Abstract
The purpose of this study was to critically analyze the policy-practice gaps in the Management of Integrated Functional Adult Education Program (IFAEP) in Hararghe Zones of Oromia regional state, Ethiopia. A survey research design with both qualitative and quantitative approaches involving concurrent triangulation strategy was used. A total of 215 respondents (facilitators, n = 195; coordinators, n = 6; experts, n = 10; and Education Bureau Heads (EBHs), n = 4) were the samples. Except for facilitators (who were selected by stratified random sampling), all the rest participants were chosen by expert sampling. Questionnaires, interviews, FGDs, and Observations were tools of data collection. Descriptive and inferential statistics were used to analyze data. The findings of the study revealed that there are gaps between the current practice of IFAEP management and its policy implementation guidelines. The major gaps were observed in terms of planning, curricular orientation, implementation, stakeholders’ participation, integration and, monitoring and evaluation. Lacks of professionals, educational inputs and budget as well as a dearth of incentives, commitment, visionary leadership, and IFAEP structure were generally the major challenges hampering IFAEP implementation. Cramer’s V test result, except for sex, indicated a positive association between subject variables and IFAEP implementation. The correlation matrix also revealed a moderate relationship between IFAEP implementation and the predictor variables. Besides, the regression analysis showed that the major predictor variables in their order of significance (highest to least): planning, monitoring and evaluation, integration, curricular orientation, and participation affected the overall implementation of the IFAEP. Overall, it can be inferred that the current IFAEP is not managed as per the policy implementation guidelines implying that there exist policy-practice gaps in the management of IFAEP in the study area. Thus, it is suggested that concerned bodies (Ministry of Education, Regional, Zonal, and District Education Bureaus) should give due attention to IFAEP/ANFE, make it to have its own structure and equip it with right human, material, and financial resources.
Highlights
Functional adult education (FAE), which follows the functional conception of literacy (Papen, 2005), is conceptualized as the acquisition and use of 3Rs to learn practical knowledge and skills useful for other aspects of life, such as agriculture, health, civic and cultural education, primary health care, prevention of diseases, family planning, environmental protection, marketing, banking, gender equity, and so on
The regression analysis showed that the major predictor variables in their order of significance: planning, monitoring and evaluation, integration, curricular orientation, and participation affected the overall implementation of the Integrated Functional Adult Education Program (IFAEP)
It can be inferred that the current IFAEP is not managed as per the policy implementation guidelines implying that there exist policy-practice gaps in the manage
Summary
Functional adult education (FAE), which follows the functional conception of literacy (Papen, 2005), is conceptualized as the acquisition and use of 3Rs (reading, writing and numeracy) to learn practical knowledge and skills useful for other aspects of life, such as agriculture, health, civic and cultural education, primary health care, prevention of diseases (such as malaria, HIV/AIDS, TB, etc.), family planning, environmental protection, marketing, banking, gender equity, and so on. Sandhaas (2009) asserted that IFAE builds on indigenous knowledge and seeks to link reading, writing and numeracy skills to livelihoods and skill training in areas such as agriculture, health, environmental protection, civic and cultural education, income generation, and so on. In IFAE, the approach is functional and directed towards satisfying the specific needs of adults
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