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International Review of Education

, Volume 60, Issue 5, pp 639–660 | Cite as

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

  • Dessalegn Samuel Abiy
  • Genet Gelana Kabeta
  • Dawit Mekonnen Mihiretie
Article
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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.

Keywords

Lifelong learning System Policies Institutionalisation, adult education Ethiopia 

Résumé

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.

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Notes

Acknowledgments

We would like to thank the UNESCO Institute for Lifelong Learning (UIL) for initiating and partly funding this study.

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Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2014

Authors and Affiliations

  • Dessalegn Samuel Abiy
    • 1
  • Genet Gelana Kabeta
    • 2
  • Dawit Mekonnen Mihiretie
    • 3
  1. 1.Ministry of EducationAddis AbabaEthiopia
  2. 2.Department of Adult Education and Community Development, Faculty of Educational and Behavioral SciencesBahir Dar UniversityBahir DarEthiopia
  3. 3.Department of Curriculum and Teachers’ Professional Development Studies, College of Education and Behavioral StudiesAddis Ababa UniversityAddis AbabaEthiopia

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