Fentaw, Yared

2 Publications in AERD

Author Publications

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.

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Academic Procrastination Behavior among Public University Students

By Fentaw, Yared

Academic procrastination among university students is a common problem. The authors examined the prevalence, reasons, areas, and effects of academic procrastination in selected higher education institutions in the Amhara Region, Ethiopia. We also examined whether academic procrastination varied with respect to the institutional category and gender of the student. 323 students sampled from three universities, using a stratified sampling technique, completed the questionnaire. In a concurrent mixed-methods study, both qualitative and quantitative data are integrated starting from data collection through conclusion. The results indicate that nearly 80 percent of the students are procrastinators to varying degrees, of which half always procrastinate due to poor time management skills, lack of planning for academic activities, laziness, and stress. The results also showed that procrastination happens irrespective of gender and institutional realities and results in not only academic failure but also affects student affective and emotional behavior. Finally, it is suggested that students are expected to improve their time management practices to minimize negative effects of the delay. It is also suggested that universities shall include such activities in their student support systems as counseling and training on specific areas that students procrastinate most.

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