Implementation Practices of Non-Formal Basic Primary Education Programs In Selected Centers of Addis Ababa, Oromia And Snnpr
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Date
2002-06
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Addis Ababauniversity
Abstract
Basic education is a foundation of all the development endeavors and a
fundamental right of every member of a society. Providing basic
education for all children-the principal assets and future bases of a
country-is the wisest investment. Cognizant of this fact, Ethiopia is
committed to expand basic education through formal as well as nonformal
provisions. The formal system has for long been thought of as a
panacea for all ills. Tinkering and repairing here and there with it,
nonetheless, could not solve the persistent problems related to access,
quality, equity, and efficiency.
The NFBPE program has, thus, become part of the educational planning
and implementation in different regions of the country. This study was
targeted to investigate its implementation practices at nine centers of
Addis Ababa, Oromia and SNNPR. To this end, a questionnaire, focus
group discussion and interview guide questions, and observation
checklists were used to gather data from different level stakeholders.
The data were quantitatively and qualitatively analyzed and discussed.
The results disclosed that the implementation practices of the NFBPE
programs had satisfactorily fulfilled the learning needs of those who
enrolled and the demands of their parents in terms of enabling the
learners get basic learning contents. Particularly, NGO-implemented
programs were cost-effective and flexible to respond to the economic,
social and cultural demands of the learners and parents. Recruiting
facilitators by and from the community and assigning them to teach
there also developed confidence of parents to send to and keep their
children in the centers. These were among the facilitating factors and
consequently, the best implementation practices of the NFBPE program
that have been recommended for the comparable formal education
implementation practices.
The coverage of the NFBPE program being implemented, however, was
very low. It did not reach all those who, for various reasons, could not
attend formal schools. Similarly, the available linkages between the
formal and the non-formal basic primary education program
implementations were inconsistent to facilitate smooth promotion/
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transference of learners from one to the other. This was due to
stringent requirements of the formal schools and lack of clear-cut
implementation guidelines that ensure mutual understandings of all
concerned stakeholders. Less flexible schedules and no-or low-salary
and trainings for facilitators, and shortage of curricula materials, severely
at government-implemented NFBPE programs substantially inhibited the
implementation practices of the Program.
Therefore, it is recommended that government should issue and
sensitize clear and specific NFBPE implementation guidelines that can be
instrumental for expanding coverage, enhancing smooth transference of
learners, developing local and program-specific curricula materials, and
utilizing NGO initiatives to implement NFBPE programs
Description
Keywords
Basic Primary Education Programs