Implementation of Integrated Functional Adult Literacy Curriculum in South Eastern Ethiopia: Preconditions and Challenges

Abstract

The study aimed at examining pre-hand preconditions to be availed and challenges dealt with to implement integrated functional adult literacy  (IFAL) curriculum in southeastern Ethiopia. A multilevel mixed design, with a critical paradigm, was employed. Simple random sampling was  employed to recruit respondents (n=318) for qualitative data, and purposive sampling was employed to select FGD participants (n=18) for qualitative  data. Questionnaires, FGDs, and observation checklists were used as instruments for data collection. The collected data were analyzed  using descriptive statistics such as frequency, mean, SD, and variance. Inferential such as correlation and one-way ANOVA was employed to analyze  the quantitative data whereas the qualitative data were analyzed thematically. The results of the study showed that inconsistent community  mobilization, fragmented management, unarticulated ecological differentiation of the curriculum, incoherent sectoral collaboration, lack of  methodological proficiency and motivation among the facilitators, erroneous learners’ outlook on the program, absence of formal learning space  for adults, lack of curriculum conceptualization among primacy stakeholders, and inadequate and misdistribution of educational premise, absence  of literacy assessment are among the main deficiencies that deter implementation of IFAL curriculum. The study implied the availability of the  different strategies and implementation guidelines of the program as promising, but community mobilization, management, assessment, ecological  affinity of the program, sectoral collaboration, and primary stakeholders overhaul activities to discharge their duties needs special future  attention for the effective implementation of IFAL curriculu.