Curriculum Development and the Implementation of an Integrated Functional Adult Literacy Program in Addis Ababa City Administration
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Date
2017-02
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Addis Ababa University
Abstract
The purpose of this study was to investigate the IFAL Curriculum Development and Implementation process of the integrated functional adult literacy program in relation to the proposed Curriculum Frame work and the Curriculum implementation guide books of Addis Ababa City Administration.
Data were gathered from 510 adult literacy program participants from 51 centers, 133 literacy facilitators, five zonal adult education focal persons and 18 woreda IFAL focal persons and one focal person from the city education bureau and relevant documents related to the issue. The simple random sampling technique was employed to select respondents of the study and the percentage was applied to analyze the collected data.
Findings indicate that, the level one and level two learners textbooks have absolutely similar content i.e level two is a replica of level one, there is no content which is deliberately given attention for inclusion of contents from the suggested curriculum framework of the Ministry of Education (MoE,2011a). Besides, the IFAL learners’ textbook is found to have shallow contents having too low level of difficulties. Hence the text books are found rejected by the majority of the learners and these are out of use in many of the IFAL learning centers due to their redundancy and low level of difficulty to attract the learners interestRegarding the IFAL Curriculum Implementation in Addis Ababa City Administration, the program lacks stakeholders from other bureau offices which are mentioned to be included by the Ministry of Education Curriculum Implementation framework (MoE,2011b). Thus, the implementation of IFAL program is nominal and completely left only to the education bureau resulting in high dropout rate of IFAL facilitators.
In conclusion, the curriculum development and implementation of the IFAL program in Addis Ababa city administration doesn’t follow the IFAL curriculum development framework and the Implementation guide of the Ministry of Education. As a result of these, there existed high rate of dropout of learners and facilitators.
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Curriculum Development, and the Implementation