Integrated Functional Adult Literacy: Existing Practices and Challenges in Eastern Ethiopia

Abstract

The purpose of this study was to examine the existing practices and challenges of Integrated Functional Adult Literacy Program in eastern Ethiopia. To achieve this objective, the researchers used mixed research design. Questionnaires, interview and focus group discussions were used as viable instrument for data collection. The questionnaires were filed by 302 adult learners and 153 facilitators. Data were analyzed using descriptive statistics. The findings revealed that since the introduction of adult education programs with an integrated manner, harmful traditional practices are reduced, community participation in environmental conservation are growing; societal life skills and usage of new agricultural technologies are improved. However, dysfunctional management structure, poor institutionalization, integration and coordination among the sectors, lack of financial package, trained personnel and low and inconsistent salary were the major bottlenecks in the implementation of the program. Therefore, collaborative efforts among government, NGOs and the community need to put in place to alleviate both human and non-human related problems for the effective realization of the program with pioneering structure, financing,organization and management to achieve transformational and sustainable development goals.

Management of Integrated Functional Adult Education Program: A Critical Analysis of Policy-Practice Gaps

“…The above reflection was shared by the majority of interviewees and FGD participants. Consistent with these findings are research reports made by such as Negassa (2019), Awgichew and Seyoum (2017), and Negash (2006). They asserted that participation and contributions of the NGOs, as well as GOs and private sectors in the implementation of the IFAEP is low.…”

“…As can be noted from the aforementioned local studies, none of them focused on the Management of IFAEP: a critical analysis of policy-practice gaps in the East and West Hararghe Zones of Oromia Regional State. Of course, some researchers, such as Awgichew and Seyoum (2017) slightly touched some points related to the present study. However, the best part of the previous studies didn't stress on the specific issues in the present study area (which geographically, socio-culturally and socio-economically differ from the other parts of the Ethiopia and zones of the same region) the author of the present study is interested.…”

“…A survey study entitled "Integrated Functional Adult Literacy: Existing Practices and Challenges in Eastern Ethiopia" was conducted by Awgichew and Seyoum (2017). The objectives of the study were to: assess the practice of the Integrated Functional Adult Education Program (IFALP) in the Eastern part of Ethiopia; examine extent of contribution of IFALP towards the improvement of the livelihood of the community; identify the major challenges in the implementation of IFALP.…”

“…For instance, Negassa (2019) investigated that non-formal education such as IFAE is not well planned, structured and organized. In addition, Awgichew and Seyoum (2017) revealed their concern about the manner literacy programs are managed and suggested that the government should give due attention to planning, among other requisite works. Ito (2013) in Weldemichael (2018) reported that lack of coherent planning was one of the problems in AE programs.…”

Integrated functional adult education program and its contributions for livelihoods in Ethiopia

“…Different researches were conducted on Integrated Functional Adult Education. For instance, Awgichew and Seyoum (2017) explored the practices and challenges of Integrated Functional Adult Education program implementation, Weldemichael (2018) Integrated Functional Adult Education for empowerment and sustainable development, and Gizaw et al (2019) explored facilitators' roles in IFAE. Wirtu (2019) conducted its comparative perspectives.…”