Factors affecting intersectoral collaboration in the provision of adult education in Ethiopia

Indigenous-Based Adult Education Learning Material Development: Integration, Practical Challenges, and Contextual Considerations in Focus

“…This deficiency exacerbates the starting programs to be collapsed within a short period. The finding is also consistent with the earlier studies [20,24,50]. They concluded that AE trainers/facilitators who come from different segments are not well aware of (1) what the other subdivisions like IK contribute to the program; (2) how to use an interdisciplinary approach, which takes into consideration indigenous learning contents to be taught; and (3) how to teach adult learners in such contexts.…”

“…This practice demands training institutions' contribution building adult educators' facilitation knowledge, skills, attitude, and ability to develop and demonstrate IK-based local learning materials. Such action can support minimizing the observed professional gaps and enhance their capability to do for their learners and to know about pedagogical knowledge through educating them how to plan, define learning objectives, deliver instruction, test, and assess learning [20,24,59]. Education Research International Furthermore, there are several initiatives and programs implemented to reduce the negative impacts of illiteracy, and AE is the major and widely used program in addressing illiteracy across the world since 1949 [24].…”

“…Education Research International ownership. As a result, they were not giving enough attention to envisioned results to be achieved through collaboration and felt accountable for the failure of the program [17,24]. Additionally, the presence of weak communication between concerned makes the integration impossible due to their underprivileged commitment.…”

“…Also, helps to equip adult learners with different skills needed for granting their personal and socially sustainable development [17,18]. Yet, as discoursed by several authors IK integration into AE has been faced with many challenges [19][20][21][22][23][24]. One of the major hindering factors that can be raised is less consideration given to indigenous education.…”

How do learners view adult education? Women learners’ perception on the Ethiopia's adult education programme

“…Several local studies concerning the issues related to adult education, facilitators and learners participating in the programme include the current practises and problems in eastern Ethiopia's integrated functional adult literacy programme ( Awgichew and Seyoum, 2017 ), profiling adult literacy facilitators in development contexts of Ethiopia ( Warkineh et al., 2018 ), and ragogical strategies to maintain high-quality adult education, in Ethiopia ( Seyoum and Basha, 2017 ), gender roles' effects on women participation in functional adult literacy ( Kabeta and Gebremeskel, 2013 ), challenges of intersectoral collaboration in providing adults education in Ethiopia ( Abate and Adamu, 2021 ) and the obstacles of women's empowerment in adult education programme ( Mengistie, 2020 ). Their investigations found, and they reported on the different perspectives in different areas of adult education.…”