The Success and Challen ges of Non-Forma l Basic Education Curriculum Implementation in Bale Zone of Oromia Regional State
| dc.contributor.advisor | Wirtu, Dessu (PhD) | |
| dc.contributor.author | Husen, Muhamed | |
| dc.date.accessioned | 2018-10-19T07:54:34Z | |
| dc.date.accessioned | 2023-11-10T13:01:08Z | |
| dc.date.available | 2018-10-19T07:54:34Z | |
| dc.date.available | 2023-11-10T13:01:08Z | |
| dc.date.issued | 2009-02 | |
| dc.description.abstract | Oromia has implemented Non Formal Basic Education (NFBE) curriculum. The program has served as an altemative approaches to complement the formal education program, so that it plays a great role in providing educational access for adults and children. Therefore, the purpose of this study was to assess the successes and challenges of implementation of NFBE Curriculum in Bale zone of Oromia Regional state. Based on the purpose of the study, the leaming environment, the success & best practices of the programs, support for NFBE programs facilitators in terms of training & supervision, the availability of cUlTiculWl1 materials and challenges encountered were assessed. To this end, descriptive survey method was used for the s tudy. Data were gathered from officials, facilitators, center management committee (CMC) members and adult leamers. Data collection tools were questionnaire, interview, observation and focus group discussion. The data gathered through questionnaire were analyzed using percentage whereas the data gathered through interview; observation and focus group discussion were transcribed, analyzed and triangulated with the quantitative data where necessary & appropriate Findings of the study revealed that implementation of the program have contributed a lot to providing; leaming opportunity for adults and out-ofschool children. Oromia Education Bureau changed the adult bc.sic education program to functional adult literacy; facilitators training, their salary and the incentives provided were not sufficient; supervision and monitoring and awareness creation for the community were found to be low; there were problems of textbooks and facilitator's manual, and poor educational facilities. The efforts made to bring the school to the proximity of children and adult leamers help leamers to leam without going long distance; the shift in focus of nonjormal adult bas ic education to functional adult literacy (FAL) encourages adult to come to NFBE centers to leam; lack of adequate supervision and training, s hortage of leaming materials and the inadequate linkage between NFBE centers & formal primary schools would have negative impact on utilization of resources in the NFBE centers. Based on the major findings certain recommendations were made: Govemment bodies should coordinate the activities of stakeholders, the community awareness should be promoted, facilitators should be provided with short-term upgrading training, and fair incentives for facilitators should be in place to motivate them. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/12974 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Challenges of Non-Forma l Basic Education Curriculum | en_US |
| dc.title | The Success and Challen ges of Non-Forma l Basic Education Curriculum Implementation in Bale Zone of Oromia Regional State | en_US |
| dc.type | Thesis | en_US |