COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCE

DEPARTMENT OF Adult Education and community

development.
The contribution of IFAE in minimizing gender based harm full
traditional practice in case of Harar city.
Elias umer Aliyi
ID/388613

Advisor: Abdi Nemara

Submittion date Nov,10,2023

ABSTRACT
The major purpose of this study was to investigate the contribution of IFAE in minimizing gender
based harmful traditional practices in eastern ethiopia two selecte adult education centers in
harar city And suggest the possible and appropriate solutions for the identified problem by using
IFAE program. The study will employe qualitative and quantitative research methods. Its
sampling techniques will be purposive and simple random sampling. The study will be adapt
both primary and secondary sources of data. The reliable information or primary data will be
collecte from adult learners, facilitators and educational expert by using questionnaires and
interview. Secondary data will be collecte from different printed and non-printed materials and
documents. The data collecte will be analyze using narrative method.

CHAPTER ONE
1. Introduction
1.1. Back Ground of the Study
In Ethiopia adult education is given in haphazard manner prior to 1950’s. However in 1955 the
government issued proclamation on the necessity of universal fundamental education and on the
end to eradicate illiteracy. Adult education and community development which will be
responsible for the coordination literacy works in the country Ministry of education,
(MOE1967).
According to ministry of education (MOE 2008) Ethiopia has institute to various education
programs including primary education program, the technical vocational education and training
program (TVET), for out of school youth and adults. The integrated functional adult education
program focuses part of wider campaign to make education more access to all and this is to
improve literacy level, promote development, poverty eradication and social transformation.
Adult education is a basic human right and one of the developmental activities of the stake
holders. It is an opportunity provider by an open society to its member for learning and
continuously practicing the art of discussion for all issues and problems that continually grow up
the society. It begins with literacy, numeracy and through the question of literacy and numeracy
in relatively less structure situation and through informal technique.
. According to N.Fredic: (2005) the major problems in developing countries can be summarized
all illiteracy, disease, poverty, famine and malnutrition. Of all these literacy appear to be most
serious as it largely determines how each of the other problems are approached and deal with. It
is therefore true that in trying to address each of these problems, this starting point should be
literacy. Illiteracy should be addressed through adult education in an effort to transform the rate
of serious problems such as gender based harmful traditional practice in the nation, gender
related social problems, female genital mutilation (FGM),sexual abuse of children by male and
female adults.
The major purpose of this study is to know the contribution of integrated functional adult
education in minimizing gender based harmful traditional practices in case of eastern ethiopia in
harar city..

1.2. Statement of the Problem

Literacy can no longer be seen as the ability to read, write and compute alone, but it must include
adaptation to global information, skills, attitudes and knowledge Sarumi, (2005). On this basis
women who are form part of the marginalized group must be equippe with literacy education to
empower them, to function as effective and efficient mothers of future children leaders, as good
wives and as responsible, diligent and contributing citizens of the nations. People cannot learn
the use of full information required for their survival and happiness in the society without
literacy Sidique, (1985).,,,,,) .This collaborated by UNESCO (1997), that literacy is a human
right and an essential ingredient to achieve equity, development and peace, thus education is a
key instrument in the world
Nowadays in same places of the country, there is gender based harmful traditional practices. This
has negative impact on women and also on the development of the country. In order to minimize
this problem IFAE program plays a significant role by providing different training on its impact.
Therefore, this study will focus on the contribution of IFAE in minimizing gender based harmful
traditional practice by taking a sample from two adult education centers in harar city specifically
, in kebele 02.So the following basic research questions were set out to achieve the intended
purpose.

1,To what extent does the IFAE program helps in minimizing gender based harm full traditional
practice in Maya city kebele 02?

2, How does IFAE program continue to minimize gender based harmful traditional practice in
maya city, kebele 02?

3, what efforts are being made to maximize the contribution of IFAE in minimizing gender based
harmful traditional practice in maya city, kebele 02?

1.3. Objectives
1.3.1. General objective
The general objective of this study should be to know the contribution of IFAE in minimizing
gender based harmful traditional practice in harar sub city in kebele 02.

1.3.2. Specific Objectives

-To investigate the condition of IFAE in minimizing gender based harmful traditional practice.
- To know how IFAE helps in minimizing gender based harmful traditional practice.
- To suggest the possible and appropriate solutions for the identified problem by using IFAE
program.

1.4. Significance of the Study

This study will be have a number of significances. Among these, the major ones will make adult
learners and other concerned people aware that the importance of learning IFAE on minimizing
gender based harmful traditional practice. Give awareness to the societies to actively participate
on the IFAE program. Encouraging others who are not participating in IFAE program to get the
 necessary skills on the impact of gender based harmful traditional practice by participating on
IFAE program.

1.5. Delimitation of the Study

This study will be delimite only in two IFAE learning centers on contribution of Gender based
harmful traditional practice. This Center is found in eastern hararghe in harar city. The
researchers will be only focus on two centers because the study will not be manageable and more
widely.

1.6. Limitation of the Study

In conducting this study the researcher’s were face the following problems.
Lack of having experience on conducting research
Lack of access time to conduct study
Lack of money to transport
Lack of full information and computer access, network busy.
lack of adaptation in the study area
not getting enough learner responses or absence of participants.

1.7.Operational Definition of basic term

,,,IFAE:-it is an approach that provides Skills in reading, writing &numeracy integrated with
practical knowledge and skills.
Gender –is the rules, norms, customs and practices by which socially and cultural rather than
biological difference between males and females (kabeer, 2003).
,,, Harmful traditional practice:-it is a form of violence which have been committed primarily
against women and girls in certain communities and societies.
,,Adult education; is a practice in which adults engage in systematic and sustained self educating
activities in order to gain new forms of knowledge, skills, attitudes or values and curriculum
designed only for adults.
…Literacy- the ability to read, write and use language, numbers, images, computers and other
basic means.
Empowerment; giving power for not have power past time mostly marginalized group, women
disability
1.8. Organization of the Study
This study has five chapters. The first chapter deal with background of the study, statement of
the problems, significance of the study, delimitation and limitation of the study.The
secondchapter deal with review of related literature and chapter three consist of research design
and methodology, population sample and sampling techniques, data gathering tools and data
analysis. Chapter four deal with data analysis and interpretation and finally chapter five present
summary, conclusion and recommendation of the study.

CHAPTER TWO
2. Review of Related Literature
2 .1. The Concept of Adult Education
Adult education is the education of adults various definition of this concept has been given at
different times by different writers.) It is broad concept that included different forms (non-formal
education, continuing education, functional education lifelong learning, etc.).from different
scholars who have given elaboration for the term adult education as UNESCO cited in Nafukho,
(2005)described that it denotes the entire body of organized educational process whatever the
content ,level, method, whether formal and other wise whether they prolong or replace initial
education on schools colleges and university .
,,According to Rogers, 1993.adult education is not simply provision of elementary education
(literally, numerically and social skills, for example those part of cultural initiation which a child
often gets at schools).for adults who have never been to school yet or, who for many different
did not continuous adult education is referred or seen to be synonyms with remedial education
for adults specially adult literacy, so that other form of learning are exclude from adult learning.
,,, education is all learning process activities programs, extended to meet the needs of version
individual considered by society as adults including out of school young by circumstances to
play the roles normally played by adults (Ataman Ngaka, 2004).More over adults education is
voluntary learning program where they attitude of the adult is different from that of the child and
younger’s .It is not easy to give a comprehensive definition for adult education
(Aggrawal,1997,316)
2.2. Historical development of Adult Education in Ethiopia
Adult education in Ethiopia is diversified and dynamic changing with circumstance (tilahun
2011). The diversified programs and practices have had their own impact on the structure
organization and management of adult education in the country. The adult education in Ethiopia
have different historical periodically into account. Adult education (1942) education opportunity
for adult have deep but discontinuous rots in Ethiopia.

Ethiopia had indigenous non formal adult education practice long before the arrival of
organized religious and western style, modern functional adult education. Family and
community problem, conflicts and common concern have been resolved through the meeting
of elders.

Adult education (1943- 1974) there have been many achievement in this period in terms of
adult education school principle took the initiative to over evening class beginning 1943 in
Addis Ababa starting evening class (Pankhurst, 1955).

Adult education (1974- 1991) the government of this period made education amass
movement for national development within socialist frame work soon after taking power
1974 the government mobilized about six thousand senior secondary school students and
their teachers as well as students, staff of tertiary level of education institute for two years
rural series programmers to organized rural community and promote the new ideology and
manage the affairs.

2.2.1 The Role of Adult Literacy

,,Several studies have found that adult literacy courses and literacy teaching improve self-esteem,
personal autonomy, creativity and thinking. Given their intrinsic value these benefits may
produce others directly related to literates as state by the UNESCO report on education for all.
Which benefits include improved health and increased political participation, social integration
(UNESCO, 2006).
According to global assessment by UNESCO (the EFA Global Monitoring Report Team, 2005)
the benefits of successfully completed adult literacy programs are comparable. In cognitive
terms, to those offered by the educational system. More research is necessarily however
particularly with regard to the long term effects of such program Aoki,(2002).
It should also be noted that, unlike standard schooling ,adult literacy program offer specific
benefits, such as political awareness, autonomy, capacity for critical thinking and the
opportunities to participates in community life.
Poverty including the feminization of poverty is one of the major legacies of the racist and
patriarchal past that the democratic south Africa has to address the onset of democracy in 1994,
(Beijing Report that 2005).,,( Literacy may provide a key to improving the lives of millions of
people living in extreme poverty more especially women. The unity of illiteracy unemployment
and poverty is affecting women more because they comprise a high number of non-literates and
they are not actives economically. These high numbers of non-literacy women mirrors the in
equalities fostered during the apartheid era. The provision of literacy programs for rural women
becomes a need more than a want for their development.
Literate mothers will be to participate in their children educations hence, Frère (1989) points out
that literacy must relate directly to the lives and set it alongside their practical experiences. The
ability to provide affirm and literate environment at home services as a foundation for later years
in school. This statement explains that children how grow up in literate environment full of love
caring and happiness are at an advantage by the time they are enrolled at school.

2.2 Aims of Integrated Functional Adult Education.

,,,Along with the concerns of the nation and changes in these condemns over a period of the
concern for something be yond literacy has also been observed. With the strategic limitation of
population adult elimination programs began to carry the messages of population awareness
likewise with the growth of feminism in west and concomitant but, also women’s movement in
the developing countries trust of empowerment , entitlement, and legal literacy in gained
currency in adult education began carrying the growing concern for sustainable development,
balance between nature and humanity, adult education began carrying the environmental
awareness message. In addition to all this concern which is super imposed on literacy those
literate people are more productive.
,,Adult education is supposed to transform the illiterates as human resource makes them
functionally efficient and motivate them to participate in development programmers inefficient
and profitable way.
,,The national literacy mission, 1988; integrated may of the concerns in to a single package. To
quote the NLM; eradication of illiteracy impels that person made literate would:-
,,-Achieve self- reliance in literacy and numeracy.
,,,- Become aware of the causes of their derivation and more toward amelioration of their
conduction though organization and participation in the process of development.
,-Acquire skills to enable them to improve their economic status and general well-being.
- imbibe the value of national integration, conservation of the environment women equality,
observance of small family etc.

2.3 The Integrated Women’s Empowerment program

,,,As UNESCO further explained ,the IWEP an integrated education program which provides
functional literacy education , livelihoods non-formal vocational skills training and entrepreneur
or business training and support to adult women ,the IWEP is therefore an innovative educational
project which combines three major component of adult non-formal education which have
traditionally been developed and empowerment as separate programs. Its particularly target
women living in marginalized in semi-urban and rural communities not only because are often
excluded from exiting educational program due to poverty but also because their ability to access
education is often encountered by entrenched culture practice
As noted above the IWEP emerged out of realization and adult education priority both literacy
and livelihood skills training and support where most effective in empowering and transforming
the live of the poor than programmers that focused exclusively on basic literacy education. .
,,,As UNESCO explained the establishment of such holistic model is expected to contribute to
the implementation by nation adult education strategy of Ethiopia. Accordingly, IWEP aims to:-
make education more accessible to disadvantage adult women in order to contribute the national
adult education strategy in combating the source of illiteracy in country.
,,, Empower socially disadvantage women and their families through integrated literacy and life
skills training as well as entrepreneur support.

Improve women and by extension, their families living standard through livelihood or vocational
skills training.Enable women to be self- reliant in order to reduce their socially vulnerability, and
Empower women to participate more actively in community development and in education of
their children.
2.4 The Contribution of Adult Literacy for Women Empowerment

,,,Literacy for women empowerment is immense benefit to all societies because, women bring up
future leaders of any country being the first know teachers of children at home and the best for
that matter. This is why Okpoko, (2010) believes that women education is a key to development
and that empowering women through literacy is an asset to her family, her immediate
communities, her nation and the world at large. This implies that the acquisition of literacy
education empowers an individual to think positively, take proper decision about her living and
the society and acquire other skills that can assist her economically, politically and socially. ,,,,)
Literacy programs that are effective will yield some benefits, particularly as regards self-
esteem and empowerment (EFA Global report, 2006). Literacy programs, which are effective,
should be able to contribute to broader socio- economic processes of the empowerment of
women. Co-coordinators indicated the successes of the program in this way:- we see many
changes in our learners’ lives.
Positive changes such as being able to sign their names, do bank transactions fill in forms and
their engagement in community matters. Others have managed to get drivers’ licenses and are
fulfilled. It is not only women alone who are empowered but also their families, communities
and the nation as a whole (Strom quist, 2009), stated that adult literacy available concerning
women’s literacy underscored by a great hope for the contribution of adult literacy to improving
the level of women and reducing poverty there has been a lack of solid evidence demonstrating
such positive impact.
eir children with more diligence are likely to refer wife being stricter, including physical
punishment, rather than teaching children how to read and write. Studies have evaluated the
impact of family literacy programs in relation to parents supporting children education in south
Africa (Desmond), revealed greater impacts when literacy courses are introduced to parents for
helping their children in school and the school curriculum.
,,,Literacy will help women to discover their hidden potential, to eliminate the elements that were
responsible for their powerlessness.The provision of adult education in general and literacy in
particular can empower women, mostly those in rural areas where they still hold the traditional
view to be assertive and more confident in trying to solve problems that concern them and their
families.
2.5 Concepts of Major Gender Based Harmful Traditional Practices
According to WTLO, 1996, in every culture, important practices exist which celebrates life
cycle transition, perpetuate community consume and transmit values to subsequent generation.
These traditional reflect norms of care and behavior based on life stage, gender and unity others
erode the physical and psychological health and integrity of individuals particularly girls and
women. Factors such as limited access to education information and services allow those that
may be most harmful to persist.
Harmful traditional practices exist in many different forms, but they share origin in historically
unequal social and economic relationship between men and women. Female genital mutilation,
early marriage, child bearing and gender bias have received global attention due to their negative
impact on the health and well being of females. Effort to alter or eradicate these practices is often
met with suspicion or hostility from those communities practicing them particularly when efforts
originate from outside communities. For many members of societies ending their traditional in
unmanageable such, practices constitute on integral part of the social- culture fabric.

2.6 The Contribution of IFAE in Minimizing Gender Based Harmful Traditional

Practices.
,,,IFAE minimize harmful traditional practices that affect communities. The government of
Nepal and UNICEF, (2000) have developed the promotion of school the information of their
chubs and training and campaign to minimize it. They strengthen comparing in all households
and declared defecation free through interpersonal promotion campaign using participators tools
and techniques training resolving funds and award for outstanding achievement and improves
knowledge and skill of parents particularly mother on proper caring of their children through
mass-media and interpersonal campaign dissemination of informative materials and social
mobilization of the communities (Nepal and UNICEF,2000).
,,,,,,IFAE contribute a lot to minimize gender based harmful traditional practices by means of
keeping them free from it by developing and considering different issues. These issues are like
the behavioral changes because individual are developed in their behavior they can prevent the
practices of harmful traditional practices. It addresses sexual transmitted disease especially in
resource limited setting. In addition IFAE contribute for the individuals how to make their
environment clean and safe. How to develop their knowledge towards on their futures well-being
and how to prevent different practices of harmful traditional practices in the communities.

CHAPTER THREE
3. Research Design and Methodology
3.1. Research Design
The main focus of the study will be to investigate the contribution of integrated functional adult
education in minimizing gender based harmful traditional practices in eastern hararghe zone at
two adult education centers.
The researchers will use descriptive survey design method to collect the relevant data.
Descriptive survey design is important because it enable the researchers to know clearly the
contribution of IFAE in minimizing gender based harmful traditional practices and to know the
present situation and identifying some major problems in the IFAE and gender based harmful
traditional practices in detail. The researchers will use both quantitative and qualitative
approaches. But widely quantitative methodology will be use.

3.2 Sources of Data

The researchers will be employ both primary and secondary sources of data .The primary
sources of data will obtain from adult learners, facilitators and education expert and woman who
are working in gender issues by using questionnaires and interviews.
The secondary sources of data will obtain from books for preparing adult learner on the context
of gender issues.

3.3. Population size, Sample and Sampling Techniques.

3.3.1. Population Size
The population of this study includes two adult education centers, two facilitators and one
educational expert which are found in harar city. In harar city, there are 6 IFAE center in
general. But the researchers will select two centers from those 6 centers. Because; it is easy to
get relevant information from the respondents.
The target and total population for study will 125 adult learners, two adult education facilitators
and one sub city adult education expert. From those adult learners 110 of them will be female
and 15 will be male learners.

3.3.2. Sample and Sampling Techniques.

The primary source of data on the study is two adult education centers.
Which compromise 125 adult learners in which 110 will be female and 15 will be male Out of
the total only 100 of them will selecte for this purpose using simple random sampling?
Two adult education facilitators and sub city education expert will select using purposive
sampling. The samples of the females will be very high because, the study mainly focus on
women issues. From 100 learners 90 will be females and 10 will be males.

3.4 Tools of Data Collection and Data Collection Procedures

3.4.1. Tools for data collection
The researchers will gather the data from respondents by using self-administer questionnaires
and interview. Because some the respondents will semi-literate and they do not have the ability
to fill out the open ended questions. So the researchers read the question for them by interpreting
English to oromic language and fills by themselves.

3.4.2. Data Collection Procedures

The following procedures of data collection will use in the study. First the researchers ask
permission from the respondents. After getting permission from the respondents the data will
collecte from different respondents by using questionnaires and interview. For the main source of
study questionnaires and interview will be use. Furthermore the researchers use clarifying the
objective of the study to respondents to avoid confusion. Finally row data will collecte and
analyze by different techniques such as table, number and words.
3.4.3. Method of data analysis
This part deals with the presentation, analysis and interpretation of data gathered from the
participants through various instruments. The data collect through questionnaires will use
logically presente in the form of tables and the results will be analyze.
The tabulated response will be quantifie in the form of percentage from which relevant
information. Next the data obtaine through interview and document analysis will be analyze in
narrative form. Both quantitative and qualitative methods of data analysis will use to analyze the
collecte data.

CHAPTER FOUR
4. TIME AND BUDGET BREAKDOWN
Table 4.1 Time Plan Table

Activities Oct 25 Oct 27 Oct 29 Nov 2 Nov 5 Nov 7 Nov 10

Identification of title

Select proposal design

Prepare Literature
review

Gather the necessary

data for proposal

Data Analysis
Proposal writing

Proposal submission

4.2 Budget breakdown

No Items Unit Quantity Unit Total

price price

1
Pen No 1 120 120

2 Filesh disk No 1 200 200

3
Stapler No 1 85 85

4 NO 1 300 300
Note book

5 Printer Page 18 4 72
6 Transport No 7 30 210

Total 972

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