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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/7086
Title: THE PRACTICS AND CHALLENGES OF INTEGRATED FUNCTIONAL ADULT EDUCATION IN NIFAS SILK LAFTO SUB-CITY
???metadata.dc.contributor.*???: Ato Akalewold Eshete (Ass. Professor)
Haimanot, Yemane
Keywords: practices and challenges of IFALP. Descriptive
Issue Date: 2014
Abstract: The purpose of this study was to analyze the practices and challenges of IFALP. Descriptive survey design was used and both quantitative and qualitative methods were employed. Sources of primary data were 85 respondents, namely twelve facilitators, six IFAE coordinators, six wereda education supervisors, one IFAE expert from AAEB and 60 IFAE learners. Simple random sampling technique was used to select IFAE facilitators, IFAE coordinators, and wereda education office experts. Purposive sampling was employed to select the IFAE expert from Addis Ababa Education Bureau. Secondary sources of data were the statistical reports of the wereda education offices and records of the sample IFAE centers. Data collection tools were questionnaire with close-ended question items, semi-structured interview guide, focus group discussion (FGD) and observation checklist. The data obtained through the use of a questionnaire was analyzed quantitatively by using frequency count and percentages whereas the information gathered by using semi-structured interview guide, FGD and observation checklist were transcribed, qualitatively analyzed, interpreted and expressed by using descriptive statements. The data analysis led to the following major findings: The study disclosed that group discussion was the most frequently used method of teaching (83.3%), followed by the lecture method (66.6%) and role playing method (50%); the great majority (83.3%) of the facilitators never employed the simulation method in delivering lessons; facilitators were not given feedback on the results of monitoring and evaluation of IFAE program; the great majority (75%) of the facilitators believed that the Wereda Adult Education Board (WAEB) in Nifas Silk Lafto Sub-city was not functional; Wereda Adult Education “Technical Committee” was functional and adequately discharging its responsibilities and the most serious challenges that IFAE program of NSL Sub-city encountered were lack of adequate budget and lack of support from line ministries, since the implementation of the program was practically left to the education sector. Based on the findings, it was concluded that the practices of IFAE in NFS Sub-city was only moderately effective. Based on the findings and conclusion, certain feasible recommendations were forwarded to improve the practices by solving the existing challenges that faced the IFAE program in the Sub-city
URI: http://hdl.handle.net/123456789/7086
Appears in Collections:Center for Rural Development Studies

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