International Journal of Instruction July 2017 ● Vol.10, No.

3
e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X
pp. 47-62
Received: 13/02/2017
Revision: 08/04/2017
Accepted: 11/04/2017

Andragogical Methods to Sustain Quality Adult Education in Ethiopia

Yilfashewa Seyoum
Corresponding author, College of Education and Behavioural Sciences, Haramaya
University, Ethiopia, [email protected]
Garkebo Basha
College of Education and Behavioural Sciences, Haramaya University, Ethiopia

This study aims to analyse the extent andragogy serves as a means to secure quality in adult
education programs. It attempts to scrutinize how active learning methods are implemented
effectively in adult education program in the Eastern part of Ethiopia. A survey research
design was adapted as a method of the study. Stratified and purposive sampling techniques
were employed to select respondents (515 male and 285 female adult learners and 30
facilitators).Questionnaire and interview was used to gather pertinent information about the
adult education program. Descriptive statistics and one way ANOVA were used as a means
for data analysis. The findings show that active learning methods employed by facilitators
were not satisfactorily implemented. The least rated active learning methods employed by
facilitators were role play and project methods. And, the most highly used and rated active
learning method was collaborative learning. There was a significance mean difference
between first and second year adult education followers (in favour of second year learners)
in experiencing active learning.
Keywords: adult education, active learning methods, andragogy, quality, Eastern Ethiopia
INTRODUCTION
Education is a base for economic, social and technological developments of a country.
This means that the development of a country depends more on its educated human
power than any other inputs (Kebede, 2002).Thus, the role of adult education towards
attainment of life fulfilment in countries with high illiteracy is greatly noticed.
According to Merriam (2001), adult education could be conceived as a second chance
or remedial to those who missed the opportunity for formal education. It can be realized
through programs, such as, literacy education for the illiterates as well as different
continuing education programs in the forms of intellectual and vocational education.
This can be viewed as complementary or supplementary role of education. Adult
education plays a complementary role because it stabilizes one’s educational attainment
as it provides constant refinement of knowledge and skills. On the other hand, it plays a
supplementary role as it takes over from where the formal system stops.
Adult education could be seen as making continuous provisions for all the people within
a society so as to make them informed on current knowledge and skills, refine their

Citation: Seyoum, Y. & Basha, G. (2017). Andragogical Methods to Sustain Quality Adult Education
in Ethiopia. International Journal of Instruction, 10(3), 47-62. https://doi.org/10.12973/iji.2017.1034a
48 Andragogical Methods to Sustain Quality Adult Education in …

thought and make them understand issues and control of their destinies (Kamp, 2011).
Duke (1994) has rightly put it that the dominant shared purpose of adult education has
always been ameliorative; enhancing life opportunities, empowering participants and
bringing about change in the society.
Zmeyov (1998) argues that adult education is the process by which men and women
(alone, in groups, or in institutional settings) seek to improve themselves or their society
by increasing their skills, knowledge, or capacities. It is a process by which individuals,
groups, or institutions try to help men and women improve in many ways. Courtney
(1999) added that adult education is an intervention into the ordinary business of life. It
is an intervention whose immediate goal is change, in knowledge or in competence. An
adult educator is a skilled person, who essentially makes such interventions. The
European Commission defines adult learning as, all forms of learning undertaken by
adults after having left initial education and training; however, far this process may have
gone (McCafferyet.al, 2007).
Similarly, Forrest and Peterson (2005) contend that adult/non-formal learning offers
personal choice, personal responsibility and personal empowerment. It engages people
through their interests in relaxed and welcoming classes that contribute to community
wellbeing and social inclusion. Thus, without this kind of learning, many people would
never get started in learning or realize their full potential. The sector of adult education
is a broad field that includes basic (foundation or essential education) and continuing
education, vocational and technical education, higher education and professional
development. It is offered through formal, non-formal and informal education means
and by a variety of actors (Merriam, Caffarella, & Baumgartner, 2007).
However, recent exploration on the practice of adult education in Ethiopia uncovers the
fact that there is a problem of underreporting of available data and underestimation of
participation rates. It has been realized that the literacy target set at 5.2 million in ESDP
III was not achieved (MoE 2010). This is attributable to a variety of factors, including
lack of funding, lack of structure at all levels to support activities, poor coordination,
absence of guidelines and training manuals and unavailability of human resources at the
grassroots level. Moreover, coverage of the adult education programs is not up to
expected level.
Recently, Ministry of Education has placed more emphasis on Adult and Non-formal
Education to undertake a number of initiatives to coordinate the existing initiatives
better and ensure greater leadership. As a result, although each region has an assigned
adult education focal point, better-defined job descriptions and specific assignments
need to be developed, and such positions should be created up to the Woreda/district
level. Presently, the national efforts in adult education have been guided by the Master
Plan for Adult Education which was drafted during the preparation of ESDP IV
document (Tilahun, 2011). This can be considered as positive step for progress in the
field.
Research outputs suggested that as the most effective approach to adult education,
andragogy should be understood well by all bodies involved in adult education program.

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Andragogy can be defined as the set of specific skills and associated knowledge geared
towards the educational development of adults (Birzer, 2004). It emphasizes that adults
are self-oriented and expected the responsibility to make their own decisions. Adults do
not learn in the same way as children do because their personality structure is almost
fully developed at that stage in their lives, along with a series of habits and practices that
have been acquired during their lifetime. As a result, the learning process and methods
of teaching has to be taken into account while adults are being taught through
considering their previous learning experiences and their temporal perspective. This can
be done through matching education to their problems, needs, interests and expectations
(Kamp, 2011).
Andragogy has become popular among educators and researchers in many countries,
and its research body has been growing. According to Savicevic (1991), andragogy has
adopted by at least ten European countries such as Germany, England, Poland, France,
Finland, Netherlands, Czechoslovakia, Russia, Hungary, and Yugoslavia. The
andragogical approach has been adopted in multiple disciplines such as education
(Bolton, 2006), medicine (Bedi, 2004), criminal justice (Birzer, 2004), and management
(Forrest & Peterson, 2005).
In their investigation, Bolton (2006) and Bedi (2004) put it that andragogical approach
is essential in management of education to help prepare students for their working
environment. Forrest and Peterson (2005) further stated that modern management
requires practical implementation of skills learned, not regulation of principles. Without
andragogy, learners cannot adapt to the ever-changing workplace. Using the
andragogical principles, the trainer can tailor the instruction to meet learners’ interest by
involving them in planning the learning objectives and activities and solving real-world
business problems.
As to Roberson (2002), andragogy or facilitated learning improves communication
between the students and facilitators; they work together as partners to design
instructional content and methods to suit the learners’ needs. The principle of facilitated
learning promotes trust between the learner and the moderator and enhances self-
awareness in learners. This makes andragogy as a preferred method of adult education.
Birzer (2003) studied how andragogy was applied in police training. Many training
programs have followed behaviourist and militaristic approaches which are not best for
police training and can cause subsequent problems, as well. Birzer argues that police
officers should be self-starters in solving problems in the community. Applying the
andragogical approach helped police officers develop problem solving skills and
become self-directed in dealing with community issues such as drug, crime and urban
decay. These skills allow the officers to prevent small disorders from becoming serious
crime related problems. Moreover, andragogy promotes the use of relevant learning
experiences which is also a key element in police training. The facilitators can create
case scenarios in the classroom and encourage learners to utilize their experiences to
solve the problems.

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Birzer also examined the application of the andragogical principles in criminal justice
programs. Birzer notes that behavioural and cognitive learning approaches have become
embedded in criminal justice classrooms, and the approaches have two problems: (a)
facilitators control the teaching and learning process with little learner participation and
(b) learners are taught in the same consistent manner without differentiation between a
child and an adult. And yet, Birzer believed that the andragogical approach provide
guidance to design learner-centered instruction to enhance competencies and traits
necessary for criminal justice professionals (Birzer, 2004).
Similarly, Bedi (2004) applied andragogical approach in training medical registrars.
Bedi gravely commented that the traditional pedagogical approach that encouraged
training passivity and reliance of the trainees on the trainer has a limited value. It is
suggested that andragogical approach to structure training and develop curriculum
framework with its basic principles create rooms to the trainees to actively acquire
practical skills. Notably, Bedi put it that a pedagogical approach is doctor-centred and
leads to a poor consultation, with the doctor imparting information to the patient and
encouraging dependency.
Robinson (2002) in his study presented that andragogy encourages the involvement of
learners in their learning experiences and sets the parameters of those experiences.
Andragogy has not been only captured the beginning of the adult education movement,
but its perspective is timeless and is applied to adult education in a multicultural world.
Similarly, Cretchley and Castle (2001) claimed that andragogy has a profound impact on
the beliefs and teaching philosophy of adult educators in several countries, including
South Africa where the andragogical approach has been applied from adult literacy to
adult higher education.
According to Merriam (2001), andragogy contributes to the understanding of how adults
learn, in what context, and the process of learning. Moreover, andragogy is a rallying
point for separating adult education from other areas of education. Kamp (2011) stated
that andragogy is considered as a theory of adult education, theory of adult learning,
theory of technology of adult learning, method of adult education, technique of adult
education, and a set of assumptions. In the same way, Wankat (2002) reiterated that
andragogy reminds educators to engage adult learners in their learning and create
conducive learning environments that help them learn their best. Overall, scholars
concluded that andragogy is a science of discipline involving teaching and learning that
help adults to achieve their full level of humaneness (Merriam, 2001 and Prince,
2004).From the studies cited in the above, it can be inferred that a significant number of
research revealed that an adult needs considerable support through andragogy and active
learning environment to transfer knowledge and to bring notable result in their lives.
The review organized in the above few paragraphs discussed about the extent of
implementation of andragogy in adult education program in general and how much
andragogy is a central issue in the instructional process of adult education program.
Andragogy involves active learning procedures where active learning is generally
defined as any instructional method that engages adult learners in the learning process
(MoE, 2008). Active learning requires learners to do meaningful learning activities and

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think about what they are doing (Prince, 2004). It is believed that the core elements of
active learning are student active engagement in the learning process. The purpose of
this study is, therefore, to analyse to what extent andragogy/active learning serves as a
means to ensure quality in adult education programs. This study specifically focuses on
how active learning methods effectively implemented in adult education in Eastern
Ethiopia. Accordingly, it avows to seek answers to the following research questions:
1. In what way andragogy does affect adult learners’ acquisition of knowledge and
skills?
2. To what extent does active learning method employed as means for ensuring
quality adult learning?
3. Are there any significance differences among the respondents understanding of
adult education through active learning methods with respect to certain
respondents’ attributes?
METHOD
As an approach to deal with this investigation, a survey research design was preferred.
According to Creswell (2011), survey research designs are procedures in quantitative
research in which investigators administer a questionnaire to a sample or to the entire
population to describe the attitudes, opinions, perceptions, or characteristics of the
population. Best and Kahn (2006) states that survey designs are employed to collect data
to describe a population too large to observe directly. In this survey design, the problem
was described according to current condition and practice to get accurate and reliable
information and arrive at credible findings. Furthermore, in conducting the study, the
researchers amalgamated both quantitative and qualitative data in order to strengthen the
findings because qualitative data was sought to complement quantitative data.
To collect data for the study, the researchers used primary data from the adult learners,
center coordinators and facilitators. A questionnaire was designed for adult learners
while the interview guide was prepared for coordinators and facilitators. Secondary data
were collected from government policies and strategies, and different documents related
to the study area. In this investigation, the population was the set containing all adult
learners under the study sites (East and West Hararghe, Dire Dawa, Harar and Jigjiga).
However, only 515 male and 285 female respondents were included in the study. This
was done using stratified random sampling techniques.The target population was
stratified into two levels, namely sex, and locality. A total sample was proportionally
allocated to the final strata. The margin of error and level of significance considered in
the equation were 0.025 and 0.05 respectively. For interview, 30 adult education
facilitators were included using purposive sampling.
A questionnaire was prepared to collect information mainly from adult learners. The
questionnaire was of two parts. The first part of the questionnaire was used to obtain
bio-data of the respondents. The second part was designed to secure information about
the actual practices of adult learning programs. A pilot test was conducted to examine
internal consistency of the instrument of this study.

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Table 1
Reliability Statistics
Category of items Number of items Cronbach's Alpha
Item related to active learning methods 13 .78

As it can be observed in Table 1, the reliability of the questionnaire was .78. This value
is sufficient and appropriate to regard it as a stable data collection instrument.
An interview was also conducted in order to obtain additional data that could strengthen
the findings of the study. Interviews were undertaken in the form of person to person
encounter using semi-structured interview guide, and made respondents to address
matters in their own terms and words. An interview guide was prepared to gather
information from 10 center coordinators and 20 facilitators on issues related to the
method of teaching in adult education program. It was prepared for the purpose of cross
checking to substantiate qualitative data with quantitative data gathered through the
questionnaire.
To respond to the research questions of this study, data were analysed quantitatively
using statistical software (SPSS version 20) and qualitatively (in words). Both
qualitative and quantitative approaches were used, and eventually this led to explore
more areas of active learning methods that contributed to the improvement of adult
education.
Descriptive statistics such as mean, standard deviation and percentages were used to
analyze the quantitative data. To determine the significance mean difference
between/among groups of respondents in the adult education center, one way ANOVA
was computed. The qualitative data collected through interview and open-ended
questionnaire helped to triangulate the data gathered through close-ended questionnaire.
In terms of ethical considerations, permission was sought from research participants
prior to each of the interview sessions. Participants were informed about the purpose
and possible outcome of the study, assured of inscrutability and given the option to
decline to answer any or all of the questions presented to them. An attempt was made to
actualize the principle of informed consent in the event of participation of respondents
as sole sources of data. The interview sessions were conducted in a manner that did not
infringe on the daily schedules, social commitments and any other appointments of the
sources of the data.
FINDINGS
Biographical data
Respondents’ biographical data in terms of region, sex, and locality were organized and
presented as indicated in the following figures:

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Figure 1
Distribution of respondents in terms of regions
As it is clearly put it in figure 1, a significant number of participants were drawn from
East and West Hararghe, Oromiya Regional State. About 82 per cent or 523 were drawn
from this region. This happened because that the study area was large in terms of area
coverage. The same could also happen to Somali Regional State, however, due to
budget and time constraints, the researchers focused only on Jigjiga Town. Overall, it
can easily be deduced that 642 adult learners were the major respondents of this study.

Figure 2
Distribution of respondents in terms of sex

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Figure 2 clearly shows that only 28.3 percent out of the total followers in adult
education program were female learners. This means that although the percentage of
females in our society is equal to their male counterparts, yet their participation in adult
education program was below the expectation. In most traditional societies of the world,
the attitude toward women is characterized by what has come to be known as male
chauvinism. As explained by Olomukoro (2012) in most African counties, this system of
social relationship has been widely practiced. In most cases, without justifiable reason
men are superior over women. This system of social relationship creates opportunities
for men to control and being dominant over women in access to social, economic and
education.

Figure 3
Distribution of respondents in terms of locality
According to Figure 3, more than 77 per cent of adult learners belongs to rural dwelling.
This was a special condition of East and West Hararghe Oromiya Region. In the same
way, in a research conducted by Molla (2008), adults’ access to education and its quality
in rural areas are still much lower than in urban areas. The study have revealed that adult
illiteracy is much higher and quality education is poorer. Expanding access and
maintaining quality education for the rural people is, therefore, of crucial importance in
the realization of human rights and in the achievement of existing policies and strategies.
Stressing the above real condition, an interview with adult education facilitator pointed
out the following veracity:
Overall, it cannot be claimed that we have appropriate facilities and infrastructure
related to adult education program. As the administrative region spends only five
per cent of its education budget to the adult program, we are facing enormous
challenges. In many case, we are using schools as training centres. These centres
vary in terms of fulfilment of learning facilities. It can be reiterated that urban
centres are in better condition than rural adult education centre. This is the current
headway.

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Active Learning Methods in Adult Education

Respondents were asked about the type of active learning methods employed and how
frequently they were used by the facilitators in the classroom. Respondents were given
the following alternatives: always=4, sometimes=3, rarely =2, never=1. They were also
asked to rate facilitators on the frequency and magnitude of using active learning
methods in adult learning and teaching milieu (See Table 2).
Table 2
Active Learning Methods
Active learning methods N Minimum Maximum Mean SD
Pair discussion 613 1 4 2.70 .89
Small group discussion 625 1 4 2.64 .84
Large group discussion 609 1 4 2.64 .88
Collaborative learning 627 1 4 2.75 .93
Academic competition 626 1 4 2.37 .94
Academic debate 621 1 4 2.41 .92
Demonstration 626 1 4 2.61 .93
Lecture or facilitator presentation 621 1 4 2.61 .94
Panel discussion 609 1 4 2.43 .94
Picture description and analysis 623 1 4 2.41 .93
Problem solving 613 1 4 2.34 1.19
Project work 612 1 4 2.01 1.04
Question and answering 612 1 4 2.31 1.21
Role play 616 1 4 2.00 1.05
Aggregate of active learning items 526 1.00 4.00 2.42 .66

From Table 2, it is clear that facilitators either did not know about the essence of active
learning methods or they deliberately overlooked the methods to use them in adult
learning teaching process. Almost all of the listed active learning methods were rated as
ranging from rarely to sometimes. The least rated active learning methods employed by
facilitators were role play and project work. On the other hand, the most used and rated
active learning method was collaborative learning. Overall, the average rating on the
given active learning method was 2.4 approaching to the rarely used of active learning
method. From this, it can be concluded that facilitators were rarely using active learning
methods in the present setting of adult education program.

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Table 3
The significance mean difference between first year adult learning followers and second
year followers in terms of facilitators’ use of active learning methods
Sources of Variation Sum of Squares Df Mean Square F Sig.
Between Groups 2.404 1 2.404 5.604 .018
Class year Within Groups 208.484 486 .429
Total 210.888 487

Table 3 reveals that there is a significance mean difference between first and second
year adult learning follower (in favour of second year learners). It means, in using the
various active learning methods listed in Table 2, there is reliable difference among the
group of learners experiences. Meaning, second year adult followers noticed better than
beginners in experiencing active learning methods which was employed by adult
education facilitators.
DISCUSSION
It has been presumed that one of the major tasks of the facilitator is to ensure effective
participation of the adult learners in the training. The learning objectives can best be
achieved if learners are encouraged to actively engage in their education. It is not the
mandate of the facilitator to force people to participate and he/she is also not responsible
for what a participant decides to say or withhold in the training session. However, it is
the facilitator’s conscientiousness to provide an environment and learning atmosphere
that enables and encourages people to actively involve. Active learning includes plays,
role playing, practice exercises, group activities, and journal writing. Accelerated
learning is considered a holistic adult learning method that is intended to promote
creation (and not consumption), enhance retention, and quicken the learning process
(Bolton, 2006).
Adult learning refers to a collection of theories and methods for describing the
conditions under which the processes of learning are optimized (Merriam, 2001
&Trotter, 2006). Samlowski (2011) used the term andragogy to describe the
assumptions of adult learning: Readiness-to-learn, self-directedness, active learner
participation, and solution-centred. Nearly, all adult learning methods and strategies
include at least several of these elements. Adult learning methods constituting the focus
of this research include, to different degrees, the characteristics that Knowles (1998) as
well as Trotter (2006) consider as the principles of adult learning.
In adult education, emphasis should be laid on fostering active participation from all,
beyond language barriers (Keating, 2003). Popular education methods like role-plays,
group work, reflective exercises, simulation activities, debates are some extensively
used to engage the participants in the learning process. “Learning Groups” has also been
experienced to be a useful way for the participants to overcome their cultural barriers.
Each participant is a part of a “learning group” composed of participants from different
places and contexts. These learning group meetings serve the purpose of creating a

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nonthreatening space for dialogue wherein the participants can clarify and support the
learning needs of each other. This space for mutual learning is also illustrative and
appealing.
More than just providing expertise, the facilitator draws on the existing knowledge of
the participants and assists them in building knowledge by providing input and training
to fill the identified gaps. The training and learning process shall be based on active
participation, group interaction and discussion. In this connection, Prince critically
investigated about the importance of cooperative learning and found that there are broad
empirical supports for the central premise of cooperative learning, that cooperation is
more effective than competition for promoting a range of positive learning outcomes.
These results include enhanced academic achievement and a number of attitudinal
outcomes. In addition, cooperative learning provides a natural environment to enhance
interpersonal skills and there are rational arguments and evidence to show the
effectiveness of cooperation (Prince, 2004).
In order to ensure an effective and participatory learning process, Bedi pointed out that
the facilitator should apply a mix of appropriate methods. The training sessions should
be designed in a way that they cater for the needs of the different types of adult learners
through a diversity of methods. Indeed, the content of each session often determines
which methods are applicable. Some topics and areas need more active role of the
facilitator and a lot of central input, while others are best conducted by involving all
participants more actively (Bedi, 2004).
In this regard, one coordinator from education office was invited to describe the
situation of active learning methods and as she replied:
We believe that the methodology in adult education should follow the principle of
andragogy. However, to adapt this, training to facilitators is required. This has not
been done seriously. In some cases, they may have induction training although it
was deliberated for brief period of time.
Literature argue that curricula and materials specifically designed for adult learners,
which are open to, and draw on, diverse information sources and are capable of being
adapted to local realities and different target groups. By contrast, literacy materials
designed for children are neither appropriate nor efficient when used for adults. Hence,
when education is linked with economic transformation, it acts as a catalyst for adult
literacy and basic human rights education (Tett & Maclachlan, 2007).
CONCLUSION AND IMPLICATIONS
In the current adult education program, the trend in using a variety of teaching methods
was below the expected level, approaching to the rarely use of them by facilitators.
Meaning, facilitators were not often employed active learning methods as an option for
sustaining quality in the learning of adult. This could arise from the fact that facilitators
lack the appropriate knowledge on what, how and when of active learning methods. This
entails a future plan for training of adult education facilitators.

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Adult program facilitators who acknowledge and appreciate the adjustments necessary
to provide diverse adult learners for success should be the focus of attention. Facilitators
who are anticipated to play a crucial role in engaging students should adapt their design,
delivery and evaluation activities accordingly. The research on and experience with
active learning exercises endorse that they have become an essential part of teaching
adults. Active learning is any activity that engages students in doing things and thinking
about the things they are doing. In these exercises, students talk, listen, discuss, debate,
read, write and reflect on content through a variety of activities that require them to
interact with each other toward a collaborative outcome. These exercises ask students to
listen, speak, interact and work and play with others about ideas, concepts and
information – with the goal of producing shared learning.
Thus, it is suggested to encourage facilitators to select exercises based on their relevance
for content and the intended outcomes, and to consider adult learner preference as well
as their own. As suggested by Genet (2014), facilitators in adult education should
acquire expertise and knowledge. Meaning, on top of the cultural issues, care should be
taken with regard to skills of facilitators while recruiting them to provide quality adult
literacy to help adults to lead better life.
Acknowledgement
We would like to acknowledge Haramaya University for the offering us research fund as
well as for facilitating the fieldwork through the provision transport service and other
relevant resources. Without such important attention, our research would have not been
realized.
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Seyoum & Basha 61

Turkish Abstract
Etiyopyada Andragojik Yöntemle Yetişkin Eğitiminin Kalitesini Sürdürmek
Bu çalışmanın amacı, yetişkin eğitimi programlarındaki kaliteyi korumak için andragoji
yönteminin etkilerini analiz etmektir. AraştırmaEtiyopya'nın doğu bölgesindeki yetişkin eğitim
programlarındaki öğrenme yöntemlerinin ne kadar etkili olduğunu incelemektedir. Katılımcılar
çok katmanlı ve amaçlı örnekleme teknikleri kullanılarak belirlenmiştir. Yetişkin eğitim
programıyla ilgili bilgilerin elde edilmesinde anket ve görüşme yöntemi kullanılmıştır. Bulgular
etkin öğrenme yöntemlerinin eğitmenler tarafından etkili bir şekilde uygulanmadığını
göstermektedir. Buna ilave olarak eğitmenler tarafından en az kullanılan etkin öğrenme
yönteminin rol oynama ve proje yöntemi olduğu; en fazla kullanılanın ise işbirliğine dayalı
öğrenme olduğu ortaya çıkmıştır.
Anahtar Kelimeler: yetişkin eğitimi, etkin öğrenme yöntemleri, andragoji, kalite, Doğu Etiyopya

French Abstract
Andragogical Méthodes de Supporter Formation continue de Qualité en Éthiopie
Cette étude vise à analyser la mesure andragogy sert d'un moyen pour garantir la qualité dans des
programmes de formation continue. Il essaye de scruter comment les méthodes d'apprentissage
actives sont mises en oeuvre efficacement dans le programme de formation continue dans la partie
Orientale de l'Éthiopie. Les techniques d'échantillonnage stratifiées et résolues ont été employées
pour choisir des défendeurs. Le questionnaire et l'entretien ont été utilisés pour rassembler des
informations pertinentes sur le programme de formation continue. Les conclusions montrent que
les méthodes d'apprentissage actives employées par les facilitateurs n'ont pas été d'une manière
satisfaisante mises en oeuvre. Les méthodes d'apprentissage actives évaluées moindres employées
par les facilitateurs étaient le jeu de rôle et des méthodes de projet. Et, la méthode d'apprentissage
active le plus hautement utilisée et évaluée était l'apprentissage collaboratif.
Mots Clés: formation continue, méthodes d'apprentissage actives, andragogy, qualité, l'Éthiopie
Orientale

Arabic Abstract
‫ للحفاظ على جودة تعليم الكبار في إثيوبيا‬Andragogical ‫الطرق‬

‫ وهي تحاول التدقيق في كيفية‬.‫وتهدف هذه الدراسة إلى تحليل مدى أندراغوجي كوسيلة لضمان الجودة في برامج تعليم الكبار‬
‫ تم استخدام تقنيات أخذ العينات الطبقية‬.‫تنفيذ أساليب التعلم الفعالة ب فعالية في برنامج تعليم الكبار في الجزء الشرقي من إثيوبيا‬
‫ وتبين النتائج أن‬.‫ واستخدم االستبيان والمقابلة لجمع المعلومات ذات الصلة عن برنامج تعليم الكبار‬.‫والهادفة الختيار المجيبين‬
‫ وكانت أساليب التعلم النشط األقل تصنيفا التي استخدمها‬.‫أساليب التعلم النشط التي يستخدمها الميس رون لم تنفذ بشكل مرض‬
.‫ و كان أسلوب التعلم النشط األكثر استخداما و تصنيفا هو التعلم التعاوني‬.‫الميسرون هي أساليب لعب األدوار وطرق المشروع‬
‫ شرق إثيوبيا‬،‫ الجودة‬،‫ أندراغوجي‬،‫ أساليب التعلم النشط‬،‫ تعليم الكبار‬:‫الكلمات الرئيسية‬

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62 Andragogical Methods to Sustain Quality Adult Education in …

German Abstract
Andragogische Methoden zur Sustain-Qualität Erwachsenenbildung in Äthiopien
Diese Studie zielt darauf ab, das Ausmaß zu analysieren, und die Aragura dient als Mittel zur
Sicherung der Qualität in Erwachsenenbildungsprogrammen. Es versucht zu prüfen, wie aktive
Lernmethoden effektiv im Erwachsenenbildungsprogramm im östlichen Teil von Äthiopien
umgesetzt werden. Stratifizierte und zweckmäßige Probenahmetechniken wurden eingesetzt, um
die Befragten auszuwählen. Fragebogen und Interview wurden verwendet, um relevante
Informationen über das Erwachsenenbildungsprogramm zu sammeln. Die Ergebnisse zeigen, dass
aktive Lernmethoden, die von Vermittlern eingesetzt wurden, nicht zufriedenstellend umgesetzt
wurden. Die am wenigsten bewerteten aktiven Lernmethoden, die von den Vermittlern angewandt
wurden, waren Rollenspiele und Projektmethoden. Und die am meisten genutzte und bewertete
aktive Lernmethode war kollaboratives Lernen.
Schlüsselwörter: erwachsenenbildung, aktive lernmethoden, andragogie, qualität, ost-äthiopien

Malaysian Abstract
Kaedah Andragogikal untuk Mengekalkan Kualiti Pelajaran Dewasa di Ethiopia
Kajian ini bertujuan untuk menganalisis andragogi setakat berfungsi sebagai satu cara untuk
menjamin kualiti dalam program pendidikan dewasa. Ia cuba untuk meneliti bagaimana aktif
kaedah pembelajaran dilaksanakan dengan berkesan dalam program pendidikan dewasa di
bahagian Timur Ethiopia. Teknik persampelan berstrata dan bertujuan telah digunakan untuk
memilih responden. Soal selidik dan temu bual telah digunakan untuk mengumpul maklumat
penting mengenai program pendidikan dewasa. Dapatan kajian menunjukkan bahawa kaedah
pembelajaran aktif yang digunakan oleh fasilitator tidak dilaksanakan dengan memuaskan.
Kaedah pembelajaran aktif yang paling diberi nilai kerja oleh fasilitator adalah main peranan dan
kaedah projek. Selanjutnya, kaedah pembelajaran aktif yang paling tinggi digunakan dan diberi
nilai adalah pembelajaran kolaboratif.
Kata Kunci: pendidikan dewasa, kaedah pembelajaran aktif, andragogi, kualiti, Eastern Ethiopia

Russian Abstract
Андрагогические Методы для Обеспечения Качества Образования Взрослых в
Эфиопии
Целью этого исследования является анализ андрагогических методов. Экстент андрагогики
служит средством обеспечения качества в программах обучения взрослых. Это попытка
тщательно исследовать насколько активные методы обучения эффективны в программе
образования взрослых в восточной части Эфиопии. Стратифицированные и
целенаправленные техники были заняты для выбора респондентов. Анкета и интервью
были использованы для сбора соответствующей информации о программе обучения
взрослых. Выводы показывают, что активные методы обучения, используемые
фасилитаторами, не были удовлетворительно реализованы. Наименее оцененными
активными методами обучения, используемыми фасилитаторами, были ролевые игры и
проектные методы. Наиболее используемым и активным обучением было совместное
обучение.
Ключевые Слова: образование взрослых, активные методы обучения, андрагогика,
качество, Восточная Эфиопия

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