Adult Basic Literacy "Initiatives" in Ethiopia: Change and Continuity

Autor/in	Kenea, Ambissa
Titel	Adult Basic Literacy "Initiatives" in Ethiopia: Change and Continuity
Quelle	In: Journal for Critical Education Policy Studies, 14 (2014) 1, S.238-261 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Foreign Countries; Adult Basic Education; Adult Literacy; Educational Policy; Public Policy; National Programs; Program Development; Developing Nations; Illiteracy; Content Analysis; Interviews; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult education; Erwachsenenbildung; Politics of education; Bildungspolitik; Öffentliche Ordnung; nicht übertragen; Programmplanung; Developing country; Developing countries; Entwicklungsland; Analphabetismus; Inhaltsanalyse; Interviewing; Interviewtechnik; Äthiopien
Abstract	The major purpose of the study was to look into change and continuity in the policy and practices of adult basic literacy initiatives in Ethiopia and to deduce lessons that can be drawn from the experiences for the future of adult basic literacy program in the country and elsewhere. Data was obtained through critical review of documents on the pre-revolution literacy initiatives; the two campaigns during the socialist revolution; the 1994 Education and Training Policy document; the 2008 National Adult Education Strategy; statistical abstracts and reports of the post-1991 adult literacy activities and available samples of newspaper articles. Interviews were also conducted with 48 individuals who directly participated at various capacities in the previous adult literacy efforts of the country. Snow-ball sampling approach has been used to select the interviewees. Analysis of the data generally indicated that the adult basic literacy initiatives were founded on erroneous conception of literacy--the deficit model of literacy--which assumes an absolute state of literacy/illiteracy. The literacy initiatives also lacked continued commitment from the governing bodies and were largely in response to external drives rather than local needs. Ideological motives rather than actual needs of the beneficiaries have guided the initiatives. The lesson that can be drawn from the previous initiatives and the implications it may have on the future of adult basic literacy programs at large has been discussed. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10