The primary objective of this study is to investigate and identify the key challenges associated with intersectoral collaboration (ISC) in the context of adult education programme implementation. This study employed a qualitative methodology, using interviews with 19 participants, comprising 9 facilitators and 10 board members actively engaged in adult education initiatives in West Sumatra Province, Indonesia. The findings of this study shed light on critical barriers to effective ISC, particularly in adult education. It became evident that structural and procedural impediments, such as inadequate communication channels between governing boards and committees overseeing diverse activities and sectors, significantly hinder the efficacy of ISC. The findings also revealed a knowledge gap among trainers from different sectors. These trainers lacked understanding of how other sectors contribute to adult education and how to apply an interdisciplinary approach effectively. This study’s outcomes carry notable implications for policymakers, educators, and stakeholders in adult education. By recognizing the prevalent challenges in ISC, stakeholders can proactively address these issues and enhance collaboration to maximize the impact and efficiency of adult education programmes.
AbateS. G.AdamuA. Y. (2021). Factors affecting intersectoral collaboration in the provision of adult education in Ethiopia. Studies in the Education of Adults, 53(1), 42–60. https://doi.org/10.1080/02660830.2021.1874707
2.
AldersonP. (2021). Critical realism for health and illness research: A practical introduction. Policy Press.
3.
American Psychological Association. (2020). Ethical principles of psychologists and code of conduct. Washington, DC.
4.
AndersenF. C.VedøyG.DehlinE. (2024). Leadership in uncertainty: Improvisation and positioning in municipal adult education. Journal of Adult and Continuing Education, 31(2), Article 14779714241247006. https://doi.org/10.1177/14779714241247006
5.
AndrewsK.BathD.SmithC. (2018). Replication of the learning alliance inventory for blended student populations. Journal of Adult and Continuing Education, 24(1), 100–116. https://doi.org/10.1177/1477971418771090
6.
AnsellC.SørensenE.TorfingJ. (2022). Co-creation for sustainability: The UN SDGs and the power of local partnerships (p. 264). Emerald Publishing.
7.
AwasthyR.FlintS.SankarnarayanaR.JonesR. L. (2020). A framework to improve university–industry collaboration. Journal of Industry-University Collaboration, 2(1), 49–62. https://doi.org/10.1108/jiuc-09-2019-0016
8.
BelabasW.EshuisJ.ScholtenP. (2020). Re-imagining the city: Branding migration-related diversity. European Planning Studies, 28(7), 1315–1332. https://doi.org/10.1080/09654313.2019.1701290
9.
BouckaertG.GalliD.KuhlmannS.ReiterR.Van HeckeS. (2020). European coronationalism? A hot spot governing a pandemic crisis. Public Administration Review, 80(5), 765–773. https://doi.org/10.1111/puar.13242
10.
BozicA. (2021). Global trends in a fragile context: Public–nonpublic collaboration, service delivery and social innovation. Social Enterprise Journal, 17(2), 260–279. https://doi.org/10.1108/sej-12-2019-0100
11.
CheungK.K. C.TaiK.W. H. (2021). The use of intercoder reliability in qualitative interview data analysis in science education. Research in Science & Technological Education, 41(3), 1155–1175. https://doi.org/10.1080/02635143.2021.1993179
12.
CreswellJ. W.PothC. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
13.
DolezalC.NovelliM. (2022). Power in community-based tourism: Empowerment and partnership in Bali. Journal of Sustainable Tourism, 30(10), 2352–2370. https://doi.org/10.1080/09669582.2020.1838527
14.
FangY. H.HuangS. T. (2015). Practitioner-initiated workplace-based conjoint collaboration within an adult education institution toward democratic schooling: A distributed leadership perspective. Journal of Adult and Continuing Education, 21(1), 89–110. https://doi.org/10.7227/jace.21.1.7
15.
FreireP. (1970). Pedagogy of the oppressed. New York: NY: Continuum.
IrvansyahA.MuljonoP.FatchiyaA.SadonoD. (2023). Analysis of social entrepreneurship competencies for non-formal education improvement. The International Journal of Science in Society, 5(2), 429–439. https://doi.org/10.54783/ijsoc.v5i2.707
18.
KimJ.YouJ.Yeon ParkS. (2016). Adult learning for social change in museums: An exploration of sociocultural learning approaches to community engagement. Journal of Adult and Continuing Education, 22(2), 184–198. https://doi.org/10.1177/1477971416672328
19.
KurniasihD. A. A.SetiawatiE. P.PradiptaI. S.SubarnasA. (2023). Patients’ perspectives of interprofessional collaboration in breast cancer unit. Healthcare, 11(3), 332. https://doi.org/10.3390/healthcare11030332
20.
MukeredziT. G. (2022). An exploration of workplace learning of centre managers and educators in South African adult education and training centres. Journal of Adult and Continuing Education, 28(1), 5–26. https://doi.org/10.1177/1477971420976148
21.
NowellL. S.NorrisJ. M.WhiteD. E.MoulesN. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), Article 1609406917733847. https://doi.org/10.1177/1609406917733847
22.
OkeyoI.LehmannU.SchneiderH. (2020). The impact of differing frames on early stages of intersectoral collaboration: The case of the first 1000 days Initiative in the Western Cape Province. Health Research Policy and Systems, 18(3), 1–14. https://doi.org/10.1186/s12961-019-0508-0
23.
PhakamachP.PanjarattanakornD.SaengkaewP.PangthaiS.OnsampantS. (2023). Innovative practices in vocational education administration. International Journal on Electronics & Communication Technology, 3(2), 1–19.
24.
Ramírez de la CruzE. E.GrinE. J.Sanabria‐PulidoP.CravacuoreD.OrellanaA. (2020). The transaction costs of government responses to the COVID‐19 emergency in Latin America. Public Administration Review, 80(4), 683–695. https://doi.org/10.1111/puar.13259
25.
Salling-OlesenH. (2023). Employability and work-life history. In Sustaining employability through work-life learning: Practices and policies (pp. 101–125): Springer Nature Singapore.
26.
SinghM. (2015). Global perspectives on recognizing non-formal and informal learning: Why recognition matters. Springer.
27.
SteinhardtF.UllenhagA.JahnsenR.DolvaA. S. (2021). Perceived facilitators and barriers for participation in leisure activities in children with disabilities: Perspectives of children, parents, and professionals. Scandinavian Journal of Occupational Therapy, 28(2), 121–135. https://doi.org/10.1080/11038128.2019.1703037
28.
StewartS.SriramanB. (2023). Promoting effective collaboration in the mathematics community. In Mathematicians' reflections on teaching: A symbiosis with mathematics education theories (pp. 29–36): Springer International Publishing.
29.
TisdellC. A. (2020). Economic, social, and political issues raised by the COVID-19 pandemic. Economic Analysis and Policy, 68, 17–28. https://doi.org/10.1016/j.eap.2020.08.002
30.
TomorZ.MeijerA.MichelsA.GeertmanS. (2019). Smart governance for sustainable cities: Findings from a systematic literature review. Journal of Urban Technology, 26(4), 3–27. https://doi.org/10.1080/10630732.2019.1651178
31.
VivonaR.DemirciogluM. A.AudretschD. B. (2023). The costs of collaborative innovation. The Journal of Technology Transfer, 48(3), 873–899. https://doi.org/10.1007/s10961-022-09933-1
32.
YohannesM. E.WasongaT. A. (2021). Leadership styles and teacher job satisfaction in Ethiopian schools. Educational Management Administration & Leadership, 51(5), Article 17411432211041625. https://doi.org/10.1177/17411432211041625
