The assessment of integrated functional adult education program in Oromia Regional State, Ethiopia: reflection on practice

This study reports the status and challenges ofthe integrated functional adult literacy program'simplementation in Ethiopia. It dealt explicitly with adultlearners' participation, facilitators' motivation, andstakeholder collaboration. Little is known about functionaladult literacy in Ethiopia [1]. Document analysis, focusgroup discussion, and questionnaire were used to collectthe data. A total of 418 participants took part in the study.Descriptive (frequency and percentage) and inferentialstatistics (multiple regression model) were used to analysethe quantitative data whilst thematic analysis was used forqualitative part. The results showed that dropout rates anddiscontinuous program attendance were found to be thesignificant factors affecting those adult learners in thesystem. Lack of facilitators' motivation and weakstakeholder collaboration was also identified as impedingfactors. The age of adult learners, their annual income,appropriateness of the program schedule, and adult learneroccupation significantly determined adult learner programattendance. Based on the findings of the study, unless theprogram operation is collaboratively planned, resourcedand monitored, it could be challenging to know whether theprogram is for the needy and up to the expected pace or not.So, effective monitoring and evaluation in programoperation have its own stance to improve programimplementation. The study suggests that consensusbuilding, frequent program monitoring, and programenforcement would be worth considering providing qualityeducation for adult learners