The Implementation of Andragogy in the Adult Education Program in Ethiopia

Samuel Zinabu Desta,Mulugeta Awayehu Gugssa,Ehsan Namaziandost

doi:10.1155/2022/2028248

Samuel Zinabu Desta, Mulugeta Awayehu Gugssa + Show 1 more

Open Access

https://doi.org/10.1155/2022/2028248

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Abstract

Although there are multiple studies about the application of andragogy in multiple disciplines, studies on the implementation of andragogy in basic adult education/literacy programs are too limited in the Ethiopian context. The overarching purpose of this study was to scrutinize the implementation of andragogy in the Integrated Functional Adult Education [IFAE] program in Ethiopia. A qualitative case study design was employed to guide this research. Through in-depth interviews and observations, the data were collected from purposively selected five facilitators and five learners. The findings of this research revealed that andragogy was not implemented satisfactorily as expected. The facilitators did not communicate the objectives of the session before each session and their effort in making adults self-directed learners is limited. The adult learners’ experience is not considered as a resource in the facilitation process. The learning content is determined by curriculum developers, and the facilitators teach the learners as it appears in the textbook without contextualizing it with the adult learners’ lives. The extrinsic motivational strategies are mostly employed to sustain adult learners in the IFAE program. The results of this study also revealed that the needs assessment of adult learners has never been done so far. The adult learners did not participate in the facilitation process. In general, the facilitation process seems dominated by prescriptions and pedagogy dependent, which is incongruent with andragogy.

Highlights

There are multiple studies about the application of andragogy in multiple disciplines, studies on the implementation of andragogy in basic adult education/literacy programs are too limited in the Ethiopian context. e overarching purpose of this study was to scrutinize the implementation of andragogy in the Integrated Functional Adult Education [IFAE] program in Ethiopia
The findings revealed that the actual implementation of andragogy in the facilitation process of the IFAE program includes needs assessment, planning, facilitation methods, and the assessment and evaluation as follows: 4.1. e Need to Know Why
Andragogy acknowledges the adult learners prior learning experience in the facilitation process since adults has a greater volume of experience that will serve as a resource for learning

Summary

Introduction

There are multiple studies about the application of andragogy in multiple disciplines, studies on the implementation of andragogy in basic adult education/literacy programs are too limited in the Ethiopian context. e overarching purpose of this study was to scrutinize the implementation of andragogy in the Integrated Functional Adult Education [IFAE] program in Ethiopia. E overarching purpose of this study was to scrutinize the implementation of andragogy in the Integrated Functional Adult Education [IFAE] program in Ethiopia. E learning content is determined by curriculum developers, and the facilitators teach the learners as it appears in the textbook without contextualizing it with the adult learners’ lives. Taylor and Kroth [4] argued that an instructor who employs the adult learning principles is a facilitator of learning to be happening but not the transmitter of knowledge. This is not true all the time; the facilitator may transmit knowledge to introduce new concepts for adult learners [3]

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Conclusion