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Leaving the job half done? An analysis of mid-term withdrawals by facilitators in some adult literacy learning programmes

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  • Gizaw, Abiy Menkir
  • Rogers, Alan
  • Warkineh, Turuwark Zalalam

Abstract

It is widely recognised that the instructors (facilitators) are key to the success of adult literacy learning programmes; yet in many programmes, a considerable number of facilitators withdraw from teaching mid-term. Although this issue has been noticed, no substantial research has been conducted into the reasons for such withdrawals. Based on interviews with adult literacy organisers and facilitators in a range of contexts in Ethiopia, this paper explores this issue and throws light on the distinctive roles of the adult literacy facilitator, significantly different from the roles of primary school teachers.

Suggested Citation

  • Gizaw, Abiy Menkir & Rogers, Alan & Warkineh, Turuwark Zalalam, 2019. "Leaving the job half done? An analysis of mid-term withdrawals by facilitators in some adult literacy learning programmes," International Journal of Educational Development, Elsevier, vol. 65(C), pages 194-206.
    • Handle: RePEc:eee:injoed:v:65:y:2019:i:c:p:194-206
    DOI: 10.1016/j.ijedudev.2018.08.003
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    References listed on IDEAS

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    1. Helen Abadzi, 2003. "Improving Adult Literacy Outcomes : Lessons from Cognitive Research for Developing Countries," World Bank Publications - Books, The World Bank Group, number 15136, December.
    2. Tonic Maruatona, 2006. "Adult Education, Deliberative Democracy and Social Re-engagement in Africa," Journal of Developing Societies, , vol. 22(1), pages 11-27, March.
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    Cited by:

    1. Abbott, Pamela & Mugisha, Roger & Mtika, Peter & Nzabalirwa, Wenceslas, 2020. "Failing adult learners: Why Rwanda’s adult literacy education is not delivering," International Journal of Educational Development, Elsevier, vol. 79(C).

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