Abstract
It is widely recognised that the instructors (facilitators) are key to the success of adult literacy learning programmes; yet in many programmes, a considerable number of facilitators withdraw from teaching mid-term. Although this issue has been noticed, no substantial research has been conducted into the reasons for such withdrawals. Based on interviews with adult literacy organisers and facilitators in a range of contexts in Ethiopia, this paper explores this issue and throws light on the distinctive roles of the adult literacy facilitator, significantly different from the roles of primary school teachers.
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