Literaturnachweis - Detailanzeige
Autor/inn/en | Abate, Samuel Getnet; Ayenalem, Kindu Ayechew; Desta, Samuel Zinabu |
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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 |
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 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). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |