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Learner oriented monitoring and evaluation in adult education projects: an important way to ensure the learning needs of adult learners

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Document pages: 11 pages

Abstract: Due to its flexibility, the monitoring and evaluation practice of adult education needs effective and continuous professional support. This support is based on the bureaucratic system, which realizes expectations through hierarchical arrangement. The core essence of adult education monitoring is conceptualized as the continuous comparison of implementation progress and predetermined principles. Similarly, another common important task is assessment. This approach can provide relevant stakeholders with formative and summary information about project implementation and results. The purpose of this study is to investigate the practice of learner oriented monitoring and evaluation in comprehensive functional adult education projects. Therefore, the qualitative research method and case study design are adopted. Purpurae and available sampling techniques were used to select 83 respondents. Data were collected through interviews, FGD, and document analysis. The collected data were analyzed using thematic analysis. Results showed that integrated functional adult education monitoring practice was limited to report learners’ enrollment data and mere attendance in literacy class. Narrow emphasis is given to monitoring and evaluation activities that can enhance adult learners’ academic performance and ability in relation to their life skills and practical learning needs have been largely forgotten.

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