Adult Education and Community Development

Permanent URI for this collectionhttps://etd.hu.edu.et/handle/123456789/312

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    THE CURRENT PRACTICE AND CHALLENGES OF INTEGRATED FUNCTIONAL ADULT EDUCATION PROGRAM IN SAWLA TOWN, GOFA ZONE: SOUTHERN ETHIOPIA REGIONAL STATE
    (Hawassa University, 2023-11) MULUKEN TESFAYE ZEWUDE
    The main objective of this study was to examine the current practice and challenges of Integrated Functional Adult Education program in Sawula Town, Gofa zone, Southern Ethiopia Regional State. This study employed a descriptive survey design with both quantitative and qualitative data type method. From the 182 target population, 92 participants were selected from IFAE learners by using Stratified random sampling techenuqes, 8 participants were selected from IFAE facilitators with purposive sampling techenuqes, one educational office head and one IFAE expert were selected purposive sampling techenuqes. The instruments used for data collection were questionnaire, interview, focus group discussion, and observation. 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 findings revealed that the facilitators have no motivation in their work due to low payment, lack of government attention, highly lack of follow-up the centers and absence of integration, coordination, and commitment to improving the IFAE program from all concerned body. In IFAE centers there was highly facility problems are found in adult learner’s center, like books, modules, IFAE manuals, facilitators guide, teaching aids and absence of unsuitable IFAE centers and shortage of equipment such as chairs, tables. The learners have no motivation to attain the program due to lack of awareness. The study result showed that lack of adequate budget allocated and timely availability. In the town, despite the growth of formal education, adult education has been impeded and the program handling system becomes not hopeful. Hence, the concerned government offices have to restructure the fragmented system of the program that could minimize the gap of the existing practice. Additionally, the name of the program was decrease the degree of learner’s motivation by itself (“adult education” or ( የጎልማሳ ትምህርት). Finally, it has been recommended that the sawula twon government should become to create awareness about the program, allocate adequate budget timely, deliver trainings for facilitators, construct the learning center and fulfill different equipment’s. All government structures from Federal to Keble including, universities, colleges, NGO, illiterate and literate adults including IFAE facilitators need to play their role in well implementing the program.