An Assessment of Adult Basic Education Among The People of Menja, With Particular Reference to Sheka and Kaffa Zones in SNNPR.
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Date
2010-06
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Addis Ababa University
Abstract
The purpose of this study was to assess the current status of Adult Basic Education
among the Menja people in their specific localities and identity. A descriptive
survey method was used to conduct the study. The necessary data were collected
using Primary sources: those were collected by the researcher for the first time
and thus happened to be original in character and using Secondary sources:
which had already been collected by someone else and passed through statistical
process. The Primary data were gathered from 39 facilitators and 18 experts and
NGO focal persons through questionnaires and were analyzed quantitatively using
frequency count percentages, t-test and mean processing in SPSS version 15,
where as the data obtained from 244 respondents through focus group discussion,
field observation and interviews were examined qualitatively. The Secondary data
from Yeki education bureau, NGO: God for People from yeki woreda finance
bureau and from Bechi, Woshero, Ermich kebele schools were obtained.
Respondents were selected by availability, purposive and stratified sampling.
The result of the study indicated that ABE learners and community members
perceived ABE as a place of knowledge how to read, write and compute numeracy
and also regarded it as important to their children and themselves too. However,
the education bureau of the two zones (Yeki in Sheka zone and Bitta in KejJa zone)
accepted the importance of ABE for the community in providing skills, behavioral
change etc. they haven't implemented it as expected .For example ABE schedule
was run under formal academic calendar with combination of formal school and
extension program .On top of this, the study disclosed that distance from ABE
centers( though it was the formal one) , economical problems and discrimination
of the Menja by non Menjas were found to be the major obstacles of the Menja
people to attend the ABE program. Besides, woreda educational offiCials were less
attentive in the schoolingfacilities and supervising services of the ABE program.
Finally, the study recommended that as there was no ABE concerned NGOs that
established the program in KejJa zone particularly around Bitta lVoreda, the
woreda has to look for the solutions how the adults could be benefited in ABE
program
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Keywords
Education