Practices and Chalenges of Integrated Functional Adult Education in Arada Subcity

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Addis Ababa University


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.



Practices, Chalenges, Integrated Functional