Abstract
Non-formal education is a form of education that creates access to education for adults in remote rural areas, people living with disabilities, prison inmates etc. to acquire knowledge, skill and attitude that would make them to be independent of their own. This paper aims to critically analyze the applicability of non-formal education in higher education institutions in Ethiopia. In doing so, the researchers employed qualitative research approach to analyze the existing national documents regarding non-formal education program in higher education institutions. This paper, accordingly, reveals that Ethiopian higher education institutions/ universities use necessarily the same educational policy and curriculum, both for formal and non-formal education programs. Their academic vacancies, however, unequivocally excluded the non-formal education program graduates from university lectureship competition. In other words, though the formal and non-formal education students graduated from the same institution, and learn by the same curriculum (harmonized one), by the same academic staff and evaluated through the same mode of assessment and grading system and pass through the same certification procedure, the later ones are ineligible to be lecturers in higher education institutions. In conclusion, there is educational inconsistency between policy and practice in Ethiopian higher education institutions. Accordingly, the researchers recommend that job vacancies in higher education institutions for lectureship should bases on the competence of the applicants. Keywords : Educational policy, Higher Education Institution, Lectureship, Non-formal Education, Quality education DOI : 10.7176/JEP/10-10-08 Publication date : April 30 th 2019
Highlights
Higher education is an interdisciplinary subject offered to students who attend in first degree, second degree and a doctoral degree in regular, continuing and distance education programs
With a view to provide a realistic account of the status of the program, the authors have exerted their effort to access the available documents and attempted to review the proclamations, legislations and vacancies as well as legal documents addressed by the government in general and higher education institutions in particular regarding non-formal education program and its graduates
Non-formal education becomes a form of education and it creates educational room for adults in remote rural areas, people living with disabilities, prison inmates etc. to acquire knowledge, skill and attitude that would make them to be independent of their own
Summary
Higher education is an interdisciplinary subject offered to students who attend in first degree, second degree and a doctoral degree in regular, continuing and distance education programs. The establishment of both public and private universities was proclaimed aimed to produce skilled man power in quality and quantity, to conduct problem solving researches and provide community services benefits for the society’s prosperity (MOE, Proclamation No 351/2003 , 2003) At this time, the number of students in higher education institutions grew alarmingly and estimated as 147, 954 (MOE, Educational Statistics Annual Abstrat, 2002/3). With a view to provide a realistic account of the status of the program, the authors have exerted their effort to access the available documents and attempted to review the proclamations, legislations and vacancies as well as legal documents addressed by the government in general and higher education institutions in particular regarding non-formal education program and its graduates. Apart from this, non-formal education, for the purpose of this paper, is program offered in continuing and distance education such as distance, evening and summer programs
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