Abstract
Monitoring and evaluation practice of adult education by its flexible nature highly needs effective and continuous professional support based on a bureaucratic system that accomplishes expectations using a hierarchical arrangement. The central essence of adult education monitoring is conceptualized as the continuous comparison of implementation progress against the predetermined principles. As well, another common vital task is evaluation. Such practice can provide formative and summative information about program implementation and outcomes for concerned stakeholders. This study placed on examining learner-oriented monitoring and evaluation practices in integrated functional adult education programs. In doing so, a qualitative research approach and case study design were employed. Purposive and available sampling techniques were used to select 83 respondents. Data were collected through interviews, FGD, and document analysis. The collected data were analyzed using thematic analysis. Results showed that integrated functional adult education monitoring practice was limited to report learners’ enrollment data and mere attendance in literacy class. Narrow emphasis is given to monitoring and evaluation activities that can enhance adult learners’ academic performance and ability in relation to their life skills and practical learning needs have been largely forgotten.
Highlights
Modern education was introduced into Ethiopia during the first decade of the 20th century
The Ethiopian Education and Training Policy launched by the Ethiopian Ministry of Education emphasized the democratic, professional, coordinated, efficient, and effective educational management system [9]. e ETP has been implemented through rolling of Education Sector Development Programs since 1997
A total of five ESDPs were launched by the government to improve the education system [10]
Summary
Modern education was introduced into Ethiopia during the first decade of the 20th century. Jacobs et al [31] discoursed three approaches of adult learning monitoring such as (a) the logical framework approach which attempts to meet the needs of senior decision-makers to summarize, organize, and compare learning programs; (b) participatory monitoring and evaluation which lights the needs of field staff to work sensitively with intended beneficiaries-adult learners and support their learning and empowerment; and (c) feedback systems which appear to link the two, providing performance data for adult learning supervisors and creating encouragements for implementing staff to focus on their intended beneficiaries After identifying such a theoretical framework developed by scholars, the last one is chosen to be able to systematically analyse the predetermined research questions. As suggested by Creswell [37], identifying issues within each case and looking for common themes were considered. erefore, thematic analysis was the major technique of analyzing data and interpreting the study results
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