Agri service Ethiopia

The management of non-formal adult basic learning processes is one of the factors that contribute to the successful implementation of adult learning. Particularly government and non-government organizations, on the main, have been trying to introduce and use effective management of NFAB learning processes. Despite good intentions, however, lack of effective management of the learning process seems to have plagued end results of the empowering of citizens of the country. Materializing effective management of NFAB learning processes still remains a problem. It is against this background that this study was designed with the purpose of examining the management of the learning processes of the two providers (Government and Non-Government), identify the more effective and what remains lacking. The sample consisted of one hundred and thirty-five learners, sixteen facilitators and four supervisors and eighteen providers. The total sample populations were taken from ten NFABLPs learning centers (five from each). Opinion, comments and suggestions were gathered through interview, questionnaires and focus group discussion. The findings reveal that both providers strive to access NFABLPs particularly the literacy component to needy learners with the objective of eradicating illiteracy. Both have the desire to benefit learners with the on-going NFABLPs utilizing the available meager resources. Despite such efforts, most adults lack the interest to learn. Hence, it is the youth and children who participate in the programs that were organized for adults. The frontline implementing staff of facilitators and supervisors of both providers are not qualified and experienced enough in the field, and are, thus unable to manage NFABLP learning processes as per adult learning theory domains and principles. The management of the learning processes is non-operative. The facilitators dominate the scene of management of the learning process practices. Evaluating the effectiveness of the management of NFABLPs learning processes, by fitting the Mann-Whitney U Test of the non-parametric test statistic, T-Test, ANOVA and Wilks' Lambda of discriminant analysis of the parametric test statistics, results indicate that there is statistically significant difference between the management of the learning processes of the two-Government and Non-government providers. Non-government management practices of the learning processes relatively are more effective than that of government run learning centers in terms of the implementation of learning, ascertaining the application of acquired learning and accessing NFABLPs literacy component learning. It is, thus, concluded that there is discrepancy between what the learning theories enunciate and what is in practice. Experiencing experimental learning is the missing link between the management of learning processes and development. Book learning dominates the scene of management of NFAB learning processes. It is recommended that through critical understanding of the prevailing management of NFAB learning process practices, government run learning centers are to draw lessons from the NGOs and improve the management of the learning practices. In addition, responsible authorities of learning centers and various administrative NFABLP management levels of the country need to provide training opportunities mainly to the facilitators and supervisors and to experts in the area so that they promote effective NFABLP management of the learning process.