Practice and Challenges of Concerned Stakeholders’ Coordination to Implement Integrated Functional Adult Literacy Program.The Case of Bale Zone of Oromia Regional State

The main objective of the study was to investigate practices and challenges of Concerned Stakeholders’ Coordination to Implement Integrated Functional Adult Literacy Program. a descriptive survey method was used. Based on their closeness and geographical location, 6 Woredas were selected by multi-stage sampling technique. The sample Woredas were selected from the clusters using purposive sampling techniques. Data was collected from 230 (facilitators and Adult education Boards and technical committee). Questionnaires, interviews, document analysis, and focus group discussion were used to gather data and enrich the study. The quantitative data were analyzed using percentage and mean values while qualitative data were analyzed thematically. The finding revealed that there were: the unwillingness of concerned sectors to work together, lack of common plan and budget. Besides there is no clear and convenient organizational structures, an absence of income generation mechanisms, the absence of continuous and relevant capacity building system, lack of experience to run the program, undervaluing functional adult literacy program, lack communities participation on the strengthening the capacity of training centers. Lack of follow up the activities of concerned sectors on Adult education program implementation were some of the hindrances revealed in the study. Thus, these problems made concerned stakeholders coordination in implementing the Integrated Functional Adult Literacy Program to be incapable of meeting their purposes and the interests of disadvantaged adults and youths. It is, therefore, recommended that the Oromia Education beuros, Bale Zone and woreda Adult Education Board and Technical Committee members, facilitators and different concerned sectors have to make maximum possible efforts to mobilize all resources and stakeholders and institutions under them to reverse the current situation of concerned stakeholders coordination to implement Integrated Functional Adult Literacy Program. DOI: 10.7176/JEP/10-7-04 Publication date:March 31 2019 INTRODUCTION Ethiopia has a long history of indigenous education which goes back to the introduction of Christianity in the 4 century B.C (Tekeste, 1996). Particularly, the history of none formal education can be traced back to the early 20th century of Emperor Menelik and Zewditu's proclamations of "Let all learn." Next, to Minilik, Emperor Haile Selassie's Government instituted an education policy under the title Memorandum in Education Policy, which incorporated non-formal teaching methods and complementing the formal school system (Caulk, 1975: 7). In addition, several agencies and organizations like Ethiopian Orthodox and Evangelical church, Ethiopian Women Welfare Association, etc... were participating in the adult education program. However, during the outbreak of the revolution over 90% of the populations in Ethiopia were illiterate (Tekeste, 1990). Military Government Saves a lot of damages done, it would impossible to deny that in fact, Adult education enjoyed strong political support during the Military rule. In addition, different institutions were established to run the literacy program in the country. After the fall of the socialist government in May 1991, the government making efforts to promote education progression through the new education and training policy since 1994 ever than before. In addition, to alleviate the adult education problems, the third and fourth educational sector programs document underscores that: lifeskill based, work-oriented and community-based adult education programs were scaled-up. The government tries to formulate strategy and ETP Integrated Functional Adult Education Program(IFAEP) to alleviate poverty. There were also opportunities for FAL program implementations in Ethiopia. For instance: Provision of strategic guideline with the help of capacity building, the Functional Adult Literacy (FAL) Curriculum Framework, the FAL benchmarks etc... are among the known. More specifically, the government of Ethiopia play a great role so as to create an expanded Adult and Non-formal education unit and to the signing of a Memorandum of understanding between the MoE and five other ministries (Agriculture and Rural Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) DOI: 10.7176/JEP


INTRODUCTION
Ethiopia has a long history of indigenous education which goes back to the introduction of Christianity in the 4 th century B.C (Tekeste, 1996). Particularly, the history of none formal education can be traced back to the early 20th century of Emperor Menelik and Zewditu's proclamations of "Let all learn." Next, to Minilik, Emperor Haile Selassie's Government instituted an education policy under the title Memorandum in Education Policy, which incorporated non-formal teaching methods and complementing the formal school system (Caulk, 1975: 7).
In addition, several agencies and organizations like Ethiopian Orthodox and Evangelical church, Ethiopian Women Welfare Association, etc... were participating in the adult education program.
However, during the outbreak of the revolution over 90% of the populations in Ethiopia were illiterate (Tekeste, 1990). Military Government Saves a lot of damages done, it would impossible to deny that in fact, Adult education enjoyed strong political support during the Military rule. In addition, different institutions were established to run the literacy program in the country.
After the fall of the socialist government in May 1991, the government making efforts to promote education progression through the new education and training policy since 1994 ever than before. In addition, to alleviate the adult education problems, the third and fourth educational sector programs document underscores that: lifeskill based, work-oriented and community-based adult education programs were scaled-up. The government tries to formulate strategy and ETP Integrated Functional Adult Education Program(IFAEP) to alleviate poverty. There were also opportunities for FAL program implementations in Ethiopia.
For instance: Provision of strategic guideline with the help of capacity building, the Functional Adult Literacy (FAL) Curriculum Framework, the FAL benchmarks etc… are among the known. More specifically, the government of Ethiopia play a great role so as to create an expanded Adult and Non-formal education unit and to the signing of a Memorandum of understanding between the MoE and five other ministries (Agriculture and Rural

Data Analysis
Analysis of data was done with the help of different techniques including both qualitative and quantitative to assess and the quantitative data were analyzed by using descriptive statistics or simple statistical tools such as percentage and mean values. The results of the analysis were summarized and presented by tables. Besides, qualitative data obtained through Interview, open-ended questions, FGD, and document analysis were analyzed and presented through narration. Various archives were also reviewed, analyzed and applied to substantiate primary data.

Ethical consideration
The research was conducted in consideration of all ethical issues of research. The participants were briefed about the purpose of the study and ask for their informed consent to be involved in the study. The interviews were conducted separately and in private except focus group discussion. The researcher developed a relationship with the participants to encourage optimum responses in a naturalistic environment. The participants were assured of the confidentiality of all data collected. Hence, the name of the school and the participants were remaining unidentified and all data was confidential to the researcher. In addition, all participants were advised of their rights to withdraw or refuse to participate in the research at any stage.

Result & Discussion
Out of the total 218 questionnaires distributed to collect data for the study, 206 (99.1 %) were returned and used in the data analysis. The information obtained from these questionnaires were presented and analyzed as follows. In addition, Dabal, Hundessa (2011) on his summary of findings indicated that Females participation was very low in the process of FALP implementation

Not known
With regards to table 2 of items 3, 4, 7 and 8, the majority of respondents (facilitators and WAEBTC members) confirmed that sectors are not in the position to evaluate syllabus and curriculum of IFAE program. Besides in most Woreda of Bale Zone, sectors representative and education office from Zone to the grass root level, have no common criteria to evaluate integrated functional adult education program. NGO and private sectors are not encouraged to invest their knowledge and economy on IFAE centers. Furthermore, adult education experts are not hired both in Woreda and adult education centers. The combined mean score of all items was 2.51. This revealed their degree of agreement on item mentioned above respectively.
Similarly, as it can be seen in Table 2 the majorities 132(91.7%) of facilitators were disagreed to the idea of there are common discussion schedules on functional adult education program implementation. However, 34(54.8%) of WAEBTC members agreed that they have common discussion schedules. Even though there is a contradiction between the two group respondents, the result obtained from interview and document analysis revealed that in Bale ZonWoredas both sector facilitators and Woreda AEBTC members have no clearly identified and known common schedules on IFAE program implementation With regards to workplace training the majority121 (84.0%) of facilitators and 56(90.3%) of WAEBTC members confirmed that workplace training was given only for newly hired education sector facilitators. The average mean score of the two group respondents was found to be 4.78. This is strongly agreed.  Table 2 below further shows the attitude of concerned sectors toward implementing FAE program. To this regard items: 1, 4, 6 and 7 respectively present the degree to which concerned sectors believe that IFAE program is only the work of education sectors, whether or not adult education members give due attention for running the program, whether or not adult Education program is difficult tasks to implement, whether or not training given for adult in their workplace, are considered as adult education and whether or not training is given for adult in hospital and their home are considered as parts of adult education. Accordingly, the average mean score of respondents (facilitators and WAEBTC members) for the mentioned items were respectively 3.85, 3.99, 3.65, 3.69 and 3.82. This revealed respondents (facilitators and WAEBTC members) degree of agreement.
Furthermore, the result obtained from FGD and interview confirmed that most sectors, Zone and Woreda cabinet, perceived adult Education program as difficult and additional tasks. Most interviewees training is given for adult in their workplace, in the hospital and their home is not considered parts of adult education. However, in the developed North, workplace learning is formal, non-formal and informal for New Zealand (Madhu S. 2015) Data presented in the same table 3 further shows that, the majorities of respondents (facilitators and WAEBTC members) have no clear ideas such as: Undermining the program as no value in reduction of poverty, concerned sectors prefer to help adult learners than teach them and adult education structure is only known by education 26 sectors of items: 3, 5 and 8 respectively. The average mean scores were 3.27, 3.46 and 3.04 is neutral. However, the result obtained from perceived adult education as no value in the reduction of poverty. Most NGOs and private sectors are not in a position to teach adult learners. Most of the time, they focus on helping with money and material supply. Concerning adult education structure, the interviewees confirm that, adult education structure is only known by education sectors. Health and agriculture sectors still didn't have IFAE structure.
With regards to item 9 of the same table, the majorities of respondents (Facilitators and WAEBTC members) strongly agreed that, in bale Zone Woredas and their respective IFAE centers, most concerned sectors expect the program as additional work. The average mean value was 4.77 which is strongly agree  Table 4 item 1 below further shows the extent to which sectors are committed to implementing the IFAL program as per government guideline. Accordingly, the majorities 111(77.1%) of facilitators were replied that concerned sectors are not committed to implementing the IFAL program as per government guideline. However, the majorities 44(71.0%) of Woreda Adult education Board and Technical Committee members were replied that sectors are committed to implementing the IFAL program as per government guideline. The two group respondent responses were contradicted.
According to Focus Group Discussion members and interviewees, in Bale zone Woredas and their respective IFAE center, concerned sectors, administrative bodies, Cabinet, teachers and center supervisors are not committed to implementing IFAL program as per government guideline. This revealed that with the exception of education sectors are not commuted to implement IFAL program as per government guide line. As it has presented on the below Table 4 the average mean values of respondents (facilitators and WAEBTC members) of items such as: "political leaders committed to implementing IFAE program, most AEBTC commitment to assess the need before training, and Concerned sectors are commuted to know concept of FAL program" are respectively 2.49, 2.40 and 2.24. This shows a low commitment of political leaders, WAEBTC members and concerned sectors to implement, to assess the need before training and to know concepts of IFAE program respectively. This idea is supported by Zone interviewees that, most political leaders from the grass root level to Region, lack moral to implement IFAE program as to government policy. Besides the FGD members confirmed that, no trends of assessing the need of facilitators, adult learners before conducting training.
As shown in table 4 item 3 below, the majorities 123 (85.4%) of facilitators rate commitment of AEBTCs to improve the acceptance of adult education in training centers as low. However, the majorities 32 (51.6%) of WAEBTC members replied that WAEBTC is highly commuted to improve the acceptance of adult education in training centers. There are two contradict ideas. To this end, the Focus Group Discussion result revealed that in all Woredas training centers are controlled most of the time by education sectors facilitators. No one participates and commuted to improve the acceptance of adult education in training centers.  : 0.05-1.49= VL, 1.50-2.49= L, 2.50-3.49=MD,  3.50-4.49= H, and above 4

Contribution of sectors coordination to the implementation of FAE program
As Table 5 depicts, the majorities of respondents (facilitators and WAEBTC members) replied that their documentation practice (Recording, Reporting etc) in the FAL centers were at medium level. The average mean value was 2.70. Document analysis result obtained from Rayitu Woreda confirmed that all IFAE centers have their own learner roster, adult learner attendance, and monthly report file. Education sectors also compiled all documents as much as they can. But the way it handled and reported are not as much interested Similarly, the ratings of facilitators and WAEBTC respondents for the items:"Boards and technical committee self-initiation to help facilitators, Extent to which facilitators/ trainees are encouraged, Extent of clearly identified authorities, duties and responsibilities of tasks and Effectiveness, efficiency and flexible administrative structure" were all rated on average 2.38, 2.29, 2.16 and 2.40 respectively. The average mean scours show respondents' low contributions on self-initiation, trainees' encouragement. Besides, there is no clearly identified authority, duties and responsibilities of tasks and IFAE centers lack flexible administrative structure. : 0.05-1.49= VL, 1.50-2.49= L, 2.50-3.49=MD,  3.

Challenges encountered concerned sectors coordination
As can be seen in the Table 6, of items: 1, 2, 4 and 10, lack of appropriate and attractive FAE center to bring all concerned sectors, lack of motivation and incentive for members of board and technical committee, lack of common plan to govern all concerned sectors coordinately were respectively the main problems encountered concerned sectors coordination to implement IFAE program as per government policy. The average mean scours of respondents (facilitators and WAEBTC members) were respectively 4.7, 4.88, 4.87 and 4.87 which indicated the challenges encountered concerned sectors coordination for the above-listed items were all very high. During the focus group discussion and interview most of the participants complain that there is lack of motivation and incentive for members of the board and technical committee to come together and discuss on the agenda of adult education in general and IFAE center in particular. From grass root level to Woreda and Zone, All center plans are prepared by education sectors. Other sectors involvements are not seen.
On the same table of items: 3, 5, 7, 8 and 9"Lack of guideline to govern all concerned sectors to work coordinately, lack of new graduated IFAE experts to run the program, ABC members are not qualified with the fields of adult education, concerned sectors lack different between formal and adult education and contents of adult education are not equally accepted among concerned sectors" were also replied by majorities of respondents(facilitators and WAEBTC members) challenges encountered concerned sectors coordination to implement Integrated Functional Adult Education as Government policy and MoE Memorandum of Understanding. Bale Zone Interviewees and Focus Group discussion Participants confirmed the above-mentioned ideas.
For instance, as mentioned by interviewees, most concerned sectors still have a problem with the difference between formal and nonformal education. They categorize adult education under formal education.
FGD result also revealed that in all Bale Zone Woredas and their respective IFAE training centers newly graduated experts are not hired. This is because of a lack of budget. Woreda is not ready to hire a newly graduated student.
Regarding the material distribution of item 6 below, the majorities 78(54.2 %) of facilitators strongly agree that there is an unequal distribution of reading writing and numeracy materials in IFAE training centers. However, majorities 47(75.8%) of WAEBTC members disagreed to the idea that unequal distribution of reading writing and numeracy materials. Even though there are two contradicting ideas, the result obtained from training center observation and woreda document analysis confirmed the idea of facilitator respondents. The observation result revealed that, most reading writing and numeracy materials found in Woreda stores. Not equally distributed to the training center.

Conclusions
The main objective of the study was to investigate practices and challenges of Concerned Stakeholders' Coordination to Implement Integrated Functional Adult Literacy Program in Bale Zone selected Woredas. Accordingly, Out of the total 218 questionnaires distributed to collect data for the study, 206 (99.1 %) were returned and used in the data analysis. The information obtained from these questionnaires were presented and analyzed as follows.

The practice of sectors coordination towards IFAE Program implementation.
Most facilitators and WAEBTC haven't got on the job training in relation to their current position. Woreda AEBTC members replied that there is a shortage of IFAE implementing guideline in the centers. Besides, the finding revealed that sectors are not in a position to evaluate syllabus and curriculum of IFAE program.
In most Woreda of Bale Zone, sectors representative and education office from Zone to the grass root level, have no common criteria to evaluate integrated functional adult education program. The finding from this study confirms that of In most Bale Zone, Woredas, NGO and private sectors are not encouraged to invest their knowledge and economy on IFAE centers. The result also revealed that adult education experts are not hired both in Woreda and adult education centers. In this study, it was found out that both sector facilitators and Woreda AEBTC members have no clearly identified and known common schedules on IFAE program implementation. The result obtained by Abebe Anjulo Teklu Gebretsadik Mekonne Debra (2017) confirmed the above ideas

An attitude of concerned sectors toward implementing FAE program
The result obtained from FGD and interview confirmed that most sectors, Zone and Woreda cabinet, perceived adult Education program as difficult and additional tasks. Most interviewees responses revealed that training is given for adult in their workplace, in the hospital and their home are not considered as parts of adult education. However, in the developed North, workplace learning is formal, non-formal and informal for New Zealand (Madhu S. 2015). NGOs and private sectors are not in a position to teach adult learners. They focus on helping with money and material supply. Besides, Adult education structure is only known by education sectors. Health and agriculture sectors still didn't have their own IFAE structure.

Commitments of concerned sectors toward implementing FAE program
In Bale zone, Woredas and their respective IFAE center, concerned sectors, administrative bodies, Cabinet, teachers and center supervisors are not committed to implementing the IFAL program as per government guideline. With the exception of education, sectors are not commuted to implement IFAL program as per government guide line. The result also revealed that most political leaders from the grass root level to Region, lack moral to implement IFAE program as to government policy. the result confirmed Samuel Asnake Wollie (2012)

Challenges encountered concerned sectors coordination
There is a lack of motivation and incentive for members of the board and technical committee to come together and discuss on the agenda of adult education in general and IFAE center in particular. As replied by majorities of respondents (facilitators and WAEBTC members) challenges encountered concerned sectors coordination to implement Integrated Functional Adult Education as Government policy and MoE Memorandum of Understanding.
Similarly, local research conducted by Mohammed (2013) concluded that, Lack of guideline to govern all concerned sectors to work coordinately, lack of new graduated IFAE experts, lack of qualified AEBTC members with the fields of adult education, mixing the concept of formal and adult education, problem of treating adult education equally to formal education. Most concerned sectors categorize adult education under formal education. These results are similar to that of problems identified from different literacy programs (David, 2001;Hildebrand, 1999;Nibuagbaw, 2001) In all Bale Zone Woredas and their respective IFAE training centers newly graduated experts are not hired. This is because of a lack of budget. Woreda is not ready to hire a newly graduated student. The result obtained from training center observation and woreda document analysis confirmed the idea of facilitator respondents. The observation result revealed that, most reading writing and numeracy materials found in Woreda stores. Not equally distributed to the training center.
Mulugeta Menkir (2002) On His research major finding and discussion, confirmed the above idea that, although, the Government has adopted the concept of functional literacy, the attainment of literacy skills has been very limited. For instance, lack of linkage between functional literacy courses and the Government socio-economic and community development activities; lack of reliable and permanent funding for the program and supply of instructional materials; inadequate follow-up and monitoring of the functional literacy activities by the various providers. Besides, inadequate integration of literacy delivery services and follow-up as well as poor management due to the insufficient capacity facilitators and AEBTC. Besides, the result also confirmed the idea of Abeje Gudeta, (2017) that the variety of institutional and financial arrangements are also challenges encountered in concerned sectors coordination.

Conclusions
1. From the finding it is concluded that, Most facilitators and WAEBTC haven't got on the job training in relation to their current position; there is shortage of IFAE implementing guide line in the centers; sectors are not in position to evaluate syllabus and curriculum of IFAE program; sectors have no common criteria to evaluate integrated functional adult education program; NGO and private sectors are not encouraged to invest their knowledge and economy on IFAE centers; adult education experts are not hired both in Woreda and adult education centers and both sector facilitators and Woreda AEBTC members have no clearly identified and known common schedules on IFAE program implementation. Therefore, it is recommended that, structure of adult education should be revised and re arranged so as to minimize the problem. 2. most sectors, Zone and Woreda cabinet, perceived adult Education program as difficult and additional tasks.
training given for adult in their workplace, in hospital and their home are not considered as parts of adult education; NGOs and private sectors are not in position to teach adult learners. They focus on helping with money and material supply. Besides, Adult education structure is only known by education sectors. Health and agriculture sectors still didn't have their own IFAE structure. 3. Except education sectors, other sectors are not commuted to implement IFAL program as per government guide line; most political leaders from the grass root level to Region, lack moral to implement IFAE program as to government policy. 4. no trends of assessing the need of facilitators, 5. the way facilitators, technical committee and other concerned stakeholders' handle result documents and report are not clear. no clearly identified authority, duties and responsibilities of tasks and IFAE centers lack flexible administrative structure. 6. lack of motivation and incentive for members of board and technical committee to come together and discuss on the agenda of adult education 7. Lack of guide line to govern all concerned sectors to work coordinately, lack of new graduated IFAE experts, lack of qualified AEBTC members with the fields of adult education, mixing the concept of formal and adult education, problem of treating adult education equally to formal education. 8. lack of linkage between functional literacy courses and the Government socio-economic and community development activities; inadequate follow-up and monitoring, poor management due to the insufficient capacity facilitators, variety of institutional and financial arrangements are also challenges encountered concerned sectors coordination.

Recommendation
Based on the preceding findings and conclusions the following recommendations were forwarded: 1. From the finding it is concluded that, Most facilitators and WAEBTC haven't got on the job training in relation to their current position; there is a shortage of IFAE implementing guideline in the centers; sectors are not in a position to evaluate syllabus and curriculum of IFAE program; sectors have no common criteria to evaluate integrated functional adult education program; NGO and private sectors are not encouraged to invest their knowledge and economy on IFAE centers; adult education experts are not hired both in Woreda and adult education centers and both sector facilitators and Woreda AEBTC members have no clearly identified and known common schedules on IFAE program implementation. Therefore, it is recommended that, structure of adult education should be revised and rearranged so as to minimize the problem. Long and short term training should be designed so as to help and update facilitators and concerned experts knowledge. 2. Most sectors, Zone and Woreda cabinet, perceived adult Education program as difficult and additional tasks.
Therefore awareness creation training and forum should be prepared for Zone and Woreda cabinets. Besides, program and its controlling mechanism should be designed for NGOs and private sectors to teach adult learners. ABE structure should be revised so as to make Health and agriculture sectors more participants. 3. Political leaders, elders, religion bodies' and all concerned communities should be awarded on the use of ABE program. on the other hands, training should be prepared on the way facilitators, technical committee and other concerned stakeholders' handle result documents and on duties and responsibilities of tasks and IFAE centers administrative structure. 4. Budget should be allocated so as to motivate members of the board and technical committee to come together and discuss on the agenda of adult education. Besides, guideline should be equally distributed all concerned sectors to work coordinately, lack of new graduated IFAE experts and qualified AEBTC members should be solved through treating adult education equally to formal education. 5.
Follow-up and monitoring mechanisms should be designed, institutional and financial arrangements should Århus University, Denmark Tilahun Workneh (1999). Adult Education in Ethiopia ( unpublished). UNESCO (2006). Literacy Initiative for Empowerment: LIFE 2005-2015; Vision and Strategic