Abstract
The main objective of the study was to investigate practices and challenges of Concerned Stakeholders’ Coordination to Implement Integrated Functional Adult Literacy Program. a descriptive survey method was used. Based on their closeness and geographical location, 6 Woredas were selected by multi-stage sampling technique. The sample Woredas were selected from the clusters using purposive sampling techniques. Data was collected from 230 (facilitators and Adult education Boards and technical committee). Questionnaires, interviews, document analysis, and focus group discussion were used to gather data and enrich the study. The quantitative data were analyzed using percentage and mean values while qualitative data were analyzed thematically. The finding revealed that there were: the unwillingness of concerned sectors to work together, lack of common plan and budget. Besides there is no clear and convenient organizational structures, an absence of income generation mechanisms, the absence of continuous and relevant capacity building system, lack of experience to run the program, undervaluing functional adult literacy program, lack communities participation on the strengthening the capacity of training centers. Lack of follow up the activities of concerned sectors on Adult education program implementation were some of the hindrances revealed in the study. Thus, these problems made concerned stakeholders coordination in implementing the Integrated Functional Adult Literacy Program to be incapable of meeting their purposes and the interests of disadvantaged adults and youths. It is, therefore, recommended that the Oromia Education beuros, Bale Zone and woreda Adult Education Board and Technical Committee members, facilitators and different concerned sectors have to make maximum possible efforts to mobilize all resources and stakeholders and institutions under them to reverse the current situation of concerned stakeholders coordination to implement Integrated Functional Adult Literacy Program. DOI: 10.7176/JLLL/75-04 Publication date: January 31 st 2021
Highlights
Ethiopia has a long history of indigenous education which goes back to the introduction of Christianity in the 4th century B.C (Tekeste, 1996)
Attitude of concerned sectors toward implementing FAE program Data presented in Table 2 below further shows the attitude of concerned sectors toward implementing FAE program. To this regard items: 1, 4, 6 and 7 respectively present the degree to which concerned sectors believe that IFAE program is only the work of education sectors, whether or not adult education members give due attention for running the program, whether or not adult Education program is difficult tasks to implement, whether or not training given for adult in their workplace, are considered as adult education and whether or not training is given for adult in hospital and their home are considered as parts of adult education
Adult education structure is only known by education sectors
Summary
Ethiopia has a long history of indigenous education which goes back to the introduction of Christianity in the 4th century B.C (Tekeste, 1996). The history of none formal education can be traced back to the early 20th century of Emperor Menelik and Zewditu's proclamations of "Let all learn." to Minilik, Emperor Haile Selassie's Government instituted an education policy under the title Memorandum in Education Policy, which incorporated non-formal teaching methods and complementing the formal school system (Caulk, 1975: 7). Were participating in the adult education program. Military Government Saves a lot of damages done, it would impossible to deny that Adult education enjoyed strong political support during the Military rule. Different institutions were established to run the literacy program in the country
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