THE PRACTICES AND CHALLENGES OF ACCELERATED EDUCACTIONAL PROGRAMS IN NORTH WOLLO ZONE, AMHARA REGION, ETHIOPIA

Sindew Asmare Wedi^*Yimer Gobeze Shiferaw

• Woldia University, Woldiya, Ethiopia

The primary objective of this study was to examine the practices and challenges of Accelerated Education Programs (AEP) in the North Wollo Zone. Specifically, the study assessed the alignment of the program"s implementation with the Speed School guidelines across various thematic areas, evaluated the effectiveness of activities such as Self-Help Groups (SHGs), identified key challenges hindering effective implementation, and explored the prospects of the targeted beneficiaries. A qualitative research approach was employed to gain in-depth insights into the implementation of the Accelerated Education Program. The social constructivism research paradigm and a case study design were used. Interviews, Focus Group Discussions (FGDs), observations, and document reviews served as the primary data collection instruments. A total of 25 key informants were selected, including 7 curriculum preparation and implementation team leaders, SSP focal persons, 4 school directors and supervisors, 6 teachers, and 8 students. The collected qualitative data were analyzed thematically and presented in narrative form.The findings revealed that both ALFA and adoption classes conducted their teaching-learning activities within the designated ten-month period. However, variations were observed in the daily schedules across schools. Prior to implementation, preparatory activities such as stakeholder validation workshops were held at the woreda, zonal, and regional levels. The program faced significant financial constraints, including delays in fund allocation, inadequate budgets for training, and the absence of allowances or incentives for teachers and focal persons. Regarding SHG (Self-Help Group) initiatives during the 2013 E.C. school year, out of the 375 planned mothers, 315 (84%) of ALFA class children's mothers participated in SHGs. Fifteen schools organized SHGs, saving ETB 89,625, with an additional ETB 83,250 contributed by the project. The combined capital of ETB 172,875 was used for incomegenerating activities such as sheep/goat fattening and poultry production. Teachers observed that SHGs not only improved household incomes but also fostered a collaborative work culture among parents.In line with these findings, the researchers recommend that the success of the Speed School program heavily depend on the coordinated efforts of stakeholders at all levels.