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| dc.contributor.author | Muhabaw, Yonatan | |
| dc.date.accessioned | 2021-07-13T07:39:08Z | |
| dc.date.available | 2021-07-13T07:39:08Z | |
| dc.date.issued | 2021-07-12 | |
| dc.identifier.uri | http://ir.bdu.edu.et/handle/123456789/12195 | |
| dc.description.abstract | The study aimed at exploring the practice, challenges, and contributions of community learning centers: Fogera Woreda in focus. The qualitative approach with case study design has been employed with the constructivist paradigm. The sample was composed of a coordinator, a facilitator, the woreda administrator, a regional expert, DVV’s (Deutscher Volkshochschul-Verband) focal person, and DVV’s Project manager for the interview, and six (6) community learning centers learners were selected purposively. Data was collected using observation, semi-structured in-person and telephone interviews, Focus Group Discussion, and document analysis. To analyze the data collected and to explore the meanings, narrative thematic analysis was employed as a major data analysis method. As a result, the following findings were obtained, the community learning center (CLC) contribute to improve the socio-economic status of participants and the community. The practice in the community learning center supports the integrated functional adult education programs with the proper improvement of training methods. Self-learning is practiced. Adult literacy education and vocational training were not provided at Gazo CLC. Suitable infrastructures, human resources, and vocational training materials, the training is given to the facilitator and the facilitator’s salary remains insufficient. There are no assessment strategies designed. Training and education are unscheduled. There is also the disintegration of sectors and they have insufficient support to the center. The CLC faced challenges including Lack of budgeting, the disintegration of stakeholders, political interference, insufficient human resources, and forgetting the objective. The way outs for the listed findings encompasses training facilitators and paying sufficient payment, incorporate CLC functions in stakeholders’ to-do list, putting literacy as criteria to join handicrafts and vocational training, scheduling any training, designing assessment strategies, avoiding unnecessary political interference, budgeting, refunding and equipping the center, providing all inputs and services only at the center, fulfilling the manpower, creating a self-assisting environment, and the Governmental Organizations and Non-Governmental Organizations should reconstruct the center based on Ministry of Education’s CLC standards | en_US |
| dc.language.iso | en_US | en_US |
| dc.subject | Adult Education and Community Development | en_US |
| dc.title | Exploring the Practice, Challenges, and Contributions of Community Learning Centers: Fogera Woreda in Focus | en_US |
| dc.type | Thesis | en_US |
