Investigating the quality of the integrated functional adult education program in Ethiopia

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.

Keywords:

• Adult education
• Amhara
• andragogy
• Ethiopia
• quality
• investigating

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Data are available from the corresponding author at a reasonable request.

Figure 1. Conceptual framework by authors.

Notes

1 Kebele is the smallest administrative unit in Ethiopia.

2 JEG is a shorthand writing, which stands for ‘Job Evaluation and Grading’. Its main objective is to facilitate similar and fairly payment for similar levels of work positions.