Implementation of Integrated Functional Adult Education Program in Bonga town of Kaffa Zone, South-West Ethiopia.

Abstract

The objective of this study was to investigate the Implementation of Integrated Functional Adult Education Program in Bonga town of Kaffa Zone, South-West Ethiopia. A descriptive survey design was used and both quantitative and qualitative methods were employed. Data were gathered from 135 learners, 9 facilitators, 3 school principals, 3 local leaders, one IFAE expert, and one head of education office. Simple random sampling technique was used to select IFAEP learners and Availability sampling was employed to the facilitators, the experts and head office, school principals and local leaders. The data obtained through the use of a questionnaire were analyzed quantitatively by using frequency and percentages whereas the information gathered by using semi-structured interview guide were qualitatively analyzed and interpreted by using thematic and content analysis. Based on the data analysis and major findings, the researcher concluded that the most significant challenge confronting IFAEP Implementation is a lack of resources, such as organized learning and skill training centres and classrooms, seats, and textbooks, poor performance of teaching lesson integration from relevant sectors. As well as an ineffective learning schedule and an inconvenient distance between the IFAE Centre and the inhabitants. IFAEP is implemented in a small classroom with a limited quantity of educational materials by using lecture methods, a lack of skill enhancement training for facilitators, a lack of awareness work for community, insufficient salary and IFAE is not need-based and inflexible. There is also a lack of team cohesion beyond paper, and there is a lack of pattern or experience of working together to transform the community. To overcoming the challenges, the researcher forwarded the following conclusion: The majority of adults in Bonga town really would like to learn, but there is no appropriate learning environment, lack of an adequate and well-organized learning and skills training center, as well as a lack of practical and convenient learning time, the contribution of the concerned sectors in changing the lives of adults and improving their livelihoods in a coordinated manner through joint lesson and joint implementation is very low and the teaching method has an important role in holding and retaining participants whereas place, resources, and budgetary constraints are hurdles to making the lesson practical and problem-solving. Finally, based on the study's findings and conclusions, it was recommended that the town administration should pay attention enabling community learning and raising societal consciousness; allocating an appropriate budget, creating conducive learning and skill training centres; fulfilling teaching-learning materials; expanding to adult education centres near learners' villages; all concerned bodies should work together and report real work situation genuinely by avoiding bogus report and providing special support for facilitators were the major solutions to IFAEP challenges. Then further studies can be done on the implementation IFAEP in Bonga town and other parts of Ethiopia.