A Comparative Study on the Implementation of Government and Nongovernment Non Formal Basic Education Programs in Addis Ababa
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Date
2004-06
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Addis Ababa University
Abstract
The study investigates the implementation of government and nongovernment
nonforamal basic education programs in Addis Ababa in the comparative manner. Different
variables were treated to meet the objective of the study. These include the curri culum ofNFBE
program, the facilitators status, the teaching-learning process of NFBE programs, the facili ties
and budget of NFBE program, the efficiency of the NFBE program, and the community
participation towards NFBE program.
The research design incorporates com'parative methods of different cases, as it is
appropriate to compare the two nonformal b~sic education providers based on the stated
variabl es. The sample of the study included four nongovernment organizations and four sub city
education departments in Addis Ababa. The data were collected through questionnaire,
interview, focus group discussion, observation and document analysis. Statistical technique such
as percentages, and in some cases chi-square and T -test were used to analysis the data.
Findings suggest that the objective of both NGOs and government NFBE programs is to
provide basic education for school age children ,:vho can or do not get the access to attend the
formal sector due to many reasons. This can be realized through the provision of organized
NFBE curriculum materials. However, Government of Addis Ababa City Administration did not
have organized nonformal basic education curriculum specifically developed for school age
children. In this respect, children in government NFBE program learn the teaching materials
developed for adults. On the other hand, each NGO implements the curriculum materials
developed by themselves.
Concerning the status of facilitators, the majority of them are grade 12 completes and
took less than 15 days pre service training before ,they were assigned to' the actual work, As such
training does not guarantee them to run the program effectively, there is a demand to offer
co ntinuous inservice training However, government NFBE facilitators did not have the chance
to on the job training, while NGO ~ NFBE facilitators have quarterly in service training for five
days to improve their skills, knowledge and attitudes.
Finding also indicates that NGOs NFBE program is taken place in Kebele compound and
learning centers established for the program. In this respect, the Kebele hall was not suitable for
the teaching- learning proces, and government NFBE centers are in a better position. Moreover,
both NGOs and government NFBE program have allocated budget but not adequate for
improving the program. In this case, NGOs' budget is better as they pay salary and provide in
service training for facilitators, while government offers small amount of money for transport
allowance and does not conduct inservice training for facilitators
As far as the efficiency of NFBE program, the drop out and repetition rate of
government NFBE program is higher than that of NGOs NFBE program. The observed result
also indicates, although the involvement of local communities in both NFBE programs is low,
their participation in NGOs is relatively higher than that of gpvermpent as the community's
representatives involve in the management commiltee of non formal education program.
Finally, developing standardized and organized 'NFBE ยท curriculum for' school age
children or state minimum essential learning needs for each level of NFBE program that is
equivalent to the fir st cycle of primary education, facilitate inservice training for facilitators,
strengthen partnership and work in collaboration among NGOs, government and community,
allocate reasonable budget and pay due attention for the program were the major
recommendations forwarded in order to improve nonformal basic education program , and give
better services for children attending the program.
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Keywords
Non Formal Basic Education, and Nongovernment