NDLI: Developing a lifelong learning system in Ethiopia: Contextual considerations and propositions

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Developing a lifelong learning system in Ethiopia: Contextual considerations and propositions

Content Provider	Springer Nature Link
Author	Abiy, Dessalegn Samuel Kabeta, Genet Gelana Mihiretie, Dawit Mekonnen
Copyright Year	2014
Abstract	Initiated by a “Pilot workshop on developing capacity for establishing lifelong learning systems in UNESCO Member States” held at the UNESCO Institute for Lifelong Learning, the purpose of this study was to develop a Lifelong Learning system in Ethiopia. Preparations for its conceptualisation included the review of relevant national policy documents and an analysis of the Ethiopian educational, economic and social context. Focused group and one-to-one interviews were conducted with policy researchers, experts from the Ministry of Education, adult educators and coordinators at different levels. It emerged that some of the existing policy provisions and contexts reflecting the highly formalised and structured educational opportunities available to Ethiopian youth and adults require re-conceptualisation. Despite the enormous progress made in increasing children’s access to primary school, more than two million children remain out of school and adult literacy rates are still far from reaching the targets set both by the United Nations Millennium Development Goals (MDGs) and by national educational programmes. Moreover, as many youth drop out after completing primary education, and as the quality of learning appears to have suffered due to efforts of expansion, it is necessary to revisit the responsiveness of Ethiopia’s formal educational provisions in the face of these challenges. Based on the opportunities and challenges identified, the authors explore some major considerations believed to be fundamental in creating a platform for the conceptualisation of Lifelong Learning in the Ethiopian context and conclude with some suggestions for the way forward.Concevoir un système d’apprentissage tout au long de la vie en Éthiopie : considérations contextuelles et propositions – L’étude présentée ici avait été lancée lors d’un atelier pilote sur le renforcement des capacités à instaurer des systèmes d’apprentissage tout au long de la vie dans les États membres de l’UNESCO, tenu à l’Institut de l’UNESCO pour l’apprentissage tout au long de la vie, et avait pour but la conception d’un système afférent en Éthiopie. La tâche préalable à sa conceptualisation a impliqué un recensement des politiques nationales pertinentes ainsi qu’une analyse des contextes éducatif, économique et social de l’Éthiopie. Des entretiens en groupes et individuels ont été menés avec les chercheurs travaillant sur les politiques publiques, les experts du ministère de l’éducation, des éducateurs d’adultes et les coordinateurs de différents niveaux. Il est apparu que certains éléments de ces politiques et de ce contexte, qui reflétaient le caractère extrêmement formalisé et structuré des possibilités éducatives offertes aux jeunes et aux adultes éthiopiens, nécessitaient une nouvelle conceptualisation. En dépit des progrès considérables accomplis pour multiplier l’accès des enfants à l’enseignement primaire, plus de deux millions d’entre eux ne sont pas encore scolarisés, et les taux d’alphabétisme des adultes sont encore loin d’atteindre les cibles visées tant dans les Objectifs du Millénaire pour le développement (OMD) des Nations Unies que dans les programmes éducatifs nationaux. En outre, du fait qu’un grand nombre d’élèves décrochent à l’issue de l’école primaire, et que la qualité de l’enseignement semble avoir souffert des efforts d’expansion, il s’avère nécessaire d’explorer la réactivité à ces défis de l’éducation nationale formelle. À partir des opportunités et des défis identifiés, les auteurs analysent plusieurs considérations de base, jugées fondamentales pour instaurer une plateforme sur la conceptualisation de l’apprentissage tout au long de la vie dans le contexte éthiopien. Ils concluent par quelques propositions pour l’avenir.
Starting Page	639
Ending Page	660
Page Count	22
File Format	PDF
ISSN	00208566
Journal	International Review of Education
Volume Number	60
Issue Number	5
e-ISSN	15730638
Language	English
Publisher	Springer Netherlands
Publisher Date	2014-07-24
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Lifelong learning System Policies Institutionalisation, adult education Ethiopia International and Comparative Education Education (general)
Content Type	Text
Resource Type	Article
Subject	Education E-learning

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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