Practice and Challenges of The Implementation of Integrated Functional Adult Education program in Ilubabor Zone.
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Date
2021-08
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AAU
Abstract
The purpose of this study was to assess the implementation of Integrated Functional
Adult Education (IFAE) in Ilubabor zone, Oromiya National Regional State. This study
employed adescriptive survey design with quantitative and few qualitative data type
method. From the 556 population 165 participants were selected from IFAE facilitators
with simple random sampling and all the 165 samples responded the questionnaires,
whereas; qualitative data was collected from 6 woreda education office experts through
interview and document analysis. After collecting the data, quantitative data was
analyzed using percentage, mean and SD. The qualitative data interpretation was made
with a narrative analysis of relevant incident of the respondents’ responses. The results
revealed that the program implementation is not encouraging and there is lack of
organized structure, coordination, and commitment to improving the IFAE program from
concerned body. The curriculum is not implemented as it was stipulated in the textbook of
the learners, only teachers and facilitators teach alphabets and numbers without the
involvement of the agriculture and health extension facilitators. The study result showed
that the current practice used to implement IFAE, could not bring change as the right
way to escape from illiteracy problem. In the zone, despite the growth of formal
education, adult education has been impeded and the program handling system becomes
not hopeful. Hence, the responsible government offices have to restructure the
fragmented system of the program that could minimize the gap between the policy and
existing practice.
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Keywords
Facilitators, concerned body, implementation