Adult Education in Germany and Ethiopia: A Comparative Perspective

Abstract

The purpose of this study was to compare the systems of adult education in Germany and Ethiopia. A qualitative research design was employed and a critical review method was used. Data was based on the personal diary of the researcher, relevant research studies, policy documents and monographs. The critical analysis of the data indicated that in both Germany and Ethiopia, adult education was used mainly as a mechanism for enhancing employability skills and raising civic and intercultural competence of adults. In both nations the federal state structure created shared responsibilities among all tiers of government in the provision of adult education, and there were diverse providers of adult education in both nations. The major differences observed include: modern adult education had a longer tradition in Germany embedded in three great social processes - the processes of enlightenment, industrialization and democratization whereas in Ethiopia it was introduced in the first decade of the 20th century. In Germany, adult education focused more on updating the knowledge and skills of citizens in an information society. In Ethiopia, it focused more on alleviating poverty, empowering the socially and educationally disadvantaged sections of the society and as a tool for nurturing a democratic political culture in the multiethnic and multilinguistic society. Based on the findings, it could be safely concluded that adult education was less developed in Ethiopia despite its growing recognition. Based on the findings and the conclusion drawn, some implications were forwarded