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Contribution of Integrated Functional Adult Education to Adults Livelihood Improvement: The Empirical Study in Babile Woreda Oromia Regional State, Ethiopia

Received: Oct. 29, 2022    Accepted: Nov. 25, 2022    Published: Dec. 27, 2022
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Abstract

This Empirical study intended to explore the contribution of integrated functional adult education program to adult learners’ livelihood improvement in Babile Woreda. A qualitative phenomenological research design was used. Six respondents purposively selected and participated in the study: five (3 male and 2 female) adults those graduated through completing the 1st and 2nd cycle of IFAE program and one Woreda IFAE coordinator. The data collected through an in-depth interview and analyzed by thematic analysis method. The finding of the study showed that IFAE program has contribution to adults’ livelihood improvement. IFAE program capacitated adult learners to have writing and reading skill it helped them to understand things in an easier way and to develop good attitude and improve their practice in all aspects of their life. Literacy knowledge and skill increase adults’ self-awareness and confidence as well as active participation in their life journey. Furthermore, IFAE program assisted adult learners to increase productivity, to generate income, to live healthy life, to use technology, to protect their environment, to educate their children, and to strengthen social relations and political participation. However, the existing practice of IFAE program is weak due to several factors that related to management and delivery approach of the program. As a result of this, even if the program has contribution for adults livelihood improvement most of illiterate adults not such much benefit from this program as it designed; still they have living in extreme poverty. Therefore, it is important for government to improve the existing practice of IFAE program to bring sustainable livelihood improvement on illiterate adults.

DOI 10.11648/j.rd.20220304.16
Published in Research & Development ( Volume 3, Issue 4, December 2022 )
Page(s) 237-248
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Integrated Adult Education, Adult Learners, Literacy, Livelihood Improvement

References
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[4] EAEA. (2018). Adult Education and sustanablity. Brussels eaea-office@eaea.org / www.eaea.org: European Association for the Education of Adults (EAEA).
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[7] Katrin Denys, D. D. (2020). Adult Education and social change: International Perspectives in Adult Education. Germany: dvv international, http://dnb.ddb.de.
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[9] Lear, J. (2016). Health, Well being and Adult Education. EPALE, UK. Merriam, S. B., & Brockett, R. G. (2007). The Profession and Practice of Adult Education: An Introduction. San Francisco: Jossey-Bass.
[10] Merriam, S. B. (2017). Adult learning theory: Evolution and future directions. PAACE Journal of Lifelong Learning, 26, 2017, 21-37.
[11] Milana, M. (2021). Rethinking Adult Education Policy in the 21st Centery. Global Network.
[12] MoE. (2015). Education Sector Development plan ESDP V Program Action Plan. Adis Abeba: Ministory of education.
[13] MoE. (2017). Education Sector Development Program (ESDP VI) (2017-2026) draft. Adisabeba, Ethiopia: Ministry of Education.
[14] Mo E. (2008a). National Adult Education Strategy. Addis Ababa, Ethiopia.
[15] MoE. (2008b). National Report on the Development and State of the Art of Adult Learning and Education (ALE). Addis Ababa, Ethiopia.
[16] MoE. (2005). Education Sector Development Program (ESDP III): Program Action Plan. Addis Ababa: Ministry of Education.
[17] Nafukho, F. M., Wawire, N. H W., & Lam P. M. K. (2011). Management of Adult Education Organization in Africa. Hamburg: UNESCO Institute for Education.
[18] OECD. (2013). Education Indicators in Focus: education data education evidence education policy education analysis education statistics. OECD publishing Paris www.oecd.org/edu.
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[20] UNESCO. (2015). Adult learning and Education. UNESCO, Institute for life long learning.
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[23] Yilfashewa S, Y. A. (2016). Determinant of Adult education Program: A critical Analysis of Adult Education in Some Selected Training Centers of Eastern Regions. Humaniora, Reaserchget. https://www.researchgate.net/publication/319741595, 45-554.
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  • APA Style

    Debeli Belina. (2022). Contribution of Integrated Functional Adult Education to Adults Livelihood Improvement: The Empirical Study in Babile Woreda Oromia Regional State, Ethiopia. Research & Development, 3(4), 237-248. https://doi.org/10.11648/j.rd.20220304.16

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    ACS Style

    Debeli Belina. Contribution of Integrated Functional Adult Education to Adults Livelihood Improvement: The Empirical Study in Babile Woreda Oromia Regional State, Ethiopia. Res. Dev. 2022, 3(4), 237-248. doi: 10.11648/j.rd.20220304.16

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    AMA Style

    Debeli Belina. Contribution of Integrated Functional Adult Education to Adults Livelihood Improvement: The Empirical Study in Babile Woreda Oromia Regional State, Ethiopia. Res Dev. 2022;3(4):237-248. doi: 10.11648/j.rd.20220304.16

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  • @article{10.11648/j.rd.20220304.16,
      author = {Debeli Belina},
      title = {Contribution of Integrated Functional Adult Education to Adults Livelihood Improvement: The Empirical Study in Babile Woreda Oromia Regional State, Ethiopia},
      journal = {Research & Development},
      volume = {3},
      number = {4},
      pages = {237-248},
      doi = {10.11648/j.rd.20220304.16},
      url = {https://doi.org/10.11648/j.rd.20220304.16},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.rd.20220304.16},
      abstract = {This Empirical study intended to explore the contribution of integrated functional adult education program to adult learners’ livelihood improvement in Babile Woreda. A qualitative phenomenological research design was used. Six respondents purposively selected and participated in the study: five (3 male and 2 female) adults those graduated through completing the 1st and 2nd cycle of IFAE program and one Woreda IFAE coordinator. The data collected through an in-depth interview and analyzed by thematic analysis method. The finding of the study showed that IFAE program has contribution to adults’ livelihood improvement. IFAE program capacitated adult learners to have writing and reading skill it helped them to understand things in an easier way and to develop good attitude and improve their practice in all aspects of their life. Literacy knowledge and skill increase adults’ self-awareness and confidence as well as active participation in their life journey. Furthermore, IFAE program assisted adult learners to increase productivity, to generate income, to live healthy life, to use technology, to protect their environment, to educate their children, and to strengthen social relations and political participation. However, the existing practice of IFAE program is weak due to several factors that related to management and delivery approach of the program. As a result of this, even if the program has contribution for adults livelihood improvement most of illiterate adults not such much benefit from this program as it designed; still they have living in extreme poverty. Therefore, it is important for government to improve the existing practice of IFAE program to bring sustainable livelihood improvement on illiterate adults.},
     year = {2022}
    }
    

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    AB  - This Empirical study intended to explore the contribution of integrated functional adult education program to adult learners’ livelihood improvement in Babile Woreda. A qualitative phenomenological research design was used. Six respondents purposively selected and participated in the study: five (3 male and 2 female) adults those graduated through completing the 1st and 2nd cycle of IFAE program and one Woreda IFAE coordinator. The data collected through an in-depth interview and analyzed by thematic analysis method. The finding of the study showed that IFAE program has contribution to adults’ livelihood improvement. IFAE program capacitated adult learners to have writing and reading skill it helped them to understand things in an easier way and to develop good attitude and improve their practice in all aspects of their life. Literacy knowledge and skill increase adults’ self-awareness and confidence as well as active participation in their life journey. Furthermore, IFAE program assisted adult learners to increase productivity, to generate income, to live healthy life, to use technology, to protect their environment, to educate their children, and to strengthen social relations and political participation. However, the existing practice of IFAE program is weak due to several factors that related to management and delivery approach of the program. As a result of this, even if the program has contribution for adults livelihood improvement most of illiterate adults not such much benefit from this program as it designed; still they have living in extreme poverty. Therefore, it is important for government to improve the existing practice of IFAE program to bring sustainable livelihood improvement on illiterate adults.
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Author Information
  • Education Policy and Strategic Management Program, Department of Educational Planning and Management, College of Education and Behavioral Sciences, Jimma University, Jimma, Ethiopia

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