Developing a Lifelong Learning System in Ethiopia: Contextual Considerations and Propositions

Autor/inn/en	Abiy, Dessalegn Samuel; Kabeta, Genet Gelana; Mihiretie, Dawit Mekonnen
Titel	Developing a Lifelong Learning System in Ethiopia: Contextual Considerations and Propositions
Quelle	In: International Review of Education, 60 (2014) 5, S.639-660 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-014-9435-z
Schlagwörter	Foreign Countries; Lifelong Learning; Developing Nations; Program Development; Educational Policy; Educational Opportunities; Access to Education; Primary Education; Adult Literacy; Dropouts; Focus Groups; Interviews; Researchers; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Life-long learning; Lebenslanges Lernen; Developing country; Developing countries; Entwicklungsland; Programmplanung; Politics of education; Bildungspolitik; Bildungsangebot; Bildungschance; Education; Access; Bildung; Zugang; Bildungszugang; Primarbereich; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Interviewing; Interviewtechnik; Researcher; Forscher; Äthiopien
Abstract	Initiated by a "Pilot workshop on developing capacity for establishing lifelong learning systems in UNESCO Member States" held at the UNESCO Institute for Lifelong Learning, the purpose of this study was to develop a Lifelong Learning system in Ethiopia. Preparations for its conceptualisation included the review of relevant national policy documents and an analysis of the Ethiopian educational, economic and social context. Focused group and one-to-one interviews were conducted with policy researchers, experts from the Ministry of Education, adult educators and coordinators at different levels. It emerged that some of the existing policy provisions and contexts reflecting the highly formalised and structured educational opportunities available to Ethiopian youth and adults require re-conceptualisation. Despite the enormous progress made in increasing children's access to primary school, more than two million children remain out of school and adult literacy rates are still far from reaching the targets set both by the United Nations Millennium Development Goals (MDGs) and by national educational programmes. Moreover, as many youth drop out after completing primary education, and as the quality of learning appears to have suffered due to efforts of expansion, it is necessary to revisit the responsiveness of Ethiopia's formal educational provisions in the face of these challenges. Based on the opportunities and challenges identified, the authors explore some major considerations believed to be fundamental in creating a platform for the conceptualisation of Lifelong Learning in the Ethiopian context and conclude with some suggestions for the way forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01