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

Abate, Samuel Getnet; Ayenalem, Kindu Ayechew; Desta, Samuel Zinabu

doi:10.1080/02660830.2022.2118988

Cited by 2 publications

(1 citation statement)

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“…Defined and refined over the past 30 years, his concept has come to be known as the input-process-outcome-context model. This model's superiority comes because it clearly indicates what inputs and processes are necessary, given a context, to produce outcomes that ensure quality of education (Abate et al, 2023). Indicators are also provided for the input (e.g.…”

Section: Introductionmentioning

confidence: 99%

Quality of education in migration hotspot areas in Ethiopia: Input‐process‐outcome‐context approach

Admas,

Minaye,

Habtamu

et al. 2024

Euro J of Education

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While the lack of educational opportunities limits the future of most people in Ethiopia, they pose dire consequences to young people in migration hotspot areas. Using input‐process‐outcome‐context‐education quality framework, this study investigated the quality of education in eight migration hotspot areas of Ethiopia and its association with migration. A random sample of 1,187 participants (793 students, 262 teachers and 132 parents) completed a survey. Data were analysed using descriptive and inferential statistics. Results indicated that participants’ overall rating of education quality was low. Over a third of participants perceived that input, process and outcome components of education in migration hotspot areas have a quality problem. Over 80% of the participants believed that poor quality of education could be a cause for migration. More specifically, a significant portion of the participants (37%) reported that there was no pedagogical centre in their respective schools; continuous assessment was practiced rarely (36%); and creativity and discovery among students was almost non‐existent (40%). The participants' ratings indicated that the top five factors that contribute to the poor quality of education are low level of teacher competence, poor student motivation, poverty, value attached to education and large class size.

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Section: Introductionmentioning

confidence: 99%