Assefa, Yalalem
11 Publications in AERD
Author Publications
Export PDFRethinking adult education in Ethiopia: the quest for interventions to overcome implementation challenges and foster effectiveness
By Assefa, Yalalem
The introduction of modern education, especially adult education, has a long history in Ethiopia. However, consistent implementation remains a big challenge to reach all adults. Considering this situation in mind,the current study was conducted to scrutinise the fundamental challenges faced by adult education programs and identify promising interventions that need to be taken into account to overcome the exisitng challenges and improve implementation effectiveness. In doing so, the current study employed a qualitative research method with a case study design. Data was collected through interviews with purposefully selected fourteen participants and through document analysis. Thematic analysis was used to analyse the data collected. Accordingly, the study results revealed the following major findings: The presence of traditional attitudes and cultural stigma that devalue adult education limits its reach to broader adults. Additionally, the existence of insufficient political commitment from the government often results in limited support for adult education initiatives. There is also criticism that the current adult education practice has limited adaptability due to its ‘one-size-fits-all’ approach and its inability to meet the dynamic learning needs of adults. Furthermore, the presence of inadequate resources poses a multifaceted challenge. To address these issues and promote success, some actionable interventions are identified that could be prioritised into three thematic areas. These include the centrality of equity and access, the need for a context-specific structure, and the importance of aligning adult education programs with the country’s national development goals. These proposed interventions hold multifaceted promise for improving the practices of adult education programs. At the end, further discussions and conclusions are forwarded. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
The inclusion of indigenous knowledge into adult education programs: Implications for sustainable development
By Moges, Bekalu Tadesse
In this age of information exchange, where nations’ multiculturalism is prominent, developing a positive attitude towards local people’s knowledge and wisdom regardless of gender, faith, age, and other social class is prominent. This is because countries need to have a diverse population that embraces diverse indigenous knowledge systems and practices to be successful in their overall development activities. Indigenous knowledge is the basis of any form of education in which beautiful social connections and communication, as well as manifestation of everyday life, are established. It is known that indigenous knowledge needs to be developed. Therefore, the objective of this study is to investigate how indigenous knowledge systems and practices are integrated into adult education programs to bring about sustainable social development. It has been found that several indigenous knowledge systems and practices have made a great contribution to establishing indigenous education, which in turn supports area development. Therefore, it can be concluded that the inclusion of indigenous knowledge into adult education programs, has to grow for it to become a developmental policy agenda and intervention. © 2023 Informa UK Limited, trading as Taylor & Francis Group.§
The psychometric properties of the lifelong learning measurement scale (LLMS): the study of validation in higher education setting
By Assefa, Yalalem
In the dynamic world of higher education, lifelong learning is important to both individuals and institutions, and measuring it can provide insightful data for both. The purpose of this study is therefore to refine and validate the psychometric qualities of the Lifelong Learning Measurement Scale (LLMS), created to measure academic staff’s engagement with lifelong learning in higher education institutions. Using a cross-sectional study design, the current study validated the scale using rigorous psychometric procedures. The study involved 396 participants, who were selected using a simple random sampling technique. The collected data were analysed using factorial analysis methods. The results provide a theoretically based four-factor structure consisting of 16 items of the LLMS. Strong evidence for the validity of the scale comes from its content validity, construct-related validity, and criterion-related validity. In addition, the scale and its factors demonstrate excellent levels of trustworthiness, according to estimates of composite reliability and internal consistency. The impartial and fair use of the scale is further supported by strong evidence for measurement invariance across gender groups. In conclusion, these results confirm that the LLMS is a legitimate and trustworthy tool that can be used in a variety of research and practices related to lifelong learning in a higher education setting. Furthermore, it is important to note that further research is needed to examine its applicability in different contexts. Subsequent research on its longitudinal stability and sensitivity to different cultural characteristics could also confirm LLMS as a reliable and integrative assessment tool for lifelong learning. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Assessment of Ethiopian Integrated Functional Adult Education (IFAE) planning practice: what lessons can be learned for future Adult Education programmes?
By Assefa, Yalalem
The study’s main purpose is to evaluate the planning practices of the Ethiopian Integrated Functional Adult Education (IFAE) programme and to draw lessons that can be learned for future adult education programmes. The study used an explanatory sequential mixed methods research design and involved 224 participants. Data were collected using questionnaires and interviews and analysed by descriptive statistics and thematic analysis. The study found that IFAE’s planning practices are characterised by four shortcomings: insufficient consideration of learner needs assessment; insufficient consideration in defining the roles and responsibilities of each stakeholder throughout the programme; inability to determine what actions should be carried out when and how; and inadequate allocation of resources required for the programme. In addition to these limitations, the study identified factors that hinder IFAE planning, including inadequate stakeholder participation, lack of qualified personnel, social and cultural sensitivities, adaptability and scalability problems, and budget constraints. Therefore, addressing these deterrents through the active participation of stakeholders such as educators, adult learners, and government representatives is critical to designing effective adult education programmes. By incorporating these insights, future initiatives can reach more learners and create a better future for all. Finally, a detailed discussion and conclusions are provided. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
The impact of armed violence on students' educational attainment and the role of parents in resilience schooling and the education process
By Assefa, Yalalem
The main purpose of this study was to explore the impact of the Tigray People Liberation Front (TPLF) armed violence on the attainment of students' education and the role of parents' involvement in the resiliency of schooling and the education process. In doing so, a convergent mixed-method research design was used. Accordingly, both qualitative and quantitative data were collected simultaneously, and the analysis was drawn upon both strands in search of patterns. Numbers of the study sample were n 1/4 436 and the selection was bounded into three categories of subjects such as school principals (n 1/4 22) for an interview, primary school teachers (n 1/4 384) for a questionnaire and parents (n 1/4 30) for focus group discussion selected through comprehensive, simple random and purposive sampling strategies respectively. Bothe thematic analysis and descriptive analysis (frequency and percentage) were used as data analysis strategies. As a result, the following findings were obtained: Destruction of school infrastructures generate substantial impediments to the supply of schooling. As a result, students' educational enrolment was lowered and students' dropout rate, out-of-school students' rate and related educational wastage increased. Therefore, it can be concluded that sound school administration and active participation of parents and the local community are urgently needed to continue the schooling and education process. Parents and the local community participated to reorganize school activities when the war affected areas were free from the war battle field. However, currently when this study is being investigated, they are looking back due to threats that the war will reawaken and devastate their efforts again.
The provision of adult education in Ethiopia: 'policy initiatives and practice' in focus from qualitative findings - A meta synthesis study
By Assefa, Yalalem
This study was conducted to build evidence-based research about the provision of Ethiopian adult education. Therefore, the main purpose of this meta-synthesis study was to upsurge understanding from empirical facts and give evidence-based research regarding the provision of adult education in Ethiopia from the standpoint of policy and practice a wide-ranging spotlight. In doing so, sample qualitative studies were searched and selected from databases using search terms. To find all the relevant primary studies on adult education to this investigation, both electronic and manual search strategies were utilised using the PRISMA (2009) guideline. According to this meta-synthesis result, Ethiopia has had three distinct political systems of government since the 1941, when adult education has been habituated into modern education with erratic emphasis. Each was defined by its approach to education policy. Sometimes adult education in all eras of government is used to spread political ideologies, rather than to directly benefit adult learners, who are the primary audience and effect good change. Although many policies and directives have been implemented to support the provission of adult education programs in the country, the actual effort and outcome are still merely symbolic. To conclude, the adult education policies should be revisited and formulated to reflect the creation of holistic development in all adult learners to be competent citizens and critical thinkers, stand for social justice, peace, and unity in diversity.
Students' and Teachers' Perception and Practice towards Laboratory Work in Chemistry Teaching-Learning: Evidence from Secondary Schools in North Wollo Zone, Ethiopia
By Hussen Seid, Mohammed
One of the inputs for a high-quality education is using laboratory activities which are characteristic features of science teaching at all levels of education. Consequently, this study was carried out to investigate the perception and practice centered on assessing the practice of laboratory work and identifying the factors that affect its implementation. To achieve these objectives, data were collected from secondary school students and teachers. In doing this study, quantitative and qualitative research methods and a descriptive survey design were used. Stratified random sampling was used in the selection of study participants. The data were obtained through questionnaires, observation, and interviews. Based on the analyzed data, the findings of the study revealed that both students and teachers perceived that chemistry practical courses (experiments) are relevant to students learning. The findings of the study also showed that despite its relevance, the practice of laboratory work is very low. Furthermore, the lack of resources (such as laboratory equipment), the lack of time to practice laboratory work, and students' lack of engagement in laboratory activities were the major factors that affect the implementation of laboratory work. Finally, recommendations were made based on the major findings to improve the practice of laboratory work.
The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles
By Jahara, Syed Farhat
While several studies have addressed the interconnections between self-assessment and academic stress, much uncertainty still exists about the mediating role of coping styles in this interplay. Therefore, this research aimed to determine the mediating role of coping styles in the relationship between the core of self-assessment and academic stress. To this aim, a total of 384 English as a foreign language (EFL) learners in the training institutes in Woldia, Ethiopia, filled out three questionnaires, including self-evaluations, the coping styles, and the academic stress. The analysis of the data using structural equation modeling revealed that the core of self-assessment had significant negative effects on academic stress, emotion-based coping, and avoidance. Furthermore, self-assessment with the mediating role of other factors, namely problem-oriented coping, emotion-based coping, and avoidance coping showed to have a negative and significant effect on academic stress. Based on the findings, it is possible to receive personality traits as an individual factor, predict differences in individuals coping styles of academic stress, and, as a result, teach appropriate coping styles to EFL learners to reduce their academic stress.
Indigenous-Based Adult Education Learning Material Development: Integration, Practical Challenges, and Contextual Considerations in Focus
By Assefa, Yalalem
Indigenous perspectives hold promising opportunities for education and practice. It is possible to entertain indigenous knowledge into adult education through modelling, guided practice, and application approaches. However, there are several limiting factors to do so. Today, many indigenous knowledge systems and practices are at risk of becoming extinct because of rapidly changing natural environments and fast pacing economic, political, and cultural changes on a global scale. Considering this, therefore, this study is aimed at exploring the integration, existing practical challenges of indigenous based adult education, and forward contextual consideration from the perspectives of learning material development. In doing so, a case study research design was employed. Date was collected from adult education experts, adult literacy centre coordinators and adult learners who were drawn by using purposive sampling technique. Data were obtained through interview and FGD. Thematic analysis was placed as the centre of data analysis method. As a result, the integration of indigenous knowledge into educational programs especially in adult education has been passed with many ups and downs. The inclusion was found at a substandard level due to a lack of gratefulness and value regarding what indigenous knowledge might bring to educational practice and how it might be enacted into learning materials. Although the integration has been challenged with many barriers, fortunately, many opportunities which need to be considered are emerging. Context-based working strategies and guidelines have to be advanced by governments aim at mobilizing community support for indigenous based education development and handover to generations through revitalizing all forms of educational provision within the local and global market context.
Exploring "intersectoral Collaboration" towards the Integration of Indigenous Knowledge into Adult Education Programs in North Wollo, Ethiopia
By Assefa, Yalalem
Integration of indigenous knowledge into adult education recognizes collaboration based on indigenous frameworks and methodologies and gives more attention to people's history, politics, cultural beliefs, and philosophical views. The most important beginning phases and tasks in promoting indigenous-based learning are establishing a responsive organizational structure that helps to identify and agree on what roles and responsibilities are played by each concerned stakeholder. Considering this in mind, this study aimed to explore intersectoral coordination and their participation in the integration of indigenous knowledge into adult education. In doing so, a qualitative research approach and a case-study design were employed. The study sample was composed of adult education experts and coordinators. Data was obtained through interviews, FGD, and document analysis. Furthermore, thematic analysis was the centre of this study data analysis. As a result, the study finding revealed that stakeholders' coordinated effort has been observed that lacks consistency in supporting indigenous-based adult education programs due to their deprived collaboration and the presence of not functional administrative structure. This makes the provision and the integration of indigenous-based knowledge systems into adult education sporadic in its coverage of indigenous learning contents and experiences. © 2022 Yalalem Assefa.
Challenges of Learning Postgraduate Class with No Prior Work Experience: A Phenomenological Study
By Birhanu, Ermiyas Tsehay
The main purpose of this research was to explore the lived experience of students who learn postgraduate classes without having prior work experience. To achieve the intended objective, the team of researchers used a qualitative research approach. The phenomenological research design was used to have the real lived experience of novice scholarship students. Data were collected through in-depth interviews, focus group discussion, and unstructured participant observation. The participants were ten postgraduate students who enrolled in the College of Education and Behavioural Sciences at Bahir Dar University. Data analysis was guided by Smith's Interpretative Phenomenological Analysis, and we construct themes based on data we obtain from participants. The study revealed that postgraduate students with no prior work experience have both good and bad experiences. The good experiences were related to the opportunity they have to learn at a young age, and the bad experiences were the challenges they faced as a result of being novices in the work environment. They faced psychological challenges, economic challenges, language-related challenges, lack of information about the world of work, sexual harassment, and other challenges. At the end of the research, we infer implications based on the findings of the research.
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