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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/16919
Title: Practices And Chalenges Of Integrated Functional Adult Education In Arada Subcity
???metadata.dc.contributor.*???: Dessu Wirtu (PhD)
Samuel, Gebretsadik
Keywords: functional adult literacy program implementation
Issue Date: Jun-2017
Publisher: AAU
Abstract: The purpose of this study was to investigate the practice and challenges of integrated functional adult literacy program implementation in Arada sub city. To this end, a descriptive survey design was employed. Moreover, both quantitative and qualitative methods were used. Data were gathered from a total of 235 respondents; namely, 5 cluster supervisors, 5 education experts, 10 Coordinators, 20 IFAE facilitators, 195 IFAE learners of selected IFAE centres of Arada sub city. Ten centres were selected by using available and lottery sampling technique. The instruments used to collect data were: 1) questionnaire 2) semi-structured interview guide, and 3) Observation check list. Two separate set of questionnaires were prepared to be completed one by IFAE facilitators and coordinators and the other one by IFAE learners. The interview was employed to gather information from the supervisors and education experts. The findings from data analysis showed that the contents of the IFAE program are highly relevant to the daily life of adults, and some of the IFAE program was affected by: Shortage of allocated budget to implement and develop the program successfully, lack of practical stakeholder’s participations and involvement in the IFAE program, low attention given to the program in providing supervision and support, assignment of untrained facilitators, unavailability of learning materials and poor understanding about IFAE program. Hence, the relevance of the program would encourage the learners to continue their participation in the program, but the shortages would negatively affect the practice of IFAE program in the Sub-city. Therefore, to alleviate these problems, allocation of necessary budget and mobilization of resources by using different mechanisms such as fund raising from communities and different non-government bodies, encouraging the participation of IFAE stakeholders, building the capacity of facilitators through short-term trainings, developing relevant IFAE curriculum, developing learners’ attitudes and interest towards the program were suggested. 1 CHAPTER ONE INTRODUCTION 1.1 BACKGROUND OF THE STUDY Education plays a key role in accelerating development. The introduction of formal education to Ethiopia goes back many years. Educational development, however, has been limited to urban communities. But over the last two decades, many schools as well as alterative basic education programmes (for out of school children) have taken education to rural communities and those ill served previously. Yet there still are persons not covered by this extensive provision. These are persons 15 years old and older. UNESCO's annual monitoring report of 2009 has recorded that 64% of Ethiopia's citizens, of whom more than 60% are women household heads are illiterate. It is therefore imperative that quality adult education be offered for reasons of equity, basic human rights, and engendering sustainable development. Already, sustainable development plans and strategies to place Ethiopia among the rank and file of middle income counties are designed and being implemented. Among the different strategies for sustainable development being implemented are packages which focus on rural development, health extension, youth development, women development and agricultural extension. For urban communities there are micro and small industries development, strengthening creative and innovative initiatives, the development of the culture of work and similar projects and programmes. The efforts so far towards speeding up the development process and poverty reduction are encouraging. Developing the human capacity in general and the productive adult population in urban and rural Ethiopia in particular is necessary both to further these efforts and realize the development goals. Hence, it is essential to provide an integrated functional adult education (IFAE) programme that is not only intimately related to daily life, health, income generation, productivity, etc., but also improves these and other aspects of life. A national
URI: http://hdl.handle.net/123456789/16919
Appears in Collections:Thesis - Curriculum & Instruction

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