Abstract:
The purpose of this study is to assess the implementation of integrated functional adult
education program of Kaffa Zone in particular focus on Saylem woreda. In order to
achieve this objective the researcher used descriptive survey research design. Both
qualitative and quantitative data were collected by means of questionnaire, interview
guide and document analysis. The source of data was: 72 facilitators, 24 adult learners,
6 woreda education office personnel and relevant documents related to the issue. Both
probability and non-probability sampling methods were employed in order to select the
samples for the study. The study was carried out in 24 IFAE centers out of 96 centers
found in Saylem Woreda. Out of 22 kebeles found in the woreda, 12 kebeles were selected
by cluster sampling technique. In this study out of 1085 population, a total of 102
samples were selected. Thus woreda education office head, woreda IFAEP coordinator
and school supervisors were selected by availability sampling methods. Facilitators such
as DAs, health extension and teacher facilitators were selected by convenient sampling
methods whereas adult learners were selected by purposive sampling methods. The
analysis of the quantitative data was carried out by using frequency, mean and standard
deviation while the qualitative data was analyzed using coding and thereby theme
building procedures. The result of the study disclosed that teaching learning resources
such as stationeries, adult learners textbook and facilitators’ guide were not accessible in
study area. It was also found that stakeholders have not played their role for the effective
implementation of integrated functional adult literacy program. It was also found that
majority of facilitators were not trained in andragogy. To conclude, the implementation
of IFAEP in the study area was greatly affected by lack of resources, lack of adequate
budget, and lack of cooperation of stakeholders. Facilitators are key persons in the
implementation of IFAEP, but the attention given from concerning body to qualify them
was ignored in the study area. Adult learners and communities in the study area were not
aware about the program due to this they were not devoted to participate in the program.
Based on the findings of the study it was recommended that woreda education office
personnel need to give due attention for the fulfillment of educational and instructional
material in IFAE centers. Zonal education department and regional education bureau
need to work collaboratively in order to equip facilitators with basic knowledge and
skills in andragogy and in preparing suitable IFAE center. IFAEP facilitators need to
arrange convenient training time for adult learner. Woreda administration office needs to
work hard in establishing strong integration among different stakeholders and creating
awareness to adult learners about the benefit of program.