Determinant Factors That Hinder The Enrollment Rate Of Integrated Functional Adult Education In Gambella People Regional National State The Case Of Gambella Town

Abstract

The purpose of this study was to demonstrate the challenges of the implementation of Integrated Functional Adult Education (IFAE) in the Gambella town of the People National Regional State. This study employed a qualitative study and few quantitative data type. The qualitative data was collected from participants of regional education office, secondary and primary education office heads, experts at different education offices, facilitators of the adult literacy program and adult literacy learners through the interview, literacy classroom observation and FGD methods. The study used a purposive sampling method to include participants. After collecting the data, qualitative data processing was made (editing, classification, and thematic formation). The interpretation is a narrative analysis of relevant incident of the respondents’ responses. The results reveal that the program implementation is hampered by access of adults learning the program and the lack of organized structure, coordination, and commitment to improving the IFAE program. The literacy classroom observation results reveal that some of the contents like counting and adding numbers are more liked by participants. On the other hand, writing names, constructing words and sentences found to be a challenge for the learners. Hence, the government has to restructure the fragmented system of the program that could minimize the gap between the policy implementers and the end users.