Implementation of integrated functional adult Education program in kaffa zone: focus on saylem Woreda

Abstract

The purpose of this study is to assess the implementation of integrated functional adult education program of Kaffa Zone in particular focus on Saylem woreda. In order to achieve this objective the researcher used descriptive survey research design. Both qualitative and quantitative data were collected by means of questionnaire, interview guide and document analysis. The source of data was: 72 facilitators, 24 adult learners, 6 woreda education office personnel and relevant documents related to the issue. Both probability and non-probability sampling methods were employed in order to select the samples for the study. The study was carried out in 24 IFAE centers out of 96 centers found in Saylem Woreda. Out of 22 kebeles found in the woreda, 12 kebeles were selected by cluster sampling technique. In this study out of 1085 population, a total of 102 samples were selected. Thus woreda education office head, woreda IFAEP coordinator and school supervisors were selected by availability sampling methods. Facilitators such as DAs, health extension and teacher facilitators were selected by convenient sampling methods whereas adult learners were selected by purposive sampling methods. The analysis of the quantitative data was carried out by using frequency, mean and standard deviation while the qualitative data was analyzed using coding and thereby theme building procedures. The result of the study disclosed that teaching learning resources such as stationeries, adult learners textbook and facilitators’ guide were not accessible in study area. It was also found that stakeholders have not played their role for the effective implementation of integrated functional adult literacy program. It was also found that majority of facilitators were not trained in andragogy. To conclude, the implementation of IFAEP in the study area was greatly affected by lack of resources, lack of adequate budget, and lack of cooperation of stakeholders. Facilitators are key persons in the implementation of IFAEP, but the attention given from concerning body to qualify them was ignored in the study area. Adult learners and communities in the study area were not aware about the program due to this they were not devoted to participate in the program. Based on the findings of the study it was recommended that woreda education office personnel need to give due attention for the fulfillment of educational and instructional material in IFAE centers. Zonal education department and regional education bureau need to work collaboratively in order to equip facilitators with basic knowledge and skills in andragogy and in preparing suitable IFAE center. IFAEP facilitators need to arrange convenient training time for adult learner. Woreda administration office needs to work hard in establishing strong integration among different stakeholders and creating awareness to adult learners about the benefit of program.