An Investigation into the Practice of Community Based Education (CBE) Field Activities: Perceptions, Supervision and Challenges

Abstract

This survey examined the management of Community Based Education (CBE) field activities at Jimma University (JU). The study used both quantitative and qualitative data. Quantitative data were collected from students and academic staff through structured questionnaire. Qualitative data were gathered from top university officials: deans and college/institute CBE coordinators via in-depth interviews. Quantitative data were analyzed into frequencies and percentages, while qualitative data were analyzed qualitatively and interpreted based on themes. The results showed that the management of CBE field activities was surrounded by setbacks, such as lack of awareness and commitment from some instructors, wrong perception and little commitment of some students, staff concerns about the adequacy of CBE workload, overlapping schedules and low payment for CBE supervision, shortage of budget and logistics, community fatigue, duplication of activities, reluctance of some officials (college deans, CBE coordinators and top authorities) and lack of participatory approach in supervisor assignment. Therefore, it can be concluded that the management of CBE field activities needs improving. Uniform workload and schedule across colleges/institutes and programs for identical CBE courses, regular staff induction with emphasis on CBE issues, and adequate orientations to students are necessary. Participatory approach in supervisor assignment and maximizing the commitment of all CBE actors are also recommended.