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Management of Integrated Functional Adult Education Program: A Critical Analysis of Policy-Practice Gaps

机译：综合职能成人教育计划管理：政策实践差距的批判性分析

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The purpose of this study was to critically analyze the policy-practice gaps in the Management of Integrated Functional Adult Education Program (IFAEP) in Hararghe Zone s of Oromia regional state, Ethiopia. A survey research design with both qualitative and quantitative approaches involving concurrent triangulation strategy was used. A total of 215 respondents (facilitators, n = 195; coordinators, n = 6; experts, n = 10; and Education?Bureau Heads (EBHs), n = 4) were the samples. Except for facilitators (who were selected by stratified random sampling), all the rest participants were chosen by expert sampling. Questionnaires, interviews, FGDs, and Observations were tools of data collection. Descriptive and inferential statistics were used to analyze data. The findings of the study revealed that there are gaps between the current practice of IFAEP management and its policy implementation guidelines. The major gaps were observed in terms of planning, curricular orientation, implementation, stakeholders’ participation, integration and, monitoring and evaluation. Lacks of professionals, educational inputs and budget as well as a dearth of incentives, commitment, visionary leadership, and IFAEP structure were generally the major challenges hampering IFAEP implementation. Cramer’s V test result, except for sex, indicated a positive association between subject variables and IFAEP implementation. The correlation matrix also revealed a moderate relationship between IFAEP implementation and the predictor variables. Besides, the regression analysis showed that the major predictor variables in their order of significance (highest to least): planning, monitoring and evaluation, integration, curricular orientation, and participation affected the overall implementation of the IFAEP. Overall, it can be inferred that the current IFAEP is not managed as per the policy implementation guidelines implying that there exist policy-practice gaps in the management of IFAEP in the study area. Thus, it is suggested that concerned bodies (Ministry of Education, Regional, Zonal, and District Education Bureaus) should give due attention to IFAEP/ANFE, make it to have its own structure and equip it with right human, material, and financial resources.
机译：本研究的目的是批判地分析埃塞俄比亚奥罗马亚州地区国家的哈拉赫区综合职能成人教育计划（IFAEP）的政策实践差距。使用了涉及并发三角测量策略的定性和定量方法的调查研究设计。共有215名受访者（促进者，N = 195;协调员，n = 6;专家，n = 10;和教育？局长（Ebhs），n = 4）是样品。除了促进者（由分层随机抽样选择的人），所有其余的参与者都被专家抽样选择。问卷，访谈，FGD和观察是数据收集的工具。描述性和推理统计数据用于分析数据。该研究的调查结果表明，IFAEP管理的目前实践与其政策实施指南之间存在差距。在规划，课程取向，实施，利益相关者的参与，集成和监测和评估方面，观察到主要差距。缺乏专业人士，教育投入和预算以及缺乏奖励，承诺，远远领导，以及IFAEP结构一般是妨碍IFAEP实施的主要挑战。除了性别外，Cramer的V测试结果表明了主题变量与IFAEP实施之间的积极关联。相关矩阵还揭示了IFAEP实现与预测变量之间的中等关系。此外，回归分析表明，主要预测因子变量的意义（最高到最低）：规划，监测和评估，集成，课程方向和参与影响了IFAEP的整体实施。总的来说，可以推断出目前的IFAEP不根据策略实施指南管理，这意味着在研究区内的IFAEP管理中存在政策实践差距。因此，建议有关机构（教育部，区域，地区和区教育局）应适当关注IFAEP / ANFE，使其拥有自己的结构，并用正确的人类，材料和财务资源装备它。

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