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

Abstract

The study aimed to examine 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 were 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 is promising, but community mobilization, management, assessment, the ecological affinity of the program, sectoral collaboration, and primary stakeholders' overhaul activities to discharge their duties need special future attention for the effective implementation of IFAL curriculum.