Investigating the Quality of the Integrated Functional Adult Education Program in Ethiopia

Autor/inn/en	Abate, Samuel Getnet; Ayenalem, Kindu Ayechew; Desta, Samuel Zinabu
Titel	Investigating the Quality of the Integrated Functional Adult Education Program in Ethiopia
Quelle	In: Studies in the Education of Adults, 55 (2023) 1, S.197-219 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abate, Samuel Getnet) ORCID (Ayenalem, Kindu Ayechew) ORCID (Desta, Samuel Zinabu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2022.2118988
Schlagwörter	Adult Education; Case Studies; Adult Educators; Teacher Attitudes; Educational Quality; Faculty Development; Foreign Countries; Context Effect; Educational Resources; Accountability; Program Evaluation; Educational Policy; Educational Practices; Ethiopia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Quality of education; Bildungsqualität; Ausland; Bildungsmittel; Verantwortung; Programme evaluation; Programmevaluation; Politics of education; Bildungspolitik; Bildungspraxis; Äthiopien
Abstract	Using a qualitative case study research design, this study examines the quality of the integrated functional adult education (IFAE) program in Ethiopia. Data were collected in Amhara Regional State from purposively selected nine adult education experts/officers and twelve adult educators (facilitators) through in-depth interviews. Document review was also employed as a data collection instrument to supplement the interview data. The results revealed that the provision of integrated functional adult education programs lacks quality. The major factors determining the quality of the program are related to contextual factors, lack of a policy, inadequate resources, lack of relevant curriculum contents, inappropriate teaching/facilitation process, lack of clear responsibility and accountability system, absence of functional monitoring and evaluation scheme, and lack of professional development opportunities for facilitators. The study also indicated that the synergy between policy initiatives and actual practices is minimal. Thus, to meet and maintain the quality of the IFAE program, we suggest a greater synergy between policy initiatives and practices should be in place. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01