Integra Tion of Environmental Education Into Adult Non-Formal Education: the Case of Programs Run By Agri-Service Ethiopia in East Gojjam
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Date
2009-06
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Addis Ababa University
Abstract
The purpose of this study was to assess the integration of environmental education into Adult
Non-Formal education run by Agri-service Ethiopian in East Gojjam Zone. The sources of the
data were trainees, facilitators, program officers (at office level of ASE) and program director
(at head office) and Zone Agriculture and Rural Development Department experts. Curricula
materials and catchments areas of that specific program were used as sources of data. Random
sampling technique was employed to select training centers, trainees, facilitators and catchments
areas. The program director, officers and experts were selected purposefUlly. Questionnaires,
interviews, observation and focus group discussion were used as instrument for data collection
together with document analysis. The data were analyzed both quantitatively and qualitatively.
In quantitative analysis percentage, mean and standard deviation, chi-square, ANOVA test and
inter correlation matrix were employed. Data from interviews, observation and focus group
discussion were qualitatively analyzed and synchronized with the rest data according to their
relevance. The findings of the study then revealed that the attitude of the trainees towards their
environment was found not to be so heartening, i.e. 76.62% of the sample trainees were found
having unfavorable environmental attitude. The result also showed some problems in action skill
of the trainees. On the contrary the environmental knowledge of the trainees was found
promising (75% Of them passed the test). Despite the positive integration of cognitive domains in
curricula materials, affective and psychomotor domains were found neglected. The linear
relationship that was expected to exist between knowledge, attitude and skill of the learners was
not maintained (with a . 098 correlation). The research also revealed that performance in
environmental issues in terms of sex and age was different. Male trainees were found more
knowledgeable than females but less concerned about their environment. But the knowledge
difference between sample trainees of different age groups was not statistically significant.
Regarding altitude, females and older trainrres were found to be more concerned than males and
younger ones. In addition to this, skill difference was manifested among different training
centers. Finally, the relationship between stakeholders in integration of environmental issues
into adult training program was found very weak. The inclusion of environmental education
elements into curricula materials was recommended. The positive relationship among
stakeholders should also be given due consideration
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Education