Abstract:
The purpose of this study was to assess the practice of the implementation of FAL in Dire Dawa
Administration. Hence, it examined how the FAL governance is organized; financing FAL program;
working conditions of facilitators and also relevance, continual and creating literate environments for
adult learners. To this end, descriptive survey method was employed. Out of 201 FAL centers at the
administration level, 176 in 38 rural kebeles under four cluster and 25 centers in 9 urban kebeles, 14
FAL centers were selected for the study on the basis of stratified random sampling and, availability
and purposive sampling techniques. The subjects of the study were 140 adult learners, 39 facilitators,
23 SPS and 14 ECBO. The data were obtained from the sample respondents through questionnaire,
focus group discussion, observation and document analysis. Pilot test was made to check validity and
reliability; language of the questionnaire and ethical issue. And then some unnecessary statements
were modified. To these ends, the data were analyzed using various statistical tools such as frequency,
percentage, chi-square test. The findings of the study revealed that the FAL governance was not well
organized in managing the provision via sector-wide approaches for optimizations of the delivery;
implementation of the tasks at different levels and relate to each other of the program; financing of the
program was not as per ESDP IV and international benchmark; the working conditions of facilitators
were lacking adequate initial and refreshment trainings; salary and further education in the program.
Relevance, continuity and creating literate environments of the program were not in the context of
livelihood activities; not bridging between non-formal, short-term skill trainings and formal
education; not providing supplementary reading materials, reading corners to avoid relapse and
sustained literacy throughout their life to the extent required respectively. Therefore, the FAL
governance should be organized as per implementation guideline of the program to guide different
actors as well as approaches used in delivery of the program. Financing the program should be as
ESDP and international benchmark. Trainings should be institutionalized with adequate stipend.
Learning contents should be in the context of livelihood activities. The transfer directive, post FAL
strategy, developing supplementary reading materials, establishing reading corners to avoid relapse
and sustained literacy throughout their life should be made. Ultimately, adult learning is well
integrated and effective in which responsibility for learning is more widely shared in places beyond
the classroom
