Factors That Effective Implementation Of Alternative Basic Education And Its Effect On Children Success In Afar Region

The important of basic education as human right was declared by the United Nations 1948.rnThe declaration reveals access to basic education is both necessity and a fundamental humanrnright (Dechasa Merga 1010). According to Hinzen explanation the effective implementationrnof alternative basic education program can affected by different factors such as populationrngrowth, un balanced allocation of resources among different levels of educational system andrnfailure to educational policies to respond to the education needs of their respective (Dechasarnmerge 2010). And also on the same hand, according to stich and Mc- Donald 1990 studentrnacademic achievement in A.B.E program is influenced by mother’s level of education, whichrnmeans highly educated mothers have greater success in providing their children with cognitivernand language skills that contribute to early success in school. Also, children of mothers withrnhigh level of education stay in school longer than children’s of mothers with low levels ofrneducation, other indirect factors which affect the success of students include number ofrnmaterial outings, financial stress, emotional climate of home and parental involvement withrnschools. The main objective of the study was how effective the alternative basic educationrnprogram is implemented in the region, what factors affect effective implementation ofrnalternative basic education in Afar Region , what factors affect children success inrnalternative basic education program in Afar region and how can students attendancernincreased in ABE program in the region .Descriptive survey studies were conducted to assessrnand describe the different factors which affect the effective implementation of alternative basicrneducation program and children academic success in Afar Region .The study was conductedrnFrom January to August 2012 at Afar Region and the study population (Participants) underrnconsideration was ABE School students, Facilitators, parents , Supervisors and regionrneducational experts. Analysis of the result shows that (70%) of respondents involved in thernstudy said that relation with effectiveness of ABE program in the region is not satisfactoryrn(unsatisfactory) the major reasons were state are high dropout rate, less female participationrn,law enrolment rate of school age children, children work load and lack of conducive teachingrnlearning environment . These all stated factors contributed a lot to program failure. Inrnrelation with achievement of education for all programs according to (63.3%) of participant’srnrnresponse, the region can’t achieve education for all programs in 2015. Participants stated thernfollowing reasons as a reason these are less female participation (gender imbalance), highrndropout rate, lack of attention to special need children, low standard and low enrolment raternof school age children. Based on the findings increasing community participation , increasingrnfacilitators quality, increasing female participation, applying innovative method of educationrnlike tree shade education, mobile school, multi grade model, family literacy ,constructrnculturally attractive mobile school with mobile library and giving more attention to specialrnneed children’s were recommended for its effective implementation and children success.

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