Practice and Challenges of The Implementation of Integrated Functional Adult Education program in Ilubabor Zone.

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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.



Facilitators, concerned body, implementation