULT
EDUCATION PROGRAM: THE CASE
OF FARTA WOREDA
Ashagrie, Melsew
http://hdl.handle.net/123456789/11257
Downloaded from DSpace Repository, DSpace Institution's institutional repository
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BAHIR DAR UNIVERSITY
College of Education and Behavioral Sciences
Department of Adult Education and Community Development
MAJOR FACTORS OF ADULT LEARNERS
DROPOUT FROM INTEGRATED FUNCTIONAL
ADULT EDUCATION PROGRAM: THE
CASE OF FARTA WOREDA
By
Melsew Ashagrie
August, 2020
Bahir Dar
ii
BAHIR DAR UNIVERSITY
College of Education and Behavioral Sciences
Department of Adult Education and Community Development
Major Factors of Adult Learners to Dropout from
Integrated Functional Adult Education
Program: The Case of Farta Woreda
By
Melsew Ashagrie
A Thesis Submitted
In Partial Fulfillment of the Requirements for the Degree of
Masters of Arts in Adult Education and Community Development
Adviser: Mulugeta Awayehu (Assistant prof)
August, 2020
Bahir Dar
© 2019 Melsew Ashagrie
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Declaration
This is to certify that the thesis entitled “major factors of adult learners to dropout from
integrated functional adult education program: the case of Farta woreda”, submitted in partial
fulfillment of the requirements for the degree of Master of Arts in Adult Education and
Community Development, Bahir Dar University is a record of original work carried out by me
and has never been submitted to this or any other institution to get any other degree or
certificates. The assistance and help I received during this investigation have been duly
acknowledged.
Melsew Ashagrie _
Name of the candidate Date Place
© 2020 Melsew Ashagrie
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Bahir Dar University
College of Education and Behavioral Sciences
Department of Adult Education and Community
Development
Approval of the thesis for defense
I hereby certify that I have supervised, read, and evaluated this thesis titled “major factors of
adult learners to dropout from integrated functional adult education program: the case of Farta
woreda” by Melsew Ashagrie prepared under my guidance. I recommend the thesis be submitted
for the oral defense.
_____________________ ________________ _________
Advisor’s name Signature Date
_____________________ ______________ ____________
Department Head Signature Date
v
Bahir Dar University
College of Education and Behavioral Sciences
Department of Adult Education and Community
Development
Approval of the thesis for defense result
We hereby certify that we have examined this thesis entitled “major factors of
adult learners to dropout from integrated functional adult education program: the
case of Farta woreda”. We recommend that the thesis is approved for the degree of
Master Arts.
Board of Examiners
_____________________ ________________ _____________
External examiner’s name Signature Date
_____________________ ________________ _____________
Internal examiner’s name Signature Date
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ACKNOWLEDGMENT
First of all, I would like to express my immeasurable thanks and gratitude to Almighty GOD
who supported and encouraged me to reach this stage. Next, I would like to express my deepest
and sincere thanks to my advisor Mulugeta Awayehu (assi prof) for his constructive advice, his
on-time responses, and his moral support towards for successful completion of this study. I
would also extend my thanks to all Farta woreda IFAE coordinators, facilitators, and all
participants of this study who providing me invaluable data. I would like to express my sincerest
thanks to all my family members, especially Emebet Temesgen, Esubalew and Ayenat for their
encouragement, support and inspiration throughout the study. Last but not the list, I would like to
express my gratitude to friends who supported me with great courage and motive for the
accomplishment of this study.
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TABLE OF CONTENTS Page
DECLARATION ........................................................................................................................... iii
APPROVAL OF THE THESIS FOR DEFENSE .......................................................................... iv
APPROVAL OF THE THESIS FOR DEFENSE RESULT........................................................... v
ACKNOWLEDGMENT................................................................................................................ vi
LIST OF TABLES AND FIGURES............................................................................................... x
ACRONYMS ................................................................................................................................. xi
ABSTRACT .................................................................................................................................. xii
CHAPTER ONE ............................................................................................................................. 1
1. INTRODUCTION ................................................................................................................... 1
1.1. Background ...................................................................................................................... 1
1.2. Statement of the problem ................................................................................................. 4
1.3. Objective of the study ...................................................................................................... 7
1.3.1. General objective .......................................................................................................... 7
1.3.2. Specific objective ......................................................................................................... 7
1.4. Significance of the study .................................................................................................. 8
1.5. Delimitation of the study .................................................................................................. 8
1.6. Operational Definition of key terms................................................................................. 8
1.7. Organizations of the study................................................................................................ 9
CHAPTER TWO .......................................................................................................................... 10
2. REVIEW OF LITERATURE ................................................................................................ 10
2.1. Introduction to the literature ........................................................................................... 10
2.2. The Concepts of Adult, Literacy, Functional adult literacy, and Integrated function adult education ................................................................................................................................... 10
2.2.1. Adult ........................................................................................................................... 10
2.2.2. Literacy ....................................................................................................................... 10
2.2.3. Adult education........................................................................................................... 11
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2.2.4. Functional adult literacy ............................................................................................. 12
2.2.5. Integrated functional adult literacy program .............................................................. 13
2.3. Development and current status of adult education in Ethiopia..................................... 14
2.4. Participation of adult learners in the program ................................................................ 15
2.5. Barriers or constraints of participation ........................................................................... 16
2.5.1. The relationship between motivation and barriers of adult participation ................... 18
2.6. Common barriers of adult learning ................................................................................ 19
2.6.1. Situational barriers ...................................................................................................... 19
2.6.2. Institutional Barriers ................................................................................................... 20
2.6.3. Dispositional Barriers ................................................................................................. 21
2.7. Causes of dropout from the integrated functional adult literacy program ..................... 22
2.8. Models of Dropout in Adult Education .......................................................................... 23
2.8.1. Boshier’s (1973) congruency models of dropout ....................................................... 23
2.8.2. Rubenson and Hoghielm’s (1978) Expectancy-Valence Model of Dropout .............. 25
2.9. Implications to minimize adult dropout ......................................................................... 25
2.10. Summary ..................................................................................................................... 26
CHAPTER THREE ...................................................................................................................... 28
3. RESEARCH METHODOLOGY .......................................................................................... 28
3.1. Research Paradigm ......................................................................................................... 28
3.2. Research design .............................................................................................................. 28
3.3. Method ........................................................................................................................... 29
3.4. Source of data ................................................................................................................. 29
3.5. The population, sample, and sampling techniques ......................................................... 29
3.6. Data Collection Instruments ........................................................................................... 31
3.6.1. Questionnaire .............................................................................................................. 31
3.6.2. Interview ..................................................................................................................... 31
3.6.3. Observation ................................................................................................................. 32
3.7. Data Collection Procedure ............................................................................................. 32
3.8. Data Analysis tools/methods .......................................................................................... 33
3.9. Validity and Reliability .................................................................................................. 33
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3.10. Research ethics ........................................................................................................... 34
CHAPTER FOUR ......................................................................................................................... 35
4. DATA PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA ................ 35
4.1. General characteristics of the respondents ..................................................................... 35
4.2. Respondents view about situational barriers .................................................................. 38
4.3. Respondents view about the institutional barriers.......................................................... 45
4.4. Respondents view about dispositional obstacles or factors of adult education.............. 52
4.5. Interview respondents view about the mechanism to minimize adult dropout .............. 56
4.6. Discussion of the results ................................................................................................. 58
CHAPTER FIVE .......................................................................................................................... 62
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ......................................... 62
5.1. Summary of the finding.................................................................................................. 62
5.1.1. Findings related to the cause of adult dropout based on situational barriers .............. 63
5.1.2. Findings related to the cause of adult dropout based on institutional barriers ........... 63
5.1.3. Findings related to the cause of adult dropout based on dispositional barriers .......... 64
5.1.4. Findings related to the mechanism to minimize drop out .......................................... 65
5.2. Conclusions .................................................................................................................... 65
5.3. Limitation of the study ................................................................................................... 66
5.4. Recommendation ............................................................................................................ 66
REFERENCE ................................................................................................................................ 68
Appendix A ...................................................................................................................................... i
Appendix C .................................................................................................................................. viii
Appendix D .................................................................................................................................... xi
Appendix E .................................................................................................................................. xiii
Appendix F..................................................................................... Error! Bookmark not defined.
Appendix G .................................................................................... Error! Bookmark not defined.
Appendix H .................................................................................... Error! Bookmark not defined.
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LIST OF TABLES AND FIGURES
Tables
Table 1: Barriers to Participation and Life Stages/Needs ........................................................................ 18
Table 2: Total Population, Sample and Sampling Technique .................................................................. 30
Table 3: representation of the demographic characteristics of attending and dropout adult learners ......... 35
Table 4: representation of the demographic characteristics of facilitator and adult coordinators .............. 37
Table 5: respondents view about the cause of dropout related to situational barriers ............................... 38
Table 6: respondents view about the cause of adult dropout related to institutional obstacles .................. 46
Table 7: respondents view about the cause of adult dropout related to dispositional obstacles................. 52
Figures
Figure 1: results of situational based factors of adult learners ................................................................. 45
Figure 2: results of institutional-based factors of adult learners .............................................................. 51
Figure 3: results of dispositional based factors of adult learners ............................................................. 56
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ACRONYMS
AE: Adult Education
ANFE: Adult and Non-formal Education.
EFA: Education for All
ESDP: Education Sector Development Program.
NFBE: Non-formal basic education
FDRE: Federal Democratic Republic of Ethiopia
IFAEP: Integrated Functional Adult Education Program
MDG: Millennium Development Goal.
MOE: Minister of Education
NAES: Notional Adult Education Strategy
UNESCO: United Nation Educational, Scientific and Cultural Organization
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ABSTRACT
The purpose of this study was to investigate the major factors of adult learners to drop out from
integrated functional adult education programs in Farta woreda, south Gondar zone. This study
stands on the two major basic research questions. These are; what are the major factors of adult
learners to dropout from integrated functional adult literacy program and what are the possible
solutions to minimize adult dropouts. The method used in this study was a convergent parallel
mixed-method design. In this study 84 attending learners, 14 dropout learners, 2 coordinators,
and 4 facilitators were involved from four IFAE centers. Purposive, simple random sampling
and comprehensive sampling technique were used to select respondents. Also, the data were
collected simultaneously by using questionnaires, interview, and unstructured observation. In
analyzing the data frequency, percentage, and mean were used. Besides the data were analyzed
quantitatively and qualitatively separately but supporting each other to strengthen the result by
supporting ones weak result with one good result. The finding of the study indicated that related
to situational barriers; low-income status, learner's work conflicts with learning schedule, high
work responsibility at home, and the distance from home to the classroom were the major cause
of adult learners to drop out from education. Related to institutional barriers; the absence of
learning facilities, the absence of suitable learning class, and the absence of budget allocation
were the major factors of adult learners to drop out from their education. Also related to
dispositional barriers; negative believing about education, feeling of embarrassment, and the
feeling of shyness were major factors influencing adult learners to drop out from their education
in Farta woreda IFAE center. Concerning to the mechanisms or solutions to adult dropout;
awareness creation for the community about adult education, building stable and comfortable
classroom, allocating enough budget for the program, tried to prepared psychological training
to change the learner's psychological makeup, expand adult education centers near to learners
village, hiring qualified facilitators, facilitating useful facilities were included the solution to
minimize adult dropout in Farta woreda IFAE center. Based on the data analysis and the major
findings the researcher concluded; high work responsibility at home, low income status, negative
assumption of adult education, the absence of budget allocation, and the absence of suitable
classroom were the major factors of adult learners in Farta woreda IFAE center. Also, creating
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awareness creation program for adults, allocating enough budget, and expanding expand adult
education centers near to learners village were the major solutions to minimize adult dropouts.
This study also recommended that all responsible body should adjust the above listed factors of
adult learners and all adult coordinators, facilitators, and other adult experts should work
together and report real work situation honestly by avoiding fake report.
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CHAPTER ONE
1. INTRODUCTION
1.1. Background
According to the UN Declaration on Human Rights (1948), education has been formally
recognized as a basic right of humanity and this has been affirmed enormous global
human right treaties include the UNESCO Convention against Discrimination in
Education (1960), the International Covenant on Economic, Social and Cultural Rights
(1966) and the Convention on the Elimination of All Forms of Discrimination against
Women (1981). These treaties establish to provide free, equitable access to all forms of
education including individuals who have not got the chance to basic primary education.
They affirm education as a human right that aim of education is to promote personal
development, strengthen respect for human rights and freedoms, enable individuals to
participate effectively in a free society, and promote understanding, friendship, and
tolerance (UNESCO, 2007).
Education is a key tool for development, and it is the fundamental right of every human
being, regardless of race, color, religion, or economic status (MOE, 2000). Besides,
education is universally recognized as one of the most fundamental building blocks for
human development and poverty reduction and a key to attaining the growth and
development goals (MOE, 2008). However, the majority of the population cannot be
expected to participate in learning and training through the existing formal education
system. Therefore, the existence of adult education is very important.
Basically, adult education is an organized learning process for the age group of 15 years
and older, beginning from basic reading, writing, math, and skills training to developing
their knowledge and skills. It also enables adults to acquire and use literacy and other
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skills such as agriculture, health, civics, cultural education, etc., for adults and young
people who do not have the opportunity to participate in formal programs, it is important
to implement functional adult education to accelerate development in Ethiopia. Hence,
adult education focuses on expanding adult knowledge and skills and creating conditions
for the provision of functional adult education programs (MOE, 2008).
Literacy is a prerequisite for any country to be competitive in the world economy and if
there is a significant increase in adult literacy, Ethiopia will able to achieve moderate
income in the near foreseeable time. Accordingly, the government makes significant
efforts to mobilize resources and develop partnerships necessary for a sustainable adult
education campaign. During this time the focus of the government shifts into functional
adult education (FAL) to ensure active participation and a new knowledgeable population
to social and economic development (MOE, 2010). Hence the functional adult education
implementation guidelines were prepared based on the Third Education Sector
Development Program and the National Adult Education Strategy collaboration with
international agencies like DVV International.
Functional Adult Education (FAL) is a learning tool that allows adults to combine
reading, writing, and math skills with practical daily activities. This participatory strategy
(FAL) encourages participants to continually develop knowledge and skills, as well as
enable them to participate effectively in the developmental areas in which they are
engaged and to change the lives of themselves and the local community (MOE, 2002).
However, to enable adults to receive integrated ways of adult education that is relevant to
their daily work, close to their lives, and that improves their health and income. Based on
this, it is important to develop an integrated Functional adult education framework based
on national vision (MOE, 2003).
Hence, the National Adult Education Strategy implemented through the ESDP IV put a
special policy focus on IFAE. The IFAE two-year program for 15 – 60 years old
individuals provides mother tongue reading, writing and arithmetic skills development
integrated with practical knowledge and skills related to family health, hygiene and
sanitation. It is also designed to make use of inputs from other development works like;
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agriculture, health, etc. and builds on indigenous knowledge. It enables to link numeracy
and literacy skills to livelihoods and skills training in agriculture health, civic and cultural
education, etc. and requires delivery by various governmental and non-governmental
service providers in multiple settings (MOE, 2015).
Though, integrated Functional Adult Education is not about spelling but is about the life,
life-changing process, personal and collective needs, phrases, words, and numbers, etc.
that enables adults to discuss their problems. It is also a process and activity based on
reading and calculation (MOE, 2003).
At the same point, Yalem, (2014) stated that integrated functional adult education centers
are established to promote skilled, knowledgeable, and creative manpower for the
country’s economic development and social improvement; however, many learners drop
out from the training programs. The dropout problem is a common phenomenon in all
countries of the world but the degree varies from country to country (Yalem, 2014).
As stand from the aforementioned problem different researchers and theorists gave your
assumptions and investigations about dropout factors in the program.
According to Wlodkowski (1984) said that facilitators cannot directly motivate the
learners only spelling or teaching, but possible to motivate the learner by giving them the
chances to the learners to mediate themselves. The facilitator simply filters as well as
modified by their values, interests, beliefs, and judgment. This will give a higher
motivation to the learners. Unless the instructor gives such freedom to the learners, they
will be quite or drop out of their education. This is a serious problem that occurs in most
instructors/facilitators.
Also, Merriam and Cafferella as cited in Tamiru (2016) Studied barriers of adult
education and have categorized barriers of adult learning into situational (depending on a
person’s daily activity and situation), institutional (depending on institutional problems
like facility, budget), dispositional (depending on individuals psychological makeup) and
informational (the person is not aware of educational activities available). Merriam and
Cafferella further categorized barriers of adult education based on the social structure
4
which namely geographic conditions, demographic factors, socio‐economic conditions
and cultural determinants.
Moreover, according to Osborn, as sited in Jusung, (2005) the reasons of dropout among
learners are numerous and complex. Accordingly, the single status of adult learner
dropout cannot be understood just by using one or two variables. While the theory in the
area of learner dropout supports a multivariate framework to account for the complexity
of the factor inherently in analyzing the learner’s participation in multiple spheres of
activity.
Due to the problems that we have mentioned above the purpose of this study is to identify
the major causes of adult learners dropout from the IFAE program and finding possible
solutions to the problem in Farta woreda IFAE center based upon learners living
condition in the research area.
1.2. Statement of the problem
Educational dropout is a global issue and a serious problem in many countries (Lamb,
et.al, 2011). Literacy open the door to better living, healthier and more expanded
opportunities. Literacy is a prerequisite for any country to be competitive in the world
economy. Improving adult learning rate supports other development goals. Children with
knowledgeable parents will stay in school longer and be more successful. Adult
education programs can also help reduce the spread of HIV and AIDS and it is proved
that there is a clear link between literary levels and both economic output and GDP
growth (EFA, 2015).
While, Global educational participation trend analysis shows there is still a huge gap
between the commitments made at Dakar in 2000 and the rate of progress made by
various countries towards EFA Goals since then. In Ethiopia, as per the 2007 National
Population and Housing Census, there were 36,528,543 adults in Ethiopia between ages
15‐55. An updated study, by MoFED and the Central Statistics Agency, reported, in
2012, an illiterate share of 53.5% in the population of 15‐60 year olds (40.4% of males
and 65.5% of females). This is equivalent to 7.4 million males and 13.1 million females,
respectively. During the last four years (2010/11‐2013/14) 10 million adults participated
5
in the program, but only 3.5 million adult were completed the two years IFAE program
and are now considered functionally literate (EFA, 2015). Based on the above serious
problem of adult dropout several researchers put their findings separately.
Abdulkarim and Ali (2012) noted adult learners were dropout from adult literacy
programs but not the reason of their willingness to continue learning literacy skills.
Rather, they forced to drop out because some factors influence their participation in the
literacy class. Also, he found gender role, time constraint, instructor’s competence,
teaching method, and instructors’ behavior were contributing factors to adult learners’
drop out. Inadequacy of instructional materials, related nature of the instructional
materials, and poor quality of the instructional materials were a factor which contributed
to the drop out of the learners studied.
Besides, Shepherd, (2001) argues that the reason why learners dropout is a simple one of
motivation. Also, motivation has two determining factors: the first factor is a desirable
outcome, whether this is the achievement of a personal goal, recognition from others, or
some form of tangible rewards such as money or promotion. The second factor in
motivation is the learner’s perception of the likelihood, given that learners put in
sufficient effort, of the learner obtaining their reward or avoiding the penalty (Shepherd,
as cited in Jusung, 2005).
Rumberger and Rotermund (2012) also concluded that dropping out is more of a process
than an event and no single factor can completely account for a student’s decision. The
general picture is that dropout is caused by both external and internal factors, and often
interplays between the two. For example, a students’ financial situation is considered an
external factor.
The researcher presented two researches on the issue relating to adult dropout in IFAE
program in Ethiopia.
Abebayehu Yitayew, (2010) “factors affecting adult learners to dropout from non-formal
basic education in Addis Ababa”. Stand on this issue he found the school and out- of
school-related factors for adult learners' dropout from NFBE. In the case of In-school
factors for adult learners' dropout were the shortage of stationery materials, textbooks,
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facilitators' inappropriate approach, school distance, etc. Out of school factors were
mainly economic problems. The researcher to reach this finding mixed-method research
and the descriptive survey was employed.
Besides, Yalem Tenaw (2014). “Major causes of dropout from integrated functional adult
literacy program in two woredas of Kolfe Keranyo sub-city”. Based on this issue he
found that the major causes of dropouts were lack of willingness and awareness on adult
learner employers (the owner of the house servant), no permanent job for adult learners,
lack of certificate after completed the program, problem of adult textbook content, time
and financial problems. Yalem also used a descriptive research design to get the above
result.
However, both researches were conducted in Addis Ababa or urban areas but there is no
other research conducted in rural areas related to the factors of adult learners to dropout.
Similarly, the ministry of education (2010) under ESDP V proved that the majority of the
Ethiopian population lives in rural areas and fairly isolated communities and it faces
specific problems for the education sector in spreading education and ensuring equitable
access to education presents specific challenges.
Hence, the urban area problem is not representing rural area problems. The rural area
problem is different from urban area problems. These issues make initiation for me to
find out the factor that influences adult learners to dropout from integrated functional
adult education in the rural area of Farta woreda IFAE program by using the same
techniques and method but different research designs from the previous study.
Besides, I conducted an informal conversation with Farta woreda IFAE experts and
noticed that the centers suffer from dropout problems than any other learning centers
from other woredas.
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Therefore the researcher was raised the following questions to be answered in the
research.
1. What are the major factors that impede adult learner’s participation in Farta woreda
IFAE program?
1.1. What are situational based barriers that impede adult learners participation in
Farta woreda IFAE program
1.2. What are dispositional based barriers that impede adult learners participation
in Farta woreda IFAE program
1.3. What are institutional based barriers that impede adult learners participation
in Farta woreda IFAE program
2. What are the mechanism to minimize dropouts from integrated functional adult
education program in Farta woreda IFAE program
1.3. Objective of the study
1.3.1. General objective
The general objective of this study was to investigate major causes of adult learners to
dropout from integrated functional adult literacy programs in Farta woreda IFAE center.
1.3.2. Specific objective
The specific objectives of this study were:-
1. To identify the major factors those impede adult learner’s participation in
Farta woreda IFAE program?
1.1. To Find out situational based barriers that impede adult learners
participation in Farta woreda IFAE program
1.2. To Find out dispositional based barriers that impede adult learners
participation in Farta woreda IFAE program
1.3. To Find out institutional based barriers that impede adult learners
participation in Farta woreda IFAE program
2. To Investigate the mechanism to minimize dropout from integrated
functional adult literacy program in Farta woreda IFAL center
8
1.4. Significance of the study
This study will help IFAE Facilitators, coordinators, learners, woreda
administration office, by providing insight about how they deal with the problem.
This study also helps to give directions for what is expected in each responsible
body.
This paper will use it as a stepping stone or as a source of reference for
researchers who want to conduct further research on the same issue by providing
baseline information in the Ethiopian context.
1.5. Delimitation of the study
This study was delimited in the Farta woreda IFAE centers because the researchers have
detail information about Farta woreda. Georaphically; Farta woreda is located in around 9
kilometers far from debre tabor city. In Farta woreda IFAE center there are 108 learning
centers, among those IFAE centers this study specifically, delimited four learning centers
such as Dengors, Aba Aregay, Tsegur, And Wuhar centers in farta woreda IFAE
program. Besides, this study conceptually was delimited to investigate major factors that
impede the participation of adult learners from integrated functional adult education
programs in Farta woreda IFAE centers.
1.6. Operational Definition of key terms
Adult education: in this context, education was to mean education given for mature
adults who could not get the opportunity of attaining formal education.
Literacy: - refers to the ability to read and write with comprehension, as well as to make
simple arithmetical calculations (numeracy).
Integrated Functional Adult education: It is a two or three-year program with multiple
elements of training designed for adults to improve their personal, economic, and social
aspects of their life.
Woreda: -Woreda means administrative division lower than zone, which is next to the
region.
9
1.7. Organizations of the study
This study was organized into five chapters. The first chapter deals with the background
of the study, statement of the problem, objectives of the study, significance of the study,
delimitation of the study, limitations of the study, operational definitions of key terms,
and organization of the study. The second chapter deals with review related literature.
Chapter three deals about research methodologies include; the methods of study, design
of the study, source of the data, the population, sample, and sampling techniques, data
collection Instruments, data Collection procedure, data analysis tools/methods, and
research ethics. Chapter four consists, the data presentation, analysis, and interpretation.
Chapter five presents a summary, conclusion, and recommendations of the study.
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CHAPTER TWO
2. REVIEW OF LITERATURE
2.1. Introduction to the literature
In this chapter, the researcher tried to reviewed many issues in this paper. These included
the detailed concepts and definitions about adult education, literacy, functional adult
literacy, and integrated functional adult literacy. Besides the researcher reviewed the
current status of integrated functional adult education programs by provided several
published manuals and different research studies. The researcher also reviewed the
participation of adult learners and its barriers of participation as well as reviewed the
major causes of adult dropout by included models and theories about the issue. This
chapter also reviewed many research studies and articles about the implication or
mechanism to minimize drop out learners.
2.2. The Concepts of Adult, Literacy, Functional adult literacy, and
Integrated function adult education
2.2.1. Adult
Sandhaas, Bernd, (2009) wrote the detailed concept about adult, literacy and adult
education on their paper entitled ''Portrait adult education Ethiopia'' in this paper an adult
is defined in two conceptual perspectives. The first definition is adulthood is perhaps best
regarded as the age at which a person himself/herself feels to be an adult and is regarded
as an adult also by his/her social group. Secondly, Adulthood is the period following
childhood and adolescence/youth and extending to the end of life. However different
countries agreed with an adult is one who is 18 years of age and above also adulthood
each one of which is associated with marked physical, psychological, and social maturity
and need/interest on one hand and behavior on the other.
2.2.2. Literacy
The majority of the population defined literacy as the ability to read and write only.
However different researchers put your definitions of literacy. Ilana Synder, (2008) in her
11
book "The Literacy Wars," argues that "there is no single, correct view of literacy that
would be universally accepted. There are several competing definitions, and these
definitions are continually changing and evolving.
According to UNESCO, (2018) Literacy is the ability to identify, understand, interpret,
create, communicate and compute, using printed and written materials associated with
varying contexts. Besides, Literacy is about the uses people make of it as a means of
communication and expression, through a variety of media and it is also plural, being
practiced in particular contexts for particular purposes and using specific languages.
OECD, (2016) also defined as Literacy is defined as the ability to understand, evaluate,
use and engage with written texts to participate in society, to achieve one’s goals, and to
develop one’s knowledge and potential. Literacy encompasses a range of skills from the
decoding of written words and sentences to the comprehension, interpretation, and
evaluation of complex texts.
At the same point, the European declaration of the right to literacy, (2016) noted that
Literacy is fundamental to human development. It enables people to live full and
meaningful lives and to contribute to the enrichment of the communities in which we
live. By literacy, we mean the ability to read and write at a level whereby individuals can
effectively understand and use written communication in all media (print or electronic),
including digital literacy.
Besides Ratna, (2009) concluded that we cannot argue the people are functionally literate
or illiterate because their competence varies according to the context. In real life, we can
find people can read but are not able to write. Some people can read the symbols but they
cannot interpret what they read. Some people can read the symbols but they cannot
interpret what they read. Some can cope with the more difficult tasks involving words,
but some cannot cope with even the easiest tasks that involve numbers (Ratna, 2009).
2.2.3. Adult education
According to Rizwan Sandhu, (2014), a view into the adult education policies and
Strategies of the Republics of Croatia, Ethiopia, and Pakistan report stated that Adult
education is a process to gain new knowledge, skills, attitudes and/or values. Besides
12
Sandhaas, Bernd, (2009) noted that adult education is characteristically voluntary part-
time learning provided by educational or other organizations, with a functional,
responsive, and flexible orientation to meet the education/learning/training needs of the
adult learner who has or is normally expected to have a primary role.
Besides Ministry of education, (2008) also defined that, Adult education is an educational
process directed at raising the knowledge and skills of citizens aged 15 years and above
starting from basic reading, writing and computing skills in an organized manner. The
ministry of education (2008) also explained that the focus of adult education is to impart
knowledge and skill among the adult and to facilitate conditions for the provision of the
Functional Adult Literacy (FAL) program. Also, it enables the adult to read and write to
acquire knowledge and skill in agriculture, health, civics, cultural education, etc. This is
being implemented in several areas.
2.2.4. Functional adult literacy
As the Ethiopian sustainable development goal, the integrated FAL concept is defined in
the Master Plan for Adult Education, which the Ministry has developed with support
from dvv international but needs to link writing, reading and numeracy skills to
livelihoods and skills training in areas such as agriculture, health, civics, cultural
education, etc. Lifestyles and skills training in areas such as agriculture, health, civics,
cultural education, etc., requires such interventions in many governmental and non-
government agencies in multiple settings and ensures that literacy development is
meaningful to learners.
Many examples establishing such linkages already exist in Ethiopia, for example, in
specialized areas based on market demand and integrated FAL activities and basic
vocational training programs linked to income-generating and business opportunities for
youth and adults.
Beside, EDA: quality of education in Ethiopia, (2011) FAL has defined a literacy
program specially designed to provide illiterate adults with the basic foundations of
reading and writing within a context that is directly relevant to their daily lives (i.e. tax
receipts, bus signs, children’s report cards). The goal of FAL is to build the foundations
13
of literacy while imparting the knowledge and skills necessary for individuals to
participate more actively and productively in their communities, their families and their
country. FAL is generally included in addition to more directly-relevant, needs-based
programming, such as agricultural development, microfinance, and business skills or life-
skills programming (EDA,2011).
According to (EFA), (2015) national review report, a literate population is a precondition
for any nation to become competitive within a global economy and without a significant
increase in adult literacy rates, Ethiopia will not be able to achieve a middle‐level income
status within the timeframe it has set itself. The Functional Adult Literacy program aims
to improve productivity and to contribute to the building of a healthy member of society;
to prepare an individual able to participate in civic and other social issues meaningfully.
The government will put more effort into mobilizing the resources and developing the
partnerships necessary for a sustained adult literacy campaign. The focus on Functional
Adult Literacy (FAL) is intended to ensure the active participation of the newly literate
population into social and economic development, within an overall framework to
promote adult education with a special focus on women ((MOE, 2015). However, to
enable adults to receive an integrated way of adult education that is relevant to their daily
work, close to their lives, and that improves their health and income. Based on this, it is
important to develop an integrated Functional adult education framework based on
national vision (MOE, 2003).
2.2.5. Integrated functional adult literacy program
According to UNESCO Institute for lifelong learning, (2015) definition, the Integrated
Functional Adult Education (IFAE) program is a functional literacy program that reaches
out to adults and young people aged 15 or older and is available to women, the disabled,
and minority groups. The main goals of the program are to increase literacy rates, to
promote women’s empowerment, to improve participants’ health and to raise the general
standards of living within communities. The program consists of two eight-month courses
that participants complete within two years. Topics taught include literacy, gender issues,
environmental protection, civic and ethical education, health, disease prevention, family
planning, and agriculture (UNESCO, 2015).
14
2.3. Development and current status of adult education in Ethiopia
Modern education introduced Ethiopia in the first year of the 20th century. Likewise, the
beginning of modern adult education has been given special attention since the late
1940s, but it can be reversed at the same time. Soon after the specified time Emperor
Haile Selassie established first adult education institution known as “Brehaneh Zare
New” (Your light is today) in 1948 and funded it by himself (Tilahun, as cited in Dessu
Wirtu, 2018). In addition, the country has undertaken various reading initiatives
(Ambissa, 2014). For example, in the 1950s, Ethiopian university students created a
literary movement called the Yefdel Serawit (Army of the Alphabet), which provided
basic reading skills to thousands of adults (Dessu Wirtu, 2018).
In the period imperial, adult education was highly decentralized and several
governmental, NGO, religious and private institutions have participated. Whatever they
involved in, but no one has coordinate efforts. The adult education system was designed
during the period of dergue, adult education was highly centralized. It follows a top-down
approach and all tasks were running through a top-down approach with no cooperation
and flexibility (minalbat, 2018).
Besides, as noted Genet (2015) Estill now different programs and agreements have been
made to expand the provision of adult education. Among the programs and agreements,
the Dakar Framework for Action is the major and the idea of universalizing basic
education was initiated in Jomtien in 1990. In this program, governments, development
agencies and civil society acknowledged their commitment to achieving six EFA goals by
2015 (Samlowski, as cited in Genet, 2015). One of the six EFA goals was concentrated
on the education of adults and struggles to reduce illiteracy of adults by 50% at the end of
2015. After the reaffirmation of EFA Goals, the country issued several policies and
reforms; For instance, the development of National Adult Education Strategy (2008)
opened the way for different sectors to rethink their role in adult education is a good
example.
15
National Adult Education Strategy plays a key role to facilitate conditions for the
provision of functional adult literacy programs at the federal, regional, zone, and woreda
levels (MoE, 2008). Though before the national adult education strategy was developed,
the Education and Training Policy had given recognition to non-formal education;
however, subsequent implementation program of the policy has failed to give it adequate
attention in ESDP I and ESDP II but integrated functional adult literacy to reach the
current status ESDP III, ESDP IV plays a key role rather than ESDP I and ESDP II.
In ESDP III, the government intended to expand functional adult literacy and program
focused on literacy, numeracy and include life skills such as primary health care,
prevention of diseases such as malaria, HIV/AIDS, etc., family planning, environment,
agriculture, marketing, banking, gender issues, etc. In ESDP IV also, Integrated
Functional Adult literacy (IFAL) has taken as one of the priorities to link writing,
reading, and numeracy skills to livelihoods and skills training in areas such as agriculture,
health, civic, cultural education, etc.
In general integrated functional adult literacy program in the last decades was given
special attention from the different governments, NGOs, national education bodies and
even give attention in zonal and woreda level. But the current integrated functional adult
literacy program is not receiving any support and attention as a result, the program has
become to decline over time. Although in some adult learning districts the program is not
doing any kind of work other than just typing a paper and the learner's participation also
poor in various Ethiopian adult education programs.
2.4. Participation of adult learners in the program
As stated Taari, (2012), the word participation conceived as “taking part” in addition to
the fore mentioned meaning different peoples and researchers give different meanings
about participation. (Gboku, as cited in Taari, 2012) shows the meaning of what different
people define participation; the term participation in some people is called control, which
means an individual’s right to be involved in decisions that affect his or her life. To other
people's participation means ‘‘consultation’’, in this concept peoples interpret as, those
holding economic, political, or administrative power ask people for advice, which may be
16
taken or ignored. In addition to other people's participation means that ‘‘information’’,
whereby people are told about decisions that have already been made (Taari Joyce
Kageni, 2012).
Besides, (Bagnall, as cited in Aluvisia and Albert 2016) mentioned the concept of
participation and its types in adult education: as he distinguished, there are three types of
participation: these include presence, involvement, and control. The word presence
means that, the occurrence of a person or a learner in adult education, the learner
available or not in the program. The other concept is involvement; which refers to what
extent the learner is involved in the adult program and the last concept which included is
control; it is the extent to which individuals have control over the various components of
learning such as content, goals, and outcomes.
Also, (Gudynas and Evia, cited in Aluvisa and Albert, 2016) reinforcing Bagnal’s view of
participation and they added two styles of participation; these are, shallow and deep
participation. As they described shallow participation referred to as a process where
learners approach the local communities, whose members of the learners are participated
roughly but not understand completely about what is happening. On the other hand, Deep
participation aims at fully involving local communities and understanding of any
measures undertaken (Aluvisia, Albert, 2016).
2.5. Barriers or constraints of participation
Participation is a prerequisite for development the of adult education programs. But many
countries still experience poor participation in adult education programs by different
barriers. These obstacles or constraints were divided into several techniques and types by
different peoples and researchers.
According to (Merriam & Caffarella, cited in Marina Falasca, 2011), barriers adult
learning categorized into two; these are: external or situational, and internal or
dispositional. External barriers are external influences that affect educational activities
beyond the learner’s control. For example, family Role status, such as changes in nuclear
family roles (like marrying and having children), changes in other family roles (such as
17
the death of a parent) and changes in work roles. And also, the effects of aging are
included in an external barrier, like, loss of vision and hearing.
Besides, health conditions and motivational factors like being forced to attend career-
related workshops or conferences for job security are indirect influences adult learning.
While internal barriers are influence adult learning associated with personal attitude,
thinking, emotion, perception and personality status of the learner. For instance, failing to
explore several perspectives or adhering to pervasive myths, or mindsets, that undermines
the process of learning, for example: cannot remember or forget, Being anxious and lack
of attention are internal problems that influence adult learning (Merriam & Caffarella,
cited in Marina Falasca, 2011).
Besides, (Merriam & Cafferella, as cited in Chao Jr. Roger, Yap, 2009) categorized
barriers of participation in adult learning based upon psychological perspective and social
structure. Based on psychological perspective barriers of participation to adult learning
categorized into four major groups; those are a situational obstacle (depending on a
person’s situation at a given time), institutional (all practices and procedures that
discourage adults from participation), dispositional or psychosocial (person’s attitudes
about self and learning) and informational (the person is not aware of educational
activities available). They also divided obstacles or factors of participation to adult
learning into four based on social structure; these are geographic conditions, demographic
factors, socio‐economic conditions and education, and cultural determinants.
Geographic conditions deal with the division between urban, suburban, and rural settings
concerning to educational opportunities and also the obstacles of adult learners related to
mountains, valleys, and river settings in the program area. Demographic factors include
age and sex, which influences who participates and does not participate in adult learning.
Socio-economic conditions and education related to a person’s background and place in
the community; low economic or poor people are often not participating in adult learning
due to their prior work to survive and due to their socioeconomic situation. Cultural
determinants usually discourage minority groups to participate less than majority groups
18
in adult learning because minority group is more dependent on their habits rather than
learning (Merriam & Caffarella, cited in Chao Jr. Roger, Yap, 2009).
2.5.1. The relationship between motivation and barriers of adult
participation
Chao Jr. Roger, Yap, (2009) attempts to relate the various categories of barriers towards
participation to adult learning into the different needs/stages of life-based on Maslow’s
hierarchy of needs and Alderfer’s ERG Theory.
Table 1: Barriers to Participation and Life Stages/Needs Barriers to
Participation Maslow’s Hierarchy ERG Theory
Situational Physiological / Security Existence
Institutional Belonging / Esteem Relatedness
Dispositional Self Esteem & Actualization Growth
Informational Belonging / Esteem Relatedness
Geographic Physiological / Security Existence
Demographic Belonging / Esteem Relatedness
Socioeconomic &
Education Physiological /Security Existence
Cultural Determinants Belonging Relatedness
Source, Chao Jr. Roger, Yap, (2009)
As stated in the above table the classification of Situational, Geographic and
Socioeconomic & Education included Physiological/ Security needs under Maslow’s
hierarch of needs. A person’s situation, geographical location, and socioeconomic and
educational status are highly affected by their economic needs or including security
needs. This relationship creates a choice of either their existence or participation in adult
learning. This also is the basis for placing them under the Existence category under the
ERG theory.
And they also Institutional, informational, and Demographic barriers are classified into
belonging and esteem (Relatedness). These barriers can be reduced to a stronger sense of
belonging or esteem needs concerning the institution, groups, and society. Dispositional
19
barriers are classified into self-esteem and actualization because it is highly related to the
person’s perception of themselves concerning the social environment. And also their
perception, competencies, and abilities highly affect their disposition, growth as an
individual, and their value system concerning participation in adult learning. This
categorization is useful in giving the users a better understanding of the adult learning
concerning to where they are in their life stage and the barriers that they face (Chao Jr.
Roger, Yap, 2009).
2.6. Common barriers of adult learning
In adult education, various challenges or barriers affect adult learners; however, in this
paragraph include the most common barriers that different researchers and peoples
repeatedly mention as the obstacle and barrier in their research and book. Cross (1981),
Adams-Gardner, (2018), Ellu Saar, Kadri Täht & Triin Roosalu, (2014), and other
researchers have seen barriers to adult learning by classifying into three main categories;
these are situational, institutional and dispositional.
2.6.1. Situational barriers
According to (MacKeracher, Suart & Potter, as cited in Siti Nor Amira Baharudin et al.,
(2012) Situational barriers are defined as a type of barrier which consists of a broad field
of circumstantial conditions that hinders an adult learner’s ability to gain access to and
pursue learning opportunities. In addition to this Ellu Saar, Kadri Täht & Triin Roosalu,
(2014) defined as Situational barriers are related to a person’s life situation at a given
point in the family life cycle and working life. At the same point, Mattehew Gboku and
Rebecca Nathogo, (2007) identify the major obstacles that affect adult learners under
situational barriers included (1) Lack of resources such as land time, transportation,
capital, and labor. (2) Inaccessibility due to remote geographic location. (3)
Discouragement due to political influence, the opposition party or parties in a community
may want the program to fail for political reasons.
Similarly CCU Online, (2011) stated Situational barriers to adult learning can be
challenging because they are dependent on so many other factors than the adult student
due to lack of time due to career or family; lack of transportation if you are attending the
program far away and problems with childcare. In addition to the aforementioned UK
20
ESSAY, (2018) explains broadly about the situation in which the most situational barriers
have occurred. These obstacles are occurred due to the following hostile conditions.
Busy work schedule: the majority of adult learners are attending the program parallel to
their work schedule. Therefor adult learners confront hard obstacles to participate in the
program due to; busy schedules in their workplace or working more than one place to
earn money, no enough time to participate adult learning program.
Family and children: This situational obstacle mostly affected to the women because in
many communities women’s are responsible for the family especially look after their
children, feeding their child, taking the child to school and in turn back the child from
school to house and other house works are mostly done by the women. These various
tasks affected women to participate in an adult learning program and sometimes men also
have to face such obstacles.
Lack of child care services: Child care centers are limited in many developing and
under-developing countries like Ethiopia. Hence, many adult learners are forced to drop
out of their jobs and as well as to the adult learning program. But, if child care centers are
available, the adult learners would run their job and attending their education perfectly
without tensioned about their child.
Transportation: rural peoples are mainly affected by transportation. If the geographical
statuses are not comfortable for transportation to travel home to learning places, peoples
in this area would face problems to attend adult learning especially the learners home are
far from the learning place (UK Essays, 2018).
2.6.2. Institutional Barriers
According to (Mattehew Gboku and Rebecca Nathogo, 2007) Institutional obstacles are
those practices and procedures that exclude or discourage adults from participating in
learning activities. Among institutional barriers are including inconvenient schedules or
locations for programs and lack of relevant or appropriate program. Besides,
(MacKeracher, Suart & Potter, as cited in Siti Nor Amira Baharudin et al., 2012) stated
Institutional barriers consist of obstacles regarding methods institutions use to design,
deliver and administer learning activities and also resources needed for learning
activities, a general lack of support services at times and places suitable to adult learners;
21
and recognition of prior learning. Similarly, UK Essays (2018) Institutional barriers are
obstacles or difficulties occurred from the educational institutions and this difficulty may
be either the design of the course, method of delivering or administrative difficulties. In
broad some of the institutional barriers include:
No courses are available to meets learner's needs: one of the reasons adult learners
want to participate in adult learning is to achieve or meet their needs but no courses are
available to meet adult learners needs. This condition forced adult learners to withdrawal
from their learning programs.
Lack of necessary qualifications to enter the program: most of the adult learners enter
an adult learning program to get new working skills but after joined or start learning they
cannot learn their needs. Adult educators learn adult learners as traditional way as well as
learners do not take or gain enough qualifications about their choice. This condition
forces adult learners to withdrawal from the program.
Location: location also another impact on adult learners to participate or withdraw from
the program. If the programs are located from equally accessed and comfortable places
for adult learners, many learners will participate in the program whereas the program
locations are difficult for the learner, adult learners will be dropout (UK Essays, 2018).
2.6.3. Dispositional Barriers
According to Ellu Saar, Kadri Täht & Triin Roosalu, (2014), dispositional barriers refer
to personal qualities developed through experiences, concerns about their ability to
succeed, and belief about learning and the result of learning. Besides (MacKeracher,
Suart & Potter, as cited in Siti Nor Amira Baharudin et al., (2012) also defined
dispositional obstacles known as attitudinal barriers relate to learners' inner feelings and
their perceptions of their ability to register, attend and complete learning activities.
Similarly, Mattehew Gboku and Rebecca Nathogo, (2007) noted that dispositional
constraints are personality barriers includes low self-esteem, negative attitudes about
being an adult learner, for instance, being too old, too busy, too tired, too sick, not smart
enough, is not rich enough, don't have enough time, don't need any more education, don't
have adequate language skills, and is not interested in the program. Dispositional
22
constraints present a major obstacle to adult learner participation in program development
in Africa.
Among the dispositional obstacles are. Skepticism and worries about the success of the
program. Skepticism arises from previous experiences of the development program, Fear
of losing customary rights to the government. Many development programs in Africa
relate to land usage, particularly in poorer rural communities where agricultural
development is often prioritized, lack of clarity surrounding, the program’s purpose; if
the program developers and government officials do not clearly explain the concept and
objectives of a program, People are comfortable with what they already have and happy
with their present way of life, people perceive the program as a source of problems and
not benefits (Mattehew Gboku and Rebecca Nathogo, 2007).
2.7. Causes of dropout from the integrated functional adult literacy
program
Adult education or the IFAL program plays a great role in the development of one’s
country. However, dropout is a common challenge to takes place in the education system
in different countries. Dropout is not only affecting the integrated functional adult
literacy program but also affected the socio-economic development of one’s country. As
stand from the aforementioned problem different researchers, GOs, NGOs, and theorists
gave your assumptions and investigations about dropout factors in the program.
According to (Wodkowsk, as cited in yalem, 2014), adult learners faced various
dispositional problems; among those dispositional barriers is one of the main problems
and it causes adult dropout. Dispositional barriers (age, educational background) include;
attitude and self-precisions of the learners. Adults with poor educational backgrounds and
older adults often lack interest in learning or confidence in their ability to learn. Because
of this, they are not willing to come and learn adult education that causes dropout in
illiteracy. He also said facilitators or instructors cannot directly motivate the learners, but
possible to make stimulate, attract, and filter the learners unless the learner will be
disappointed and dropout from their education.
23
Beside, DIDO since 2017 up to 35 months of research, researchers identified the main
reasons for dropout in adult education. These include: - (1) learners are dropout due to
organizational issues, such as location and infrastructures. On the other hand, personal
reasons are an important factor why students dropout. These are all causes associated
with family, finances, and health issues of a student but also reasons that can be
influenced during the education process: student performance anxiety, learning style,
self-confidence, and effort. (2) Also, the lack of well-defined goals and a concrete notion
of the opportunities associated with the course and education makes them drop out. (3)
Class dynamics that involve the interaction between learners to facilitators and the way
the facilitator does class management are an important reason for dropout. (4) Learners
often have the wrong expectations about the curriculum, the schedule, and the level of
difficulty of the courses, which often causes for dropping out (DIDO, 2017).
2.8. Models of Dropout in Adult Education
As cited in Jusung Jun, (2005) there many theories and models to explain the reasons for
adult dropout. Jusung Jun include six major models of dropout in their paper entitled
‘‘understanding dropout of adult learners in e-learning’’. Those are Boshier’s (1973)
congruency model, Rubenson and Hoghielm’s (1978) expectancy-valence model of
dropout, Keller’s (1987) ARCS model, Bean and Metzner’s (1985) model of
nontraditional undergraduate student attrition, Billings’ (1988) model for completion of
correspondence courses, and Kember’s (1995) open learning model. The first two
dropout models are motivated oriented and used to explain the reason why adult learners
are dropout whereas the last three dropout models are distance education based models.
The first two dropout models have touched the point of this paper therefore only the two
models are discussed below for this paper.
2.8.1. Boshier’s (1973) congruency models of dropout
According to Jusung, (2005) Boshier’s congruency model states that the congruence
within the participant and between the participant and his/her educational environment
determines participation/non-participation and dropout/persistence. Also, Boshier asserts
that both participations and dropouts are the results of an “interaction” of internal
24
psychological and external environmental variables. As stated by (Merriam & Caffarella,
as cited in Jusung, 2005) participation and persistence in adult educations are determined
by how people feel about themselves and the match between the self and educational
environment. Hence, the aggregate effect of these incongruencies is filtered by social and
psychological variables such as age, sex, race, and social class as well as sub-
environmental variables such as transportation and class size (Merriam & Caffarella, as
cited in Jusung, 2005).
Boshier (1973) presents an explanation for the three main points of the model: Internal
Psychological Determinants: As Boshier’s (1971) factor analysis of 48 statements of
motives for attendance suggested that participants in adult education classes could be
characterized as deficiency or growth motivate. Peoples impelling the behavior of
growth-motivated are primarily inner ones, and they satisfied with the educational
environments. While deficiency-motivated people are impelled by social and
environmental pressures and there is dissatisfaction with the educational environment.
Self/Other Incongruence as adopting Roger’s (1959) terminology, incongruences
develop within the person (intra-self) and between the person and other-than-self (self-
other) experiences. Either type of incongruence leads to anxiety, which is a subjective
state of uneasiness, discomfort, or unrest and these situations force learners to drop out
from education. This model suggested that both adult education participation and dropout
can be understood to occur as a function of the magnitude of the discrepancy between the
participant’s self-concept and key aspects (largely people) of the educational environment
(Jusung, 2005).
Mediating Variables: when participants join for deficiency reasons, it manifests more
intra-self (and thus self/other) incongruence than participants enrolling for “growth”
reasons. It is now contended that single social, psychological, and institutional variables
typically discussed in dropout studies mediated the congruence/dropout relationships.
Variables such as transport difficulties, age, and class size trigger dropout, if intra-self or
self/other incongruence has developed “mediating” variables are linked with enrolling for
growth or deficiency reasons.
25
2.8.2. Rubenson and Hoghielm’s (1978) Expectancy-Valence Model of
Dropout
As cited in Jusung, (2005), Rubenson and Hoghielm’s expectancy-valence model of
dropout starts with psychological theories of motivation; then the strength of the
individual’s motivation to drop or continue a course is determined by combining positive
and negative forces existing in the individual and the environment.
According to (Merriam & Caffarella, as cited in Jusung, 2005) the word expectancy
refers to the subjective expectation of being successful in an educational situation and
these individual expectations of success will have positive outcomes or not while,
valence refers to the subjective values that individuals put on being successful. And also
(Howard, as cited in Jusung, (2005) also explained that the expectancy-valence model of
dropout describes that the strength of the participant’s power of motivation to go on
completing or dropping course results from a function of the product of valence and
expectancy. Accordingly, the learner dropout is the center of the model because
everything depends on a person’s perception of the environment and the values
associated with dropping or completing a course (Jusung, 2005).
2.9. Implications to minimize adult dropout
According to Marina Falasca, (2011) adult learners of any age can learn and succeed in
their pursuits of education if they afforded the opportunity, assistance, and support they
need. To improve the participation of adult educators, the concerning body should create
a safe and supportive learning environment and they try to suite circumstances and
schedules as adult learners need. Also Cross (2004) suggests that they should: try to
establish a friendly, open atmosphere that shows participants they will take part in a
positive and meaningful educational experience; adjust the level of tension to meet the
level of importance of the objective. If the material has a high level of importance, a
higher level of tension/stress should be established. Otherwise, a low to moderate level is
preferred; and set the degree of difficulty high enough to challenge participants, but not
so high that they become frustrated by information overload (Cross, as cited in Marina
Falasca, 2011).
26
Beside, UKEssays, (2018) in your article entitled ‘‘Barriers to Adult Learners’’ noted that
adult learners and employers need to create close relationships. If they are friendship the
employers can help the learners to learn and create a positive environment for the learners
and encourage them to participate more in the learning process. The institutions also must
be more flexible and understanding. Institutions have to recognize that adult learners are
working people and/or looking after a family, so they cannot be compared as regular
traditional learners. The rigid policies and regulations for traditional learners will not
work for adult learners. The rule and regulations must be flexible enough to meet the
requirements of adult learners. Some flexibility with the adult learners may include,
developing flexible policies on punctuality, attendance, and schedule that are the best suit
for the learners so that adult learners can accommodate for their work and their family.
Besides, the lack of information about the educational opportunities available for adult
learners is a big threat to them. This threat needs to be avoided so that adult learners have
the chance to participate in a program of their choice. Moreover, educational institutes
can develop the programs that are flexible to adult learners such as evening class or par
time study programs of flexible attendance. Flexibility in course completing time is very
important as well as a media campaign using different media to aware and encourage
adult learning. In last provide financial supports to adult learners and improving child
care services to look after the children to help the learner to spend time in the working
environment as well as study environment (UKEssay, 2018)
2.10. Summary
In this chapter, the researcher tried to reviewed many issues in this paper. These included
the detailed concepts and definitions about adult education, literacy, functional adult
literacy, and integrated functional adult literacy. Different countries agreed with an adult
is one who is 18 years of age and above also adulthood each one of which is associated
with marked physical, psychological, and social maturity and need/interest on one hand
and behavior on the other. Also the majority of the population defined literacy as the
ability to read and write only. However, according to Ilana Synder, (2008) in her book
"The Literacy Wars," argues that "there is no single, correct view of literacy that would
be universally accepted.
27
As the Ethiopian sustainable development goal, the integrated FAL concept is defined in
the Master Plan for Adult Education, which the Ministry has developed with support
from dvv international but needs to link writing, reading and numeracy skills to
livelihoods and skills training in areas such as agriculture, health, civics, cultural
education, etc. However, to enable adults to receive an integrated way of adult education
that is relevant to their daily work, close to their lives, and that improves their health and
income. Integrated Functional adult education framework was developed based on
national vision.
Participation is a prerequisite for development the of adult education programs. But many
countries still experience poor participation in adult education programs by different
barriers. These obstacles or constraints were divided into several techniques but
commonly barriers of adult learners divided into three main categories. These are
situational obstacle (depending on a person’s situation at a given time), institutional (all
practices and procedures that discourage adults from participation), and dispositional or
psychosocial (person’s attitudes about self and learning).
In general integrated functional adult literacy program in the last decades was given
special attention from the different governments, NGOs, national education bodies and
even give attention in zonal and woreda level. But the current integrated functional adult
literacy program is not receiving any support and attention as a result, the program has
become to decline over time. Although in some adult learning districts the program is not
doing any kind of work other than just typing a paper and the learner's participation also
poor in various Ethiopian adult education programs.
28
CHAPTER THREE
3. RESEARCH METHODOLOGY
3.1. Research Paradigm
A research paradigm is an interpretive framework which guided by a set of beliefs and
feelings about the world and how it should be understood and studied (Guba, 1990). In
the same point Lather (1986) explains, a research paradigm inherently reflects the
researcher’s beliefs about the world that he/she lives in and wants to live in. It constitutes
the abstract beliefs and principles that shape how a researcher sees the world, and how
s/he interprets and acts within that world. According to John W. Creswell, (2017) All
research has a philosophical foundation, and inquirers should be aware of assumptions
they make about gaining knowledge during their study.
Hence, the researcher used pragmatism paradigms because; pragmatism is the most
recommended paradigm in mixed-method research. Creswell, (2017) stated that instead
of trying to mix different paradigms, we recommend that researchers who use this design
work from a paradigm such as pragmatism to provide an “umbrella” paradigm to the
research study. The assumptions of pragmatism are well suited for guiding the work of
merging the two approaches into a larger understanding.
3.2. Research design
In terms of design, a convergent parallel design was to be used for this study. The reason
why the researcher was used this method is that; the convergent parallel design is
important to concurrently collect quantitative and qualitative data, merge the data, and
use the results to understand a research problem. And also the use of this design is that
one data collection form supplies strengths to balance the weaknesses of the other form
and that a more complete understanding of a research problem results from collecting
both quantitative and qualitative data (Creswell, 2012).
29
3.3. Method
In this study, both quantitative and qualitative methods were followed to collect, analyze
and interpret different data, aimed to investigate the factors that influence adult learners
to drop out of the IFAE program from selected areas. For the quantitative aspect, a close-
and open-ended questionnaire was used to gather data from attending IFAE learners. For
the qualitative aspect, semi-structured interviews, and unstructured observation were
employed to gather data from dropout learners, facilitators, and coordinators.
The reason behind the researcher used mixed methods is helpful because they
compensate for the weakness of each other (Creswell 2009). Besides, (Tashakkori &
Teddlie, as cited in Pole, 2007) stated that an advantage of mixed methods research is
that it enables the researcher to simultaneously answer confirmatory and exploratory
questions. A researcher can confirm an effect on a phenomenon by statistical analysis of
quantitative data, and then explore the reasons behind the observed effect by using field
research, case study data, or surveys. Mixed methods research can provide for stronger
inferences because the data are looked at from multiple perspectives. One method can
provide greater depth, the other greater breadth, and together they confirm or complement
each other.
3.4. Source of data
To get valid and reliable information, the use of appropriate data sources is vital.
Therefore, two sources of data primary and secondary were employed in this study.
Primary sources of data were IFAE facilitators, coordinators, dropout learners and
attending IFAE learners. Secondary sources of data; research papers, training center
records, or school records were employed.
3.5. The population, sample, and sampling techniques
The populations of this study were integrated functional adult literacy Program
participants such as; attending and dropout learners, IFAE facilitators, and IFAE
coordinators.
According to the Information I received from farta woreda education office, there are 108
IFAE learning centers under those there are 72 facilitators. In this research, the researcher
30
selected 4 learning centers from Farta woreda IFAE center by using a purposive sampling
technique because the researcher had deep information about Dengors, Aba Aregay,
Tsegur, and Wuhar learning centers and the researcher informed before the four centers
are more suffered by dropout problem than other learning centers. Under the four
learning centers there was 510 total level one and level two learners are registered.
Among the total 510 registered learners, 220 learners are still attending in IFAE program
whereas; the remaining 290 learners are dropout from the IFAE program.
From a total of 220 IFAE learners, the researcher selected total 84 learners; from Dengors
14 learners, from Aba Aregay 27 learners, from Tsegur 22 learners, and also from Wuhar
learning center 21 learners in each by using simple random sampling techniques based on
arranged list numbers by using a random number table.
Also, from the total 290 dropout learners, the researcher selected 14 dropout learners by
using a snowball sampling technique, and then out of the existing IFAE facilitators and
IFAE coordinators the researcher took all participants available from the study area by
using a comprehensive sampling technique.
The detail of the sample size and sampling technique was shown in the following two
tables
Table 2: Total Population, Sample and Sampling Technique
No. Types of respondents
Total Sample Data collecting instrument
Sampling technique
1 dropout learners from IFAL
290 14 Interview Snow ball
2 IFAL learners 220 84 Questionnaire Simple random sampling
2 IFALP facilitators 4 4 Interview Comprehensive
3 IFALP coordinator
2 2 Interview Comprehensive
Total 516 104
31
3.6. Data Collection Instruments
In this study, the researcher used three types of data collection instruments namely;
a questionnaire, semi-structured interviews, and unstructured observation. The
questionnaire was used to gather data from IFAE learners, a semi-structured interview
was employed to gather data from dropout learners, IFAE facilitators, and IFAE
coordinators; whereas, the unstructured observation was employed to collect data on the
availability of learning classroom, center facilities, class organization, geographical
landscape, etc.
3.6.1. Questionnaire
The questionnaire was employed to collect data from attending IFAE learners and
dropout learners. For this study, the researcher prepared three parts of questions by
consisted of both close and open-ended questions and the researcher has filled the
questionnaires for respondents who are unable to read and write. Then the researcher
collected pertinent information about the cause of dropout from integrated functional
literacy from Farta woreda IFAE center. The reason why the researcher used this
instrument was questionnaires are instruments that enable the researcher to gather
relevant and large amounts of data within a short period of time. One can involve a large
number of people by using a questionnaire (Hult, as cited in Bekele, 2016).
3.6.2. Interview
In this study, semi-structured interviews were employed to gather data from dropout
learners, IFAE facilitators, and coordinators. The researcher was collected the interview
data by asking and recording the respondent’s response by guiding the pre-prepared
interview questions because most of the respondents in this study cannot read and write.
The reason why the researcher used Semi-structured interview is the most common type
of interview in social research (Dawson, 2002) stated that semi-structured interview
allows the researcher to gain insights into others perspectives about the phenomenon
under study. It is particularly useful for ascertaining the respondent’s thoughts,
perceptions, feelings, and retrospectives account of events. (Marriam, as cited in
32
Firdyawkal, 2017) further explained that “interviewing is necessary when we cannot
observe behavior, feelings, or how people interpret the world around them.
3.6.3. Observation
Observations were used to collect data on the availability of learning classrooms, center
facilities, class organization, geographical landscape, etc. Observation is a fundamental
way of finding out about the world around us. As human beings, we are very well
equipped to pick up detailed information about our environment through our senses.
However, as a method of data collection for research purposes, observation is more than
just looking or listening. Research, simply defined, is ‘systematic inquiry made public’
(Stenhouse, as cited in Sajjad Kabir, 2018)
3.7. Data Collection Procedure
To investigate factors that influence adult learners firstly, a Review of related literature
was reviewed to get information on what factors are forcing students to drop out and
searching background information about the problem. Secondly, formulating basic
questions then, data gathering instruments were prepared based on the research questions.
If the instrument chooses by a researcher is suitable for the study to answer the research
problem, the researcher was developed questionnaire then the Questionnaire was
prepared in English and translate into Amharic for clarity and to make it easily
understandable for respondents.
Before distributing questionnaires or entering the main study the researcher was
conducted a pilot test to check the appropriateness of the items in the instruments and
make necessary modifications based on the obtained feedback depending on the result of
the pilot test. Then, the researcher collected a letter of cooperation from Bahir Dar
University, Department of adult education and community development to the study area.
Then, official contact made with the Farta woreda administration office of integrated
functional adult literacy centers and the adult education management office to get
permission and support for the research work. Finally, the questionnaire was distributed
for respondents and the researcher has filled the questionnaires for respondents who are
unable to read and write.
33
3.8. Data Analysis tools/methods
In this study, the response that was obtained from the questionnaire were organized,
summarized and analyzed quantitatively and also the response that was obtained from the
interview, and observation were organized, summarized and analyzed qualitatively. The
quantitative data was gathered through open and close-ended questions from attending
IFAL learners and the researcher was used IBM SPSS version 16 to compute percentage,
frequency and mean to explain and reach the finding on the major cause of adult learners
to dropout, the background of respondents and the mechanism to minimize adult
dropouts. On the other hand, qualitative data were gathered by using interviews, and open
and close-ended questions from dropout learners, facilitators, and IFAE coordinators. To
analyzed qualitative data the researcher used words, phrases, statements, and paragraphs
obtained from interviewees and close and open-ended questions in narrative description
way. The researcher also used different kinds of relating literature to explain and find out
the major causes of adult learners to dropout and to find out solutions to minimize
dropouts.
3.9. Validity and Reliability
Checking the validity and reliability of the research is vital. In doing so, the researcher
showed the questionnaire to the experienced people to check the validity of the
instrument, after taking the advisor's comment and necessary modifications. Then the
researcher clears some irrelevant items, for example; item 9 and item 3 in part two
questions as well as in part three, item 7 questions were released. Besides, to check the
internal consistency of items Cronbach alpha was employed. Accordingly, the
questionnaire was pilot tested on 15 participants before entering the main study to check
the appropriateness of the items in the instruments. Then the pilot responses obtained
from the questionnaire were analyzed by the IBM SPSS statistics tool to see the internal
reliability. Then 0.77 alpha value was obtained after computed the Cronbach alpha. This
shows the instrument was considered good to be used for the main study.
34
3.10. Research ethics
In the process of conducting this research, the researcher took the different ethical
considerations into account: - (McNamara, as cited Bizuayehu, 2014) identifies five
ethical concerns to be considered when conducting the research. These guidelines deal
with voluntary participation, no harm to respondents, anonymity, and confidentiality,
identifying the purpose of the research and analysis and reporting. In this study Firstly the
researcher informed about the purpose of the study then the researcher requested the
respondent’s willingness to participate or not voluntarily in the research. Moreover, the
researcher told to protect anonymity and confidentiality, and then the researcher made
respondents feel comfortable and promised not to disclose the individual’s identity.
Finally, the researcher has accurately reported the result for those whom you are
concerned.
35
CHAPTER FOUR
4. DATA PRESENTATION, INTERPRETATION, AND
ANALYSIS OF DATA
In this chapter, the collected quantitative and qualitative data were presented and
analyzed jointly, and both quantitative and qualitative datasets analyzed supportively
whether the results support or contradict each other by using different quantitative tools
and qualitative techniques, including tables, graphs, and detailed descriptions.
4.1. General characteristics of the respondents
The general characteristics of all quantitative and qualitative sample population were
presented and analyzed separately. But it interprets both strands of data obtained from the
respondents supportively by aids qualitative data sets or vice versa intended to strengthen
the result of the two data sets and to support one's weak side of the result by one's strong
side.
Table 3: representation of the demographic characteristics of attending and dropout adult learners
No Characteristics
Attending adult learners
Dropout adult learners
Freq % Freq %
1 Sex Male 57 67.9 9 64.3 Female 27 32.1 5 35.7 Total 84 100 14 100
2
Age
15-25 6 7.1 2 14.3
26-35 34 40.5 5 35.8 36-45 34 40.5 6 42.8 46 and above 10 11.9 1 7.1 Total 84 100 14 100
3 Economic status
High-income level 5 6.0 1 7.1
Medium income 21 25.0 3 21.4 Low income 58 69.0 10 71.5
36
Total 84 100 14 100
4 Educational level
Level one 52 61.9 11 78.6
Level two 32 38.1 3 21.4 Total 84 100 14 100
As indicated from the above table 3: there are two types of respondents included in the
table and it presented in terms of sex, age, economic status, and educational level. As
shown in terms of their sex the majority of 67.9% attending adult learners and 64.3% of
dropout adult learners were male respondents the remaining 32.1% of attending adult
learners and 35.7% dropout adult learners were female respondents. The quantitative part
of the data was collected randomly and the interview part of the data collected fairly but
the above chart indicates that the male and female participants were not proportional the
female respondents were very low participation as compared to males. This indicates in
Farta woreda IFAE center female participation in adult education is very low as
compared to males
In terms of attending adult respondents age categories; the majority of 81% attending
respondents were under the age group of 26-35 and 36-45 equally in both age categories
but the remaining 11.9% and 7.1% of attending respondents were grouped in 46 and
above and 15-25 age categories respectively. In terms of dropout respondent’s age
categories, the majority of 42.5 and 35.8 respondents were grouped under the age of 26-
35 and 36-45 age categories respectively. And the rest 14.3% and 7.1% of respondents
were grouped under 15-25 and 46 and above age categories. As can be understood from
the above data, the majority of respondents of Farta woreda adult learners were under the
age group of 26– 35 and between 36- 45 age categories. This implies that the majority of
adult literacy learners are categorized under productive and responsible age categories so;
it is difficult for them to participate in adult education.
When shown respondent's economic status from the above table the majority of 69%
attending respondents and 71.3% of dropout respondents were live in low economic
condition and 25% and 6% of the attending respondents were live in medium and high-
income level respectively. The remaining dropout respondents 21.4% and 7.1% of
respondents of dropout were live in medium and high economic conditions respectively.
37
From the above data, we can easily understand that majority of the participants in Farta
woreda IFAE center were living in poor economic conditions.
Also, as shown in the above table 3; the majority of 61.9% of attending respondents and
78.6% of dropout respondents were level one adult learners and the remaining 38.1% of
attending respondents and 21.4% dropout respondents are level-two adult learners. As
clearly indicated from the above table level one learner and level two learners were not
proportional level two learners were very low in number. So the researcher can expect the
majority of learners were dropout after level one.
Table 4: representation of the demographic characteristics of facilitator and adult coordinators
No Characteristics
Facilitators Adult coordinators
Freq % Freq %
1 Sex Male 3 75 1 50 Female 1 25 2 50 Total 4 100 2 100
2
Age
15-25 - - - -
26-35 4 100 2 100 36-45 - - - - 46 and above - - - - Total 4 100 2 100
3 Economic status by salary
Below 1000 4 100 - -
1000-2000 - - - - 2000-3000 - - 1 50
Above 3000 - - 1 50 Total 4 100 2 100
4 Educational level
10 4 100 - -
10+2 (diploma) - - - - Degree - - 2 100 Master - - - - Total 4 100 2 100
As can be observed from the above table 4; two types of respondents (facilitator and
coordinator) information were presented in the above table in terms of sex, age, economic
status by salary, and educational level of respondents. When shown the sex
characteristics of the two types of respondents the majority 75% of facilitators were
38
males but the remaining 25% of facilitators were females and in adult coordinators, there
were 1(50%) of males and 1(50%) of respondents were female coordinators.
In terms of age, all facilitators and coordinators grouped in 26-35 age categories. As it
can be seen from the above table all respondents of the facilitator have got blow 1000
salary per month and in adult coordinator, one respondent of adult expert has got above
3000 salaries per month but one respondent of adult coordinator has got 2000-3000 salary
per month. This implies almost all Farta woreda adult workers were not happy with their
salaries and this leads to not work to work honestly.
When shown the educational level of all respondents of the facilitator were grade 10, this
indicates that almost all facilitators in Farta wereda had low educational competencies
and it is also affected learners in the teaching-learning process.
4.2. Respondents view about situational barriers
As shown from table 5 below: related to situational barriers eight possible causes for
adult dropout have been proposed for respondents to put the degrees conformity about
how much this situational barrier affects them. Thus the above data were presented
detailed as follows in each item by adding to charts/graphs/ and tables to show the
quantitative and qualitative results jointly to support one's weak side of the result by one's
strong side.
Table 5: respondents view about the cause of dropout related to situational barriers
No
Possible factors Option Freq Per (%) Mean (X)
1 The geographical location of where we are studying is having a major impact on our education
Strongly Disagree 14 16.7
2.52 Dis Agree 16 19.0
Agree 50 59.5 Strongly Agree 4 4.8 Total 84 100
2 It is hard to attend our education because of our work conflicts with our learning schedule
Strongly Disagree 6 7.1
3.62
Dis Agree 20 23.8
Agree - -
Strongly Agree 58 69.0 Total 84 100
3 I don’t have enough time to pursue my Strongly Dis 4 4.8 3.35
39
education because I work in more than one job at different places to earn money
Agree
Dis Agree 5 6.0 Agree 33 39.3 Strongly Agree 42 50.0 Total 84 100
4 My work responsibility at home has a huge impact on me to attend my education
Strongly Dis Agree
4 4.8
3.45 Dis Agree 10 11.9
Agree 14 16.7
Strongly Agree 56 66.7
Total 84 100 5 The transportation problem has influenced
me not to pursue my education Strongly Dis Agree
17 20.2
2.42 Dis Agree 21 25.0
Agree 41 47.6 Strongly Agree 17 7.1 Total 84 100
6 The distance from my home to the classroom has made it difficult for me to pursue my education
Strongly Dis Agree
16 19.0
2.70 Dis Agree 10 11.9
Agree 41 48.8
Strongly Agree 17 20.2 Total 84 100
7 My income status has had a huge impact on me to not pursue my education
Strongly Dis Agree
5 6.0
3.35 Dis Agree 12 14.3 Agree 16 19.0
Strongly Agree 51 60.7
Total 84 100 8 My health condition pressured me not to
pursue my education Strongly Dis Agree
17 20.2
2.69 Dis Agree 8 9.5
Agree 43 51.2
Strongly Agree 16 19.0 Total 84 100
Hint: mean of 3.50 – 4.00 has highest impact, mean of 3.00 - 3.49 has a high impact, mean of
2.50 – 2.99 has a minimal impact, and mean of 2.00 – 2.49 has lowest impact
As it can be seen in the above table 5 items 1: the majority respondents 59.5% of
respondents were agreed and 4.8% of respondents strongly agreed on the impact
geographical landscape has an impact on their education but the remaining 19.0% of
40
respondents disagreed and 16.7% of respondents were responded strongly disagreed on
the above idea. On the other hand, the average mean score of the respondents indicated a
2.50 mean value on the above-mentioned problem. Hence, based on the mean score of the
respondents, the geographical landscape has a minimal impact on adult education.
Also as per discussion with Dengors center interview respondents about the impacts of
geographical positions on adult education, drop out interview respondents said:-
Our community area is very mountainous and covered by a dense forest, for this
reason, many of the robberies and thieves are lived in the forest to make them
comfortable for stealing. This has also made us live with fear from the robberies.
Besides, it is difficult to go far and attend our education because of our
geographical position.
Hence, as standing from the above data from the table 5, from interview respondents
response and also as I observed the education center, the geographical landscape has had
an impact on adult learners especially on Dengors adult education centers and it can be
said the factor of adult education in Farta woreda integrated functional adult literacy
program.
As depicted in table 5 items 2; the majority 69.0% of respondents were replied strongly
agreed and 23.8% agreed and these respondents have replied our work made conflict with
our learning schedule but no one has opposed the above idea. But the rest 7.1% of
respondents were replied disagreed on the above idea. And also, concerning to the impact
of the schedule conflict, the mean score of the respondent's response showed a 3.62 mean
value. This mean score indicated that the schedule conflict had the highest impact on
adult learners as compared to other barriers.
In addition to the questionnaire response, most of the interview respondents also said:-
Almost all of us adult learners in this community are farmers. And the work of
agriculture is always intended to restless and it always keeps works. While we
want to learn but the agricultural work does not go well with education but if we
have not to work, we would want to learn from our neighboring learning centers.
41
Therefore, this indicated almost all respondents of adult learners in Farta woreda
integrated functional adult education program was mainly affected by the conflict
between their work status and the schedule of learning because almost all adult learners
in Farta woreda IFALP center were farmers.
As can be seen in table 5 item 3; most of 50% and 39.3% of respondents were strongly
agreed and agreed respectively and replied I don’t have enough time to pursue my
education because I work in more than one job at different places to earn money. The
remaining 6% and 4.8 of respondents disagreed and strongly disagreed on the above idea.
Also, the average mean score of the respondents indicated a 3.35 mean score. This
implies, based on mean score a busy/multi/ work schedule had a high impact on adult
learners on a third level as compared to other barriers.
As also per discussion with facilitators and dropout learner respondents about the above
factor or the above idea, both types of respondents said almost the same explanation as
follows: -
As we mentioned earlier, the farmer has a lot of work to do and has never lost
work. Therefore, being a farmer was forced to lose even a waste of time and this
issue also made us to dropout from our education because of time constraints.
Beside adult facilitators, respondents also said: -
“We are always embarrassed because when we go to farmers to initiate them, but the
farmer stays with keeping their work at that moment”.
This implies that lack of enough time because of multi-work activities are a major factor
for Farata woreda IFAE centers and it can be said a major cause for adult dropout of
Farta woreda integrated functional adult literacy program.
As it presented in the above table 5 item 4; the majority 66.7% of the respondents were
strongly agreed and 16.7% of the respondents were agreed on the work responsibility at
home has a huge impact to attend learning, the rest 11.9% and 4.8% of the respondents
were disagreed and strongly disagreed respectively on the above idea. Also, the average
mean score of respondent's response on the impact of work responsibility at home
42
indicated a 3.45 mean score. This mean score shows that the work responsibility at home
has a high impact on adult learners in a second level as compared to other barriers.
Besides interview respondents of Farta woreda dropout, adult learners also said: -
We have so many other home responsibilities in addition to working of
agriculture including deploying learner boy or girl to go to school, deploying the
shepherd boy or girl to go to the cattle and deploying crop keeping boy or girl to
go to cropland, etc. are affected as to attend our education.
This indicated most of Farta woreda integrated functional adult education learners were
highly affected by the home responsibility and also the researcher can be expected that
the above problem can be considered as a major factor for adult learners.
As depicted from in the above table 5 item 5; the majority 47.6% and 7.1% of the
respondents in Farta woreda integrated functional adult education center were replied
agreed and strongly agreed respectively on the transportation problem had an impact to
pursue my education. But the remaining 25% and 20.2% of the respondents in Farta
woreda integrated functional adult education centers were disagreed and strongly
disagreed respectively on transportation problems had an impact to pursue my education.
On the other hand, the average mean score of the respondents indicated a 2.45 mean
score on the above-mentioned problem. Hence, based on the mean score of the
respondents, the transportation problem has lowest impact on adult learners.
Also as per discussion with interview respondents, about the impact of transportation on
adult education some drop out learners in the respondents said that: -
Our community location is not conducive to transportation for this reason the
transportation service is available after many trips. Also, our learning class is so
far away that it made us difficult to attend our learning to travel long distance
without transportation.
The above result indicated that the transportation problem had an impact on most of Farta
woreda integrated functional adult education learners but in some Farta woreda IFAE
district's transportation problem has only minimal impacts on their education.
43
From the above table 5 item 6; also revealed that the majority 48.8% of the respondents
were agreed and 20.2% of the respondents were strongly agreed on the distance from
learners home to the classroom has made it difficult to pursue my education and the rest
19% and 11.9% of the respondents were strongly disagreed and disagreed respectively on
the above idea. Also, the average mean score of respondent's responses on the impact of
classroom distance indicated a 2.70 mean score. This mean score shows that the distance
of the classroom also minimal impact on adult learners as compared to other barriers.
Besides, as per discussion with interview respondents about the impacts of classroom
distance on adult education, the majority interview respondents were said that: -
The distance from our home to our classroom is very far and this problem also
exposed us to robberies as well as when we go school, a lot of work that needs to
be done but it stays everything went wrong in a moment. This issue made us to
dropout from our education.
This indicated that the majority of Farta woreda integrated functional adult education, the
learning classroom were very far from adult learner's home, and this problem forces Farta
woreda adult learners to dropout their education. Therefore distances also the other factor
that influences adult learners to dropout in Farta woreda integrated functional adult
education centers.
As it can be shown in the above table 5 item 7; the majority 60.7% of the respondent
strongly agreed and 19% of the respondent were agreed on the income status has had a
huge impact on adult learners on their education and the rest 14.3% and 6% of the
respondents were disagreed and strongly disagreed on the above idea. Also, the average
mean score of the respondent's response on the impact of the low-income status indicated
3.35 mean. This mean score shows that low-income status has a high impact on adult
learners as compared to other barriers.
44
The interview respondents in Farta IFAE center also said that: -
We live in a low standard of living even, the land we cultivate is not ours but we
have cultivated the land of others for equal to keep our family from starving. So if
we do not drop out from our education, our work and education will not go away
with us and if we don’t work, we make sure our kids are hungry so we had to quit
our education because it is a must.
As it can understand from the above result and as we have seen the economic status in the
previous demographic characteristics of adult learners almost all adult learners in Farta
woreda IFAE center were the low level of economic status, thus the economic status of
adult learners has had a huge impact on Farta woreda integrated functional adult literacy
program and it leads learners to drop out from their education.
Also as it presented from table 5 item 8; the majority 51.2% of the respondents were
agreed and 19% of the respondents were strongly agreed replied the health condition has
had a huge impact to pursue my education and the rest 20 % and 9.5% of the respondent
were strongly disagreed and disagreed on the above idea. And also, concerning to the
impact of health problems, the mean score of the respondent's response indicated a 2.69
mean. This mean score showed that health problems had a minimal impact on adult
learners as compared to other barriers.
As per discussion with interview respondents about the impacts of the health problem on
their education almost all respondents said that: -
“Even though few peoples were suffered by health problems but in general in our society,
we had not such a profound impact on our education”.
This also indicated few adult learners in Farta woreda integrated functional adult literacy
had health problems; therefore Farta woreda integrated functional adult education
programs were minimally affected by health problems.
To sum up all the above situational barriers, there are various factors under situational
barriers, and these factors are presented below in charts with its mean point to clear and
better understand.
45
Source: questionnaire SPSS output
Figure 1: results of situational based factors of adult learners
As indicated in the above chart there are different factors of adult learners related to the
situational barrier in Farta woreda integrated functional adult education programs.
Among those factors, based on their average mean score schedule conflict, work
responsibility at home, busy work schedule, and low-income status were the major
factors that influence adult learners to drop out from their education. In general,
situational barriers also have the greatest impact on adult learners as compared to
institutional and dispositional barriers.
4.3. Respondents view about the institutional barriers
As shown from table 6 below: related to institutional barriers seven possible causes for
adult dropout have been proposed for respondents to put the degrees conformity about
how much this institutional barrier affects them. Thus the above data were presented
detailed as follows in each item by adding to charts/graphs/ and tables to show the
quantitative and qualitative results jointly to support one's weak side of the result by one's
strong side.
46
Table 6: respondents view about the cause of adult dropout related to institutional obstacles
No
Possible Factors Option Freq Per (%) Mean (X)
1 The lessons are boring because they do not give us a lesson that meets our needs
Strongly Dis Agree 22 26.2
2.35 Dis Agree 14 16.7 Agree 45 53.6 Strongly Agree 3 3.6 Total 84 100
2 The lack of a qualified facilitator has diminished our interest in education
Strongly Dis Agree 30 35.7
2.39 Dis Agree 5 6.0 Agree 35 41.7 Strongly Agree 14 16.7 Total 84 100
3 I do not worry about being absent from the course because they do not control learners who came
Strongly Dis Agree 17 20.2
2.54 Dis Agree 12 14.3 Agree 48 57.1 Strongly Agree 7 8.3 Total 84 100
4 It is difficult for me to pursue my education because the location of the classroom is exposed to accidents
Strongly Dis Agree 10 11.9
3.06 Dis Agree 4 4.8 Agree 41 48.8 Strongly Agree 29 34.5 Total 84 100
5 The absence of suitable learning class has reduced the needs of participation from the program
Strongly Dis Agree 1 1.2
3.24 Dis Agree 3 3.6 Agree 55 65.5 Strongly Agree 25 29.8 Total 84 100
6 the absence of facilities (chairs, boards, chairs, books, and other necessities) make it difficult for us to attend our classes
Strongly Dis Agree 2 2.4
3.36 Dis Agree 9 10.7 Agree 30 35.7 Strongly Agree 43 51.2 Total 84 100
7 The curriculum design and teaching methods are not fulfilled what they want to learn
Strongly Dis Agree 26 31.0
2.37
Dis Agree 9 10.7 Agree 41 48.8
Strongly Agree 8 9.5 Total 84 100
Hint: mean of 3.50 – 4.00 has highest impact, mean of 3.00 - 3.49 have a high impact, mean of
2.50 – 2.99 have a minimal impact, and mean of 2.00 – 2.49 has lowest impact
47
As indicated the above table 6 item 1; the majority 53.7% of the respondents were agreed
and 3.6% of the respondents were strongly agreed and replied the lessons are boring
because they do not give us a lesson that meets our needs and the rest 26.2% and 16.7%
of the respondent were strongly disagreed and disagreed respectively on the above idea.
Also, the mean score of the respondents concerning to the above problem indicated 2.35
mean. This mean score showed that the problem of the course they took has the lowest
impact on adult learners as compared to other barriers.
Also as per discussion with interview respondents depending on the course they take and
how much the course meets the needs of adult learners several respondents said that there
is no problem related to the course we took but few respondents in level two adult
learners said that: -
We were level two adult learners level to learners know something more than
level one or fresh adult learners but they always teach us with level one as a fresh
adult learner so if we don’t know anything new, it’s better to dropout education
by this reason we dropout from our education.
This implies that in Farta woreda integrated functional adult education center learners
have faced minimal problems related to the course that they took especially level two
learners.
As it can be seen from the above table 6 item 2; 41.7% of respondents in Farta woreda
IFAE center were agreed and 16.7% of the respondent in Farta woreda IFAE center have
strongly agreed and replied a lack of a qualified facilitator has diminished our interest in
education and the remaining 35.7% and 6% of the respondents in Farta woreda IFAE
center was strongly disagreed and disagreed on the above idea. Besides, concerning to the
impact of low qualified facilitators, the mean score of the respondents indicated 2.39
mean. This mean score also showed a lack of qualified facilitator has also a lowest impact
as compared to other barriers.
Besides, as per discussion with interview respondents about the impact of the lack of
qualified facilitators few level two adult learners and adult coordinators said that there is
48
a problem related to the facilitator’s low competency and it affected adult learners to
continue their education.
This implies that in Farta woreda integrated functional adult literacy there were minimal
problems with the facilitator competency and it also affected adult learners especially;
level two adult learners to attend their education.
As revealed from the above table 6 item 3; 57.1 % of the respondents were agreed and
8.3% of the respondents in Farta woreda IFAE center were strongly agreed and replied I
do not worry about being absent from the course because they do not control learners
who came and the rest 20.2% and 14.3% of the respondents in Farta woreda IFAE center
were strongly disagreed and disagreed respectively on the above idea. Also, the average
mean score of the respondent's response indicated 2.54 mean on the above problem. Also,
this mean result showed the absence of attendance has a minimal impact on adult learners
to quite as compared to other barriers.
Also as per discussion with interview respondents about the impacts learners’ attendance
during the learning time respondents in dropout said that:-
We are going to learn when we need it and when there is no work on holidays as
well as `we are going when the facilitator told us to came and learn but no one
controls us if we go or not. Of course, if we had control, we would go to class
even by adjusting our available tasks.
This indicated that the majority of Farta woreda adult learners were missing their class
repeatedly and also it can be expected some adult learners were dropout from learning
due to the above issue.
As it has shown from the above table 6 item 4; the majority of 48.8% and 34.5% of the
respondents were agreed and strongly agreed and replied it is difficult to pursue my
education because the location of the classroom is exposed to accidents but the remaining
11.9% and 4.8 of the respondents in Farta woreda IFAE center were strongly disagreed
and disagreed respectively on the above idea. Also, the average mean score of the
respondent’s response indicated a 3.06 mean score. This mean result showed the problem
49
of classroom placement had a high impact on adult learners on a third level as compared
to other barriers.
Also as per discussion with interview respondents about the impacts of the placement of
the classroom environment all interview respondents said that: -
In our woreda, there is no stable classroom and we always learn in a different
place. In this case, we are too afraid to attend learning because we think the
learning space and the way are exposed to danger when we go to learn.
As we understand from the above data the majority of Farta woreda IFAE centers had no
comfortable classroom environment and also the classroom environments we're exposed
to accidents, therefore the researcher expected the majority of Farta woreda adult learners
were forced to drop out by the classroom environment problem.
As depicted from the above table 6 items 5; all respondents 65.5% and 29.8% of the
respondents in Farta woreda IFAE center were agreed and strongly agreed respectively
and they responded the absence of suitable learning class has reduced our needs of
learning from the program. The rest 3.6% and 1.2% of respondents in Farta woreda IFAE
center disagreed and strongly disagreed on the above idea. Also, the average mean score
of the respondent's response on the above possible factor indicated a 3.24 mean score.
This mean score shows that the absence of a suitable learning classroom has a high
impact on adult learners in a second level as compared to other barriers.
Also as per discussion with interview respondents about the impacts of the absence of
suitable learning class on adult education, all interview respondents said that: -
“In our woreda, there is no suitable classroom have appeared for adult learners but the
learning takes place within big trees, in churches and other regular classroom but there
are no own classrooms for adult learners”.
Thus, it can conclude that there is no safe and comfortable classroom in Farta woreda
IFAE center and this problem can also push them to quit their education.
50
As it can be seen in the above table 6 item 6; most of the respondents 51.2% and 35.7%
respondents were strongly agreed and agreed respectively on the absence of facilities
(chairs, boards, chairs, books, and other necessities) make it difficult for us to attend our
classes. And the remaining only 10.7 and 2.4% of the respondents in Farta woreda IFAE
center were responded disagreed and strongly disagreed on the above idea. And also,
concerning to the absence of facilities, the mean score of the respondent's response
showed a 3.36 mean value. This mean result indicated that the absence of facilities had a
high impact on adult learners as compared to other barriers.
Similarly as per discussion with interview respondents about the impacts of the absence
of learning facilities on adult education, in this case, interview respondents in facilitators
were said that; -
I don’t think the government is set up this adult education program, how the
government can open this broad program without any resource and budget. I just
don’t understand when asking others it is like this everywhere, not just at our
IFAL center. If it is finding to be done, all facilities must be fulfilled in other
ways, it is better to be closed.
As can be understood from the above result most of the Farta woreda IFAE centers are
not fulfill learning facilities or materials like chairs, boards, chairs, and other necessities,
this also can classify it as the main factor to adult learners to dropout.
As it presented the above table 6 item 7; 48.8% of the respondents were agreed and 9.5%
of the respondents in Farta woreda IFAE center were responded strongly agreed on
curriculum design and teaching methods are not fulfilled what they want to learn and the
rest 31% and 10.7% of the respondents in Farta woreda IFAE center were strongly
disagreed and disagreed respectively on the above idea. Besides, concerning to the above
problem, the average mean score of the respondent’s response indicated 2.37 mean. This
mean result indicated that the problem of curriculum design and teaching methods has a
lowest impact on adult learners.
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In addition to the questionnaire result, the interview respondent in adult coordinators also
said by adding other related views as follows: -
In the current situation, the education process is not going according to the
curriculum of the adult education program. This is because the facilitator was not
happy with their salary and they leave their jobs without staying many days.
Therefore, it is always necessary to hire a new employee but they cannot train all
new hires of an adult facilitator.
This implies most of the Farta woreda IFAE centers did not follow a good teaching-
learning style. Thus the curriculum design and the teaching method have had a minimal
impact on adult education in Farta woreda IFAE centers.
Generally, according to the questionnaire and interview result, related to the institutional
barriers, there are various factors of adult learners to dropout in Farta woreda integrated
functional adult education programs. These factors were presented as follows below in
charts with its mean point to indicate the difficulty level on adult learners.
Source: questionnaire SPSS output
Figure 2: results of institutional-based factors of adult learners
As can be shown in the above chart there are various factors. Among the above-listed
factors; the absence of learning facilities, the absence of suitable classrooms, and the
problem of classroom placements were the major factors that influence adult learners to
52
drop out from their education. In general, an institutional barrier as a whole has a high
impact on adult learner’s next situational barriers.
4.4. Respondents view about dispositional obstacles or factors of adult
education
As shown from table 7 below: related to dispositional barriers five possible causes for
adult dropout have been proposed for respondents to put the degrees conformity about
how much this dispositional barrier affects them. Thus the above data were presented
detailed as follows in each item by adding to charts/graphs/ and tables to show the
quantitative and qualitative results jointly to support one's weak side of the result by one's
strong side.
Table 7: respondents view about the cause of adult dropout related to dispositional obstacles
No Possible Factors Option Freq Per (%) Mean (X)
1 I’m embarrassed for being an adult
learner
Strongly Dis Agree 26 31.0
2.40
Dis Agree 7 8.3
Agree 42 50.0
Strongly Agree 9 10.7
Total 84 100
2 I always think about why I should
learn at this age
Strongly Dis Agree 15 17.9
2.81
Dis Agree 6 7.1
Agree 43 51.2
Strongly Agree 20 23.8
Total 84 100
3 When I see my neighbor when go to
school, I feel embarrassed
Strongly Dis Agree 7 11.5
2.88
Dis Agree 18 21.4
Agree 37 44.0
Strongly Agree 22 26.2
Total 84 100
4 When I learn, I don’t feel any
inspiration
Strongly Dis Agree 21 25.0 2.50
Dis Agree 10 11.9
53
Agree 43 51.2
Strongly Agree 10 11.9
Total 84 100
5 I am feeling I don't understand
education because I'm getting older
Strongly Dis Agree 17 20.2
2.83
Dis Agree 8 9.5
Agree 31 36.9
Strongly Agree 28 33.3
Total 84 100
Hint: mean of 3.50 – 4.00 has highest impact, mean of 3.00 - 3.49 have a high impact, mean of
2.50 – 2.99 have a minimal impact, and mean of 2.00 – 2.49 has lowest impact
As it can be shown in the above table 7 item 1; 50% and 10.7% of the respondents in
Farta woreda IFAE center were agreed and strongly agreed respectively on learners was
feel shy because of being an adult learner and the remaining 31% and 8.3% of the
respondent in Farta woreda IFAE center were strongly disagreed and disagreed
respectively on the above idea. Also, as can be shown in the above table, concerning to
the feeling of shyness, their average mean score of respondent's responses indicated 2.4
mean scores. And this mean result shows the feeling of shyness has the lowest impact on
adult learners as compared to other barriers.
In addition to the questionnaire respondents from the interview respondents in Farta
woreda IFAE center female respondent said: -
“If not all women go to school, I am ashamed to go to school alone. Therefore when I
learn alone, I think someone will insult me. However, I wanted to learn, but I was forced
to quit”.
Thus, most of the Farta woreda adult learners were shy because of being adult learners
however; some adult learners in Farta woreda were dropout from education because of
shyness.
As depicted in the above table 7 item 2; majority 51.2% and 23.8% of the respondents in
Farta woreda IFAE center were agreed and strongly agreed respectively and responded
that I always think why I should learn at this age and the remaining 17.9% and 7.1% of
54
the respondent in Farta woreda IFAE center were strongly disagreed and disagreed by
opposing the above idea. On the other hand, the average mean score of the respondents
indicated a 2.81 mean on the above-mentioned problem. Hence, based on the mean
results of the respondents, the impact of thinking negatively about adult education has a
minimal impact on adult learners as compared to other barriers.
Similarly as per discussion with interview dropout respondents also said that; -
“In this age, the teaching is not for us but it is for our children unless we sign our name”.
This means the majority of Farta woreda adult learners have a feeling of why we learn at
this age. Therefore, most of the old adult learners have no awareness about the
significance of adult education, and by this regard in Farta woreda IFAE center had limit
older adult participation in the program.
As it presented in the above table 7 item 3; the majority 44% and 26.2% of the
respondents in Farta woreda IFAE centers were agreed and strongly agreed respectively
on adult learners feeling of embarrassment when they see their neighbor during go to
school affects them to attend adult learning. But the rest 21.4% and 8.3% of the
respondents in Farta woreda IFAE center were disagreed and strongly disagreed on the
above issue. The averages mean score of respondent’s response indicated 2.88 mean.
Based on the average mean score, the feeling of embarrassment has a minimal impact on
adult learners as compared to other barriers.
At the same point as per discussion with interview respondents about the feeling of
embarrassment of adult learners, in this case, some female respondents also said;
“We feel embarrassment when looks us our neighbors and the people who know me
during go-to learning class”.
Thus the above data showed most of the Farta woreda IFAE centers have no moral or
confidence building training was provided in the church and elsewhere in the district to
motivate adult learners. Therefore it can be expected the majority of Farta woreda adult
learners were started to attend the learning but not continue until they finished the two-
year course.
55
As it revealed in the above table 7 item 4; 51.2% of the respondents were strongly
agreed and 11.9% of the respondents in Farta woreda IFAE center were replied strongly
agreed on adult learners have no inspiration during the learning session and the remaining
25% and 11.9% of the respondents in Farta woreda IFAE centers were responded
strongly disagreed and disagreed on the above idea. The average mean score also
indicated 2.50 mean. Based on the mean score lack of inspiration has a minimal impact as
compared to other barriers.
Also, as per discussion with interview respondents about the lack of inspiration of adult
learners some level two adult respondents said that;
“I do not feel any inspiration when the facilitators teach because after I passed level two,
we learn level again repeatedly similar to the previous level one learning session. This is
why I dropped out of school”.
According to the above result, Farta woreda IFAE centers have problems related to
facilitators teaching style and some adult learners are dropout because they are not happy
and do not know what they want to learn.
As it can be shown in the above table 7 items 5; the majority 36.9% and 33.3% of the
respondents in Farta Woreda IFAE centers were replied strongly agreed and agreed
respectively on adult learners who say I don’t understand because I am getting older and
the remaining 20.2% and 9.5% of the respondents in Farta Worde IFAE center were
replied strongly disagreed and disagreed respectively on the above idea. Besides, the
average mean score of respondent’s response indicated 2. 83 mean scores and this mean
result showed the negative belief about adult education has a minimal impact on adult
learners as compared to other barriers.
In the same point, few interview respondents of adult facilitator also said that;
“When I ask adults to came and learn and the adult says we don’t understand even if we
learn at this age and looks me and they see as a joking by saying our learning time was
passed”.
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This also indicates the majority of Farta woreda adult learners were withdrawal as a
starting moment because of their negative perception of education. Besides, the above
data showed Farta woreda educational office is not doing any deep awareness creation
work about adult education.
To sum up, under dispositional barriers there are various affecting factors. These factors
presented below in charts with its mean point to indicate the difficulty level of these
listed factors on adult learners.
Source: questionnaire SPSS output
Figure 3: results of dispositional based factors of adult learners
As indicated above figure 3: five possible factors of adult learners were listed above.
Among the above-listed, believing about cannot understand learning after the age is old,
thinking about why we learn at this age, and the feeling of embarrassment were the major
factor of adult learners to drop out from their education. When we look at it in general,
the dispositional barriers has the lowest impact as compared to situational and
institutional barriers.
4.5. Interview respondents view about the mechanism to minimize adult
dropout
According to the mechanism to minimize adult dropout the researcher included adult
facilitators, dropout learners, adult coordinators, and supervisors as interview
respondents. These interview respondents have given their responses about the
57
mechanisms to minimize adult dropout as follows. Adult drop out interview respondents
about the mechanism to minimize adult dropout said that;
Almost all adult learners in our village are farmers and living by working
agriculture in a rural place. So our work is not giving rest in nature there are so
many tasks we have to do in-home and outside the home. Some of the tasks
included feeding caws, weeding crops, keeping crop from animals and other
insects, searching firewood and other infinite work responsibility influenced us to
drop out from education. Even if when we were out in trouble one day, everything
went wrong in a moment. However, we wanted to learn if the government
prepared a suitable classroom, expand the classroom in our village and the
learning schedule or time will be opposite to regular students to help us to replace
with our children”.
Also as per interview discussion with adult Facilitators about the mechanism to minimize
adult dropout and the facilitators said detail with serious emotion as follows;
“We don’t see anyone taking responsibility for adult education even, we have
never seen any of those who have the highest position and no one has done what
is good for adult education other than receiving and sending a fake report.
We don’t think the government itself also wanted to expand the adult education
program because if the governments think to expand the program, the government
would give good training and good pay as other employers as well as funding a
good budget to run the program.
The other facilitator in Wuhar district also said:-
We as a facilitator have not been able to work honestly, because we come from a
community where we grow up, they don’t listen to us when we try to teach them,
because they know us from their community without change. Still now we have
time to reduce the dropout rate of the adult learners but the woreda and upper
adult experts should work with us to give awareness for the community, also all
responsible bodies should attend the real participation of the learners with their
facilitator.
58
The other facilitator in Dengors district also said:-
To minimize adults to drop out in the IFAE program, all responsible bodies
should look at the facilities of learning, see the classroom situation and its risks
then facilitate the above listing problems. Also, both the woreda and upper adult
expert must report the real situation and tell them the lacking resources to fund
and allocate enough budget”.
Also as per discussion with the adult coordinator about the mechanisms to minimize adult
dropout they said that;
“We know that there are so many problems that need to be adjusting but there is
no budget for running the program like any other department office. Therefore, it
is so difficult to resolve the problem with adult learning. If we think to prevent the
problems of adult learners, we can only report the problem but we cannot work a
classroom without a budget, we cannot facilitate all facilities only our salaries, we
cannot expand the learning districts by adding facilitators to keep close the
learning classes for far learners. Even we cannot run awareness promotions to
initiates and motivate adult learners without funding, etc. so we need a budget to
adjust”.
This implies that the main thing and the first thing to minimize dropout is the budget
allocation to run the adult education better.
4.6. Discussion of the results
In the previous topic, the researcher tried to present both the quantitative and qualitative
findings of this study based on the basic questions of this study. But this part of the study
aims to discuss the previously mention findings against several literatures and other
similar findings in each separate result of the study. This discussion mainly concerns
about the major cause of adult learners to dropout and about the mechanism to minimize
adult dropouts in the IFAE program.
Adult learners were dropout from their education due to many factors. These causes of
adult dropout most commonly divided into three main categories such as situational,
institutional, and dispositional barriers.
59
According to Ellu Saar, Kadri Täht & Triin Roosalu, (2014) defined as institutional
barriers are challenges, obstacles, and influences related to a person's life and work life.
Besides, Mattehew Gboku and Rebecca Nathogo, (2007) identify the major obstacles that
affect adult learners under situational barriers included Lack of resources, inaccessibility
due to remote geographic location, discouragement due to political influence, and the
opposition party or parties in a community may influence adult learners to dropout and
also enforces the program to fail. In a similar point, UK ESSAY, (2018) also explains
broadly related to situational barriers list out major factors that hinder adult participation
in the program such as; busy work schedule, lack of child care service, transportation,
and low-income status influence adult learners to dropout.
Similarly, the findings that got from participants conceived that there are different factors
of adult learners related to the situational barrier in Farta woreda integrated functional
adult education programs. Among those factors the major causes of dropout of adult
learners include; learner's work conflicts with learning schedules, low-income status,
work responsibility at home, and the distance from home to the classroom were affecting
adult learners to drop out from their education.
According to (MacKeracher, Suart & Potter, as cited in Siti Nor Amira Baharudin et al.,
2012) Institutional barriers consist of obstacles regarding methods institutions use to
design, deliver and administer learning activities and also resources needed for learning
activities, a general lack of support services at times and places suitable to adult learners;
and recognition of prior learning. Related to institutional barriers, the results that got
from participants of this study showed that Farta woreda IFAE program were influenced
by different institutional factors but adult learners mainly affected and dropout due to the
absence of suitable classroom, lack of learning facilities, remote classroom placement
and the absence of budget allocation.
Also related to dispositional barriers Ellu Saar, Kadri Täht & Triin Roosalu, (2014),
noted dispositional barriers refer to personal qualities developed through experiences,
concerns about their ability to succeed, and belief about learning and the result of
learning. The finding that got from the study participants conceived that dispositional
60
factors include; negative believing about adult education and feeling of embarrassment
were the major factor that forced adult learners to drop out from the IFAE program. Also,
according to Mattehew Gboku and Rebecca Nathogo, (2007), dispositional constraints
are personality barriers includes low self-esteem, negative attitudes about being an adult
learner, for instance, being too old, too busy, too tired, too sick, not smart enough, is not
rich enough, don't have enough time, don't need any more education, don't have adequate
language skills, and is not interested in the program.
Generally related to the major cause of adult learners to dropout from IFAE program,
yalem, (2014) in his urban area study, he found that the major causes of dropouts were
lack of willingness and awareness on adult learner employers (the owner of the house
servant), no permanent job for adult learners, lack of certificate after completed the
program, problem of adult textbook content, time and financial problems.
But in this rural area study, this study found adult learners in the rural area faced more
obstacles than the previous study and also found more causes of dropout such as;
learner's work conflicts with learning schedule, the absence of suitable classroom, lack of
learning facilities, remote classroom placement and the absence of budget allocation,
low-income status, work responsibility at home, and the distance from home to the
classroom, negative beliefs about adult education, and feeling of embarrassment were the
major cause of drop out of adult learners in Farta woreda IFAE center.
Related to the mechanism to minimize adult dropouts, the result of this study that got
from the participants showed that the responsible body should give awareness for the
community about adult education and its significance, building stable and comfortable
classroom, allocating enough budget for the program, facilitating useful facilities, hiring
qualified facilitators and expand adult education centers near to learners village, included
the solution to minimize adult dropout in Farta woreda IFAL center. Similarly, Marina
Falasca, (2011) adult learners of any age can learn and succeed in their pursuits of
education if they afforded the opportunity, assistance, and support they need. To improve
the participation of adult educators, the concerning body should create a safe and
61
supportive learning environment and they try to suite circumstances and schedules as
adult learners need (Falasca, 2011).
To conclude, as the researcher observed during the data gathering session, there are no
real activities regarding to adult teaching-learning process. For instance, the facilitator’s
reports were fake and the upper adult experts also received the fake report without
showing the real activities of adult education at least one day per month. Based on the
aforementioned problem, I recommended that all responsible bodies from upper to lowers
workers in adult education programs should work together and report their real work
activities honestly by avoiding fake reports.
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CHAPTER FIVE
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1. Summary of the finding
The overall objective of the study was to investigate major factors that influence adult
learners to dropout and to find out useful direction and techniques to minimize dropout
adults in Farta woreda integrated functional adult literacy programs in the south Gondar
zone. More explicitly, the specific objectives of the study were:
Identify situational, dispositional, and institutional barriers/obstacles that prevent
learner participation in Farta woreda IFAE center
Investigate the mechanism to minimize dropout from integrated functional adult
literacy program in Farta woreda IFAE center
By aided with the above objective, this study tried to found answers to the following
basic research questions.
1. What are situational, dispositional and institutional barriers/obstacles that prevent
learner participation in Farta woreda IFAE center
2. What are the mechanism to minimize dropouts from integrated functional adult
literacy program in Farta woreda IFAE center
In this study to consider the above questions and to attain the main objectives of the study
convergent mixed-method research design was employed. In this mixed-method design,
quantitative and qualitative data were collected simultaneously and analyzed separately
but, support each other to strengthen the result by supporting one's week result with one
good result. The study was carried out in four IFAE districts in Farta woreda IFAE center
in south Gondar and the participants were 84 attending learners, 14 dropout learners, 2
adult coordinators, and 4 adult facilitators. The data was obtained from the respondents
through the questionnaire, interview, and unstructured observation. Furthermore, the data
collected were analyzed using narrative ways and statistical tools such as frequency,
percentage, and mean. And finally based on the basic research questions the results of the
analyzed data were showed the following findings.
63
5.1.1. Findings related to the cause of adult dropout based on
situational barriers
The finding showed the majority of 63.4% of adult respondents were affected by
their geographical landscape to attend their education. This indicates most of the
Farta woreda geographical landscape was not a stable position.
The data also showed that almost all adult respondents from Farta woreda were
affected by work and learning schedule conflict and multi-work schedule.
Also, the data disclosed the majority 84.6% of the respondents were replied that
the work responsibility at home has a huge impact to attend learning. This
indicated most of Farta woreda integrated functional adult literacy learners were
highly affected by the home responsibility.
The majority of 71.1% of the respondents in Farta woreda were affected by the
distance from home to the classroom and it is difficult to pursue my education.
This indicated that the majority of Farta woreda integrated functional adult
literacy learning class of the center was very far from adult learners home.
Also, the finding showed that the majority of 92.4% of the respondent in Farta
woreda were seriously affected by their low-income status to attend their
education. Also as can be seen from the previous respondent’s demographic
background, most of Farta woreda adult learners were low-level economic status.
In terms of mean score, the data also showed schedule conflict, work
responsibility at home, busy work schedule, and low-income status has the
highest impact on adult learners to drop out from their education.
5.1.2. Findings related to the cause of adult dropout based on
institutional barriers
The Majority of 63.4% of respondents in Farta woreda responded I do not worry
about being absent from the course because they do not control learners who
came. This indicates most of the Farata woreda IFAE center had no attendance
during the learning schedule.
The data also showed the majority of 86.5% of the respondents were affected due
to their classroom location and replied the classroom is exposed to accidents.
64
This indicates the majority of Farta woreda IFAE centers had no comfortable/risk-
free/ classroom environment.
The finding also disclosed all respondents in Farta woreda were bothered due to
the absence of suitable learning. Thus showed that almost all Farta woreda IFAL
centers had no safe and comfortable classroom.
Most of the respondents 96.1% of respondents were bothered due to the absence
of facilities (chairs, boards, and other necessities). This also indicates most of the
Farta woreda IFAE centers are not fulfill learning facilities or materials like
chairs, boards, chocks, and other necessities.
And few questionnaire respondents and most of level two interview respondents
in Farta woreda were replied the curriculum design and teaching methods are not
fulfilled what they want to learn. This indicates Farta woreda adult learners do not
get a good teaching-learning style especially level two learners.
5.1.3. Findings related to the cause of adult dropout based on
dispositional barriers
The finding showed few questionnaire respondents and most of the interview
respondents in Farta woreda were feeling shy because of being an adult learner
and drop out from education because of shyness especially female learners. This
indicates there is no awareness creation about adult education in most of Farta
woreda IFAE center.
The data also showed a majority of 65.4% of the respondents in Farta woreda
were think about why we learn after the age is old. This indicates most of the
Farta adult learners were dropout after signed their names.
The majority of 63.5% of the respondents in Farta woreda were feeling of
embarrassment when they see their neighbor during go to school. This indicates
most of the Farta woreda IFAE learners were affected by their fear.
The majority of 63.5% of the respondents were believed older adults do not
understand education. This also indicates the majority of Farta woreda adult
learners were affected by their own negative perception of education.
65
In terms of their mean result, the data shows the negative believing about adult
education, and the feeling of embarrassment has the highest impact on adult
learners to drop out from their education
5.1.4. Findings related to the mechanism to minimize drop out
The finding showed most of the dropout adult respondents were wanted to learn if
the government prepared a suitable classroom, expand the classroom in our
village and the learning schedule or time will be opposite to regular students to
help us to replace with their children.
The finding showed most of the facilitator revealed to reduce the dropout rate of
the adult learners, the woreda and upper adult experts should work with together
to give awareness for the community, to attend the real participation of the
learners with their facilitator, to look the facilities of learning, to see the
classroom situation and its risks as well as to facilitate the above listing problems.
Besides the facilitators, the woreda coordinators and the upper adult expert must
report the real situation and tell them the lacking resources to fund and allocate
enough budget.
The woreda adult coordinators replied that in Farta woreda there are so money
problems forced learners to drop out but it needs a budget to minimize adult
dropouts and its problem.
5.2. Conclusions
Based on the data analysis and the major findings of the study, the following major
conclusions can drown;
Regarding situational barriers; Farta woreda IFAE learners were mainly forced to drop
out due to low-income status, learner's work conflicts with learning schedules, high work
responsibility at home, and the distance from home to the classroom were the major
factor of adult learners to withdrawal from education. Besides, regarding institutional
barriers; in Farta woreda IFAE center also there are various affecting factors. These
include; the absence of learning facilities and the absence of suitable learning classroom
66
are included under the major cause of adult learners to drop out from their education.
Also, regarding dispositional barriers; negative believing about adult education and
feeling of embarrassment, are included major factors influencing adult learners to drop
out from their education in Farta woreda IFAE center.
Concerning to the mechanisms or solutions to adult dropout; work cooperation, creating
awareness for the community about adult education and its significance, building stable
and comfortable classroom, report and allocating enough budget for the program, expand
adult education centers near to learners village, facilitating useful facilities are included
the solution to minimize adult dropout in Farta woreda IFAE center.
5.3. Limitation of the study
The major problems encountered during the study include: the researcher wanted to
employ focus group discussion with adult learners to gather further data on the problem
of adult learners but could not have a focus group discussion due to the recent distressing
diseases. Besides due to the fore mention problem I could not run structural observations
to observe but the researcher only runs unstructured observation roughly like the
geographical pressure, the learning place, etc. also the researcher highly challenged due
to financial constraints during the study time especially, data gathering time.
5.4. Recommendation
Based on the finding and the conclusions the following recommendation to be forwarded;
The finding of the study showed that adult education programs had limited
awareness in Farta woreda adult societies. Therefore the woreda adult education
expert and other responsible body should work together and create awareness
about adult education and its significance in the woreda.
The study showed that the woreda adult education learning class of the center was
very far from the adult learner's home. Therefore the study recommended that the
67
woreda education officers, woreda administrative office, and other responsible
bodies should expand adult education near to the learner’s village.
The finding of the study also showed there is no suitable classroom in the woreda.
Therefore it’s better to think the responsible bodies to build a stable and suitable
classroom for adult education.
The study also showed the woreda adult education program had no sufficient
budgets to run the IFAE program in the woreda. So, the regional education office,
woreda administration office, woreda education office, and even the government
also should allocate enough budget to run the IFAE program should work together
to solve this problem.
The study also recommended that the woreda education office and other
responsible bodies should permanently hire qualified facilitators to improve
learner’s motivation to learn.
The study also showed that there were problems related to the absence of
facilities. Therefore the woreda administration office, woreda education office,
and responsible bodies should fulfill all-important facilities for adult learners,
facilitators, and coordinators in the woreda.
The study also recommended that the facilitator should provide attendance control
and take measurements for it.
The study showed that the facilitator salary were very low as compared to the
whole employers as well as it is not a permanent job. Therefore the study highly
recommended that the regional education office, woreda education office, and
other responsible bodies should think and solve this problem to improve the
education process of the IFAE program.
The study also recommended that all adult coordinators, facilitators, and other
adult experts should work together and report their real work situation honestly by
avoiding fake reports.
68
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i
Appendix A
Bahir Dar University
College of Education and Behavioral Sciences
Department of Adult Education and Community Development
Questionnaires prepared for the IFAE Learners
The questionnaire is designed to gather relevant information for the study entitled “the
major cause of adult learners to dropout from integrated functional adult education
program in Farta woreda IFAL center”. Thus, the success of this study depends on the
honesty, sincerity, and truthfulness of your response. The researcher would like to assure
you that your responses are strictly confidential and the collected data will be used only
for this research purpose.
Directions: Dear respondents, please read carefully the instructions below before starting
to fill the questionnaires.
Do not write your name
Use “√” mark to indicate your answer to the closed-ended questions
Give short and clear answers to the open-ended questions
Part one: The demographic background of respondents
1. Sex Male Female
2.
Age
15-25 26-35 36-45 46 and above
3. Economic status
High-income level Medium income level Low-income level
4. Educational
level Level one Level two
ii
Part two: respondents view about the cause of dropout based on their situation
obstacle
Please indicate your response about how much you agree on each sentence by putting (√)
mark in front of the sentence.
For “strongly agree” (4), for “agree” (3), for “disagree” (2) and for “strongly disagree”
No Situational obstacle 1 2 3 4
3. The geographical location of where we are studying is having a major impact on our education
4. It is hard to attend our education because of our work conflicts with our learning schedule
5. I don’t have enough time to pursue my education because I work in more than one job at different places to earn money
6. My work responsibility at home has a huge impact on me to attend my education
7. The transportation problem has influenced me not to pursue my education
8. The distance from my home to the classroom has made it difficult for me to pursue my education
9. My income status has had a huge impact on me to not pursue my education
10. My health condition pressured me not to pursue my education
If there is another cause of adult dropout that are not included the above, please list below
------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------
iii
Part three: respondents view about the cause of adult dropout based on their
institution obstacle
Please indicate your response about how much you agree on each sentence by putting (√)
mark in front of the sentence.
For “strongly agree” (4), for “agree” (3), for “disagree” (2) and for “strongly disagree”
N
o
Institutional obstacle 1 2 3 4
1. The lessons are boring because they do not give us a lesson that meets our
needs
2. The lack of a qualified facilitator has diminished our interest in education
3. I do not worry about being absent from the course because they do not control
learners who came
4. It is difficult for me to pursue my education because the location of the
classroom is exposed to accidents
5. The absence of suitable learning class has reduced the needs of our
participation from the program
6. the absence of facilities (chairs, boards, chairs, books and other necessities)
make it difficult for us to attend our classes
7. The curriculum design and teaching methods are not fulfilled what they want
to learn
10. If there is another cause of adult dropout based on the institutional, please list below
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------
iv
Part four: respondents view about the cause of dropout based on learner’s
dispositional obstacle
Please indicate your response about how much you agree on each sentence by putting (√)
mark in front of the sentence.
For “strongly agree” (4), for “agree” (3), for “disagree” (2) and for “strongly disagree”
No Dispositional obstacle 1 2 3 4
1 I’m embarrassed for being an adult learner
2 I always think about why I should learn at this age
3 When I see my neighbor go to school, I feel embarrassed
4 When I learn, I don’t feel any inspiration
5 I feel like I don't understand education because I'm getting older
7. If there is another cause of adult dropout based on the learner's disposition barrier,
please list below ---------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------
v
Appendix B
Bahir Dar University
College of Education and Behavioral Sciences
Department of Adult Education and Community Development
Interview questions for IFAE dropout learners
The questionnaire is designed to gather relevant information for the study entitled “the
major cause of adult learners to dropout from integrated functional adult education
program in Farta woreda IFAL center”. Thus, the success of this study depends on the
honesty, sincerity, and truthfulness of your response. The researcher would like to assure
you that your responses are strictly confidential and the collected data will be used only
for this research purpose.
Part one: The demographic background of respondents
1. Sex Male
Female
2.
Age
15-25
26-35
36-45
46 and above
3. Economic
status
High-income level
Medium income level
Low-income level
4. Educational
level
Level one
Level two
vi
Part two:- interview questions for dropout learners from IFAE program
1. Please explain to me how much you have participated in the program when you
attended the program?
2. How would you describe the opportunity created for adult learners at your learning
center?
3. Please explain to me how much you have had the awareness about the knowledge
or skills gets from the program before you started to attend an adult education
program?
4. Please explain to me if you have had problems in your personal life or personal
work that do not fit in your learning when you started your education?
4.1. Would you please explain to me if you have a problem related with not
getting a permanent job?
4.2. Would you please describe to me if you have a problem related with the
conflict between your work with education?
4.3. Would you please tell me if you have a problem related with not having
enough time because you are doing different works?
4.4. Would you please explain to me if you have a problem related with
transportation problems to go to the classroom?
4.5. Would you please explain to me if you have a problem related with your
high responsibilities of work at home?
4.6. Would you please tell me if you have a problem related with your income
status?
4.7. Would you please tell me if you have a problem related with your health
condition or any other reason?
5. If you have experienced or discomfort during your learning time due to problems
related with the learning institution or the learning center:
5.1. Would you explain to me if you have any discomfort related with the
suitableness of the learning time?
5.2. Would you explain to me if you have any discomfort related with your
learning needs?
vii
5.3. Would you explain to me if you have any discomfort related with the
location of the classroom?
5.4. Would you explain to me if you have a problem related with a shortage of
essential learning materials?
5.5. Would you explain to me if there is anything you are not comfortable with
in terms of facilitators teaching style?
6. As you get close to attending learners, would you please explain to me what you
know about the problem that caused the learners forced to drop out,
7. Would you explain in detail the main reason why you dropped out in education?
8. To return back you and other dropout learners for their education
8.1. Would you tell me if there is any effort from the coordinator and the
woreda experts to bring you and other dropout students back to school?
8.2. What do you tell and what should be done to prevent adult learners from
dropping out of school in the future?
viii
Appendix C
Bahir Dar University
College of Education and Behavioral Sciences
Department of Adult Education and Community Development
Interview questions for IFAE program facilitators
The questionnaire is designed to gather relevant information for the study entitled “the
major cause of adult learners to dropout from integrated functional adult education
program in Farta woreda IFAL center”. Thus, the success of this study depends on the
honesty, sincerity, and truthfulness of your response. The researcher would like to assure
you that your responses are strictly confidential and the collected data will be used only
for this research purpose.
Part one. The demographic background of respondents
1 Sex Male Female
2
Age
15-25 26-35 36-45 46 and above
3 Salary
Below 1000 1000-2000 2000-3000 3000 and above
4 Educational
level
10 10+2(Diploma) Degree Masters
ix
Part two: the interview questions that present for IFAE program facilitators
1. What is it like the participation of adult learners in the course at your learning center?
2. Please can you tell me about your efforts to identify adult learners who are frequently
absent and prevent them from dropping out of education?
3. The support of the Education Bureau or Government for the expansion of the
program for this Woreda Adult Education Center:
3.1. Would you please tell me, what kind of help is available in terms to provide
educational materials?
3.2. Would you please tell me, how satisfying the support in terms to expand and
work the classrooms?
3.3. Would you please tell me, what support it provides in terms of capacity
building for facilitators?
4. Would you please tell me, what resources are still not fulfilling while this district
education center is needed?
5. As you are close to attending adult students, please explain to me the reasons why
adult learners drop out before completing their education:-
5.1. Would you please tell me, what reasons are forced adult learners to dropout
related with their personal life or work?
5.2. Would you please tell me, what reasons are forced adult learners to dropout
related with the problems of the educational institution?
5.3. Would you please tell me, what reasons are forced adult learners to dropout
related with the problem of the institution's instructional process?
6. Would you please tell me, if there is a problem that prevents you from giving the
training properly?
7. As you, When you face a dropout problem in your learners:-
7.1. Would you please tell me, what solutions you can use to reduce the number of
dropouts?
7.2. Would you please tell me, if there is an effort to bring dropouts back to
education?
x
7.3. What efforts have been made by coordinators and district professionals to
reduce the number of dropouts?
8. as you, to prevent adult learners to drop out in the future without completing the
course:
8.1. What do expect from the facilitators and training coordinators to reduce the
number of learners who drop out?
8.2. What do expected also from woreda experts to reduce the number of
dropouts?
xi
Appendix D
Bahir Dar University
College of Education and Behavioral Sciences
Department of Adult Education and Community Development
The questionnaires prepared for the IFAE coordinator
The questionnaire is designed to gather relevant information for the study entitled “the
major cause of adult learners to dropout from integrated functional adult education
program in Farta woreda IFAL center”. Thus, the success of this study depends on the
honesty, sincerity, and truthfulness of your response. The researcher would like to assure
you that your responses are strictly confidential and the collected data will be used only
for this research purpose.
Part one. The demographic background of respondents
1 Sex Male Female
2
Age
15-25 26-35 36-45 46 and above
3 Salary
Below 1000 1000-2000 2000-3000 3000 and above
4 Educational level
10 10+2(Diploma) Degree Masters
xii
Part two: the interview question presents for IFAE coordinators
3. Would you explain to me, what is it like for the participation of adult learners in this
adult education center?
4. The dropout of adult students is seen everywhere, so as in this woreda to what extent
do adult education centers suffer from this problem?
5. If there are any barriers to learners participation at this Woreda Adult Education
Center:
5.1. Would you please tell me, if there is a problem related with the centers
instructional delivery system?
5.2. Would you please explain to me if there is a problem related with the
shortage of educational materials?
5.3. Would you please tell me if there is a problem related with the location
and accessibility of classrooms?
5.4. Would you please tell me, if there is a problem related with the allocation
budget to run the program?
5.5. Would you please tell me, if there is a problem related with hiring a
qualified facilitator?
5.6. Would you please tell me, if there is a problem related with the payment
of the program employers or experts in the center?
4. In this district, what reasons are forced adult students to drop out from their
education at a high level:
4.1. Would you please tell me, why learners drop out from the program
related with the center's approach of learning and other workers of the
program?
4.2. Would you please explain to me, what reason pushes adult learners to quit
related with learners attitudes and recognition?
4.3. Would you please explain to me, what reason pushes adult learners to
quit, In terms of learners' daily activities?
5. The support of the Education Bureau or the government for the expansion of the
program for this Woreda Adult Education Center:
xiii
5.1. Would you please explain to me, what kind of assistance to provide to run
the program related to providing educational materials?
5.2. Would you please explain to me, how satisfying in terms to expand and
operate classrooms?
5.3. Would you please explain to me, what support it provides in terms of
capacity building for facilitators?
7. Would you please explain to me, what resources are still not fulfilling while this
district education center is needed?
8. As this woreda IFAE program When learners face severe dropout problem at such
district adult education center:
8.1. what solutions you can use to reduce the number of dropouts?
8.2. What solutions can you use to bring dropouts back to education?
xiv
Appendix E
በባህርዳር ዩኒቨርሲቲ
የስነ ትምህርት እና ባህሪ ተቋም
የጎልማሶች ትምህርት እና ማህበረሰብ ልማት ዲፓርትመንት
በተቀናጀ ተግባር ተኮር የጎልማሶች ትምህርት ማእከል ለተማሪዎች የተዘጋጀ መጠይቅ
መጠይቁ የተዘጋጀው በፋርጣ ወረዳ ጎልማሳ ተማሪዎችን ከተቀናጀ የጎልማሶች ትምህርት መርሃግብር እንዲያቋርጡ ተጽዕኖ የሚያሳድሩ ችግሮችን ለመመርመር ተገቢውን መረጃ ለመሰብሰብ ነው፡፡ ስለዚህ የዚህ ጥናት ስኬት የሚወሰነው በእርስዎ ቅን ልቦና እና እውነተኛ ምላሽዎ ላይ ነው ፡፡ ምላሾችዎንም በጥብቅ ሚስጥር የምንይዝ መሆናችን እና የተሰበሰበውም መረጃ ለዚህ የምርምር ዓላማ ብቻ የሚዉል መሆኑን ልናረጋግጥልወት እንፈልጋለን ፡፡
የተከበሩ መልስ ሰጪዎቸ እባክዎን ከዚህ በታች ያሉትን መመሪያዎች በጥንቃቄ ያንብቡ
እባክዎ መጠይቆች ላይ ስምዎን አይጻፉ ለተዘጋው ጥያቄዎች መልስዎን ለማመልከት የ “√” ምልክት
ይጠቀሙ ለክፍት ጥያቄዎች አጭር እና ግልፅ መልሶችን ይስጡ
ክፍል አንድ፡ የመላሾች አጠቃላይ መረጃ
1. ጾታ:- ወንድ ሴት 2. እድሜ:- 15-25 26-35 36-45 46 እና በላይ 3. የገቢ ሁኔታ:- ከፍተኛ መካከለኛ ዝቅተኛ 4. የትምህርት ደረጃ:- ደረጃ አንድ ደረጃ ሁለት
xv
ክፍል ሁለት፡ በሁኔታዎች ምክንያት በሚመጡ መሰናክሎች በመነሳት መልስ ሰጭዎች ስለ ማቋረጥ መንስኤ ያላቸው እይታ የሚመለከቱ ጥያቄዎች ናቸው ።
እባክዎ ከታች በተቀመጡት ዓረፍተ ነገሮች ምን ያህል እንደሚስማሙ ከዓ/ነገሮች ፊት ለፊት፦ በጣም አልስማማም ካሉ በ(1)፣ አልስማማም ካሉ በ(2)፣ እስማማለሁ ካሉ በ(3)፣ በጣም እስማማለሁ ካሉ፣በ(4) ግርጌ የ(√) ምልክትን ያስቀምጡ።
ተቁ በሁኔታዎች ምክንያት የሚመጡ መሰናክሎች 1 2 3 4 1 የምንማርበት ቦታ መልካምድራዊ አቀማመጥ በትምህርታችን ላይ
ከፍተኛ ተጽእኖ እያደረሰብን ነው
2 ሥራችን ከትምህርቱ መርሃግብር ጋር ስለሚጋጭ ትምህርታችንን ለመከታተል ከብዶናል
3 ገንዘብ ለማግኘት በተለያየ ቦታ ከአንድ በላይ ስራ ስለምሰራ ትምህርቴን ለመከታተል በቂ ሰአት አላገኝም
4 በቤት ውስጥ ያለኝ የሥራ ኃላፊነት ትምህርቴን ለመከታተል ከፍተኛ ተፅእኖ አለው
5 የትራንስፖርት ችግር ትምህርቴን እንዳልከታተል ተጽዕኖ አሳድሮብኛል 6 ከመኖሪያ ቤቴ እስከ መማሪያ ቦታው ያለው እርቀት ትምህርቴን
ለመከታተል አስቸግሮኛል
7 የእኔ የገቢ ሁኔታ ትምህርቴን እንዳልከታተል ትልቅ ተጽዕኖ አሳድሮብኛል
8 የጤናየ ሁኔታ ትምህርቴን እንዳልከታተል ጫና አድርጎብኛል 10. በሁኔታዎች ምክንያት በሚመጡ መሰናክሎች በመነሳት ከዚህ በላይ ካሉት ያልተካተተ የጎልማሳ ማቋረጥ ሌላ ምክንያት ካለ እባክዎን ከዚህ በታች ይዘርዝሩ-----------------------------------------------------------------------------------------------------------------------------------------------------------------------
xvi
ክፍል ሶስት፡ በተቋሙ ችግር ምክንያት የሚመጡ መሰናችሎች በመነሳት መልስ ሰጭዎች ስለ ማቋረጥ መንስኤ ያላቸው እይታ የሚመለከቱ ጥያቄዎች ናቸው።
እባክዎ ከታች በተቀመጡት ዓረፍተ ነገሮች ምን ያህል እንደሚስማሙ ከዓ/ነገሮች ፊት ለፊት፦ በጣም አልስማማም ካሉ በ(1)፣ አልስማማም ካሉ በ(2)፣ እስማማለሁ ካሉ በ(3)፣ በጣም እስማማለሁ ካሉ፣በ(4) ግርጌ የ(√) ምልክትን ያስቀምጡ።
ቁ በተቋሙ ችግር ምክንያት የሚመጡ መሰናችሎች 1 2 3 4 1 ፍላጎቶቻችንን ያሟላ ትምህርት ስለማይሰጡን ትምህርቱ አሰልቺ ነው 2 ብቃት ያለው አመቻች አለመኖር ለትምህርቱ ያለንን ፍላጎት ቀንሶታል 3 እነሱ የመጡትን ተማሪዎችን ስለማይቆጣጠሩ ከትምህርቱ ስለመቅረቴ አልጨነቅም 4 መማሪያ ክላሱ ያለበት ቦታ ለአዳጋ አጋላጭ ስለሆነ ትምህርቴን ለመከታተል
ከባድ ሁኖብኛል
5 ተስማሚ የመማሪያ ክፍል አለመኖር ከፕሮግራሙ የመሳተፍ ፍላጎታችንን ቀንሷል 6 የቁሳቁሶች አለመኖር (ወንበር ፣ ሰሌዳ ፣ ቾክ ፣ መጻሕፍት እና ሌሎች አስፈላጊ
ነገሮች) ትምህርታችንን ለመከታተል አስቸጋሪ ሁነውብናል
7 የሥርዓተ ትምህርቱ ንድፍ እና የማስተማሪያ ዘዴዎች መማር ምንፈልጋቸውን ያማሉ አይደሉም
9. በተቋሙ ችግር ምክንያት በሚመጡ መሰናክሎች በመነሳት የጎልማሳ ማቋረጥ ሌላ ምክንያት ካለ እባክዎን ከዚህ በታች ይዘርዝሩ --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
xvii
ክፍል አራት፡ ከተማሪዎች አመለካከት ችግር በመነሳት መልስ ሰጭዎች ስለ ማቋረጥ መንስኤ ያላቸው እይታ የሚመለከቱ ጥያቄዎች ናቸው።
እባክዎ ከታች በተቀመጡት ዓረፍተ ነገሮች ምን ያህል እንደሚስማሙ ከዓ/ነገሮች ፊት ለፊት፦ በጣም አልስማማም ካሉ በ(1)፣ አልስማማም ካሉ በ(2)፣ እስማማለሁ ካሉ በ(3)፣ በጣም እስማማለሁ ካሉ፣በ(4) ግርጌ የ(√) ምልክትን ያስቀምጡ።
ተቁ
ከተማሪዎች አመለካከት ችግር የሚመጡ መሰናክሎች 1 2 3 4
1 የጎልማሳ ተማሪ በመሆኔ አፍራለሁ 2 ሁሌም በዚህ እድሜየ ለምንድንነው ምማረው ብየ አስባለሁ 3 የሰፈራችችን ሰው ወደ ትምህርቱ ስሄድ ሲያዩኝ እሸማቀቃለሁ 4 በምማርበት ጊዜ ምንም አይነት የተነሳሽነት ስሜት አይሰማኝም 5 እድሜየ ስለገፋ ትምህርት አይገባኝም የሚል ስሜት ይሰማኛል
1. በተማሪዎች አመለካከት ችግር ምክንያት በሚመጡ መሰናክሎች በመነሳት ከዚህ በላይ ካሉት ያልተካተተ የጎልማሳ ማቋረጥ ሌላ ምክንያት ካለ እባክዎን ከዚህ በታች ይዘርዝሩ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
xviii
Appendix F
በባህርዳር ዩኒቨርሲቲ
የስነ ትምህርት እና ባህሪ ተቋም
የጎልማሶች ትምህርት እና ማህበረሰብ ልማት ዲፓርትመንት
በተቀናጀ ተግባር ተኮር የጎልማሶች ትምህርት ፕሮግራም ካቋረጡ ተማሪዎች ጋር የተደረገ ቃለ መጠይቅ
መጠይቁ የተዘጋጀው በፋርጣ ወረዳ ጎልማሳ ተማሪዎችን ከተቀናጀ የጎልማሶች ትምህርት መርሃግብር እንዲለቁ ተጽዕኖ የሚያሳድሩ ነገሮችን ለመመርመር ተገቢውን መረጃ ለመሰብሰብ ነው ፡፡ ስለዚህ የዚህ ጥናት ስኬት የሚወሰነው በእርስዎ ቅን ልቦና እና እውነተኛ ምላሽዎ ላይ ነው ፡፡ ምላሾችዎንም በጥብቅ ሚስጥር የምንይዝ መሆናችን እና የተሰበሰበውም መረጃ ለዚህ የምርምር ዓላማ ብቻ የሚዉል መሆኑን ልናረጋግጥልወት እንፈልጋለን ፡፡
ክፍል አንድ፡ የመላሾች አጠቃላይ መረጃ
1 ጾታ ወንድ ሴት
2
እድሜ
15-25 26-35 36-45 46 እና በላይ
3 የገቢ ሁኔታ ከፍተኛ መካከለኛ ዝቅተኛ
4 የትምህርት ደረጃ
ደረጃ አንድ ደረጃ ሁለት
xix
ክፍል ሁለት፡ ከተቀናጀ ተግባር ተኮር የጎልማሶች ትምህርት ፕሮግራም ባቋረጡ ተማሪዎች የተደረገ ቃለ መጠይቅ
1. እርስዎ ሲማሩበት በነበረው የትምህርት ማዕከል የነበርዎት ተሳትፎ ከሌሎች አቻዎ አንጻር ምን እንደሚመስል ቢገልጹልኝ ?
2. እርስዎ ትምህርትዎን በሚከታተሉበት ማዕከል ለጎልማሳ ተማሪዎች የተፈጠረ የተመቻቸ እድል ምን ያህል እንደነበር ቢገልጹልኝ ?
3. እርስዎ ትምህርቱን ከመጀመርዎ በፊት ከስልጠናው ስለሚያገኙት እውቀት ወይም ክህሎት የነበርዎት ግንዛቤ ምን ያህል እንደነበር ቢገልጹኝ ?
4. እርስዎ ትምህርትዎን ሲጀምሩ ከትምህርቱ ጋር የማይጣጣም በግል ህይወትዎ ወይም በግል ስራዎ የገጠምዎ ችግር ከነበር ቢያብራሩልኝ ? 4.1. እንዴው ምንአልባት ቋሚ ስራ ካለማግኘት ጋር የተያያዘ የገጠምዎ
ችግር ከነበር ቢያብራሩልኝ ? 4.2. ምን አልባትም የግል ስራዎ ከትምህርቱ ጋር መጋጨት ጋር ተያይዞ
የገጠምዎ ችግር ከነበር ቢያብራሩልኝ ? 4.3. እንዴው ምን አልባት የተለያየ ስራ ስለሚሰሩ በቂ ስዓት ማጣት ጋር
ተያይዞ የገጠምዎ ችግር ከነበር ቢያብራሩልኝ ? 4.4. ምንአልባትም ወደ መማርያ ቦታው ለመሄድ የትራንስፖርት ችግር
ጋር በተያያዘ የገጠምዎ ችግር ከነበር ቢያብራሩልኝ ? 4.5. እንዴው ምን አልባትም ከቤት ዉስጥ ባልወት ከፍተኛ ሃላፊነት ጋር
ተያይዞ የገጠምዎ ችግር ከነበር ቢያብራሩልኝ ? 4.6. እንዴው ምን አልባት ከገቢ ሁኔታዎ ጋር በተያያዘ የገጠምዎ ችግር
ከነበር ቢያብራሩልኝ ? 4.7. ምን አልባት ከጤናዎ ሁኔታና እና ሌሎች ምክንያቶች ወይም ጉዳዮች
ጋር ተያይዞ የገጠምዎ ችግር ካለ ቢገልጹልኝ ? 5. እርስዎ ትምህርትዎን በሚከታተሉበት ጊዜ በመማርያ ተቋሙ ወይም
በትምህርት ማዕከሉ ችግር ምክንያት የገጠምዎ ወይም ያልተመቾት ነገር ካለ፦ 5.1. ምን አልባምትም ትምህርት ሚሰጥበት ሰዓት ምቹ አለመሆን ጋር
ተያያዞ ያልተመቾት ነገር ካለ ቢገልጹልኝ ? 5.2. የእርስዎን ፍላጎት ያሟላ ትምህርት ካለማግኘት ጋር ተያይዞ
ያልተመቾት ችግር ካለ ቢገልጹልኝ ? 5.3. ምናአልባት መማርያ ክፍሉ ያለበት ቦታ ጋር በተያያዘ ያልተመቾት
ነገር ካለ ቢገልጹልኝ ?
xx
5.4. ምን አልባት አስፈላጊ የትምህርት ቁሳቁሶች አንጻር እጥርት ጋር ተያይዞ የገጠምዎ ችግር ካለ ቢገልጹልኝ ?
5.5. ምን አልባት ከአመቻቾች ወይም ከአሰልጣኞች የማስተማርያ ስነ ዘዴ ጋር ተያይዞ ያልተመቾት ነገር ካለ ቢገልጹልኝ ?
6. እርስዎ ጋር ትምህርታቸውን ከሚከታተሉ ተማሪዎች ጋር ቅርብ እንደመሆንዎ ሌሎች ትምህርታቸውን ያቋረጡ ተማሪዎች ትምህርቱን እንዲያቋረጡ የገፋፋቸውን ችግር የሚያውቁትን ቢገልጹልኝ ?
7. እርሶንስ በዋነኛነት ከትምህርቱ ወይም ከስልጠናው ያቋረጡበትን ዋነኛ ምክንያት ምን እንደሆነ በሰፊው ቢያብራሩልኝ ?
8. እርስዎን እና ሌሎች ያቁረጡ ተማሪዎች ወደ ትምህርታችው ለመመለስ:- 8.1. ከአሰልጣኙ ወይም ከአመቻቹ የተደረገ ጥረት ካለ ቢገልጹልኝ ? 8.2. ከአስተባባሪውና ከወረዳ ባለሙያው የተደረገ ጥረት ካለ ቢገልጹልኝ ?
9. ለወደፊቱስ የጎልማሳ ተማሪዎች ትምህርታቸውን እንዳያቋርጡ ምን መደረግ አለበት ይላሉ ?
xxi
Appendix G
በባህርዳር ዩኒቨርሲቲ የስነ ትምህርት እና ባህሪ ተቋም
የጎልማሶች ትምህርት እና ማህበረሰብ ልማት ዲፓርትመንት
በተቀናጀ ተግባር ተኮር የጎልማሶች ትምህርት ፕሮግራም ለአመቻቾች የተዘጋጀ የቃለ መጠይቅ ጥይቄ መጠይቁ የተዘጋጀው ‹ በፋርጣ ወረዳ ጎልማሳ ተማሪዎችን ከተቀናጀ የጎልማሶች ትምህርት መርሃግብር እንዲለቁ ተጽዕኖ የሚያሳድሩ ችግሮችን ለመመርመር ተገቢውን መረጃ ለመሰብሰብ ነው ፡፡ ስለዚህ የዚህ ጥናት ስኬት የሚወሰነው በእርስዎ ቅን ልቦና እና እውነተኛ ምላሽዎ ላይ ነው ፡፡ ምላሾችዎንም በጥብቅ ሚስጥር የምንይዝ መሆናችን እና የተሰበሰበውም መረጃ ለዚህ የምርምር ዓላማ ብቻ የሚዉል መሆኑን ልናረጋግጥልወት እንፈልጋለን ፡፡
ክፍል አንድ፡ የመላሾች አጠቃላይ መረጃ
1 ጾታ ወንድ ሴት
2 እድሜ
15-25 26-35 36-45 46 እና በላይ
3 ደሞዝ
ከ 1000 በታች ከ1000 እስከ 2000 ከ 2000 እስከ 3000 ከ 3000 በላይ
4 የትምህርት ደረጃ
10 10+2(ዲፕሎማ) ዲግሪ ማስተር
xxii
ክፍል ሁለት፡ በተቀናጀ ተግባር ተኮር የጎልማሶች ትምህርት ፕሮግራም
በአመቻቾች የሚሞላ ቃለ መጠይቅ
1. እርስዎ ስልጠና በሚሰጡበት ማዕከል የሚገኙ ጎልማሳ ተማሪዎች ለትምህርቱ
ያላቸው ተሳትፎ ምን ይመስላል ?
2. በእርስዎ በኩል በተደጋጋሚ የሚቀሩ የጎልማሳ ተማሪዎችን ለይቶ የማወቅና
ከትምህርታቸው እንዳይቀሩ የሚያደርጉትን ጥረት ቢገልጹልኝ ?
3. የትምህርት ቢሮው ወይም መንግስት ለፕሮግራሙ መስፋፋት ለዚህ ወረዳ
የጎልማሶች ትምህርት ማዕከል የሚያደርገውን የድጋፍ እንቅስቃሴ፦
3.1. የትምህርት ቁስቁስ ከማሟላት አንጻር ምን አይነት እገዛ እደሚያደርግ
ቢገልጹልኝ ?
3.2. የመማርያ ክፍሎች ለማስፋፋትና ለመስራት ምን ያህል አጥጋቢ እንደሆን
ቢገልጹልኝ ?
3.3. ለአመቻቾች አቅም ማጎልበቻ ከመስጠት አኳያ ምን ምን ድጋፍ
እንደሚሰጥ ቢያብራሩልኝ ?
4. በዚህ ወረዳ የትምህርት ማዕከል አስፈላጊ ሆኖ እያለ እስካሁን ያልተሟላ ምን
ምን የግባአት እጥረት እንዳለ ቢያብራሩልኝ ?
5. ስልጠናውን ከሚወስዱ ጎልማሳ ተማሪዎች ጋር ቅርብ እንደመሆንዎ መጠን
የጎልማሳ ተማሪዎች ትምህርታቸውን ሳያጠናቅቁ የሚያቋርጡባቸውን ምክንያት
ከታች ካሉት ችግሮች ጋር አያይዛችሁ ብትገልጹልኝ?
5.1. ከተማሪዎች የግል ህይወት ወይም በግል ስራቸው ጋር ተያይዞ በምን
ምክንያት ሊያቋርጡ እንደሚችሉ ቢገልጹልኝ ?
5.2. በመማርያ ተቋሙ ካሉ ችግሮች ተያይዞ በምን ምክንያት ሊያቋርጡ
እንደሚችሉ ቢገልጹልኝ ?
xxiii
5.3. ከስልጠና አሰጣጡ ስነ ዘዴ ጋር ተያይዞ በምን ምክንያት ሊያቋርጡ
እንደሚችሉ ቢገልጹልኝ ?
6. በእናንተ በአመቻቾች ላይስ ስልጠናውን በአግባቡ እንዳትሰጡ የሚያደርጋችሁ
ችግር ካለ ቢያብራሩልኝ ?
7. በእርስዎ በኩል በተማሪዎቻችሁ ላይ የማቋረጥ ችግር ሲገጥማችሁ፦
7.1. የሚያቋርጡ ተማሪዎችን ቁጥር ለመቀነስ ምን ምን የመፍትሄ
አቅጣጫዎችን እንደምትጠቀሙ ቢገልጹልኝ ?
7.2. አቋርጠው የቆዩ ተማሪዎችን ወደ ትምህርታቸው ለመመለስ የተደረገ
ጥረት ካለም ቢገልጹልኝ ?
7.3. በእስተባባሪዎች እና በወረዳ ባለሙያዎችስ የሚያቋርጡ ተማሪዎችን
ቁጥር ለመቀነስ ምን ምን የተደረገ ጥረት አለ ?
8. እንደርስዎ ለወደፊቱ የጎልማሳ ተማሪዎች ትምህርታቸውን ሳያጠናቅቁ
እንዳያቋርጡ፦
8.1. ከእናንተ በአመቻቾችና ከስልጠና አስተባባሪዎች ምን ምን መደረግ
አለበት ይላሉ ?
8.2. በወረዳ ባለሙያዎችስ ምን ምን መደረግ አለበት ትላላችሁ ?
xxiv
Appendix H
በባህርዳር ዩኒቨርሲቲ
የስነ ትምህርት እና ባህሪ ተቋም
የጎልማሶች ትምህርት እና ማህበረሰብ ልማት ዲፓርትመንት
በተቀናጀ ተግባር ተኮር የጎልማሶች ትምህርት ፕሮግራም በጎልማሳ ለአስተባባሪዎች የተዘጋጀ የቃለ መጠይቅ ጥያቄ
መጠይቁ የተዘጋጀው ‹ በፋርጣ ወረዳ ጎልማሳ ተማሪዎችን ከተቀናጀ የጎልማሶች ትምህርት መርሃግብር እንዲለቁ ተጽዕኖ የሚያሳድሩ ችግሮችን ለመመርመርተገቢውን መረጃ ለመሰብሰብ ነው ፡፡ ስለዚህ የዚህ ጥናት ስኬት የሚወሰነው በእርስዎ ቅን ልቦና እና እውነተኛ ምላሽዎ ላይ ነው ፡፡ ምላሾችዎንም በጥብቅ ሚስጥር የምንይዝ መሆናችን እና የተሰበሰበውም መረጃ ለዚህ የምርምር ዓላማ ብቻ የሚዉል መሆኑን ልናረጋግጥልዎት እንፈልጋለን ፡፡
ክፍል አንድ፡ የመላሾች አጠቃላይ መረጃ
1 ጾታ ወንድ ሴት
2 እድሜ
15-25 26-35 36-45 46 እና በላይ
3 ደሞዝ
ከ 1000 በታች ከ1000 እስከ 2000 ከ 2000 እስከ 3000 ከ 3000 በላይ
4 የትምህርት ደረጃ
10 10+2(ዲፕሎማ) ዲግሪ ማስተር
xxv
ክፍል ሁለት፡ ለተቀናጀ ተግባር ተኮር የጎልማሶች ትምህርት ለአስተባባሪዎች የተዘጋጀ ቃለ መጠይቅ
1. እንደመነሻ ያህል እባክዎ የዚህን ወረዳ የጎልማሳ ትምህርት ማዕከል የጎልማሳ ተማሪዎችን ተሳትፎ ምን እንደሚመስል ቢያብራሩልኝ ?
2. የጎልማሳ ተማሪዎች ትምህርታቸውን አቋርጠው መሄድ በሁሉም ቦታ የሚታይነውና የዚህ ወረዳ የጎልማሳ የትምህርት ማዕከልስ ለዚህ ችግር ምን ያህል ተጠቂነው ይላሉ ?
3. በወረዳው የጎልማሳ የትምህርት ማዕከል ለተማሪዎች ተሳትፎ እንቅፋት የሚሆኑ ችግሮች ሊኖሩ ይችላሉና እባክዎ፦
3.1. ከማዕከሉ የትምህርት አቀራረብ ጋር ተያይዞ ችግር ካለ ቢገልጹልኝ?
3.2. የትምህርት ግብዓትን ከማሟላት ጋር በተያያዘ ችግር ካለ ቢያብራሩልኝ ?
3.3. ከትምህርት ማዕከሉ የመማሪያ ክፍሎች አቀማመጥና ተደራሽነት አንጻር ችግር ካለ ቢያብራሩልኝ ?
3.4. መረሃግብሩን ለማስፈጸም ከሚለቀቅ በጀት አንጻር ችግር ካለ ቢገልጹልኝ ?
3.5. ብቃት ያለው ባለሙያ ወይም አመቻች ከመቅጠር ጋር ተያይዞ ችግር ካለ ቢገልጹልኝ?
3.6. ለመረሃግብሩ ወይም ለማዕከሉ ባለሙያዎች ክፍያ አንጻርስ ምን ምን ችግር እንዳለ ቢያብራሩልኝ ?
4. በዚህ ወረዳ በከፍተኛ ደረጃ የጎልማሳ ተማሪዎችን ከትምህርታቸው የሚያቋርጡባቸውን ምክንያቶች፦
4.1. ከማዕከሉ አካሄድና ከሌሎች ከማዕከሉ ሰራተኞች ጋር በተያያዘ ተማሪዎች የሚያቋርጡባቸውን ምክንያቶች ቢገልጹልኝ ?
4.2. ከተማሪዎች አመለካከትና እውቅና ጋር ተያይዞ በምን በምን ምክንያት እንደሚያቋርጡ ቢያብራሩልኝ ?
4.3. ከተማሪዎች የዕለት ተዕለት እንቅስቃሴ አኳያስ በምን በምን ምክንያት ሊያቋርጥ እንደሚችሉ ቢገልጹልኝ ?
xxvi
5. የትምህርት ቢሮው ወይም መንግስት ለፕሮግራሙ መስፋፋት ለዚህ ወረዳ የጎልማሶች ትምህርት ማዕከል የሚያደርገውን የድጋፍ እንቅስቃሴ፦
5.1. የትምህርት ቁስቁስ ከማሟላት አንጻር ምን አይነት እገዛ እደሚያደርግ ቢገልጹልኝ ?
5.2. የመማርያ ክፍሎች ለማስፋፋትና ለመስራት ምን ያህል አጥጋቢ እንደሆን ቢገልጹልኝ ?
5.3. ለአመቻቾች አቅም ማጎልበቻ ከመስጠት አኳያ ምን ምን ድጋፍ እንደሚሰጥ ቢያብራሩልኝ?
6. በዚህ ወረዳ የትምህርት ማዕከል አስፈላጊ ሆኖ እያለ እስካሁን ያልተሟላ ምን ምን የግባአት እጥረት እንዳለ ቢያብራሩልኝ ?
7. እንደዚህ ወረዳ የጎልማሶች ትምህርት ማዕከል በተማሪዎች ላይ የማቋረጥ ችግር በሚገጥማችሁ ጊዜ፦
7.1. የሚያቋርጡ ተማርዎችን ቁጥር ለመቀነስ ምን ምን መፍትሄ እንደምትጠቀሙ ብታብራሩልኝ ?
7.2. አቋርጠው የቆዩ ተማሪዎችን ወደ ትምህርት ገበታቸው ለመመለስ ምን ምን መፍትሄ ትጠቀማላችሁ ?